Introduction. Improving the quality of physics education for both schoolchildren and teachers can be achieved through an updated curriculum and innovative teaching methods. This approach includes fostering a comprehensive understanding of the physical world through experimental activities that utilise modern high-tech equipment.

Aim. The present research aims to develop a methodology for preparing physics students for professional activities by actively immersing them in a high-tech educational environment. This approach seeks to enhance the quality of higher education in physics pedagogy.

Methodology and research methods. The methodological foundations of the study were based on synergistic, systemic, competence-based, activity-oriented, and task-modular approaches. Throughout the study, both theoretical methods (including literature analysis, hypothesis construction, modeling, generalisation, and interpretation of results) and experimental methods (such as confirmatory and exploratory pedagogical experiments) were employed. To evaluate the experimental activities, an observational method was utilised, which involved video recordings of classroom sessions conducted with students.

Results. The authors developed a system designed to prepare physics students for professional activities, which includes five research modules implemented during classroom sessions through high-tech experimental tasks. Additionally, there is a transitional module that integrates classroom work with the resolution of high-tech experimental tasks, generalising theoretical modules with educational materials and a system for assessing training outcomes. The authors also created a model for diagnosing educational results from the study of these modules, as well as a model for collecting data on “task” actions. The validation of the proposed methodological system confirmed its effectiveness. A significant characteristic of the training modules is their relative autonomy, allowing students to master them in various sequences.

Scientific novelty. The authors have developed a methodological system for teaching physics that leverages a high-tech educational environment. This approach enhances students’ motivation to understand the laws governing physical processes and phenomena.

Practical significance. The task-modular approach can be utilised in preparing students at a pedagogical university for professional activities, particularly when transitioning to foundational pedagogical education while developing teaching systems for various disciplines.

Introduction. The study of the humanities is often regarded as a primary avenue for developing critical thinking skills, including analysis, synthesis, and interpretation of information. However, modern employers expect university graduates to possess not only these skills but also abilities in argumentation, innovation, decision-making, and problem-solving. This raises the question of whether contemporary methods and resources in humanities education are sufficient to cultivate a comprehensive set of competitive critical thinking skills among students.

Aim. The present research aims to examine the differences in critical thinking skills between students in the humanities and those in the natural and mathematical sciences.

Methodology and research methods. To compare the perceptions of the concept of “critical thinking” among students from different fields of study, a survey and a mini-essay were employed. A specially developed critical thinking test was utilised to assess the development of specific critical thinking skills. The study involved 1,543 students from two universities.

Results. A three-level taxonomy of critical thinking skills is presented. It is demonstrated that both teachers and students in the humanities primarily associate critical thinking with skills related to information processing and argumentation – skills that correspond to the first and second levels of the taxonomy. Humanities students have developed these skills to a higher degree than their counterparts in the natural sciences. In contrast, students in natural and mathematical disciplines also engage in higher-level skills such as hypothetical thinking, judgment formulation, decision-making, and problem-solving. These top-level skills are more effectively cultivated within the context of the natural sciences, particularly through the application of scientific methods. The characteristics of skills developed in different educational contexts exhibit notable differences.

Practical significance. To cultivate a comprehensive range of critical thinking skills, it is essential to integrate both humanitarian and applied mathematical disciplines. However, noncore disciplines must undergo transformation: when teaching humanities within applied-mathematical fields, the emphasis should be on developing skills related to information processing and argumentation. Conversely, when instructing applied-mathematical subjects in humanitarian contexts, the focus should shift to enhancing problem-solving skills.

Introduction. In the digital age, the implementation of innovative strategies and technology-based approaches that enhance conceptual understanding in mathematics education is becoming increasingly essential. By utilising mobile technology, mobile seamless inquiry media (MoSIM) enables students to engage in research activities anytime and anywhere, thereby overcoming the constraints of traditional classroom learning.

Aim. This study aims to develop and evaluate tools for MoSIM.

Methodology and research methods. The study was conducted using the ADDIE pedagogical design model. Data analysis included a paired t-test and growth calculation (N-gain) to evaluate improvements in conceptual learning outcomes.

Results and scientific novelty. The results indicate that MoSIM significantly enhances students’ conceptual understanding, showing a statistically significant difference (Sig. < 0.001) and an N-gain percentage of 72.42%. This research presents an innovative educational solution by integrating inquiry-based learning (IBL) and seamless learning in a mobile-based format, specifically designed to align with the learning preferences of Generation Z, who are proficient with technology.

Practical significance. MoSIM provides a practical and flexible solution for teaching abstract mathematical concepts beyond classroom limitations. Its successful application highlights its potential to improve mathematics education and serve as a model for integrating mobile technology into other instructional contexts.

Introduction. The article explores independence as a manifestation of subjectivity in activity. It illustrates that the most essential characteristic of subjectivity is the capacity for self-regulation. This capacity emerges and develops when students are given the opportunity to make choices at each stage of self-regulation in their educational activities.

Aim. The aim of this study is to identify recommendations that enable teachers to foster student independence.

Methodology and research methods. The research employs a personality-oriented and systematic approach. The methodology is grounded in the theory of conscious self-regulation, which has been consistently developed in the works of O. A. Konopkin. The empirical data were collected through online surveys of teachers and students, as well as interviews with teachers.

Results. It has been established that student independence develops when individuals are given the opportunity to make choices, ranging from setting goals to evaluating outcomes. This process encourages them to clarify and form their own perspectives on both the external world and their personal identity. Furthermore, the educational environment should offer alternatives that extend beyond binary paths of development. The final stage of educational and cognitive activity should involve students actively correcting and refining their own self-regulation systems.

Scientific novelty. Recommendations for organising educational and cognitive activities for students, essential for fostering their independence, have been developed and substantiated.

Practical significance. The results obtained can be utilised by theoretical teachers to further advance the theory of subjectivity, as well as by practical instructors to reflect on their teaching practices with the aim of enhancing student independence.

Introduction. Character education for a developing personality, through a holistic educational process, emphasises the cultivation of ethical values such as honesty, responsibility, empathy, and self-discipline. These values are essential for individuals to coexist harmoniously within societal norms. Promoting a holistic personality in education requires an integrated approach that encompasses the cognitive, emotional, social, and spiritual development of students. This approach aims to balance academic achievement with character development.

Aim. The study aims to analyse global trends in the impact of holistic educational models on the development of an individual’s character.

Methodology and research methods. The methodological foundation of this study employed a systematic approach to review the findings of theoretical and empirical research published in reputable international journals indexed by Scopus, covering the period from 2016 to 2024 on the specified topics. Data analysis was conducted using the bibliometric application Biblioshiny (RStudio) and the qualitative data analysis software package NVivo.

Scientific results and novelty. The research findings indicate that holistic learning positively influences the development of moral behaviour and enhances student learning outcomes. It is observed that integrating educational elements into formal curricula, along with teaching methods that emphasise contextual experience and self-reflection, improves students’ abilities to think critically, collaborate, and solve problems. Scientific novelty. According to the study, integrating models of holistic learning with the education of moral character traits within a single conceptual framework suggests that an individual’s moral and academic development can mutually reinforce one another.

Practical significance. The practical significance of this research lies in the formulation of recommendations for creating holistic curricula and strategies that promote both high academic achievement and the cultivation of moral character traits among students, thereby fostering their growth as responsible citizens of their country.

Introduction. The article discusses one of the key components of personification: self-actualisation. This concept refers to an individual’s desire for the complete identification and development of their personal capabilities and potential, as well as a sense of self-worth. It encompasses the processes of self-knowledge and self-acceptance.

Aim. The aim of this research is to determine the components of self-actualisation and to identify the degree of influence that the dependent variables – self-worth, self-acceptance, self-blame, and internal honesty – have on the independent variables related to personification: self-attitude, motivation, activity, and self-organisation.

Methodology and research methods. The theoretical and methodological foundation of this study is based on the concept of personification as proposed by A. B. Orlov, along with the self-actualisation theories of K. Goldstein, A. Maslow, and K. Rogers. The primary methodological approaches utilised in this research include the acmeological approach developed by B. G. Ananyev and the resource approach introduced by D. A. Leontyev. The research methods employed consist of a theoretical and methodological analysis of scientific literature, as well as empirical methods for data collection, specifically the survey method, and for data processing, the application of mathematical statistics techniques.

Results. The content structure of self-actualisation has been established, and a predictive model has been developed to represent the psychological factors that influence students’ self-actualisation. The analytical data from the empirical study of self-actualisation components are presented, revealing the impact of specific personal characteristics on the dependent variable – students’ self-actualisation. Scientific novelty. The scientific novelty lies in defining the structure of self-actualisation and establishing the complex, multidirectional, and often nonlinear influences of personality components on students’ self-actualisation.

Practical significance. Analytical data obtained empirically can serve as a foundation for organising the educational process to effectively identify and cultivate students’ personal potential. As students navigate the stage of personal and professional self-realisation, presenting an accurate depiction of their abilities will aid in mobilising resources for their development and enhancement.

Introduction. In the current labour market, employees must not only acquire specific professional knowledge but also develop essential soft skills such as teamwork, assertiveness, problem-solving, and decision-making. However, there exists a gap between employer expectations and the level of soft skills development among graduates. This discrepancy can be attributed to the fact that university curricula are inadequately designed to foster the development of these vital soft skills.

Aim. The aim of this research is to assess the development of soft skills among bachelor’s students, using the example of the Faculty of Economics at Lomonosov Moscow State University (Management profile), by analysing their results over a two-year period.

Methodology and research methods. The evaluators’ assessments were utilised to gauge the development of soft skills. This evaluation measured the level of competencies including leadership, teamwork, analytical thinking, persuasion and influence, interpersonal communication, and problem-solving. The list of competencies under study was established during a strategic session that included representatives from partner companies of the faculty.

Results and scientific novelty. The research indicates that the development of soft skills related to leadership, analytics, and problem-solving significantly declined during the pandemic. The only competency that demonstrated consistent growth over the two-year period was interpersonal communication. A significant correlation was identified between the level of competency development upon entering the university and in the third year of study. No differences were found between the competency levels of male and female students.

Practical significance. The study outlines various approaches that can be employed to enhance the development of students’ soft skills during the learning process.