Introduction. The transition to a new system of higher education in Russia is examined within the framework of the Strategy for Scientific and Technological Development.

Aim. The present research aims to analyse existing and planned university performance indicators, assess their relevance to personnel development at universities, and formulate proposals to enhance the personnel development system, taking into account the implementation of a new personnel training system in Russian higher education.

Methodology and research methods. The fundamental methodological approach employed was systematic. Theoretical research methods utilised included a literature review on the research problem, analysis of normative documents, comparison and generalisation, induction, and synthesis, which involved formulating proposals for an approach to evaluating university activities.

Results. An analysis of the current performance indicators of universities led the author to conclude that two indicators are prioritised: the proportion of employed graduates and the proportion of teaching staff whose average salary is 200% or more than the regional average salary. The introduction of a new indicator, which aims to characterise the system of personnel development (the share of employees under the age of 39 among the total number of scientific and pedagogical workers), may result in a reduction of teaching staff from other age groups. Based on an analysis of the trends in the number of teaching staff at leading universities in the Chelyabinsk and Sverdlovsk regions, a consistent decline in both the total number of teaching staff and the proportion of teachers under 40 years old has been observed. The issue of personnel reproduction within universities is a critical one. However, the new system of indicators for evaluating the effectiveness of universities, which will take effect on January 1, 2025, does not address this problem.

Scientific novelty. The author proposes a reevaluation of the approach to financing universities, suggesting that the state should financially support the number of staff positions justified by each university. This proposal includes the establishment of salary rates for young teachers, with the estimated proportion of these rates constituting at least 35% of the total number of teaching staff positions at the university. Implementing this approach will promote continuity in the intellectual and value-based development of teaching staff, grounded in established scientific schools.

Practical significance. The research findings can be used to formulate a strategy for advancing the scientific and educational sectors in light of the transition to a new personnel training system in higher education.

Introduction. The article presents the findings of a study on the state of postgraduate support for young teachers in various regions of the Russian Federation. This research has identified the difficulties, challenges, crises, and barriers that these individuals face when entering the profession.

Aim. The present research aims to examine the current state of postgraduate support and retention of young teachers in the Russian Federation, as assessed by the teachers themselves, heads of educational organisations, and instructors from higher education, secondary vocational, and additional vocational education institutions.

Methodology and research methods. The methodological foundation of this study is grounded in anthropological, acmeological, systemic, and reflexive-activity approaches. The research is based on an analysis of information regarding the organisation of postgraduate support for young teachers in various types of educational institutions, which was obtained through a survey. A total of 1,103 respondents from 10 regions of the Russian Federation participated in the empirical study.

Results. As a fundamental principle in establishing a support system, most respondents emphasise the importance of adhering to priority tasks within the field of education. This reflects their understanding of the significance of the issue at hand, as well as principles related to targeting, individualisation, and the orientation of support aimed at addressing the challenges faced by young teachers. Most respondents advocate for evaluating the effectiveness of initiatives aimed at young teachers based on criteria such as their satisfaction with professional development outcomes and a reduction in the turnover rate of young teachers within the first few years of their careers. Furthermore, both teachers and administrators are generally well-informed about the resources available to support young educators and largely agree on their potential effectiveness. They also recognise that the support of young teachers is a manageable process, involving the active participation of many teachers and administrators. Additionally, young teachers themselves play an active role in organising this support.

Scientific novelty. The scientific novelty of this study lies in the generalisation of existing trends and issues, the identification of priority tasks, principles, directions, and methods for establishing a system of postgraduate support and retention for young teachers in the profession.

Practical significance. The results obtained can be utilised to design a support system for young teachers, including those in postgraduate programmes, while considering the unique characteristics of various types of educational organisations.

Introduction. Communication and collaboration skills are very important skills in learning. These skills help students achieve learning success; however, many students have low collaboration and communication skills in schools.

Aim. The present research aimed to demonstrate the potential of the PLONG (Playing, Learning, Doing, and Evaluating) learning model in developing students’ communication and collaboration skills.

Methodology and research methods. This research applied the ADDIE model, which encompasses needs analysis, model design, material and activity development, field implementation, and evaluation. The study involved 101 students and 10 classroom teachers as participants. The instruments employed included model feasibility assessments, a PLONG model group discussion forum, and a questionnaire measuring collaboration and communication skills. Data analysis incorporated both qualitative and quantitative methods.

Results and scientific novelty. It has been established that the PLONG learning model effectively enhances students’ communication and collaboration skills. These results are supported by an analysis comparing preand post-intervention data. This model increases students’ motivation and readiness to work collaboratively in teams. The novelty of this study lies in the fact that the PLONG learning model is regarded as a comprehensive approach to education, allowing students to independently assess their learning outcomes during the process, which includes engaging game elements. Additionally, PLONG offers feedback that aids students in their improvement.

Practical significance. With the PLONG model, students engage in play, learning, action, and assessment, fostering an active and enjoyable learning environment that promotes the optimal development of collaboration and communication skills.

Introduction. The definition of psychological predictors of teacher emotional burnout can enhance scientific understanding of the specific factors contributing to its occurrence in contemporary pedagogical contexts. Additionally, it can identify the individual psychological characteristics of educators that are most susceptible to burnout, thereby facilitating targeted interventions that will aid in the development of effective preventive measures.

Aim. The present research aimed to identify and describe the psychological risk factors associated with the occurrence of emotional burnout among teachers.

Methodology and research methods. The study of emotional burnout and the psychological characteristics of teachers’ personalities was conducted remotely using the Yandex Forms tool in 2024. A total of 1,054 educators participated in the study. The diagnostic tools package included the following methods: the Emotional Burnout Diagnosis (V. V. Boyko), the Emotional Intelligence Inventory – EmIn (D. V. Lyusin), the Integrative Anxiety Test (A. P. Bizyuk, L. I. Wasserman, B. V. Iovlev), the Motivation of Professional Activity Diagnosis (K. Zamfir, modified by A. Rean), and a methodology for assessing overall job satisfaction. The mathematical and statistical analysis of the results was conducted using descriptive statistics and linear regression analysis, which involved both forced inclusion and sequential exclusion of independent variables.

Results. The research findings indicate that the issue of emotional burnout syndrome is indeed a pressing concern for the pedagogical community. Specifically, 16.3% of respondents exhibit a phase of tension, 40% demonstrate a pronounced phase of resistance, and 19.8% of teachers have been diagnosed with a developed phase of exhaustion. Based on regression analysis, a model of psychological risk factors contributing to teachers’ emotional burnout has been constructed.

Scientific novelty. The scientific novelty lies in the examination of emotional burnout not only in terms of its prevalence among educators in various educational institutions but also in identifying potential predictors that may serve as risk factors for the development of this professional deformation among teaching staff.

Practical significance arises from the potential to utilise the obtained results in developing targeted measures to prevent emotional burnout among teachers.

Introduction. The process of fostering a sustainable anti-corruption stance among students faces a significant challenge: the disconnect between publicly stated condemnations of corruption and the behaviours exhibited in daily life.

Aim. The present research aimed to conduct a sociological analysis of the development of a stable anti-corruption stance among students, focusing on three key parameters: cognitive, value-based, and behavioural.

Methodology and research methods. A sociological survey was conducted among 572 university students in Ekaterinburg (n = 572) studying Economics and Management. The survey was administered online using the Yandex platform, and the results were analysed using the statistical software SPSS.

Results. A comparative analysis was conducted to evaluate the results obtained in relation to findings from Russian and international empirical studies. The analysis revealed that students exhibit a relatively high level of values rejecting corruption in society; however, they simultaneously display a tolerant attitude towards violations of academic honesty within their educational activities. It was concluded that the norms of academic honesty are more stable during group interactions than in individual educational pursuits. Additionally, the study identifies the need to analyse new opportunities and risks to academic integrity associated with the use of artificial intelligence (AI) in educational contexts.

Scientific novelty. A diagnostic assessment of the “sustainable anti-corruption position” among university students was conducted, focusing on their rational, value-based, and behavioural manifestations. It is argued that academic integrity serves as a behavioural indicator of the sustained anti-corruption stance that students exhibit through their educational activities.

Practical significance. The adoption of standards of academic integrity will assist students in developing a socially acceptable model of behaviour, particularly in situations where there may be a temptation to violate anti-corruption rules for personal gain. The cultivation of a student’s academic integrity should be regarded as a crucial component of systemic anti-corruption efforts within the university.

Introduction. The digital transformation of education plays a key role in the formation of in-demand IT specialists. In modern conditions, the method of problem-oriented learning is actively being introduced into the educational process of higher education and contributes to the formation of professional, communicative and digital competencies of IT students.

Aim. The present research aimed to validate the incorporation of massive open online course (MOOC) components in the organisation of problem-oriented training for IT students to enhance their professional competencies.

Methodology and research methods. The study was conducted over two academic years, beginning in 2022, at Academician E. A. Buketov Karaganda University. A total of 24 teachers participated in the specialised training of IT students, along with 86 students participated. At the first stage, a model was developed to integrate MOOCs into the structure of a specialised IT discipline within the framework of a specialised IT discipline, utilising problem-oriented learning. Additionally, the baseline level of students’ readiness to engage with MOOC courses was assessed. At the second stage, the effectiveness of utilising MOOC courses for implementing problem-oriented learning in the study of IT disciplines was assessed. At the third stage, the results were summarised and conclusions were drawn.

Results and scientific novelty. The approaches to the organisation of problem-based learning in the preparation of IT students were defined. The use of Coursera MOOCs as the most convenient platform for studying IT courses was justified. A model of MOOC integration into the structure of an academic discipline in the organisation of problem-oriented learning was developed and experimentally tested.

Practical significance. The results of an empirical study of student involvement in the use of MOOCs in problem-based learning prove the functionality of Coursera MOOC courses and their positive impact on the learning process. The feasibility of utilising MOOCs for implementing problem-oriented training aimed at developing students’ professional IT competencies is well-supported.

Introduction. In the digital age, a primary condition for ensuring national security, fostering long-term economic development, and enhancing the quality of life for citizens is the effective functioning of state civil service institutions. Consequently, the quality of training for future employees in public authorities, particularly in the field of information and communication technologies, is of paramount importance.

Aim. The present research aims to establish scientific and methodological foundations for a differentiated approach to developing digital competencies among future specialists in public and municipal administration during their training.

Methodology and research methods. The methodological foundation of the study was grounded in the methods and principles of systems analysis, as well as general logical methods of scientific inquiry, including analysis, synthesis, generalisation, induction, and deduction. Additionally, it employed modelling techniques such as mental modelling and visual modelling.

Results. The definition of the category “differentiation” as a specific form of educational organisation has been established. Key principles have been identified and substantiated, including the principles of complexity levels, individualisation, and collaboration. A framework model for the differentiated training of future public authority employees in the field of digital technologies has been outlined.

Scientific novelty. A new methodology for training future specialists in state and municipal administration has been developed, substantiated, and is currently being implemented, taking into account contemporary trends in the evolution of the higher education system, particularly in the realm of digital technologies.

Practical significance. The results obtained can serve as a methodology for organising educational activities within the higher education system, specifically for training future employees of public authorities.