Introduction. The discussion surrounding the formulation of educational outcomes for higher education programs at contemporary universities is gaining renewed significance due to the increasing diversity of student populations and the demand for equitable and affordable education. Aim. This research aims to identify the specific aspects of personal potential as a component of the structure of educational outcomes for students, particularly in the context of the inclusive university transformation. Methodology and research methods. The structure of educational outcomes in the context of higher inclusive education was developed based on a comparative analysis of D. Leontiev’s personal potential model and a universal competence framework created within the methodology for assessing supra-professional competencies by A. G. Komissarov, E. A. Stepаshkina, O. B. Soboleva, and others. The empirical study employed methods for assessing supra-professional competencies as adapted by A. G. Komissarov and E. A. Stepаshkina. The sample comprised 505 students from the University of Tyumen. The data collected were subjected to cluster and correlation analyses using IBM SPSS Statistics. Results. The analysis and interpretation of the psychological profiles obtained from students enabled the identification of personal potential as a central educational outcome within the framework of the inclusive university transformation. Universal design for learning serves as a tool that facilitates the adaptation of educational strategies to align with the unique characteristics of each student’s personal potential. Scientific novelty. The authors outline the structure of educational outcomes within the framework of an inclusive transformation of the university. In this context, the primary function is fulfilled by personal competencies (self-skills), while personal potential serves as the connecting factor among the various levels of competencies, including hard skills, soft skills, and self-skills. Practical significance. The university administration and faculty, by considering the diverse profiles of students with varying levels of personal potential, can create the most favorable and effective educational environment based on the principles of universal design.

Introduction. The rational use of all types of resources is one of the most important principles of management in the modern economy, serving as the foundation for the continuous improvement of specialists’ competencies. This study focuses on the unique characteristics and methodologies for teaching lean production to students in various technical and economic fields of study. Aim. The present research aims to demonstrate the necessity of utilising business simulators software “Process Factory” as the primary tool for training university students in lean production. This approach not only imparts fundamental principles and algorithms but also cultivates lean thinking and essential soft skills. Methodology and research methods. Qualitative and quantitative methods of pedagogical research were employed to evaluate the development of lean competencies through various teaching formats. This included a review of scientific literature on the research topic, an analysis of learning formats utilised by higher education students, observations, assessments of competency mastery, and the administration of questionnaires. Results. It has been established that training on specialised business simulators, such as “Process Factory”, allows students to develop foundational lean thinking and science-based approaches for optimising real production processes. This training also helps reduce unproductive losses in process factories through collaboration with industry representatives. Furthermore, it has been confirmed that engaging in quasi-professional activities fosters the development of essential soft skills. Scientific novelty. For the first time, this research focuses on teaching the fundamentals of lean manufacturing to students in technical and economic fields of study at universities. Practical significance. They have an urgent need for specialists who can manage resources, minimise unproductive losses, and enhance business processes while considering the careful and rational use of all types of resources. In this context, effective training in lean production is both relevant and significant for the modern education system.

Introduction. The challenges of attracting and retaining medical personnel, as well as enhancing their working conditions and health, must be identified, minimised, and addressed promptly at the residency level, which is a crucial stage of professional medical education. Aim. The present research aimed to identify and to compare the organisational challenges faced by medical residents in adapting to educational and professional activities, based on the degree of prevalence and complexity as assessed by the residents themselves. Methodology and research methods. The study was conducted from October to November 2023 and involved over 700 first-year medical residents from Altai, Kazan, Siberian, and Tyumen State Medical Universities. The methods employed included a literature review on the research problem, the use of questionnaires, reflective writing, as well as the analysis and synthesis of results, and the ranking of the obtained numerical data. Results. It was found that nearly half of the medical residents were completely satisfied with their training based on the results from the initial months. However, almost 40% reported experiencing issues. Respondents highly valued the presence of a departmental curator (over 84%), while the presence of a clinical mentor was rated lower (approximately 61%). The clarity of instructions from a mentor received a satisfaction rating of 58%, and the frequency of meetings with curators and mentors was appreciated by 53%. In contrast, the convenience and clarity of the schedule were rated low, at only 41%. Scientific novelty. The study is significant for the advancement of medical pedagogy theory and professional medical education. Assessments by medical residents regarding both direct and indirect indicators of the quality of their training organisation during the adaptation stage were identified and ranked. It was found that medical residents exhibit low readiness to formulate recommendations and engage in discussions about the organisation of their training. Practical significance. The results obtained are highly significant for organising the training of medical residents. This includes the development of software, educational and methodological support, training topics, roundtable discussions for residents and their instructors, and the creation of a specialised adaptation programme, as well as the advanced training of mentors and educators.

Introduction. The research demonstrates that the Multigroup Ethnic Identity Inventory (MEI2) is an effective tool for assessing various aspects of ethnic identification among Indonesian secondary school students from diverse ethnocultural backgrounds. Aim. The aim of this study is to examine the impact of ethnic identity on the psychological well-being of secondary school students in Indonesia, utilising the MEI2 questionnaire. Methodology and research methods. The study involved 276 secondary school students (60.1% female; 39.9% male). Data were analysed using the SPSS software version 29 and SmartPLS v4. Confirmatory Factor Analysis (CFA) was utilised to evaluate how well the measurement model fits the data. Results and scientific novelty. The CFA validated the MEI2, with the goodness-of-fit index indicating that the model was both efficient and appropriate. The Kaiser-Meyer-Olkin (KMO) value was .885. Consistency reliability measured by Cronbach’s alpha (α), ranged from .69 to .85, and composite reliability, assessed by McDonald’s (ω), ranged from .64 to .83. Discriminant validity was observed with a range from .591 to .696. Consequently, significant positive correlations were identified among the three domains of ethnic identity. Practical significance. The study supports the MEI2 as a valid instrument for assessing ethnic identity among Indonesian secondary school students. It also assists educators in recognising and addressing the diverse ethnic identities of students within the context of Indonesian culture.

Introduction. In modern society, characterised by rapid changes, the study of stress and the psychological resources necessary for overcoming it in various aspects of life has become increasingly relevant. The findings from this research are particularly significant for young people transitioning into adulthood, as they often lack sufficient knowledge and experience. Aim. The present research aims to explore the concept of academic stress, including theoretical approaches, findings, and the implications of empirical studies regarding its impact on the personal and regulatory resources necessary for academic success, psychological well-being, and professional self-determination among adolescent students. Results and scientific novelty. The article presents a theoretical analysis of literary sources and empirical studies conducted by both Russian and foreign authors regarding the issue of academic stress. The authors propose a working definition of academic stress, examine its sources and consequences, and analyse the results of empirical studies on both acute and chronic stress within educational environments. It is demonstrated that acute stress is influenced by contextual factors and can have not only negative impacts but also positive effects on academic productivity during knowledge assessments. In contrast, chronic stress can lead to serious negative consequences for a student’s physical and psychological health. Theoretically, the authors explore the potential of the resource-based approach in studying academic stress and its mitigation, as well as new directions for developing scientific understanding of the meta-resource role of conscious self-regulation in achieving various life goals under stressful conditions. Empirically, the study aims to identify both universal and specific regulatory competencies that enable young individuals to attain academic success, psychological well-being, and make informed professional choices in challenging stressful situations. Additionally, the research plans to investigate the personality traits and regulatory competencies that may serve as both universal and specific resources for post-traumatic growth in challenging life circumstances. Practical significance. The research findings can be applied in pedagogical and psychological practices to develop methods for alleviating stress in educational environments.

Introduction. In light of the heightened demands placed on schoolchildren, the issue of preserving emotional well-being is particularly significant. Aim. The aim of this study is to evaluate the impact of personality traits, educational environment conditions, and academic achievement on the emotional well-being of schoolchildren. Methodology and research methods. The theoretical and methodological foundation of this study is grounded in the concept of social and emotional well-being (M. Hamilton, G. Redmond) and theoretical frameworks concerning the nature of academic achievement among students (V.N. Druzhinin, M.R. Shabalina). The study involved 975 students from schools in Ekaterinburg. The research employed methods of theoretical analysis, psychodiagnostic assessment, and mathematical and statistical data processing techniques. Results. The results indicated a relationship between indicators of emotional well-being, personality traits, and academic achievement among schoolchildren. Those with high emotional well-being tend to exhibit traits such as friendliness, conscientiousness, openness to experience, and extroversion, often underestimating their actual academic performance. Conversely, schoolchildren with low emotional well-being are characterised by neuroticism and a lower subjective assessment of their academic results compared to their actual performance. Additionally, students from schools with high educational outcomes demonstrate greater emotional well-being and tend to have a slightly inflated perception of their academic achievements, in contrast to their peers from schools with lower educational outcomes. Scientific novelty. The scientific novelty of this study lies in establishing the connection between emotional well-being, personality traits, and academic success, while also examining the phenomenon of emotional well-being from the perspective of identifying its high and low levels. Practical significance. The results obtained can be utilised to predict the emotional well-being of schoolchildren and their academic success. Additionally, these findings can inform the development of programs aimed at providing psychological and pedagogical support to foster and sustain the emotional well-being of schoolchildren.

Introduction. Digital competence is seen as key to employment, education, and social domains in the 21st century. At the same time, there is no universal framework for studying attitudes towards artificial intelligence (AI) and its use in professional and personal life. Aim. The aim of the present research is to outline respondents’ attitudes towards the benefits and threats of AI that may facilitate or hinder the process of intelligent AI integration into different aspects of life. Methodology and research methods. This article outlines results from a pilot study of attitudes towards AI, conducted with a sample of 125 Bulgarian students and professionals. The research design is mixed (quantitative and qualitative) and includes questionnaire, focus groups and interviews. Results and scientific novelty. The results reveal that both young people and adults base their opinions on their assessment of AI performance and find positive implications in terms of facilitating task performance, but have strong reservations concerning job security and the use of AI in the social sphere. They also suggest that AI skills need to become integrated into education. Future research directions highlighted include differentiating between educational, professional, and personal domains and self-assessing digital literacy from an evidence-based vs. state of the art perspective. Practical significance. Insights from this study focus on mindful mindset, educational settings and the redesign of educational content, particularly forms of critical engagement and use of AI.