Introduction. In the quest to enhance the training of future teachers, particular emphasis is placed on identifying the educational potential of new learning environments within pedagogical universities under the Ministry of Education of Russia. These institutions have undergone infrastructure updates as part of federal programs designed to support education. Aim. The aim of this study is to develop an original model for organising the project activities of student teachers, taking into account the contemporary infrastructural capabilities of pedagogical universities under the Ministry of Education of Russia. Methodology, methods and techniques. The methodological foundation of this research is grounded in the principles of community development pedagogy and the design of evolving educational systems. The integration of integrative, synergetic, environmental, and system-activity approaches facilitated the identification and development of components within the author’s model for organising project activities for future teachers in the context of pedagogical technoparks, such as “Quantorium”, and technoparks focused on universal pedagogical competencies in higher education institutions under the Ministry of Education of the Russian Federation. The validation of the developed model was conducted through expert assessments. Results. The authors developed the model for organising project activities for future teachers within the innovative infrastructure of pedagogical universities. The main components of the model are outlined, including integrative objectives and anticipated outcomes of students’ project activities, interdisciplinary project content, and a technological component that facilitates the transformation of interdisciplinary project content into personally meaningful experiences through the technology of collaborative distributed project activities. The study identifies and justifies the conditions necessary for the effective implementation of the developed model, focusing on the management of processes, resources, and participants involved in interdisciplinary project activities. Scientific novelty. Integrative processes, within the context of this study, are regarded as a pedagogical phenomenon that reflects the interconnections among the objects, processes, and subjects involved in project activities. Practical significance. The research materials can be utilised in the development of programmes aimed at enhancing the infrastructure of pedagogical universities. They can also assist in the refinement of educational curricula for training teaching staff, particularly in disciplines that prepare future educators to effectively organise project-based activities within contemporary educational environments.

Introduction. The development of STEM competencies worldwide is a priority in contemporary scientific research. Despite its significance for modern advancements in this field, the factors influencing the formation of STEM competencies remain insufficiently explored and are only partially addressed in existing scientific literature. This gap underscores the relevance and timeliness of the current study. Aim. The present research aimed to systematise scientific concepts regarding STEM competencies and the conditions necessary for their development, which are essential for understanding the prospects of STEM advancement in vocational education. Methodology and research methods. The research is a review-analytical study that aims to reflect on both the theoretical and applied aspects of STEM education. This paper systematises scientific perspectives on the definitions and models for the development of STEM competencies. It analyses scientific articles published between 2005 and 2024, facilitating the construction of a system of factors that influence the development of STEM competencies within the context of vocational education in foreign countries. Results and scientific novelty. The authors systematically organised the factors and concepts related to the conditions necessary for the development of STEM competencies within the context of vocational training for the innovation economy. A comprehensive system of factors influencing STEM competencies was described, and the barriers that impede the advancement of this area have been identified. Practical significance. The findings of the study can be applied to the development of educational programmes for training specialists in critical and end-to-end technologies within the vocational training system.

Introduction. The development of technologies in the context of the formation of the sixth technological order provides new tools and methods for educational institutions, significantly simplifying the acquisition of knowledge by students. Aim. This study aimed to investigate teachers’ opinions on the challenges associated with the integration of new educational technologies into the educational process. Methodology and research methods. As the primary method, a quantitative approach using a descriptive questionnaire study was employed to investigate the issues related to teachers’ motivation and their proficiency in utilising new educational technologies in the educational process. The study involved a participant group of 144 teachers from Irbid, Jordan. Results. The results indicated that the technological competence of teachers did not significantly impact the efficiency of technology use. This is attributed to the fact that nearly all teachers have received adequate training, possess the necessary tools, and extensively apply technical knowledge in their work. Nevertheless, problems related to the state of educational institutions’ infrastructure persist. It has been established that educators are constantly striving to use innovative methods to create an ideal learning environment for their students. Their motivation serves as a driving force that determines their actions in the educational process and contributes to a targeted approach to task performance. At the same time, statistically significant gender differences were observed in favour of female teachers, as well as statistically significant differences in favour of teachers with a scientific specialisation and less than eight years of experience. The relevance of the study lies in its focus on teachers’ technological abilities and how modern technologies are utilised in the classroom. Scientific novelty. Approaches have been developed to create effective strategies and teaching methods for the active integration of new educational technologies in educational institutions in Jordan. Practical significance. The proposed solutions to enhance the utilisation of educational technologies by teachers can be adopted by educators from various countries to enhance their technological skills throughout the educational process.

Introduction. Physical culture and sports activities play a crucial role in the socialisation and personal development of individuals. Understanding students’ attitudes towards the social values of sports is essential for creating an effective system of physical education and social development at a university. Aim. The present research aimed to examine the relationship between university students’ attitudes towards various values of sports and their social responsibility, psychosocial well-being, commitment to moral norms, and social values as indicators of social development. Methodology and research methods. The study utilised various frameworks, including the psychology of sports concerning moral norms and values, the theory of physical education related to the social development of students through physical culture and sports, and social psychology focusing on indicators of social development. Psychodiagnostic methods employed included the Spirit of Sport (SOS) scale, Social Responsibility Scale, Portrait Value Questionnaire, Moral Foundations Questionnaire, and Subjective Well-Being Scale. The collected data were analysed using descriptive statistics, correlation and regression analysis, the Mann – Whitney U test, and the Friedman test. The research involved 323 university students aged 18 to 23 years. Results and scientific novelty. The research conducted has demonstrated that, in the realm of sports, students exhibit a greater commitment to the values of health, ethics, and respect for their opponents. The findings reveal that students’ orientation towards the sports values of respect and education serves as a predictor of their social development, which is manifested in the cultivation of social responsibility. This social responsibility is, in turn, influenced by various social values, including care, independence, safety, conformity, and self-affirmation, as well as moral norms. Furthermore, it has been established that the psychosocial well-being of students and their social responsibility are interdependent characteristics. Practical significance. The theoretical and empirical findings of this study can be beneficial for the development of courses in psychology, sports pedagogy, and social psychology.

Introduction. The article addresses the problem of diagnosing creativity as a complex and multifactor construct. Aim. The present article aimed to examine multifactor models of creativity and to reveal the structural and dynamic aspects of psychological assessment in order to identify relevant, less developed aspects of the psychological assessment of creativity. Methodology and research methods. Multifactor models of creativity were reviewed. A matrix of creativity research in different branches of psychology was modified and a matrix of methods for assessing different aspects of creativity was developed. Results and scientific novelty. The analysis of multifactor models of creativity (4P, 4C, 5A, 7C) identified five general structural factors of creativity (5T): creative person, creative process, creative product, creative environment, and co-creation. The 5T×4C matrix for creativity diagnostic methods, which includes structural (5T) and dynamic parameters (4C), was formed. Research areas with less developed tools of psychological assessment were identified: the creative process at the pro-C and big-C level; the creative environment at the mini-C level; and co-creation at all levels of creativity. Practical significance. The proposed 5T×4C matrix serves as the foundation for analysing the current aspects of creativity diagnostics development. The analysis of multifactor models and psychological assessment methods for creativity can be utilised in developing new approaches to studying the phenomenon of creativity.

Introduction. In the context of globalisation and the intensification of international contacts, there is an increasing need to understand the intercultural differences and similarities between Russian and Chinese youth, particularly in significant areas such as family values. Aim. The present research aimed to identify and analyse the differences and similarities in the perception of family values among students from various cultural contexts. The methodology and research methods. The research methodological framework was grounded in the principles of cultural anthropology, sociology, pedagogy, and psychology, facilitating a multifaceted understanding of the phenomenon under investigation. The study involved 160 students from higher educational institutions in the city of Tyumen, representing both Russian and Chinese cultures. This comprehensive approach incorporated quantitative methods, enabling a visual representation of the cultural features and nuances in the perception of family values and their hierarchy among Chinese and Russian students in Tyumen higher educational institutions. Results. The results indicate that, despite existing cultural differences, Russian and Chinese students demonstrate a similar respect for the institution of family and are committed to preserving family traditions. Scientific novelty. The scientific novelty of this study lies in its reflection of current trends and changes in the perception of family values within the context of cultural exchange, making it significant in the framework of modernity. Practical significance. The practical significance highlights a deeper understanding of intercultural interactions and can serve as a foundation for further sociocultural research in the area of family values.

Introduction. Communication skills are regarded as one of the most essential competencies for deaf and hard-of-hearing (DHH) students in a digital learning environment. This importance is attributed to the unique cognitive and learning characteristics of these students. Aim. The present research aimed to compare the ability of DHH students with their hearing peers to accept different perspectives during online discussions. Methodology and research method. The experiment involved 17 students, consisting of 8 Deaf and Hard of Hearing (DHH) students and 9 hearing students, who participated in online discussions via Telegram chats over a period of six weeks. Within the framework of the chosen qualimetric approach, methods of group expert assessments and a pedagogical council were employed, along with elements of quantitative content analysis. Results. The quality of online discussions and the level of perspective taking are significantly higher among hearing students compared to their DHH peers. When organising these discussions, it is important to consider certain characteristics: hearing students tend to be highly engaged and independent, while DHH students may provide uncompromising and emotional responses, exhibit frequent linguistic errors, and struggle with issues of plagiarism. In light of these observations, recommendations are provided for effectively organising and conducting online discussions with students who have hearing impairments. Scientific novelty. This study represents the first attempt to compare the development of communication skills between DHH students and hearing students in a digital environment. Considering the unique characteristics of the cognitive activities of DHH students, the method for quantitatively assessing these skills was adapted specifically for this group. Practical significance. The study found that online discussions significantly enhance the cognitive engagement of DHH students, potentially fostering the development of their communication skills in a digital environment. The authors recommend strategies for formulating discussion questions, assisting moderators in discussion chats, and establishing procedures for evaluating discussions. These recommendations can be utilised to assess students’ online discussions and their ability to consider alternative perspectives.