Introduction. The active development of creative industries generates a demand for improvements in the education system. Aim. This article aims to provide a comprehensive understanding of creativity, enabling the effective design of the conditions and technologies necessary for its development within the educational process. Methodology and research methods. The theoretical and methodological analysis of the topic presented in the article is grounded in synergetic, activity-based, and value-regulatory methodological approaches. Results. In accordance with the research hypothesis, “myths” or one- common obstacles to the incorporation of practices aimed at fostering creativity in education. The analysis facilitated the development of anintegrative model of creativity, characterised as a synthesis of divergent and convergent thinking; spontaneity and manufacturability; as well as defocusing (or wandering creativity) and focusing during the creative search for values, meanings, and priorities. Scientific novelty. The scientific novelty lies in the proposal to consider creativity as a complex, non-linear process that fluctuates between chaos and order, spontaneity and manufacturability, as well as defocusing and value-based target focusing in each specific creative situation, unlike structural-integrative models. The integrative nature of creativity is shaped by the characteristics of complex self-organising systems. Practical significance. The proposed integrative approach enables the establishment of guidelines for enhancing the training of future vocational teachers in the creative industries. This approach not only articulates the factors of creativity but also defines the parameters for designing educational technologies.

Introduction. Modern world globalisation process requires special technological development of states, which is based on natural science and engineering education. The aim of this article is to analyse existing programmes and methods of teaching natural science in Kazakhstan and to develop recommendations for making changes to the content of natural science education programmes in secondary schools. Methodology and research methods. A monitoring study was conducted on teachers’ assessment of the content of school education in natural science subjects, utilising system-based, problem-based, and project-based approaches. This study included an analysis of international experiences in implementing STEM education within the teaching processes of natural sciences, as well as an evaluation of the effectiveness of the updated Model Curriculum for natural science education in general education schools in the Republic of Kazakhstan. Results. It was found that in the learning process, it is essential to enhance attention to the formation and development of scientific thinking skills and interdisciplinary integration. The findings confirm that practice-oriented training facilitates an understanding of how scientific knowledge evolves and helps to cultivate an appreciation for cross-cutting concepts and disciplinary ideas within science and technology. Practical significance. A series of recommendations has been formulated to enhance the curriculum of academic programmes in the natural sciences in the Republic of Kazakhstan.

Introduction. The relevance of this study stems from the necessity to develop a new examination format that accommodates a comprehensive range of tasks aligned with contemporary realities. The foundation of this examination format is a role-playing game tailored for educational purposes. Aim. This research aims to evaluate the effectiveness of the innovative examination format based on role-playing games, focusing on the objectivity and completeness of assessment, student engagement and motivation, levels of stress, and the potential for utilising this exam format to assess competence development and enhance soft skills. Methodology and research methods. The study employs an activity-based approach to learning and assessment. A systematic analysis of theoretical sources was conducted to address these issues. Additionally, game modelling was utilised to create an exam in the format of a role-playing game. The empirical foundation of the study comprises the results of an online survey conducted among students who participated in the exam in this game format, as well as the findings from a content analysis of their responses to open-ended questions. Results. The results of the study encompassed the methodology for creating an exam in a game format, the approach to conducting the exam, and the criteria for evaluating the competencies being assessed. Additionally, the study identified the potential of the game format for fostering supplementary, supra-professional skills (soft skills) that are currently in high demand in the labour market. Scientific novelty. The scientific novelty of this work lies in the comprehensive description of the pedagogical design of the exam in a game format developed by the authors, as well as the results of its testing, which demonstrate its validity and effectiveness. Practical significance. The results contribute to the advancement of gamification in higher education by utilising game techniques as assessment tools in the educational process.

Introduction. One of the essential conditions for creating an inclusive educational environment in schools is the management of the process, which depends on balancing effectiveness and equity. Aim. The current research aims to analyse the relationship between school employees’ engagement in the decision-making process and their attitudes towards inclusive educational policies. Methodology and research methods. The survey was conducted using questionnaires and A/B testing (Saati’s method) in accordance with the authors’ methodology. A total of 104 employees from 34 different schools in Tyumen and the Tyumen Region participated in the study, divided into two groups: those who make decisions within the educational entity and those who execute those decisions. The A/B testing method enabled participants to adopt a reflective stance regarding inclusive processes. Results. Experts emphasise the significant deficits in professional training (47%) and psychological training (33%) for teachers in the field of inclusive education. A direct correlation has been identified between the education provided in inclusive settings and the level of student engagement in schools. Additionally, a relationship exists between the professional competence of educators in inclusive education and their psychological readiness to implement this approach. Experts also highlight the presence of latent resistance to inclusive policies and identify varying priorities in promoting the well-being of both unaffected students and children with disabilities. The psychological and physical protection of teachers is considered crucial for their subjective well-being. However, less emphasis is placed on involving parents and students in decision-making processes and ensuring a transparent and equitable mechanism for resource allocation. Ultimately, the prestige of the school is often prioritised over the subjective well-being of teachers. Scientific novelty. An authors’ toolkit based on the A/B testing method has been developed to examine the perspectives of school staff on inclusive policy priorities in education. Practical significance. The research findings can be valuable for school administrators as they reflect on management decisions regarding the prioritisation of progress amid inclusive transformation.

Introduction. The development of effective methods for diagnosing factors associated with socially dangerous behaviour among adolescents is a pressing issue in contemporary psychological and pedagogical research. Aim. The aim of this article is to outline the stages of development and psychometric validation of a diagnostic questionnaire designed to identify socio-psychological factors that serve as markers of socially dangerous behaviour during adolescence. Methodology and research methods. The article presents the results of the development, initial testing, and validity assessment of the question nairetitled “Methodology for Identifying Factors of Delinquency in Adolescence,” which is based on an integrative approach. This methodology employs the principle of semantic differential and consists of 30 items, each containing statements related to the identified factors. The sample comprised adolescents aged 11 to 17 years (average age: 13.7 years; n = 291). To assess reliability, the Cronbach’s alpha coefficient was utilised. To evaluate the validity of the questionnaire, the relationships between the scales and the parameters of the Cattell test-questionnaire for adolescents (Test 14 PF, 142 questions), the “Self-Diagnosis of a Typical Family Situation” questionnaire by R. V. Ovcharova, and the questionnaire for studying the psychological safety of the educational environment by I. A. Baeva were analysed. Results and scientific novelty. As a result of psychometric testing, the methodology demonstrated a high level of consistency among the items within the scales of the questionnaire, an adequate level of reliability for homogeneity, and satisfactory indicators of construct validity. Practical significance. The developed diagnostic questionnaire, designed as a self-report tool, offers an economical and effective means of studying the factors associated with socially dangerous behaviour in adolescents. This methodology can be employed by specialists during the preventive intervention phase with this demographic.

Introduction. A fundamental prerequisite for the professional development of a clinical psychologist is a genuine desire to help others. Studying significant psychological phenomena, such as attitudes towards the success of others, provides valuable insights into the process of shaping a future specialist. Aim. The aim of this research is to identify the relationship between the motives behind the educational activities of first-year clinical psychologists and their attitudes towards the success of others. Methodology and research methods. The study focuses on activity-based and systemic approaches within Russian psychology. To diagnose the educational motivation of students, the authors utilised the methodology developed by A. A. Rean and V. A. Yakunin, as modified by N. Ts. Badmaeva, along with T. V. Beskova’s methodology titled “Types of Attitude towards the Success and Failure of Others”. The obtained results were processed using the SPSS program (Kolmogorov-Smirnov distribution agreement criterion, multiple regression, and factor and correlation analysis). Results. It has been demonstrated that various motives for educational activities are interconnected with a relatively new psychological phenomenon known as “attitude towards the success of others”. Research indicates that students’ joy for their peers is positively associated with communicative motives for educational activities, while the desire to achieve similar success as their peers correlates with professional motives for educational engagement. Conversely, envy among students is negatively related to communicative motives and positively related to professional and avoidance motives. Among clinical psychology students, the attitude of schadenfreude towards the success of their peers is positively correlated with avoidance motives in educational activities. In contrast, providing assistance and support for the success of others is negatively associated with avoidance motives. Based on the results of factor analysis, the sample is divided into two groups: one group values creative self-realisation, while the other prioritises maintaining a comfortable social position. Scientific novelty. The scientific novelty of this study lies in examining the phenomenon of the success of others among students training to become clinical psychologists, particularly in relation to their educational motivation. Practical significance. The research findings can be employed in the training process of future clinical psychologists.

Introduction. The massification of education, coupled with the rapid transformation of the labor market, highlights the importance of professional self-determination and the development of pathways for students’ professional growth. Aim. The present research aims to analyse the subjective assessments of students from Russia and Belarus concerning the key characteristics of the temporality of their professional self-determination. Methodology and research methods. Students’ professional self-determination is viewed as a temporal process, encompassing a time perspective that ranges from selecting a university and field of study (reflecting on the past) to planning their future professional trajectory after graduation (looking toward the future). This article is based on data collected from a survey of 3,000 third-year students from Russia (Ekaterinburg) and Belarus (Grodno). The sample was stratified by gender and educational profile. Results. The proportion of young people who are satisfied with their professions is high, at approximately 90%. However, only about one-third of students engage in professional goal setting. This suggests that, despite having made random choices regarding their professions in the past and currently perceiving them as satisfying, students tend to think situationally. They often fail to construct a long-term professional trajectory for the future, limiting their planning to actions that occur only after graduation. Notably, nearly half of the students from Russia (47%) and more than two-thirds from the Republic of Belarus (71%) are willing to retrain and learn a new profession if necessary. While there are similarities in the structures of labour values and the motives for job satisfaction among Russian and Belarusian students, their perceptions of the future differ due to varying mechanisms for entering the labour market. Scientific novelty. The scientific novelty of this research lies in the development and implementation of a novel approach, created by the authors, to examine key aspects of the temporality of students’ professional self-determination. An analysis of data from a sociological survey conducted among students in two countries reveals the connections between the past, present, and future that emerge in the consciousness of youth regarding their professional development. Additionally, the factors influencing this process are identified. Practical significance. The results of the study can be utilised by university management to facilitate students’ conscious professional goal setting, which serves as a crucial component in the process of professional self-determination