Introduction. In recent decades, pedagogical education as a special branch of vocational education has been called upon to solve a qualitatively new task related to satisfying the personnel demand for an intensively expanding inclusive educational practice.

Aim. The present research aims to reveal the essential characteristics of the teacher inclusive dispositions formation in the context of her/his professional and personal formation in the process of university education in the system of pedagogical education.

Methodology and research methods The research was based on a competency-based approach to the university training of an inclusive school teacher as a professional teacher of a new type within the framework of inclusive educational philosophy. In its empirical part, it was built on the basis of quantitative methodology with the use of correlation design.

The final sample of the respondents consisted of 1122 master’s and senior bachelor’s degree students from 33 cities of Russia, mastering different educational programmes in pedagogy. On the basis of informed consent, the students filled out online forms (Yandex Form), which included a set of 4 authored and adapted questionnaires and tests.

The empirical data obtained were processed by frequency, comparative and multivariate analysis, using the median test, Spearman’s rank correlation coefficient. The analysis of the structure of professional dispositions and the internal consistency of the constructed scales was carried out using the Cronbach’s alpha coefficient and confirmatory factor analysis. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were employed.

Results. The structure of relations between the components of inclusive dispositions and the indicators of the teacher professional dispositions is revealed. It is established that inclusive dispositions cannot be considered outside the context of the common teacher professional dispositions, being their integral component, which determines the significance of inclusive dispositions as a resource of professional and personal formation of a teacher.

The asynchrony of the formation of inclusive dispositions of future teachers in the process of their university training is revealed, which is found in the status of future school psychologists and teachers of physical culture and life safety more preferable in contrast to future subject teachers.

The authors revealed the heterogeneity of inclusive dispositions of future teachers in their correlation with different nosological groups of children with disabilities as potential subjects of school inclusion, which is manifested in the reduction of these dispositions in relation to children with behavioural disorders in comparison with similar dispositions concerning children with sensory, motor and communicative disorders.

The conclusion is made that the framework of traditionally organised university training of pre-service teachers has an insufficient effectiveness to solve the problem of inclusive disposition formation among future teachers.

Scientific novelty. The research findings are considered theoretically significant as they promote an understanding of the underlying patterns of the formation of inclusive readiness of the teacher, taking into account its dispositional predictors.

Practical significance. The empirical materials obtained can be used as a basis for the modernisation of pedagogical education in terms of improving the personality-oriented university training for future teachers’ ability to work in the conditions of inclusion.

Introduction. The intensification of socio-cultural and technological transformations contributes to the constant rethinking of career guidance practices in the context of a changing perception of the values of professions by modern schoolchildren and to the formation of an informed choice about the trajectory of their professional development.

Aim. The present research aims to analyse the forms and formats of career guidance activities implemented by pedagogical universities; to determine the most effective forms and formats in terms of increasing motivation and interest in the teaching profession; and to assess the level of awareness of the choice of a teacher profession among applicants.

Methodology and research methods. In this study, the problem of the effectiveness of the forms and formats of vocational guidance activities of pedagogical universities is considered from the point of view of the methodology of environmental and cultural approaches, which determine the presence of links between socio-cultural and educational space as an influencing factor in the personality formation and development in a social system changing under the impact of external objective factors.

The current empirical study was based on a mixed design. In order to verify and triangulate the results obtained in the study, the authors carried out an expert assessment of the representation of various forms of career guidance implemented by pedagogical universities, and investigated the perception of the effectiveness of career guidance activities by first-year students. The sample of the respondents was made up of 1,628 first-year students aged from 16 to 44 years, who enrolled in full-time and part-time bachelor’s degree programmes 44.00.00 Education and Pedagogical Sciences (based on the intergraded group of specialties). The respondents were asked to assess the frequency of participation and the degree of influence of career guidance activities on the choice of profession at the stage preceding admission to university, as well as to answer questions that determine factors affecting professional choice.

Empirical data were processed by means of frequency, comparative and multivariate analysis, using median test, Pearson’s chi-square criterion, factor analysis.

Results. The main formats of career guidance activities implemented by pedagogical universities were identified. The analysis of the content of the events shows that pedagogical universities implement various career guidance practices in cooperation with regional education systems aimed at attracting the most trained and professionally oriented applicants to the field of pedagogical education in the region.

It was revealed that the students, who entered the pedagogical university, most often participated in traditional career guidance activities, while the formats of career guidance involving active methods of working with applicants are represented in their experience to the least extent.

Three types of career guidance activities were identified: the most passive role is assigned to applicants within the framework of career guidance presentation; the opportunity to express oneself appears within the framework of pre-professional pedagogical training; and the greatest subjectivity of the applicant is actualised by activities implying his/her involvement in pedagogical activity.

Students, who are characterised by a high level of involvement in career guidance activities, give a higher evaluation for the influence of active career guidance methods on the choice of profession and have a more pronounced motivation for choosing teaching profession.

Scientific novelty. In this paper, career guidance activities have been studied through the use of a mixed design, verification and triangulation of the results obtained that allowed to empirically substantiate their typology and determine the nature of their impact on the professional self-determination of applicants.

Practical significance. The research results can be used to improve the quality of career guidance work of pedagogical universities. The research materials can be employed in the development of regional development programmes, development programmes of pedagogical universities and educational organisations.

Introduction. In contemporary sociocultural conditions of the state and society development, the opinions about education quality among employers, teachers, students, parents and education authorities are polar opposite. This leads to a peculiar goal-setting crisis in strategies and programmes for the development of vocational education. The contradiction between the declaration of goals in the field of quality of education in strategic programme documents and the attempt to achieve them exclusively through the control function determines the need to improve the quality management system of vocational education in the Republic of Belarus in modern conditions.

Aim. The present research aims to theoretically justify and develop the strategy for improving the quality management system of vocational education in the Republic of Belarus in contemporary conditions.

Methodology and research methods. The methodological framework is based on the provisions of the holistic approach to examine the problem of ensuring the quality of labour force training from all angles, to determine the techniques of forecasting and planning the development of the vocational education system holistically. A comprehensive study of quality management in vocational education was carried out using the methods of scientific and methodological literature analysis, international practice, including the European model for quality assurance of vocational education and training, national and sectoral development programmes, survey methods (questionnaires, interviews) and foresight sessions with the participation of educational institution representatives, employers and sectoral government bodies. To achieve the goal of the study, an analysis of the existing system for ensuring the quality of vocational education was performed through a survey by the following groups: 17 representatives of Republican Institute for Vocational Education (hereinafter referred to as RIPO) and the Ministry of Education, 21 representatives of the head education departments of regional executive committees, under whose subordination the surveyed colleges operate. Apart from that among the participants were 532 heads of 266 educational institutions implementing educational programmes of vocational and secondary special education (hereinafter referred to as the college). In addition, 75 representatives of the mechanical engineering, construction, and agriculture sectors took part in the foresight sessions. The results of the survey and foresight sessions became a source of information for developing the structure and content of a strategy for improving the quality management system of vocational education in the Republic of Belarus.

Results. In the course of the research, the determinants of improving quality management system of vocational education were identified: established practice for ensuring the quality of vocational education, expressed exclusively by the functions of monitoring the implementation of state requirements of educational institutions and specialities inspected during accreditation every five years; lack of criteria and indicators absence in college development plans that would allow determining the effectiveness of educational activities taking into account the requirements of the state, as well as the future expectations of employers and students from various target groups (school graduates, adults, people with disabilities); diversity in the goal setting of participants in educational relations and ideas about the quality of education. The strategy for quality management improvement of vocational education, including a set of criteria and indicators of the quality of vocational education in the context of its modernisation, was theoretically substantiated and developed.

Scientific novelty. Empirically, the fundamental ideas of a holistic approach to the quality of professional education management in the context of its modernisation was identified and articulated. The provisions of the system-activity approach were supplemented with a motivational, value-based and semantic component in relation to the participants in educational relations activities in the process of modelling and implementing an integral quality management system for professional education. A set of indicators was developed and decomposed into criteria and indicators of the quality of vocational education.

Practical significance. The developed methodological foundations and strategy for improving the quality management system of vocational education including a set of criteria and indicators will be used by the Ministry of Education and regional education authorities in the process of collecting and processing data on the effectiveness of educational activities of vocational education institutions of the Republic of Belarus in real time. The further application of the developed approaches will facilitate the adoption of management decision-making to ensure and guarantee the vocational education quality at the levels of educational institutions, local and republican government bodies, taking into account students’ and employers’ expectations.

Introduction. The article deals with the problem of selecting the content of the training of future teachers of general technical disciplines. It is proved that in conditions of multi-vector technical development, and turbulence associated with the transition to a multi-polar world order, the content of this training should change rapidly. Not only the given invariant of this content is important, but also the methodology of its formation.

Aim. The present research aims to formulate the problem of developing the content for technical teacher training.

Methodology and research methods. The developed methodology foundations for the selection of optimal content for technical teacher training are based on activity, competence-based, transfessional and transprofessional approaches. The empirical base was obtained using a distance questionnaire to technical teachers from 26 universities. The following theoretical methods were applied: retrospective analysis of the working conditions of teachers of technical disciplines; analysis of scientific and methodological literature on the problem of combining subject-professional and pedagogical training of a technical teacher; analysis of disciplines from professional training programmes in the Russian universities.

Results. The analysis of vocational training programmes of technical and pedagogical universities made it possible to compare them with each other and to correlate the disciplines of the general professional block and elective courses to the main current directions of the Russian technical development in the current conditions. This made it possible to identify the content of the professional activity of the future technical teacher, as well as to indicate the possibilities for changing this content both in technical and pedagogical universities in order to more accurately match it with the existing tasks of technical development of the state. As a result of a retrospective analysis, a historically formed “portrait” of a technical was described. The following problems were indicated: “physical and technical snobbery” as unwillingness to enter the humanities and pedagogical field of professional activity from the physical and technical content of their subject; a low level of methodological knowledge and skills; lack of erudition in technical fields among young teachers; low professional self-esteem.

Scientific novelty consists in the fact that for the first time the analysis of the disciplines of the general professional module and elective courses of technical and pedagogical universities of Russia revealed their correlation with the main directions of the development of science, technology and engineering.

Practical significance. The conducted research allowed the authors to raise questions about the selection of the content of technical teacher training. This should help in the formulation of the principles of content selection to develop its methodology.

Introduction. Business simulation games that have been widely used in teaching in recent years have been proven to help students develop teamwork and problem-solving skills.

Aim. The current research aims to assess how team cohesion and knowledge sharing attitudes relate to organisational climate and knowledge sharing (KS) intentions.

Methodology and research methods. Through the use of a game-based team learning environment, this study examined the students’ attitudes and intentions regarding KS. As part of the study, questionnaires were also administered to 202 students at business colleges in Ho Chi Minh City, Vietnam. Bootstrapping estimation was used to test all hypotheses using a structural equation model (SEM).

Results. The research findings showed that (1) organisational climate positively influenced team cohesion, as well as KS attitudes positively influencing KS intentions; (2) organisational climate was positively related to KS attitudes and intentions; (3) team cohesion was positively associated with KS attitudes and intentions; and (4) a significant relationship exists between organisational climate and KS intentions through the mediation of team cohesion and KS attitudes.

Scientific novelty. The study helps to examine the relationships between the four variables that have been done before.

Practical significance. The research findings suggest that teachers should establish grading standards and encourage students to express their opinions. In addition, it is crucial to create a good atmosphere and enhance cohesion in the class so that they can trigger students’ KS attitudes and intentions.

Introduction. There is an increase in young people’s reproductive decisions in the form of conscious childlessness, deferred parenthood, and small families. The role of reproductive decision-making in the non-optimistic demographic forecast of the state actualizes scientific research factors and conditions for the emergence of childbearing attitudes. Subjective factors, which determine fertile plans, are no less important than the objective ones (material, social). In the subjective picture of potential parenthood, the ideas about a stressful parenting role are of great importance. High demands are made to it and transmitted at the level of public expectations. This forms intensive education practice and a stable attitude towards the perception of fatherhood and motherhood long before the children’s birth.

Aim. The present research aims to study the peculiarities of student ideas about the stressfulness and parental role intensity in the gender factor context and reproductive plans.

Methodology and research methods. The sample consisted of 364 childless students (M = 19.43 years). To achieve a study goal, the sample was divided by gender (218 girls and 146 boys) and by orientation towards having children: childlessness (n = 32); large families (n = 75); having few children (n = 257). The following methods and techniques were used: authors’ questionnaire; methodology “Parental Stress Scale” by J. O. Berry & W. H. Jones (1995) in the adaptation of Yu. V. Misiyuk, I. V. Tikhonova (2022); “Intensive Parenting Attitudes Questionnaire” by M. Liss, H. H. Schiffrin, V. H. Mackintosh, H. Miles-McLean, M. J. Erchull (2013) in the adaptation of Yu. V. Misiyuk (2022); the authors’ version of a semi-structured interview, which studies the ideas of young people about the stressors of parental life in different periods of child development and stress intensity. The methods of statistical processing were employed.

Results. The authors revealed stressfulness specificity and parental stress intensity, their content depending on the orientation towards childbearing and gender roles. Child-free students associate parenthood with a high level of parental stress. It is unsatisfying, lacks resources, threatens to lose control over one’s own life, and makes high demands on the necessity to stimulate children’s development. Students oriented on having many children demonstrate a balanced view on parenthood stressfulness in terms of resources and costs. Students, focused on having few children, have an idea of moderate parental stressfulness. They point to such possible signs of parental stress as “loss of control” and “parental stressors”.

Girls assess a parental stressfulness role higher than boys; they expect a lower satisfaction level, a high stress level during the periods of early and preschool child development. Girls demonstrate the severity of attitudes towards essentialism, and young men towards child-centrism. The essentialisation of parenthood strengthens the ideas about parenthood stressfulness, whereas the attitude towards getting pleasure from parenthood can be a protection factor.

Scientific novelty. For the first time, the characteristics of the stress of the parental role and attitudes towards intensive parenthood in the representations of students are studied. Their interrelation is investigated. The presented results reveal the peculiarities of the perception of the tension of the parental role, its saturation with stress factors, taking into account gender and orientation to childbearing.

Practical significance. The research outcomes contribute to the understanding of the patterns and factors of the formation of ideas about the stress of parenthood, its role in the reproductive plans of students. Also, the research results can be used in educational organisations to justify education programmes on parenting and psychological support.

Introduction. Multiple studies advocate an importance of spatial abilities (SA) for educational and occupational success, especially in STEM. Recently an Online Short Spatial Ability Battery (OSSAB) was developed and normed for SA testing in adolescents. The battery includes mechanical reasoning, paper folding, pattern assembly, and shape rotation tests. The battery has shown good psychometric characteristics (high reliability and validity, low redundancy, discriminative power), and is available in open access and free to use.

Aim. The present research aims: 1) to examine the applicability of the OSSAB for university student testing; 2) to describe its psychometric properties and structure; and 3) to investigate links between SA and educational performance.

Methods. A total of 772 university students (aged from 18 to 26, mean age (SD) = 19.55 (1.51), 63.1% females) participated in the study. Participants provided information about their age, gender, university major, and academic achievement, and completed a battery of tests that included the OSSAB tests.

Results. The study reports psychometric norms for using the OSSAB in university students. Students’ performance in the OSSAB was similar to that shown in previous research in adolescents in terms of means and variance. The OSSAB showed adequate psychometric properties in this sample: no floor or ceiling effects; low redundancy; moderate to high internal consistency; high discriminative power across university majors; and high external validity. The results indicated that around 6% of the students showed very high levels of SA (higher than 1.5 SD above the mean), and around 8% of students showed very low levels of SA (lower than 1.5 SD below mean). In addition, the OSSAB scores were linked to educational profile choice and exam scores, with small-to-medium effect sizes.

Scientific novelty. The study provides psychometric norms for a short online open measure of spatial ability in university students.

Practical significance. The OSSAB can be used to provide individual recommendations to students (e.g. SA training), to identify spatially gifted students, and for research purposes in university contexts.