Introduction. One of the current issues in the theory and methodology of higher education is the development of its content that responds to societal challenges. Specialist training in any field of professional activity necessarily includes a natural science component, as it reflects the achievements and problems of scientific and technological progress. Against the backdrop of a paradigm shift in education, universities are transitioning to individual educational trajectories to accommodate the needs of an individual in the process of continuous professional development. Individual educational trajectories include both core (compulsory) and elective courses. The subject of this study is natural science education as a mandatory component of the curriculum at a classical university.

Aim. The aim of the study was to analyse the changes in the forms of natural science knowledge transfer in the context of implementing individual educational trajectories in higher education.

Methodology and research methods. As the main research methodology, an axiological approach with elements of a personality-oriented approach was used. The study analyses the changes in the content and forms of teaching a natural science course at the university within the framework of individual educational trajectories. The results of a student survey were analysed after completing the course.

Results and scientific novelty. In the course of the study, the forms of classes and control were determined that are suitable for joint education of students of natural sciences and humanities in the context of transition to individual educational trajectories. The methods of teaching a natural science discipline have been selected, allowing the integration of soft skills into the educational process to be achieved. As an important learning outcome, it is possible to record an increase in the digital competencies of students and teachers in terms of using jointly edited cloud files, resources for online discussions and testing, as well as the inclusion of students in joint interdisciplinary projects and the development of communication practices. When evaluating the introduction of the discipline, most students noted the benefits of expanding their horizons, making new friends and acquaintances, and forming a critical view of the world. The students named discussions, games and group presentations as the preferred forms of the lesson.

Practical significance. An innovative course has been created that allows students within individual trajectories to see the potential of modern natural sciences and to engage in collaborative interdisciplinary projects.

Introduction. The ideas of forming a unified educational space in the Russian Federation actualise the development of unified content and assessment components of teacher education programmes; therefore, there is the need to introduce innovative approaches to the process of assessing the learning outcomes of undergraduate pedagogical students. Currently, the system for assessing educational results in teacher education programmes is most often aimed at assessing the degree of mastery of disciplines (modules, practices), i.e. it has a disciplinary basis. However, in modern conditions, in order to assess the quality of pedagogical education, it is necessary to develop mechanisms for assessing the level of preparedness of a student (graduate) to solve real problems of professional pedagogical activity, including in the process of intermediate and final certification. New challenges require the construction of an assessment system in teacher education in accordance with social needs and requests.

Aim. The present research aimed to develop a model for intermediate assessment of the level of professional competencies of undergraduate students in pedagogical areas of training in pedagogical universities.

Methodology and research methods. The methodological basis of the article is the ideas of systemic, activity-based, person-oriented and competency-based approaches. In accordance with the research aim, the following methods were used: analysis and synthesis of scientific publications and regulatory legal documents, methods of comparative studies and analogies, a method for constructing a system of theoretical representations of the process to assess student achievements.

Results and discussion. The authors proposed a competency-based model for intermediate assessment of the level of competency development among students studying in future teacher training programmes implemented from the standpoint of the unity of higher pedagogical education. The key characteristics of the model are: independence, continuity and consistency, openness, focus on the personal and professional development of the student, focus on the key professional competencies of the teacher, the use of assessment procedures and tools similar to those used in other assessment procedures (Unified State Exam, All-Russian Testing Papers, certification of teaching staff, international comparative studies); the possibility to use the results during the final certification of students. The study presents the main structural and dynamic components of the model for the intermediate assessment of professional competencies of students in pedagogical training programs. The implementation of the model for intermediate assessment of professional competencies of students in pedagogical training programmes, including at the level of universities, can be the basis for assessing the quality of teacher education.

Scientific novelty. Based on a comparative analysis of international and Russian studies on the topic under investigation, the authors identified the relevance to study approaches to the design of assessment tools from the perspective of a competency-based approach in the context of the introduction of unified approaches into training programmes for future teachers. In the course of scientific research, based on generalisation and systematisation of research results on the topic, the model for intermediate assessment of professional competencies of students in pedagogical training programmes was developed and theoretically substantiated. A contribution has been made to the field of pedagogical science in terms of the development of the model focused on assessing the readiness of students in pedagogical programmes to carry out teaching activities, to solve problems of professional teaching activities that meet the professional standard. The results of the expert assessment suggest that the developed model is effective.

Practical significance. The implementation of the proposed model in the process of assessing the professional competencies of students at pedagogical universities will make it possible to adjust the educational programmes for training teachers in terms of psychological, pedagogical, subject and methodological components, which can become a resource for transforming development programmes at pedagogical universities and educational programmes for training teachers.

Introduction. The processes of formation of a multipolar world lead to changes in higher education. An important consequence of the ongoing changes is the reorientation of the activities of universities to the domestic market, the development of new educational programmes, and learning technologies. Against the background of growing competition in this direction, the reputation of an educational institution is acquiring an increasing importance in the eyes of various stakeholders.

Aim. The present research aimed to develop a technology for monitoring the reputation of an educational brand based on the opinions of stakeholders. The obtained technology, resulting from the analysis and generalisation of scientific works, was tested in Dostoevsky Omsk State University.

Methodology and research methods. The scientific basis of the research was the methodology of brand management, formed within the framework of the marketing approach to the organisation activities, and the cognitive methodology of research was applied. The authors used the following research methods: the analysis of the external environment, the cognitive methodology of knowledge networks research (ISM analysis), the structural matrix of the interaction of factors (SSIM), and focus groups with representatives of target groups of the public that determine the reputation of an educational brand.

Results. The authors developed the technology for monitoring the reputation of an educational brand. The technology includes: the structural characteristics of the research object; the selected and justified form of control of the managed object; the identified stakeholders of the educational institution; and the described procedure for monitoring the reputation of an educational brand. The key result of the study is that the proposed monitoring technology has a complex nature of analysing the influence of environmental factors on the reputation of the university brand, which allows building a hierarchy of environmental factors, as well as choosing the most effective behaviour strategy in relation to strengthening the reputation of the university in a timely manner. Scientific novelty.

The scientific novelty lies in the development of up-to-date technology for monitoring the reputation of an educational brand, which is available for implementation for any higher school in Russia in terms of labour intensity and financial costs.

Practical significance. The presence of a pool of strategies tied to the results of the implementation of monitoring technology allows communication activities of an educational institution to be immediately adjusted, strengthening its reputation in the market environment.

Introduction. Today, the concept of management has become increasingly complex. Many medical-social organisations now help to understand this complexity, enabling managers to support executives throughout their medical-social work.

Aim. The aim of the present research is to explore the correlations between managerial aspects in medico-social organisations in order to understand their links and identify avenues for improvement to increase operational efficiency and quality of care.

Methodology and research methods. The authors employed a quantitative approach, based on a correlational study rather than an experimental one. The sample consisted of 100 Medical-Psycho-Pedagogical Centres (CMPP) in the Ile-de-France region, France. To collect the information, the directors of these centres were invited to fill in the questionnaire sent by the Google Forms platform, via the e-mail addresses of each centre. The results were processed with IBM SPSS 29.

Results and scientific novelty. The results showed that there were statistically significant correlations between the managerial criteria of a high and significant percentage. There was a very high level of significance between the aspects “Structure and team management” and “Patient data management” (98%), and between the aspects “Quality and safety of care” and “Structure and team management” (91%). As for “Inter-professional cooperation” and “Quality and safety of care” aspects, this was significant at 70%. Finally, the aspects “Accessibility and continuity of care”, and “Continuing education” correlate significantly at 85%.

In sum, the findings demonstrate that, out of the 22 correlations that were computed, 20 relationships are significant (i.e. 90.90% of the relationships), attesting to the superior management structure of French centres.

Practical significance. The contribution of the present study consists in identifying the dimensions of managerial aspects described in the review of management literature. Of course, the purpose of this work is not to justify one style or to privilege one style over another, but to contribute to the explanation of the reality of the management of health, social and medico-social establishments and to take them as a system to be followed in the management of CMPPs in Morocco.

Introduction. The research relevance is conditioned by the necessity for a systematic analysis of the phenomenon of alternative evidence, including micro-credentials, within the context of the emerging discourse in Russia. Various needs and expectations of stakeholders lead to increasing contradictions in the recognition of qualifications, career paths, and educational process goals. In particular, there is a growing demand from students for relevant, concise, and practical programmes. Educational organisations require an effective tool for building confidence and accrediting programmes. Employers need to understand the content of competencies, while the public sector aims to reduce training duration, enhance employability, and improve the return on investment in education. The increasing competition in the education system, within the context of new alternative qualification mechanisms, presents challenges for formal education. However, it also brings forth a number of new opportunities by strengthening the close links between stakeholders. The concept of micro-credentials is closely tied to the increasing entrepreneurial nature of educational organisations in vocational education. This connection is evident in their integration into national and regional development agendas, their promotion of innovative dynamics, and their contribution to economic growth. Consequently, educational organisations in vocational education play a crucial role as agents of social transformation.

Aim. The present research aimed to conduct a scoping study on the concept of micro-credentials as an alternative model for recognising and validating competencies beyond traditional qualifications in order to define their role as a means of interaction between different actors, to identify trends, opportunities, and challenges associated with their implementation, and formulate general design principles, key factors, and the value of a micro-credentials system to meet the needs of all stakeholders.

Methodology and research methods. The study is methodologically grounded in conceptual research within the framework of actor-network theory of socio-pedagogical interaction. It also involves a diachronic examination of the formation of various aspects of micro-credentials in subsystems and a system-structural analysis of the development of the genesis of micro-credentials. The study employed various research methods, including analysis, generalisation, case study, and comparative analysis, to identify trends in the development of alternative methods for recognising qualifications. Additionally, a conceptual and terminological method was used to define the conceptual content of micro-credentials. The study also utilized methods such as analogy, abstraction, social design, and multifactor interpretation to analyse the functioning of the micro-credentials ecosystem.

Results. The authors emphasized general principles of micro-credentials design, proposed strategies for implementation, outlined potential benefits of integrating them into practice for various target groups, states, and societies, and discussed associated risks and challenges. It is suggested and substantiated that the maximum socially useful implementation of the micro-credentials concept is possible if it is recognised as a socio-pedagogical innovation implemented within the framework of an ecosystem embedded in the innovation spiral formed by complex interactions among different actors, including government, enterprises, and educational organizations.

Scientific novelty. For the first time, this study presents the interpretation of micro-credentials in the context of adaptation to Russian realities. It also introduces new approaches to the potential use of micro-credentials as an alternative to formal education for recognising and validating qualifications within the mechanism of individual competency accumulation and expansion. Furthermore, it highlights the collective outcome of the formation of an interactive system involving key actors such as education, the public sector, and the private sector.

Practical significance. The results of the study can be utilized to advance both theoretical discourse in the study area and to develop specific measures for implementing micro-credentials.

Introduction. Outstanding students frequently experience psychological stress in many facets of their lives, which impedes their capacity for self-expression, self-control, and problem-solving. It negatively impacts both their physical and mental health in several ways. On the other hand, it has been discovered that mindfulness practices improve physical and sensory well-being and help with stress and anxiety management.

Aim. The present research aimed to find out how much psychological stress outstanding students at the primary stage experienced and how that stress is related to mindfulness.

Methodology and research methods. A total of 232 kids between the ages of 10 and 14 were involved in the study; they were specifically chosen based on their academic records. Students have to meet the selection requirements with grades higher than 90% in every subject. A questionnaire including a 50- item psychological stress measure with three-point Likert ratings and a mindfulness scale was used to collect data.

Results. According to the research outcomes, outstanding students had high levels of mindfulness and low levels of psychological stress. There is a negative correlation between psychological stress and mindfulness. Additionally, there were no appreciable gender differences in the study measures of mindfulness or psychological stress.

Scientific novelty. Based on the study findings, psychological stress negatively affects outstanding students’ physical and mental health and surges their levels of fatigue, tension, and poor focus. It also underlined how psychological stress is detrimental to the students’ psychological health. Accordingly, it is recommended to practise mindfulness as a helpful tactic for managing students’ psychological stress and keeping students from feeling overburdened. Achieving mental health is vital for students in all domains of their lives.

Practical significance. The study provides valuable insights and practical recommendations for stakeholders. It suggests the development of psychological and educational counselling programmes that incorporate mindfulness strategies for outstanding students. It also emphasises the need for proactive planning and the implementation of strategies to mitigate psychological stress in students while addressing their developmental and curative needs. The study results can assist researchers and educators in designing educational and counselling programmes catering to outstanding students’ psychological, social and educational needs. Furthermore, the results can help teachers understand the intricate relationship between mindfulness and psychological stress. Specifically, cultivating acceptance as an attitude can directly contribute to reducing psychological stress, making it essential for teachers to guide students in practising mindfulness as a stress management tool.

Introduction. The relevance of the study is associated with the need for the formation of civic consciousness among the young generation. It is important to create mechanisms for involving young people in active creative activity through volunteering and constructive political activity. In the current conditions, it is necessary to restructure the consciousness and correct the behaviour of young people by creating certain conditions for prosocial activity, mutual assistance and support for those who need it especially.

Aim. The aim of the article is to assess the real practices and potential of civic participation of students in the Sverdlovsk region, identifying the sociocultural features of civic consciousness of high school students and students through the prism of their transformative agency and identifying the conditions of the educational environment for the expansion of youth prosocial activity in the interests of territorial development.

Methodology and research methods. The methodological basis of the article is a set of theoretical ideas about the transforming agency of youth and the formation of socially responsible behaviour of young Russians as citizens of their country, region, and city of residence. The theory of civic consciousness has received a certain development in the article. The present article is based on the materials of the authors’ research project implemented in 2022 in the Sverdlovsk region. The authors analysed the data of a mass survey of young people in the Sverdlovsk region from 14 to 24 years old from 79 settlements of the region, carried out by the questionnaire method. 996 people were interviewed, the sample is representative, the error is no more than 3,5%. There are four quotas in its base: gender, age, main type of education (school, secondary school, university); type of city by population. The data of the quantitative survey are supplemented by the results of the analysis of social youth projects that received government support at the regional level in the subsidy competition of the Ministry of Education and Youth Policy of the Sverdlovsk Region in 2022–2023.

Results and scientific novelty. The study demonstrated that the educational environment is designed and creates conditions for the acquisition of civic experience by young students today. On the one hand, projects, actions, information events should be called for the formation of civic consciousness in the development of transformative agency of youth. On the other hand, they should give young people the opportunity to realise and develop their transformative agency as citizens of their country, residents of their city through reflection, initiative, plans aimed at solving urgent social problems, and their implementation. Systematic work to create conditions for this in educational institutions should help complement the organisation of passive civic participation with mechanisms that help young Russians realise their active civic position, stimulate them to take real actions in the socio-political sphere. The study proves that civic experience and civic subjectivity, which manifests itself in various practices of civic participation, accumulates and is formed among young people depending on age. This is less expressed in high school students, and more expressed in university students. University students are more subjective; they do not just formally use resources for civic engagement, but try to accumulate civic knowledge with their help, consciously showing interest and intention in the sphere of such activity. The conditions of the environment of civic participation in the education system largely determine the differences in the subjective value characteristics of high school students and university students, revealing the transformative agency in the development of their civic consciousness.

Practical significance. Considering the geopolitical challenges in Russian education today, the issue of implementing educational work with young people is acute. Given the special characteristics of the civic activity of Russian youth for the organisation of social work with high school students and university students, it is important to understand the potential of civic activity of the young generation, especially those characteristics possessed by the socially active part of schoolchildren and students for correcting the course of regional youth policy and improving the mechanisms of government support for youth projects in the education system.