Introduction. The acute shortage of young teachers currently observed in Russia is of particular interest to students who have already started working in the education field during their studies. The search for ways to support and prevent potential difficulties for such students is the subject of discussion. Aim. The aim of the study is to explore potential strategies to assist students from pedagogical universities who are working in schools while mastering the basic professional educational programme. Methodology and research methods were based on systemic, activity-based, and personality-oriented approaches. Theoretical (analysis and author’s interpretation of psychological and pedagogical literature on the problem of accompanying higher education students, systematisation, and generalisation of scientific research results) and empirical (questionnaires, interviews, analysis and interpretation of results, pedagogical modelling) methods were used. Results and scientific novelty. The study presents a proven pedagogical system that considers the full cycle of support aimed at identifying the challenges faced by working students, determining the main directions of targeted support, implementing it, and fostering the development of students in educational and professional activities. The content and format of the subjects’ activities at each stage of support are described: preparation, correction, enrichment, reflection. The dyads “student-teacher” and “young teacher-teacher-mentor” are combined to address the shared goal of offering comprehensive support. Practical significance. The developed model of support for students at a pedagogical university who are working at schools can be implemented in the training of future teachers at the university and in the educational institutions where the students are employed.

Introduction. Developing critical thinking is one of the primary objectives of modern education. From the authors’ perspective, both the method and the content of the discipline, especially philosophy, have historically evolved through dialogue within the intellectual tradition of the era, which is valuable for fostering critical thinking. Aim. The study aimed to develop and test a methodology for assessing the role of philosophy in shaping critical thinking, considering its expertise, knowledge, and skills. Methodology and research methods. The development of critical thinking was assessed during the analysis of the philosophical text. Prior to the test, it is worth noting that the authors conducted an expert assessment of the text, which later served as a reference assessment, and developed a grading scale. Gradually, examples of typical student errors were added to the scale, facilitating further assessment. Results. Nearly all students were able to summarise the provided text by the end of the course, although with varying degrees of distortion. At the beginning of the course, approximately one-tenth of the students were unable to do it, indicating that the understanding and interpretation of a text was beyond their ability. The absence of dynamics in all three skills indicates that a student has not developed a critical thinking mindset if their results are low. Among the students, the weak and average ones exhibit the most significant overall improvement (16–20% of the class enhance their performance across all criteria). The test revealed tender points in the student’s critical thinking development: a feeble argument assessment skill and a poor understanding of the voice behind the text. Scientific novelty. The proposed assessment methodology enables the connection of texts to assess the development of critical thinking with philosophical objectivity. Practical significance. This work provides a convenient tool for monitoring critical thinking skills in each student. Measuring critical thinking skills through students’ written works may help track individual accomplishments of the learners and indicate areas of growth in the course taught.

Introduction. Administrative empowerment in special education centres is of great interest because it involves changing approaches to organisational management in the system of special (correctional) education. This, in turn, impacts the success and sustainability of the activities of such centres. Aim. The present research aimed to quantify the extent to which employees in special education centres felt empowered by their supervisors and how that empowerment correlated with their job productivity. Methodology and research methods. To achieve the research objective, the authors utilised the correlational survey method and created two questionnaires. The first questionnaire examined the administrative empowerment transferred to staff members. The second questionnaire was administered to assess the employees’ job performance following the implementation of administrative empowerment. 112 employees of special education centres participated in the study voluntarily. Results. The results of the study showed a positive correlation between administrative empowerment and the growth of labour productivity in the centre. At the same time, there were differences in job performance based on variables such as gender, years of experience, academic qualifications, and attendance at training courses. Scientific novelty. The study identified key factors that can enhance job performance in special education centres to support students with special needs. Practical significance. The research findings will be of interest to academics, scholars, and educators working in the field of special education.

Introduction. Global problems of modernity and globalisation are appealing to scientists as a research subject not only for understanding their nature, development, and manifestations in various spheres of life (in the case of our study, in education) but also because a comprehensive analysis is essential to combat them. Aim. The study aimed to trace the history of scientific research on the impact of global issues on the education system. It utilised bibliometry to conduct a qualitative content analysis of selected works to identify existing research trends within the topic and factors influencing the research agenda both in Russian Federation and abroad. Methodology and research methods. The research utilizes bibliometric methods and qualitative content analysis of publications (articles, conference proceedings, monographs, and reports) from open-access scientific journals at the final stage of publication. The study also examines statistical reports from the international Scopus database for the period from 1978 to 2023, selected based on bibliometric criteria. Papers were analysed and classified according to their publication periods and the number of citations they received. Based on the results of a qualitative content analysis comparing scientific agendas worldwide and in Russian Federation, the study identified the topics, conceptual foundations, and key participants influencing the resolution of global education issues across various historical periods. Results. Four waves of interest in this topic were identified: 1988–1999, 2000–2012, 2013–2018, and 2019–2023. From 1988 to 1999, all studies can be broadly categorised into two groups: teaching methods and organisation of educational activities. The development of specific trends in the study of global education problems began only between 2000 and 2012. From 2013 to 2018, scientists focused on restructuring the educational process in new conditions. From 2019 to 2023, the focus shifted to the impact of the COVID-19 pandemic on the organisation and transformation of the educational process. It has been established that the thematic focus of research by Russian scientists and the international scientific community as a whole differs. The authors cite and analyse the possible historical reasons for this divergence. Scientific novelty is ensured by the absence of similar research in the international information space. Practical significance lies in the necessity, given the current socio-economic situation, to highlight global education issues for the purpose of planning and coordinating research efforts.

Introduction. In the context of an ongoing discussion about the necessity to enhance the institution of mentoring in Russia, the examination and critical analysis of the experiences of countries where the system of mentoring for novice teachers is regulated at the state level is of undeniable interest. Aim. The study aimed to identify the main features of mentoring in France and determine the potential for applying international experience in the Russian educational system. Methodology and research methods. The research employed the following methods: an analysis of pedagogical literature and normative documents in the field of education in France, and a questionnaire survey of novice teachers working as trainee teachers in primary schools in Paris. As a survey technique, a continuous online survey with a group was employed. Results and scientific novelty. The process of becoming a fully qualified lower primary teacher in France is outlined: it involves passing a competitive examination (CRPE) and successfully completing a probation period. During this probation period, candidates are required to work for one year in a school as a trainee teacher under the guidance of mentor teachers. The research focuses on mentoring practices in France, the pathways to becoming a new teacher mentor, their job requirements, professional training, certification processes, as well as their roles and responsibilities. Based on the results of a survey of trainee teachers, a social profile of a novice teacher in France was created. The main challenges and shortcomings of the participants were identified, and their interactions with mentors were analysed. The collected data enabled the authors to emphasise the benefits of the French education policy regarding entry into the teaching profession and to formulate recommendations for mentor selection and training in Russia. Practical significance. The content of the article will be beneficial for specialists in the field of comparative education and for members of the scientific and pedagogical community engaged in teacher training programmes.

Introduction. Modern concepts of education are based on the principles of anticipation, determination of the present by the future (advanced education, Life Long Learning). The same pattern applies to the personality of both the subject of life in general and professional life in particular. Aim. Based on the theoretical and methodological analysis, identification and empirical research of the psychological characteristics of the future, the present research aims to consider the future as a personal construct in the structure of the subjective image of professional life. Methodology and research methods. The key methodological approaches are the subjective approach and the theoretical and methodological foundations for using the synergetic approach to study the psyche, mental phenomena and processes. The study employs survey methods; the methods of mathematical and statistical data processing: comparative analysis and factor analysis were carried out using the IBM SPSS Statistics v.20 program. Results. Based on theoretical ideas about time modes, time perspective, psychological characteristics of organisation and perception of time, as well as the results of an analysis of the works of foreign and Russian authors, a structural-functional model of the subjective image of professional life is proposed, including four blocks: a block of retrospection, a block of regulation of actual activity, a prognostic block, and a transspective block. Scientific novelty. The use of a subjective and synergetic approach to modelling the image of the professional future is justified. A structural-functional model of the image of the professional future is proposed, including invariants that represent a formal and meaningful representation of the temporal modes of the past, present and future and a mechanism for comparing the current state with the desired (“needed future”). Practical significance. The presented structural-functional model of the subjective image of professional life can serve as the basis for the development of a subject-oriented approach to professional guidance and support of professional development at the stage of choosing a profession and professional training with practical means of constructing a professional future.

Introduction. Neighbourhood safety is directly linked to the level of disadvantage in the area of residence. Aim. The present research aimed to examine the impact of neighbourhood safety on the academic performance of secondary school students, taking into account gender and socioeconomic background. Methodology and research methods. The current study used a quantitative cross-sectional study design. Data were collected from 448 secondary school students on a voluntary basis. Chi-square and Kendall’s Tau-c (Tc) tests were used to analyse the data and determine the relationship and strength of direction between variables. Results. The findings indicated a significant and positive association between children’s academic performance and neighbourhood crime safety (P < 0.05, Tc = 0.202), as well as feeling safe, walking in the neighbourhood during the day or night (P < 0.05, Tc = 0.127). However, bullying and harassment in the neighbourhood were found to be significantly and negatively associated with academic performance (P > 0.05, Tc = -0.053). When introducing family socioeconomic status as a control variable, the results indicated variation in academic performance in relation to neighbourhood safety. When controlling for student gender, neighbourhood safety had no different effects on academic performance. The findings showed that, in relation to neighbourhood safety, children from families with higher socioeconomic status academically outperform children from lower socioeconomic status families. Scientific novelty. The study not only focused on the connection between neighbourhood safety and academic performance but was also unique in the sense that it also dealt with differences in academic performance based on gender and family socioeconomic level. Practical significance. The study produces a number of interesting conclusions and makes valuable recommendations for significant stakeholders. The primary study recommendations aim is to create a secure, supportive, and protective neighbourhood environment by enforcing the law and encouraging community involvement in order to reduce the threat of crime, violence, and harassment.