Introduction. The modern educational paradigm emphasizes the implementation of high-quality education through productive dialogic learning, which centres on dialogue and involves all participants in the educational process. However, the potential of dialogue has not yet been fully realised in schools, as it is infrequently utilised in practice. Therefore, it is essential to establish a new framework for collaborative activities between teachers and students that fosters cognitive engagement and promotes student independence.

Aim. The aim of this study is to identify the resources of dialogic learning in relation to addressing students’ personalities and the interactions among participants engaged in cognitive activities during information exchange, as well as the active appropriation of methods for intellectual and practical work.

Methodology and research methods. The methodological foundations of dialogic learning, including personality-oriented, axiological, problem-based, and activity-based approaches, were explored in this study. It was found that all identified approaches are personality-oriented, emphasising the importance of considering the individual characteristics of participants during the organisation of dialogue interactions and the assessment of student development dynamics. Throughout the research, methods of analysis, synthesis, and generalisation of the theory and practice of dialogic learning organisation were employed.

Results. The article explores the multidimensional nature of dialogue within the educational process, highlighting the significance of individual identity, subjectivity, and personal expression in dialogic interactions. It specifically identifies the potential of dialogue as a transformative human activity in the context of cultural engagement. Dialogic learning serves several essential functions in contemporary education, promoting the holistic development of individuals and fostering their creative self-expression. These functions include educational, developmental, and nurturing aspects, as well as the role of dialogic interaction. Scientific novelty. Dialogic learning is regarded as a system centred on the concept of dialogue, which enables individuals to transform themselves through a complex web of interpersonal relationships.

Practical significance. The research materials can be utilised in both secondary and higher education settings. The proposed tools for dialogic learning can be implemented in educational activities, considering the characteristics of the participants in dialogic learning, the nature of dialogic relationships, and the potential for communicative interaction.

Introduction. Today, a practice-oriented approach plays a crucial role in the training of students. Its defining characteristics often contradict the conditions under which the continuous process of professional self-determination occurs. Resolving this contradiction through the study and implementation of the potential of practice-oriented research activities in shaping students’ professional self-determination is an urgent issue.

Aim. The present research aims to identify and demonstrate the connection between the positive dynamics of students’ professional self-determination and their engagement in practice-oriented research activities.

Methodology and research methods. This research is methodologically grounded in a system-activity approach, as well as contextual and research methodologies. These frameworks inform the stages and content of practice-oriented research activities undertaken by participants in the university educational process. A specialised questionnaire has been developed to assess the components of professional self-determination among students. To identify statistically significant differences in the diagnosed components within the experimental group before and after the search and transformation experiment, the G-criterion of signs was employed. Additionally, the Student’s t-test was utilised to compare the changes observed in the experimental group with those in the control group.

Results and scientific novelty. The pedagogical potential of practice-oriented research activities in fostering students’ professional self-determination is explored. This includes enhancing awareness and subjectivity regarding professional choices, promoting cognitive activity and independence, and developing the cognitive processes essential for these outcomes. Additionally, it addresses the need to bridge the gap between theoretical knowledge and its practical application. Pedagogical conditions that facilitate an increase in students’ professional self-determination during practice-oriented research activities have been identified and experimentally tested. The positive correlation between the development of professional self-determination and the extent of student engagement in practice-oriented research activities at the university has been experimentally validated, demonstrating its effectiveness and productivity.

Practical significance. The developed methodological framework for implementing practice-oriented research tasks in the educational process can enhance the effectiveness of content delivery and improve the pedagogical support technologies for fostering professional self-determination among students in pedagogical training programmes.

Introduction. Mathematical concepts play a crucial role in the educational field by providing a structured framework for analysing and solving various everyday life problems. The standard pedagogical methods employed to teach these concepts can be challenging and may not always enable students to fully master the material.

Aim. The aim of this study is to identify the challenges faced by Moroccan secondary school students in acquiring mathematical knowledge, to determine the primary reasons for these deficiencies, and to analyse effective strategies to help overcome these issues.

Methodology and research methods. In the course of the study, we examined strategies for mastering mathematics in high school, considering the principles of a systematic approach. A survey was conducted with the voluntary participation of 220 Moroccan secondary school students. The questionnaire comprised three sections featuring closed and multiple-choice questions, which facilitated the analysis of the primary difficulties encountered in learning mathematics.

Results. The analysis of the results highlighted the common difficulties encountered in teaching mathematics at the high school level and proposed the most effective strategies to help overcome these challenges. Practical significance. The study proposes measures to enhance the teaching of mathematics, assisting teachers in overcoming emerging challenges. Additionally, it aims to guide curriculum developers and textbook authors in making the subject more accessible to secondary school students.

Introduction. Online communication and digital etiquette have become essential components of higher education, requiring a thorough understanding of their evolution and current status.

Aim. This research aims to provide a comprehensive overview of the development of scientific thought in network communication and digital etiquette within higher education, offering insights into the current state and future prospects of this field.

Methodology and research methods. The study employs a bibliometric analysis of metadata from 9,039 articles indexed in the Web of Science from 1975 to 2024. Quantitative bibliometric methods are utilised to describe and visualise the evolution of the field over 49 years, examining publication growth dynamics, author productivity, and the social, intellectual, and conceptual structures.

Results. The research findings indicate a consistent increase in publication activity, particularly notable since 2019, with contributions across various disciplines, including education, computer science, communication studies, sociology, psychology, and management. The research community exhibits a global character, with the USA, China, and the UK at the forefront of authorship. The study identifies twelve key research themes that dominate scientific discourse, ranging from contemporary educational approaches in the digital age to the co-creation of value in the digital environment. Scientific novelty. This comprehensive analysis provides a unique perspective on the evolution and current state of research in network communication culture and digital etiquette within higher education. By identifying key themes and trends, the study deepens our understanding of the development of this field and its interdisciplinary nature.

Practical significance. The research provides valuable insights for educators, researchers, and policymakers in higher education regarding strategies for enhancing online communication practices and digital etiquette.

Introduction. The issue of bullying within educational institutions is increasingly acknowledged by both the global community and the Russian public. Bullying among students exhibits a more complex structure and differs from that in primary and secondary schools in terms of its focus and awareness. This complexity necessitates the development of intervention programmes that consider the specific causes and dynamics of bullying in higher education.

Aim. The aim of this research is to study the characteristics of bullying behaviour among students.

Methodology and research methods. The theoretical foundation of this research is based on a humanistic approach to education. To achieve the research aim, the following methodological tools were employed: E.G. Norkina’s methodology for identifying the bullying structure; the Buss – Durkee emotion test for assessing emotional reactions; the psychological diagnostic method for coping with stressful and personally challenging situations, known as “Strategies of Coping Behaviour”; and a methodology for determining students’ comfort levels. The study involved 124 students from Novosibirsk State Technical University.

Results. The primary psychological roles and positions in bullying situations among students have been identified as defenders and observers. Among humanitarian and technical students, no significant differences were found in the indicators of bullying behaviour. The emotional reactions most commonly observed in bullying situations were irritation and resentment. At the same time, no forms of aggression were observed in the study sample. No significant differences were found between the two groups examined. Various coping strategies were identified, all of which were moderately common; the most prominent strategy was distancing. A notable difference was observed in the level of comfort within the educational organisation between the two groups: technical students reported a slightly higher level of comfort compared to their peers in the humanities. Scientific novelty. This study examines the characteristics of bullying behaviour among students. It identifies and analyses the specific manifestations of bullying among students in technical and humanities disciplines.

Practical significance. The results obtained from the study can be utilised, with minimal adaptation, to assess the prevalence of bullying within the student body. Additionally, these findings can inform the development of preventive and corrective programmes designed to address and respond promptly to this phenomenon when it is identified.

Introduction. The issue of inconsistency between the quality of specialists trained by the vocational education system and the demands of the labour market, as well as the broader needs of the economy, becomes more pronounced each year. In this context, vocational education teachers play a crucial role in ensuring the quality of vocational training in contemporary circumstances. The qualifications of teachers and industrial training instructors are directly linked to educational outcomes, while the effectiveness of a teacher’s work is closely associated with their personal attributes.

Aim. The aim of this article is to identify the key psychological characteristics of vocational education teachers that are essential for their professional and pedagogical activities. Methodology and research methods. The study was conducted by considering the primary tenets of personality-oriented approaches (E. N. Volkova, S. Lee, E. Tadesse, H. Yin) and practical-oriented approaches (V. I. Blinov, S. Billett, A. Ibrahim, N. Zhou). The research involved 213 vocational education teachers from the Sverdlovsk and Tambov regions of the Russian Federation. To assess the individual psychological and personal characteristics of these teachers, the authors utilised an individual typological questionnaire developed by L. N. Sobchik and a brief orientation test created by V. N. Buzina and E. F. Vanderlik. For the analysis of the results obtained, the authors employed various statistical methods, including descriptive statistics, non-parametric correlation analysis using the Spearman correlation coefficient (r-Spearman), and cluster analysis.

Results. The analysed characteristics were categorised into three distinct clusters: internal susceptibility and reflexivity; protective factors; and activity-based traits. Sensitivity, rigidity, and spontaneity are identified as the dominant qualities of vocational education teachers. Two negative tendencies in the personality profile of a vocational education teacher – anxiety and rigidity – are noted, along with one positive trait: lability.

Scientific novelty. The results obtained during testing, which highlight the personal qualities of vocational education teachers that promote or hinder the effective implementation of professional pedagogical work, can serve as a foundation for developing programmes aimed at providing psychological and pedagogical support, as well as personal development opportunities for vocational education teachers. Practical significance. The practical significance of this study lies in the application of the developed methods for assessing the severity of personal qualities in vocational education teachers. This assessment aims to facilitate timely responses through the organisation of targeted corrective and improvement measures.

Introduction. The issue of professional development for teachers is a pressing concern in contemporary education. Identifying scientifically grounded methods to enhance this process is crucial for achieving the objectives of modern education.

Aim. This study aims to identify the school management models that are most effective for facilitating the professional development of teachers.

Methodology, methods and techniques. The Clarke and Hollingsworth professional development model served as the conceptual framework for this study, alongside the findings from N. V. Storchak’s research, which emphasises the components of school leaders’ activities related to the professional development of teachers. This article presents the results of a qualitative study examining the managerial practices of educational organisation leaders, based on semi-structured interviews conducted with teachers (n = 15), school leaders (n = 8), deputy directors (n = 2), and heads of subject associations (n = 4) across nine educational organisations (n = 9).

Results and scientific novelty. As a result of the study, two models of management for the professional development of teachers in general education organisations were identified: the executive model, which focuses on strict adherence to the requirements for the professional development (advanced training) of teachers, and the stimulating model, which emphasises the proactive efforts of school leaders in facilitating teachers’ professional development. These models are aligned with the educational quality management frameworks employed by school leaders.

Practical significance. The results obtained can serve as a valuable resource for school leaders in organising effective management of teachers’ professional development.