Introduction. Modern humanities are moving towards compliance with the requirement of evidence and comprehensive validity of their conclusions, the adequacy of the methods used and re­search strategies to the results obtained. This problem can be briefly summarised as a movement towards argumentative correctness. In the sciences of education, this requirement plays an extremely important role, since it allows one to find tools for the implementation of practical solutions in various segments of education and upbringing. However, the real state of pedagogical textual discourse demonstrates a lot of serious problems. Despite the types and regulations of empirical, theoretical and contextual substan­tiation long established in classical logic, the authors of scientific pedagogical texts often violate the framework of a meaningful and logically correct discourse. The arguments put forward are often unable to either confirm or refute the conclusions of the authors; sometimes they require serious additions and corrections. This seriously undermines the degree of trust of the reading community (both theorists and practitioners) in the conclusions proposed by the authors, reduces the public authority of pedagogical science and undermines faith in its ability to constructively influence educational practice. Therefore, the need for methodological “intervention” in the argumentative field of scientific pedagogy can be con­sidered quite conditioned. Such a research initiative could be the first step on the trajectory of the return of pedagogy to meet the criterion of methodological correctness. This conclusion is supported by the studies of European philosophers of education, which, together with the authors’ analysis, determines the relevance of the chosen topic of the article.

Aim. The present research aims to identify and justify the typology of incorrect arguments in ped­agogical texts; and to display the wide spread of incorrect arguments as a field for promising research activities.

Results. The results of the study are a typology of incorrect arguments, including: a) arguments that are untenable and inadequate to the defended theses; b) arguments that require serious concretisation and detail; c) structurally complex arguments, which are partially adequate, but, otherwise, they require a radical revision. The typology is added by not being placed on a par with the above three types of argu­ments, denoted by the cliché “complex argumentation palette”.

Methodology and research methods. The research methods were: analysis of the Russian and foreign texts containing incorrect arguments; a selection of sources containing the most widespread argumen­tation errors; inductive generalisation to construct and substantiate the typology of incorrect arguments in pedagogy; reflection of the result obtained and identification of fragments of the designated topic that are relevant for prospective research.

Scientific novelty. The scientific novelty lies in the transfer of the research focus from the traditional designation by pedagogy methodologists of the criteria for the correctness of pedagogical discourse arguments to the identification of a typology of methodologically incorrect arguments, including three adjacent elements, supplemented by an element in which the three above are intertwined in a complex way. The totality of the results obtained can be displayed as a “constructive prohibition” criterion, illustrating to the scientific community ways to justify the results that must be avoided.

Practical significance. The practical significance of the results lies in the specific guidelines for incor­rect arguments of scientific discourse, which can be metaphorically clichéd as an “example for non-imi­tation” and, on this basis, increase the degree of adequacy of the arguments to the thesis being defended in one’s own texts.

Introduction. Computational thinking is one of the categories that currently assess the quality of people’s preparedness for life, educational and professional activities in the modern world, saturated with information technologies and digital tools. Many issues related to university students’ computational thinking remain insufficiently studied as applied to general education.

Aim. The present research aims to discuss the essence of the concept of “computational thinking” and, mainly, the composition of its structural elements, methods of their formation and assessment at the level of higher education; and to compare the requirements for university students’ computational thinking and digital competencies, which have similarities and differences.

Methodology and research methods. The present review article has theoretical and applied aspects. Except for several fundamentally important works of general studies, which reveal the concept of “com­putational thinking”, the author analysed mainly review articles published in the past five years in order to identify and systematise modern solutions related to the purpose of the work.

Results and scientific novelty. An analysis of the basic concepts associated with computational think­ing showed that at the level of definitions, due to their certain abstractness, the computational think­ing of university students does not have much specificity compared to the computational thinking of schoolchildren. This specificity is manifested at the level of the list of cognitive and non-cognitive skills associated with computational thinking, requirements for the level of their development and assess­ment methods. In computational thinking, cognitive skills include abstraction, decomposition, pattern recognition, algorithmisation, visualisation, logical thinking, communicative competence, the ability to present, structure and analyse data, and some others skills. Non-cognitive skills include self-confidence, communication skills, flexibility, and others.

Methods for assessing the maturity of students’ computational thinking include the results of solv­ing problems in block programming environments such as Scrath; knowledge/skill tests, self-assessment scales/surveys; tests on knowledge of the basics of computational thinking, interviews and observations; interviews, grades for assignments/courses, surveys/questionnaires, solving problems external to the class; the use of a special software environment, the use of criteria for assessing computational thinking and/or psychometric tools; assessments based on solving robotic problems or evaluating artifacts creat­ed during the game, and others.

A comparison of computational thinking with digital competencies at the skill level leads to the conclusion that in computational thinking, skills represent a certain fixed set of meta-skills needed by a student regardless of solving specific problems (for example, abstraction skills). In digital competencies, skills are specified according to numerous types and are more specific.

Practical significance. The results of this study can be used in the design of programmes for develop­ing computational thinking and digital competencies of university students.

Introduction. The current review article studies and systematises modern knowledge about the readiness of future teachers to work at school. The relevance of the study is due to the un­willingness of graduates of pedagogical universities to work in their speciality, the departure of novice teachers from the profession, and the increase in the number of open vacancies. The speed of ongoing changes, information and technological progress, the need to carry out online education and use artificial intelligence make it necessary to systematise the results of modern research. A review of various scientific fields allows us to take a step towards interdisciplinarity and describe different points of view in theoretical and empirical research. Moreover, it is important to answer the question of the representation of concepts and models of readiness, as well as to investigate the areas of further research directions.

Aim. The present research aims to review and systematise international and Russian theoretical and empirical studies on the readiness of future teachers to work at school.

Methodology and research methods. The methodology of the study was a descriptive (semi-system­atic) approach to the review of theoretical and empirical studies. The search strategy consisted of the following stages: (1) identification of research questions; (2) search for relevant studies; (3) selection and exclusion for analysis; (4) data comparison; (5) generalisation and presentation. The methods of systematic search, comparative and content analysis were employed. The search for English-language publications was conducted in World Scientific, Scopus and Elsevier (ScienceDirect), which are in open access (open access&open archive). A total of 531 sources were identified. Then, by the Prisma method, 119 articles were selected, with a search depth from 2016 to 2023. The analysis of Russian-language ar­ticles was carried out in the scientific electronic library eLIBRARY.RU. A set of words “readiness&future teachers&work at school” was used for the search; as a result, 120 sources were obtained. The selected articles were analysed from the point of view of concepts, directions, models and factors of readiness for professional pedagogical activity and work at school.

Results. The number of studies on this topic has been growing since 2008, with the highest values observed in 2016 and 2020. In 54.6 % of publications, theoretical models are considered. It is revealed that the concept of “readiness” of a graduate of a pedagogical university/college or already a teacher to work at school significantly depends on the field of scientific knowledge within which this term is con­sidered. The thematic mismatch of Russian and foreign studies has been established. 39.7 % of Russian studies are devoted to professional competencies, and every fourth foreign article (25.7 %) focuses on educational outcomes. The most frequent methods of data collection in empirical studies are interviews, surveys and experiments. External and internal factors of readiness are revealed. External ones are the content of the educational programme at a pedagogical university or college, the duration of training and the conditions for passing pedagogical practice. Internal factors include the choice of specialisation in accordance with individual preferences, knowledge of pedagogical support resources and modern teach­ing technologies, options, and features of the school context.

Scientific novelty. For the first time, a systematic review of international and Russian studies on this topic has been conducted. A unique contribution to the field of research is the resulting database of pub­lications in this area, which is publicly available for researchers and other interested parties (certificate of state registration of the database № 2023622782). The results obtained make it possible to develop a comprehensive interdisciplinary model of future teachers’ readiness to work at school, considering all the changes and challenges of an information and technologically advanced society.

Practical significance is due to the possibility of using the results obtained in the development of ed­ucational programmes in pedagogical training. Based on the data obtained, future researchers and teach­ers can conduct a meta-analysis, qualitative and quantitative assessment of readiness for professional pedagogical activity. The research outcomes make it possible to conduct further research and evaluate the author’s readiness models for completeness, adequacy, and validity.

Introduction. It remains a challenge for educational sides to confront the advancement of technology that has both challenges and opportunities in various sectors of human life. Since the matter of this theme, the studies on the impact of digital literacy and economic behaviour are insufficient. The lack of a broader understanding of the involvement of digital literacy in the economic and management literature with economic behaviour of students has motivated to perform a systematic literature review to identify and synthesise essential gaps in the literature. Despite there being several reviews in econom­ic behaviour, it is not connected specifically to entrepreneurial literacy, and digital literacy. Most studies are taking a stance on investigating consumption behaviour or financial behaviour, as well as involving financial literacy as the major.

Aim. This study aims to identify the interconnectedness between economic, entrepreneurial, and digital literacy and economic behaviour of students.

Methodology and research methods. This study employed a systematic literature review of papers published in Scopus, Web of Science, EBSCOhost, and ProQuest databases using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The use of PRISMA is beneficial in providing more detail results and diminishing any possibility biases.

Results and scientific novelty. The results of the study indicate that economic, digital, and entrepre­neurial literacy can have impact to economic behaviour of students. The findings show an increasing eco­nomic behaviour trend in recent years in Indonesia and some countries. Thus, the study also noted that economic and digital literacy had been confirmed as essential to predict economic behaviour in terms of consumptive and productive activities. Meanwhile, the role of entrepreneurial literacy is paid less atten­tion among scholars in explaining economic behaviour of students. This result will offer to future scholar in this theme to investigate these variables using certain method and approach.

Practical significance. The results of this study provide a practical suggestion for scholars in the field of economics and entrepreneurship to consider the variables listed in this study. In addition, the study review synthesises several gaps research in the education, economics, and management literature that present a basis for providing future research related to economic behaviour.

Introduction. The article presents the results of a study of the actual problem in applying a transdisciplinary approach as a modern educational resource that contributes to improving the efficiency and productivity of students’ learning outcomes based on increasing their cognitive activity, due to the purpose of forming metacognitive skills in the educational process.

Aim. The current study aims to assess the effectiveness of the transdisciplinary approach to the creation of integrated didactic content of physical and engineering disciplines as a didactic resource to develop engineering thinking in students through the formation of metacognitive skills.

Methodology and research methods. The authors’ concept of the study is to actualise the transdisci­plinary principle for the mobilisation and disclosure of the possibilities of the content and technologies of integrated study of physical, mathematical and general engineering disciplines for the formation of students’ meta-skills At the same time, the authors assumed that engineering meta-skills are a special type of integrated skills and an integral personal characteristic of an engineer, allowing him/her to more effectively carry out professional activities in the conditions of rapid development of new technologies, when it is not the increase and updating of knowledge, but the desire to manage, comprehend cognitive potential based on mobile transdisciplinary knowledge and systems that are actualised special “meta”, “hard” and “soft” skills. The ascertaining and forming stages of the pedagogical experiment were carried out. At the ascertaining stage of the experiment, in order to assess the level of formation of engineering thinking among students, an optimal list of basic criteria was developed as a criterion-diagnostic appa­ratus, in which the measured variable is the completeness and level of evaluation of educational achieve­ments obtained by students when performing a system of transdisciplinary constructivist case tasks. At the formative stage of the experiment with the participation of 316 students of different years of study at Toraighyrov University, an assessment of the effectiveness of the application of transdisciplinary content of general engineering disciplines was carried out in two stages.

Results. The results of the pedagogical experiment confirmed the effectiveness of the transdisci­plinary approach to the development of integrated didactic content of general engineering and phys­ical-mathematical disciplines. In the experimental group, in the level of formation of engineering meta-skills among students, the greatest difference was observed between the indicators of formation of thinking components related to engineering and design (18 %) and cognitive (64 %) aspects. The transdisciplinary approach has less influence on the instrumental aspect of solving engineering problems, which proves that both traditional and transdisciplinary training are primarily aimed at the formation of instrumental skills. As a result of experimental teaching, future engineers have increased cognitive motivational awareness in the process of solving engineering problems.

Scientific novelty. The integrated didactic content of general engineering disciplines was developed on the basis of the transdisplinary principle; additions were made in the form of constructivist case stud­ies that contribute to the development of students’ metacognitive skills applied with other skills when solving engineering problems; and the cognitive structure and content of the concept of “engineering thinking” were concretised.

Practical significance. The developed case-workshop of tasks to be used in experimental training is quite variable and can be applied in the practical line of any integrated physical and engineering discipline.

Introduction. Student youth is the most active part of society. The development of the student personality is necessary to ensure a stable future society. The study is devoted to revealing the structure of ideas about volunteering among university students.

Due to the difficult political and economic situation in the country and in the world as a whole, a multi-level volunteer movement is actively developing: from those supported by administrative struc­tures to individual types of activities shown by individual citizens on their own initiative. The volunteer movement solves both local problems and goes to the national level, through the translation of the value base of its activity.

Aim. The present research aims to study the structure of ideas about volunteering in university students and to identify the axiological content in these ideas. With this aim, complexes of semantic markers were identified, indicating groups of values according to the classification of S. Schwartz. This allows using semantic markers for axiological analysis of information.

Methodology and research methods. As a method, an associative experiment modified for the re­search tasks, was used. 159 university students were interviewed in Ekaterinburg, Kurgan, and Tyumen. 1431 associations related to volunteering were analysed.

Results. The weight of a value and its position in the hierarchy was determined by the number of associations that correlate with this value semantically. In the first place, there is the value of security, in terms of the security of another person. In the second place, there is the value of kindness, and, in the third place – the value of universalism. The value of universalism emphasises the voluntariness and disinterestedness of volunteering. This is followed by the value of independence, which expresses the as­pect of activity and initiative. The next is the value of tradition. The values of stimulation, achievement, hedonism and conformity are the least expressed in students’ perceptions. The values of security, uni­versalism and kindness are fully reflected in the views of students. The values of independence and tra­dition are represented by a certain facet, aspect. Other values are represented weakly and diffusely. Such a differentiation of values is connected with the content of volunteering, as well as with the students’ ideas about it. The study shows the fundamental isomorphism of the content of activity, ideas about this activity and the relevance of the hierarchy of personal values.

Scientific novelty. The ideas about volunteering are considered through the prism of personal values. A hierarchically organised profile of values associated with volunteering is revealed.

Practical significance. Many organisations are in need of volunteer help but are having difficulties recruiting and retaining volunteers. The value of the current research is to understand what can attract and retain volunteers.

 Introduction. Coronavirus (COVID-19) is considered a worldwide pandemic, and as such a threat, it caused millions of cases and above million deaths.

Aim. The present research aims to explore the challenges among the lecturers and students during the online practical education in the faculties of physical education (PE) during the COVID-19 world pandemic, and to seek the best solutions and applications that can be used under similar circumstances from the perspective of lecturers and students.

Methodology and research methods. The authors used the descriptive approach on a sample of lec­turers (n = 63) and students (n = 1391). To reduce face-to-face interaction, the researchers designed the study tool using a web tool, where the study included two questionnaires. The first dealt with the lecturers’ challenges during the online practical education and the best solutions and practices from their perception. In addition, the second dealt with the students’ challenges during the online practical education and the best solutions and techniques from the students’ points of view. We used frequencies, percentages, Cronbach’s alpha coefficient, mean, standard deviations, three-way ANOVA, and Scheffe test to address the study sample responses.

Results. The findings show that the educational environment is one of the main challenges facing the lecturers during the online practical education while considering the aspects of students’ social and economic factors is one of the essential solutions. In addition, there are statistically significant differ­ences in the level of challenges according to the gender variable. From the students’ points of view, the content and the educational environment are among the most significant challenges they face during online practical education.

Scientific novelty. The study attempted to uncover the challenges facing students in physical educa­tion faculties in practical subjects. As far as the researchers know, it is considered one of the few studies that addressed the impact of the transition to distance education due to the Coronavirus pandemic. Therefore, this study constitutes a turning point that can be used in future studies.

Practical significance. The practical significance of this study lies in the use of its results in strategic planning for distance education in similar situations, thus contributing to achieving better learning out­comes by addressing weaknesses and encouraging positive aspects.