Introduction. Currently, the creation of conditions for the continuing professional development of teaching staff is one of the most relevant and discussed problems in international studies. This article suggests a solution to this problem through the integration of the resources of the education system to create a single educational space that may be of interest to the world pedagogical and scientific community. A number of documents aimed at ensuring the transition to a unified federal system of scientific and methodological support for teacher professional development are widely discussed in the Russian Federation. In this regard, an attempt has been made to identify and assess the attitude of Russian teachers and heads to the principles and directions towards the creation of the unified federal system of scientific and methodological support, and to determine resources to solve the problems outlined in the state order, taking into account the request, suggestions and evaluations of teaching staff. The research results presented in the article also meet the needs of world educational systems to build a systematic model of the continuing professional development for teachers, without which it is impossible to ensure the sustainable development of national education systems.
Aim. The present research aims to determine priorities, ways and means of ensuring the unity of the federal system of scientific and methodological support for teacher professional development.
Methodology and research methods. The methodological basis of the research is the system-based, integrative-variable and subject-oriented approaches. The leading method in the study is the analysis of pedagogical workers’ ideas about effective ways and formats of their professional development in an integrated educational space for more effective implementation of state educational policy, improving the quality of education in general and individual results of educational and pedagogical activities. To collect empirical research data, questionnaires were used. The questionnaires were developed on the basis of a comparative analysis of regulatory and legal documents defining the conceptual foundations for the construction of the unified federal system of scientific and methodological support, as well as an analysis of problems and trends in the continuing teacher training. The discussion of certain aspects of supporting teacher professional development in focus groups of teachers and heads of educational organisations was organised. The empirical study involved 7343 respondents from different regions of the Russian Federation.
Results. It is revealed that, according to the respondents, the main priority of the state policy of the Russian Federation in relation to the professional development of teaching staff is the creation of the unified federal system of scientific and methodological support to teaching staff. The study participants outlined the basic principles of the construction of the unified federal system of scientific and methodological support: the compliance of the formed unified federal system of scientific and methodological support with priority tasks in the field of education; the implementation of network interaction between subjects of scientific and methodological activity; joint planning and decision-making at the federal and regional levels; orientation and prompt response to professional deficits and requests of teaching staff and management personnel in conditions of rapid development of society and the education system. Among the urgent problems, hindering the development of scientific and methodological support systems, there is a lack of a unified approach to organising the activities of scientific and methodological services to support teaching staff at the regional and municipal levels; weak connection between scientific research and real pedagogical and managerial practice; lack of mechanisms for the formation of individual educational routes of continuing professional development of teaching staff and management personnel. It can be considered that the main ways and means of modernisation of the systems of teacher professional development are as follows: material and moral stimulation of teachers to professional development; improvement of the system of formal continuing professional education; the use of resource contexts of non-formal and informal continuing professional education, and other means.
Scientific novelty. The scientific novelty of the research consists in generalising the existing trends and problems of building regional systems of teacher professional development in accordance with the priorities of the state educational policy; determining priority tasks, directions, ways and means of integrating regional educational systems into a single scientific and methodological space of the Russian Federation.
Practical significance. The practical significance of the study lies in the fact that the research findings can be used to solve the problems of integrating the regions of the Russian Federation into a single scientific and methodological space.

The article shows basic qualities of patient-centred care as a contemporary axiological context for the development of healthcare and higher medical education in Russia, which determines its new socio-cultural priorities. The authors have designed original educational research aimed at identifying the specificity of understanding the patient-centred care by medical students (students enrolled in specialist degree programmes). In the current research, the authors analysed the data derived from the comparative analysis of the identification attributes of doctor’s patient-centredness from expert perspective and representations of these attributes in medical students’ understanding. The research provides an exact representation of key meanings, principles and behavioural manifestations of a patient-centred approach in the work of contemporary doctors and proposes educational techniques to expand the content of higher medical education and eliminate the above-mentioned gaps.
Aim. The research aims at identifying the specificity of understanding patient-centred care by medical students in the context of contemporary socio-cultural priorities of Russian higher medical education.
Methodology and research methods. The research is based on the systemic, activity-based, phenomenological, and socio-cultural approaches. The research methods include theoretical, phenomenological, and structural types of analysis; survey method, expert assessments, and focus groups.
Results. Firstly, the research has outlined the pedagogical techniques of implementing a patient-centred approach to healthcare in higher medical education, such as: a) foregrounding the problems of productive subject-to-subject interaction between doctors and patients, including their shared responsibility for taking decisions on health care treatment (such problems are to be logically distributed throughout the curricula of main educational programmes of higher medical education and integrated in each academic discipline); b) introducing a core training course of a patient-centred approach in healthcare into main educational programmes (specialist degree) to make this course a didactic system-forming axiological element of higher medical education.
Secondly, the research has revealed the specificity of patient-centred healthcare as understood by medical students in terms of its meaning and implementation: 1) on the one hand, medical students support the priority of a holistic approach to patients and their problems and agree that it is essential to develop empathy and professional communicative skills, while, on the other hand, medical students demonstrate lack of readiness for the application of patient-centred approach; 2) medical students are largely unaware of patient-centred care as a joint activity of doctors and patients and its potential for involving patients into shared decision-making; 3) medical students are not taught how to provide socially contextualised care and consider patients’ social environment in developing appropriate treatment plans; 4) medical students lack comprehensive understanding of patient-centred care as an integral part of educational interaction between doctors and patients; 5) medical students do not understand, or misunderstand, the value of doctors’ interaction with patient communities; 6) medical students generally do not express a need to deepen and expand their ideas about patient-centred care.
Thirdly, the authors have identified the educational gaps in the implementation of a patient-centred approach by medical students, namely: in understanding the fundamentals of the patient-centred paradigm in contemporary medicine; in understanding the evolution of doctor-patient interaction in terms of systemic knowledge about the patient-centred care criteria and behaviours in the work of contemporary clinicians; in understanding the principles and methods of productive interaction between medical and patient communities; in practicing educational interaction with patients. Finally, the authors have determined and articulated the demand of medical student for a more varied and extended interaction with their educators on the problems of patient-centred healthcare within main educational programs of higher medical education. The authors have explicated the need to foreground patient-centred issues of healthcare in the content of higher medical education, by means of including mandatory communication and training formats for teaching methods of patient-oriented communicative, emotional and educational interaction between doctors and patients.
Scientific novelty. It has been proven that patient-centred care has become a topical socio-cultural context for the development of Russian higher medical education. The research specifies the educational gaps medical students encounter in developing their competencies in solving the problems of patient-centred healthcare. The authors have designed teaching methods that would promote the integration of patient-centred care into higher medical education.
Practical significance. The research findings can be used for the development of higher medical education didactics, namely to expand the curricula and upgrade the management of main educational programmes as well as to improve the curricula of the extended pedagogical education programmes of higher medical education.

Introduction. An important aspect of any bullying is the position of the bystander. Timely intervention by a bystander can prevent bullying or mitigate its consequences for the victim. On the other hand, the bystander may join the bullying on the aggressor’s side or maintain a neutral position, which will cause the aggressor to feel impunity and increase the victimisation of the bullying object. This study compares the actions of bystanders of traditional school bullying, school cyberbullying and nonschool cyberbullying.
Aim. The current study aims to define the strategy of school bullying and cyberbullying bystanders and clarify the most frequently observed forms of bullying by bystanders.
Methodology and research methods. To study the problem, a questionnaire was developed designed to study the forms of bullying and witness behaviour strategies. The questionnaire survey was conducted among 1,762 middle-level students of educational organisations of general secondary education and secondary vocational training in Ekaterinburg and the Sverdlovsk Region.
Results. Among the bystanders of traditional bullying, 39% prefer non-interference, 36% prefer to support the victim, 23% report bullying to parents and teachers, 0.7% join the aggressor and 1% gave the answer “other”.
Among the bystanders of school cyberbullying, 44.5% prefer non-interference, 24.5% support the victim, 28% inform parents, teachers or the administration of an Internet resource, 0.5% join the harassment and 1.5% gave the answer “other”.
Among the bystanders of non-school cyberbullying, 42.5% prefer non-interference, 25.5% support the victim, 29.5% inform parents, teachers or the administration of an Internet resource, 1% join the harassment and 1% gave the answer “other”.
As can be seen, the percentage of those who prefer non-interference is highest among the bystanders of school cyberbullying, while the percentage of bystanders who support the victim is highest among the bystanders of traditional bullying. The percentage of those joining the bullying on the side of the persecutor is highest among the bystanders of non-school cyberbullying.
Scientific novelty. In this study, for the first time, the categories of bystanders of school and nonschool cyberbullying are divided as categories of bystanders of various processes. Among the possible strategies of behaviour of a bystander in a situation of bullying, for the first time, it is proposed to seek help from adults or from the administration of the Internet resource on the basis of which the bullying takes place.
Practical significance. Based on the study of the behaviour of the bystander of bullying (traditional bullying and cyberbullying), the results of this work could be applied to develop recommendations for encouraging the bystander to intervene in bullying on the victim’s side, to stop it independently or to inform teachers.

Introduction. Professions such as doctors, teachers, psychologists, and social workers entail a certain risk to the psychological well-being of both professionals and students due to their educational and professional activities.
Aim. The present study aims to explore the factors, which contribute to the development of resilience skills in students of socionomic professions, and which could ensure their psychological well-being in relation to their future professional activities.
Methodology and research methods. The theoretical foundations of resilience theory by S. Maddi, D. A. Leontiev, E. I. Rasskazova and others served as subject-scientific guidelines, as well as the approaches of positive psychology to studying subjective well-being of individuals (K. Rogers, M. Seligman). Psychodiagnostic methods such as “Academical-Professional Hardiness”, “Subjective Well-Being Scale”, and “Coping with Stress Questionnaire” (COPE) were employed. The collected data were processed using descriptive statistics, correlation analysis, regression analysis, and confirmatory factor analysis. Research participants. The sample consisted of students majoring in pedagogy, psychology, medicine, and social sciences. The total number of participants was 282, ranging in age from 18 to 20 years old.
Results and scientific novelty. The results allow refining knowledge about the characteristics of psychological factors, which contribute to the subjective well-being of students in helping professions. It has been found that the main predictors of subjective well-being among students in socionomic fields of study are academic and professional hardiness, as well as constructive coping styles in dealing with difficulties. Additionally, differentiation in the choice of dominant constructive coping strategies has been observed among students from different academic fields.
Practical significance. The obtained results allow refining the understanding of educational and professional resilience as a predictor of students’ psychological well-being in helping professions through productive coping styles, as well as outlining approaches to developing and implementing programmes for enhancing academic and professional hardiness among students in socionomic fields of education (such as pedagogy and education, psychology, social work, medicine). The theoretical and empirical findings of this research can be useful in designing lessons on psychological disciplines.

Introduction. Non-verbal communication (NVC) is the first language that adults encourage kids to acquire. It is one of the most important areas of study in educational institutions, as it is impossible for a teacher to convey information effectively without using non-verbal cues. When learning a foreign language, a person should be able to interact with others through both verbal and non-verbal cues.
Aim. The present research aims to emphasise the importance of non-verbal behaviour in teacher-learner interaction in GFL classes and to analyse the various NVC methods and motivations that GFL teachers employ in classrooms.
Methodology and research methods. Nine non-verbal communication-related statements were assessed by interviewing 34 GFL teachers teaching in Jordan, at the German-Jordanian University of Applied Sciences in Madaba, the University of Jordan and the Language Generation Centre in Amman.
Results and scientific novelty. The study found that GFL teachers used non-verbal behaviour both consciously and unconsciously and considered eye contact an essential tool that can be used in class.
Teachers regulated the course of their lesson with their posture and used their tone of voice as an important tool for ending classroom disruptions. Moreover, they used facial expressions and physical gestures to express and clarify their emotions, and they believed that non-verbal cues were crucial for effective teaching from both the teacher’s and the learner’s viewpoints. They also regarded proximity and distance as very important tool in teacher-learner interaction.
Practical significance. By examining how NVC techniques are used in the classroom and their results from the teachers’ perspective, the current study contributes to the body of knowledge previously accessible on NVC and foreign language training. This would provide a more practical understanding how to use these instruments outside of research. Teachers who have implemented these NVC techniques in their classrooms may be able to shed some light on the applicability of NVC in different settings that have not been covered in other research articles. This paper is a documentation of NVC techniques that German instructors use in their classes and are considered effective in class. It also discusses the many justifications for which teachers might employ NVC in the classroom. It provides an answer to the matter of whether teachers intentionally or unintentionally use NVC techniques in the classroom.

Introduction. An investigation of student publication activity is an important element of the study of their research culture. The authors’ attention is focused on student publications in highly ranked journals reflecting the involvement of students in “adult” university science and making a serious contribution to it. A research on student publication activity is attracting considerable interest due to its significance for university scientific and educational practices, whereas this issue is not closely examined in theoretical and empirical terms.
Aim. The present paper aims to consider the features of the publication activity of students of Russian universities in the segment of highly ranked journals. It is revealed by solving the following research issues: evaluation of students’ attitude to publication activity; characterisation of quantitative indicators of students’ publication activity in highly ranked journals; identification of the specifics of students’ publication activity depending on belonging to different fields of scientific knowledge, level of training and other indicators.
Methodology and research methods. The article presents the results of an empirical study conducted in 2023 using the methods of an online survey of students of Russian universities localised in all federal districts (n = 3032 people), as well as applying content analysis of highly rated journals (indexed in RSCI, WoS, Scopus). The results and conclusions of the authors’ research are compared with Russian and foreign studies on similar topics.
Results. The main results of the study are the characteristics of the place of publication activity in the general structure of students’ research activities. Despite the fact that the preparation of articles is one of the most popular forms of research, it is shown that a small number of students are involved in youth science on a permanent basis. It is concluded that the authors of publications in highly ranked journals represent a special group of students, distinguished by cognitive and motivational readiness for such activities.
The article presents the features of the publication activity of a selected group of students: gender
asymmetry (predominance of female students among authors); multiple authorship; an increase in the degree of publication activity from junior to senior courses, from bachelor’s degree (specialty) to master’s degree. The question of the ethical side of student publications is discussed. It is justified as a promising area of research.
Various factors of success of student publications in the segment of highly ranked journals are discussed. The factors are as follows: involvement in research practices on a regular basis, the presence of a scientific mentor. In conclusion, the possibilities of using various theoretical frameworks for interpreting the publication activity of students are considered.
Scientific novelty of the research consists in the introduction into scientific circulation of new empirical data representing the all-Russian situation with the publication activity of students of the first two levels of education (bachelor’s/specialist’s and master’s degree), as well as their interpretation in a comparative perspective with foreign studies.
Practical significance of the article is the possibility of using the results and conclusions of the current study in the development of university programmes for involving students in research and scientific mentoring.

Introduction. According to the provisions mentioned in Digital Kazakhstan Programme and Digital Teacher national project, the teacher today is regarded not just as an active user of the novel digital and smart technologies, but as the creator and transmitter of the authors’ digital educational content. The modern teacher is supposed both to adapt to and perform the professional activity within the digital setting of the educational institution and be able to design his/her own digital educational environment to transfer the educational content and organise effective “educator-learner” educational interaction. This situation brings us to the issue of the necessity for the teacher to be aware and master the potential possibilities provided by the smart technologies in realisation of the educational activity in terms of online and mixed learning; this, in its turn, conditions the search for the solutions for the effective instructional design of smart technology application in a teacher digital educational environment.
Aim. The present study aims to substantiate the instructional design of the implementation model of smart technologies when designing teacher personal digital educational environment (on the example of the authors’ Smart Assistant software as a means of optimising teacher activities and organising an online and mixed educational process).
Methodology and research methods. The following categories of research methods were used to reach the goal set: 1) theoretical: cybernetics method, generalisation, analogy, abstraction, visualisation, modelling, and classification; 2) empirical: surveys and interviews techniques, as well as mathematical and statistical data analysis approaches. During the experimental part of the study an online questionnaire survey on “Implementation of smart technologies in designing a teacher personal digital educational environment in the conditions of distance learning at a university” was conducted among 201 teachers of Karaganda Buketov University (Republic of Kazakhstan) and Dokuz Eylul University (Turkey) from 12 December 2022 to 30 April 2023.
The aim of the experiment was to identify problems with the adaptation and implementation of smart technologies in designing a digital educational environment. For this purpose, the respondents answered fifteen questions and made suggestions for improving the university digital educational environment.
Results and scientific novelty. The article substantiates the design of smart technology implementation in a teacher digital educational environment as a means of optimising his/her activity in organising online and mixed learning process (on the example of the authors’ software Smart Assistant), and identifies the problems with the adaptation and implementation of professional activities in the context of a digital educational environment. The characteristic features of the problems of teachers’ adaptation in a digital educational environment and the difficulties of smart technologies implementation in their professional activity are defined.
Practical significance. The Smart Assistant software product was developed as a means of optimising the teacher’s activities in organising an online and mixed educational process.