Introduction. The revision of existing taxonomies of educational goals is driven by the increasing volume of information, its continual updating, and the need for flexible application in educational and professional contexts.

Aim. The present research aims to enhance the taxonomy of educational goals by integrating them in accordance with contemporary requirements for learning outcomes. These include a human-centered approach to continuous professional and personal development, mastery of interpersonal communication skills, and effective interaction with the digital environment and artificial intelligence.

Methodology and research methods. The study is grounded in key methodological principles, including interdisciplinarity, correspondence, anthropology, and a personality-oriented approach. It also draws on the ideas of L. S. Vygotsky (cultural-historical theory) and S. L. Rubinstein (the unity of consciousness and activity). The primary methods employed were the analysis of scientific literature and theoretical modelling.

Results and scientific novelty. The classical taxonomy of educational objectives by B. Bloom has been expanded to include the categories of “representation” and “attitude”, resulting in a final version comprising eight levels: representation, knowledge, understanding, application, analysis, synthesis, evaluation, and attitude. The category of “representation” serves as an intermediate stage between elementary cognitive processes and higher psychological functions and can be developed into knowledge through necessary refinement, a process functionally supported by the mechanism of anticipation. The category of “attitude” is integral, as the combination of its individual components fosters the development of students’ metacognitive skills and incorporates ethical considerations into the acquisition and application of knowledge and skills.

Practical significance. The expanded taxonomy of educational goals can serve as a foundation for adjusting the educational outcomes of programmes, as well as for developing methodological materials and specific tasks in the field of vocational education.

Introduction. Multimodal Learning Analytics (MMLA) is an emerging research domain in education that has garnered global attention. Its significance lies in its potential to offer a more comprehensive and accurate understanding of learning processes by integrating diverse data types, including digital, physical, physiological, psychological, psychometric, and environmental data.

Aim. This research aims to move beyond a descriptive analysis of current practices to develop a structural understanding of the entities and relationships that constitute the research field. This involves refining the boundaries of MMLA as a scientific discipline to identify unexplored areas with potential applications. Particular attention is given to collaborative analytics, a promising area focused on studying data related to joint activities.

Methodology and research methods. Bibliometric analysis was employed as the primary method. Additionally, fractal matrix table analysis was used to gain an ontological understanding of the field.

Results and scientific novelty. The bibliometric analysis enabled the tracing of major developmental milestones in MMLA from its inception to the present day. Key research groups were identified, along with their thematic focuses and preferred data sources. Dominant research themes were extracted, and their evolution over time was analysed. Shifts in research interests revealed a transition from analysing individual learning trajectories to studying group dynamics within collaborative learning contexts. The study also examined the application of MMLA to various forms of collective learning activities, such as collaborative problem solving, group-based tasks, and project-based learning. Ontological modelling of the field facilitated the identification of existing conceptual frameworks and methodological approaches, as well as the projection of emerging directions.

Practical significance. The research findings can be used to design learning environments that foster communication, collaboration, and teamwork skills, including those in interdisciplinary educational contexts.

Introduction. The rapid advancement of digital technologies is transforming the educational environment, presenting new challenges for communication among participants in the educational process. University online communities are becoming central platforms for academic interaction, where the culture of network communication and digital etiquette play a crucial role in enhancing the effectiveness of learning and the professional development of students.

Aim. This research aims to analyse the impact of network communication culture and digital etiquette on the effectiveness of students’ learning and professional development.

Methodology and research methods. Materials were sourced from the Web of Science database, covering the period from 1975 to 2025. Based on the inclusion criteria, five key studies were selected and analysed, authored by researchers affiliated with universities in the USA, Taiwan, Sweden, Spain, and New Zealand.

Results. The findings demonstrate an evolution from fundamental principles of network communication culture and digital etiquette to complex multimodal communication utilising artificial intelligence tools. This research reveals that effective online communication signifi-cantly impacts educational outcomes through three key mechanisms: (1) structured frameworks for digital interaction, (2) balanced integration of traditional and innovative communication methods, and (3) the development of professional digital competencies.

Scientific novelty. The research findings confirm the importance of network communication culture and digital etiquette as key factors influencing the quality of the educational process within online communities and shaping the trajectory of students’ professional development in the digital era.

Practical significance. The research materials can be utilised in the development of regulatory documents governing digital interactions within academic online communities of higher education institutions.

Introduction. One of the primary approaches to working with gifted children in the modern Russian education system is the olympiad (an academic or intellectual competition) and competition movement, which facilitates the identification and development of gifted children. This movement involves rigorous preparation and provides targeted support. Gifted children face challenges that must be addressed and prevented at every stage of their development.

Aim. This research aims to identify the challenges faced by gifted schoolchildren – participants in olympiads and competitions – in both their emotional well-being and their effective preparation for participation.

Methodology and research methods. The research is based on a reflexive-compensatory approach. The methods employed include the Methodology for Evaluating Psychic Activation, Interest, Emotional Tone, Tension, and Comfort (L. A. Kurgansky, T. A. Nemchin); the methodology “Prognosis” (Y. O. Baranov), designed to determine the level of neuropsychological stability and the risk of maladaptation under stress; and an online survey conducted via the Yandex Forms internet service. The sample comprises pupils from schools in Kostroma and the Kostroma region, students from the Saint Petersburg Centre for Identifying and Supporting Gifted Children, “Academy of Talents”, and gifted students participating in olympiads across the Russian Federation.

Results. The data obtained demonstrate a strong interest in participating in olympiads and competitions among school students. The survey revealed a significant level of emotional tension, anxiety, and self-criticism among most participants. In addition to a tense emotional environment, difficulties are noted in the process of preparing content for olympiads: insufficient attention from specialists due to professional workload, lack of time for schoolchildren, and situational training that lacks consistency and depth.

Scientific novelty. The scientific novelty lies in detecting positive and negative emotions, and difficulties, during the formation of cognitive, motivational, and behavioural components of gifted schoolchildren’s readiness to participate in olympiads and competitions.

Practical significance. The identified challenges served as the foundation for developing and implementing the author’s system to train schoolchildren for participation in intellectual competitions.

Introduction. The issue of psychological readiness among future civil servants for professional activities is a highly relevant area of research amid the ongoing transformation of geopolitical processes in modern society.

Aim. The present research aims to develop the structure of psychological readiness for professional activities among future civil servants at the higher education level. It also seeks to identify the priority directions for its formation based on an analysis of the personal potential of students enrolled in educational programmes in the field of “State and Municipal Management”.

Methodology and research methods. The structure of psychological readiness of future civil servants for professional activity was developed by comparing the requirements outlined in the Federal State Educational Standard of Higher Education for programme 38.03.04, “State and Municipal Management”, with the key principles of the concept of personal potential developed by D. A. Leontiev and the polysystem approach to subjective self-actualisation proposed by S. I. Kudinov. The empirical study was conducted across three branches of the Russian Presidential Academy of National Economy and Public Administration (RANEPA) under the President of the Russian Federation, using the diagnostic tool “Test of Judgments of Self-Actualisation of Personality”, developed by S. I. Kudinov. A total of 211 first- and fourth-year students participated in the survey.

Results and scientific novelty. The developed structure of future civil servants’ psychological readiness for professional activity provides a methodological framework for diagnosing the resources and risks associated with the formation of psychological readiness during higher education. The authors identified value-target, dynamic, and emotional components as resource factors among first-year students, with 27.3% to 40.9% of responses falling within the high-value segment. In the fourth year, the predictive, cognitive, organisational, and value-target components were predominant, accounting for 22.2% to 33.3% of responses in the high-value segment. Across all survey participants, the authors identified egocentric motivation and the presence of personal barriers as risk factors, with up to 21% of responses exhibiting high values on each scale.

Practical significance. The results of this study can be valuable in designing the psychological conditions for training future civil servants at the higher education level, including through personalised psychological support for their professional and personal development.

Introduction. Mental health is a crucial determinant of quality of life, well-being, and both social and professional satisfaction. Research indicates that burnout impacts not only academic performance but also the overall lives and future careers of high school students.

Aim. The present research aimed to investigate the prevalence of burnout among senior secondary school students in Morocco and to identify its underlying causes using the Maslach Burnout Inventory-Student Survey (MBI-SS) questionnaire.

Methodology and research methods. The Maslach Burnout Inventory-Student Survey (MBI-SS) was translated into Arabic while ensuring cultural relevance. The study employed Bartlett’s test of sphericity, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). A total of 1,116 voluntary public secondary school students from the Kénitra region of Morocco participated in the study, with an average age of 17.15 years (SD = 1.328), of which 59.1% were female.

Results. The findings indicate that 47% of Moroccan students experience academic emotions, with male students tending to develop more cynical attitudes and a lack of confidence in their academic abilities. Third-year students report higher levels of emotional exhaustion compared to first-year students, while second-year students exhibit lower rates (p < 0.001). Additionally, students from low-income families and urban areas are more vulnerable to academic burnout. Furthermore, students pursuing scientific studies scored higher on measures of Emotional Exhaustion and Cynicism, with 13% of female students and 20% of male students affected, compared to those in the literary track, where the rates were 5% and 13%, respectively.

Scientific novelty. The scientific novelty of this study lies in the application of MI-SS. This research reinforces the impact of co-factors such as gender, educational attainment, family income, disease, and learning pathways on the components of burnout in Morocco.

Practical significance. Education decision-makers in Morocco can leverage the connection between socio-demographic factors and school burnout to mitigate burnout among students, ultimately enhancing academic performance.

Introduction. In recent years, there has been a rise in emotional tension and social anxiety among students, including those in the Russian Federation. This trend underscores the need to study the mechanisms of threat perception and the development of subjective notions of personal safety within the student community.

Aim. This study aims to reveal the content and identify the factors influencing the subjectively perceived personal safety of students at Russian universities.

Methodology and research methods. The empirical foundation of the study comprises qualitative data (12 interviews, purposive sampling) and quantitative data (n = 415, quota sampling) collected from a sample of Russian university students using a sequential mixed-methods approach (qual → QUANT).

Results. To a large extent, students fear direct threats to life and physical health, followed by concerns about mental well-being, while they are least worried about deferred threats related to the impact of environmental risk factors on health. A gender gap in the subjective perception of threats to life and health has been confirmed. The study found that the group under consideration exhibits a high level of perceived protection from external threats and views their lives as stable and predictable. Cluster analysis identified three groups of students based on subjective personal safety: those who feel (a) safe (39%), (b) unsafe (16%), and (c) uncertain (45%). It was also found that students consider unpredictable and poorly controlled events to be the most threatening to their life and health, yet they more often assume personal responsibility for ensuring safety rather than relying on social institutions or the state.

Scientific novelty. The current study challenges the thesis that alarmist sentiments prevail among Russian youth and that fears for their personal safety are spreading rapidly. The theoretical conceptualisation of the subjective perception of security broadens existing approaches and provides a foundation for further research in this field.

Practical significance. The study provides data to improve health programmes and help vulnerable groups adapt to risky environments.