Introduction. The educational activities of students are currently undergoing significant changes due to the active integration of generative artificial intelligence into the learning process. The academic community is concerned that these technologies may not only diminish students’ cognitive abilities but also undermine their role as active participants in educational activities. Consequently, it is important to develop a model of interaction between students and generative artificial intelligence that supports the preservation and enhancement of their agency. This approach will enable the management of the currently spontaneous interactions between students and neural networks, making the process purposeful, controlled, and focused on the personal development of students. Aim. The present study aimed to conduct a systematic analysis of scientific perspectives on student subjectivity and its interaction with generative artificial intelligence. Methodology and research methods. The aim was achieved through the following methods: analytical literature review and systems analysis. Results. It was established that the theoretical basis for developing a model of developmental interaction between students and generative artificial intelligence comprised the fundamental characteristics of interaction as an interdisciplinary category, alongside the qualities of the subject related to autonomy, awareness, and the ability to self-regulate and self-organise activities. Scientific novelty. The interaction of students with generative artificial intelligence is regarded not only as a means to enhance educational outcomes but, above all, as an opportunity to develop the student’s personal qualities. Practical significance. The materials presented in this article may be utilised by practitioners in the fields of pedagogy and educational psychology to develop programmes for the psychological and pedagogical support of students. Furthermore, a theoretical review and systematic analysis of the scientific literature on the concepts of interaction and subjectivity can be beneficial for conducting psychological research and teaching psychology courses.

Introduction. The relevance of this study is underscored by the necessity to address the challenges of technological development in the Republic of Kazakhstan, as outlined in the Law of the Republic of Kazakhstan dated 1 July 2024, No. 103-VIII ЗРК, “On Science and Technological Policy”. Aim. The present research aimed to develop an innovative model to enhance the research activities of students at higher education institutions in the Republic of Kazakhstan, based on the analysis and synthesis of both international and Kazakhstani experiences in organising scientific research within the context of achieving technological sovereignty. Methodology and research methods. The study employed theoretical methods, including the analysis of regulatory documents and literature related to the research problem, the generalisation of ideas concerning factors that activate research work, and the comparison of models for organising scientific research activities among students. Empirical methods used comprised observation, questionnaires, and the Delphi method. The respondents included 2,370 students enrolled in various educational programmes, 1,458 teachers, and 351 experts from nine leading universities in the Republic of Kazakhstan. Data processing and analysis were conducted using the SPSS software package. The official average statistical assessment of data in the Republic of Kazakhstan further reinforced the reliability of the results obtained in this comprehensive study. Results and scientific novelty. The article examines the pedagogical potential of comprehensive support for university students’ research activities within the context of the digital transformation of education. It establishes that the effectiveness of student research is largely determined by a combination of institutional mechanisms, digital tools, the level of methodological training, and the role of the teacher-mentor. The integration of research into the university’s strategic and educational frameworks is justified. An innovative model designed to enhance students’ motivation, research autonomy, and engagement has been developed and tested. The relationship between the development of digital and organisational infrastructure for student research activities and the formation of a sustainable research identity among students has been confirmed. Practical significance. The innovative model can serve as a tool for strategic and operational management in universities across various disciplines.

Introduction. In light of the increasing interest in the preservation and dissemination of cultural heritage, training highly qualified traditional singers necessitates the integration of modern pedagogical technologies into the educational process. Aim. This research aims to examine and enhance the pedagogical system that offers comprehensive training for performers in the traditional song genre. Methodology and research methods. The study is based on systemic, competence-based, and activity-oriented approaches. Results. A proposed educational system for training traditional performers has been developed and tested. This system encompasses musical literacy, musical awareness, musical education, and musical activity. Additionally, pedagogical methods and technologies have been identified that contribute to the effective development of students’ musical thinking, artistic taste, technical skills, and stage expressiveness. Scientific novelty. The scientific novelty of this study lies in the development and justification of an original system aimed at the comprehensive formation of professional competence among performer-teachers. The study proposes pedagogical methods and technologies that are effective for use in the training of musicians. Practical significance. The practical significance of this study lies in its potential to enhance the educational processes at universities and colleges of the arts. The findings can be utilised to improve the training of highly qualified musicians, ensuring they remain competitive in the contemporary labour market.

Introduction. The growing demand for advanced and vocational training for adults, from both employers and employees, necessitates a scientific understanding of contemporary adult education technologies. This includes the study of theoretical foundations and modern approaches to andragogy, as well as empirical research into the educational needs of learners and training providers (organisers). Aim. The present research aims to investigate the methods and technologies used for training adults in additional vocational education programmes, based on an analysis of the results of a survey of students and providers of continuing professional education (CPE) programmes. Methodology and research methods. Methodological approaches based on adult learning theory were employed (A. V. Darinsky, S. I. Zmeev, M. S. Knowles), alongside concepts of professional and personal self-determination and development under conditions of uncertainty (A. G. Asmolov, R. M. Ryan). The study utilised a cross-comparison method to analyse survey results from two independent respondent samples: students enrolled in CPE programmes (2,650 respondents from 25 constituent entities of the Russian Federation) and providers of additional professional programmes from 18 constituent entities of the Russian Federation. The results of each category’s survey were also analysed separately. Results. It has been established that both Russian and international adult education are evolving within a shared field of challenges. The key issues include the need to develop and implement mechanisms to promote educational autonomy and student motivation, as well as to provide organisational, scientific, and methodological support for the educational process. This support encompasses the use of generative artificial intelligence, augmented and virtual reality, microlearning, and contemporary tools for assessing student achievement. Scientific novelty. The scientific novelty of this study lies in the use of a comparative method to analyse the opinions of students and providers of educational programmes. This approach enabled the identification of shared perspectives between the two groups of respondents regarding the selection of teaching methods and technologies, which are focused on mass education rather than the personalisation of adult learning. Practical significance. The research findings can be utilised to inform management decisions regarding the development of the Russian CPE system at all levels, to enhance the methodological support for the design and implementation of CPE programmes, and to facilitate further applied scientific research in the field of andragogy.

Introduction. The study of metacognitive processes in education, particularly the active implementation of flipped classroom approach, has recently garnered significant attention from researchers. Aim. The present research aims to investigate the relationship between the contribution of flipped classroom approach to the development of the educational process and its impact on students’ metacognitive awareness. Methodology and research methods. The study extensively utilised qualitative, non-experimental, and correlational methods to analyse the impact of flipped classroom approach on students’ metacognitive skills. The Metacognitive Awareness Inventory (MAI) questionnaire served as the primary assessment tool. The students’ level of education and their academic performance were considered as variables. The sample comprised 212 students from three high schools in the Casablanca-Settat academic region. Data obtained from the MAI questionnaire were pre-analysed using IBM SPSS version 23 software. Results. The results of the study confirm a significant correlation between the implementation of flipped classroom approach and the enhancement of student metacognitive awareness, particularly in areas related to self-regulation and problem-solving strategies. Throughout the study, it was observed that the use of flipped classroom approach can substantially improve students’ ability to manage their own learning processes. This underscores the importance of integrating metacognitive strategies into teaching methods to achieve the desired educational outcomes. Scientific novelty. This study contributes to the discussion on how flipped classroom approach influences metacognitive processes, providing students with opportunities to adopt more effective learning strategies. Practical significance. The present study offers valuable insights for educators, researchers, and decision-makers seeking innovative strategies to enhance educational outcomes for students.

Introduction. Procedures for assessing the quality of graduate training are relevant to both the higher education system and the labour market. Key stakeholders in the educational process seek an independent, objective, and comprehensive assessment of competencies. Aim. The present research aims to establish the expectations of the key participants in the training process within higher education programmes – namely employers, educators, and students – regarding the functionality of in telligent systems for assessing the development of professional and supraprofessional competencies in students and graduates specialising in engineering. Methodology and research methods. Data collection took place in Omsk in 2024 and comprised a questionnaire survey (May to October) and interviews (September to November). The total number of respondents was 41 employers, 44 university lecturers, and 215 students. The interviews were attended by 19 employers and 23 lecturers. Kendall’s τ-b correlation coefficient was used to measure the relationship between the functionality of intelligence systems as reported by employers, lecturers, and students. The theoretical developments of behavioural and functional methodological approaches to studying competencies informed the design of the questionnaire and interview guide. Results. The results indicated that employers, teachers, and students largely agree that the intelligent system should be capable of assessing the developmental levels of both professional and supraprofessional competencies in students and graduates specialising in engineering. However, the ability to assess professional competencies was mentioned more frequently than that of supraprofessional competencies. The participants involved in educational relationships, alongside instrumental procedures for competency assessment, expect intelligent systems to provide technologies that enable the transfer of knowledge, skills, and abilities relevant to the real economy into the educational sphere; the design of practice-oriented educational programmes; and the facilitation of career guidance and effective employment. Scientific novelty. The authors have developed a multi-stakeholder approach to studying the potential of an intelligent system for assessing the competencies of university students and graduates, thereby extending current research practices in this area. The results obtained suggest that intelligent competency assessment systems can serve as a tool to reduce transaction costs within the higher education and labour market systems. Practical significance. The obtained results can be used to design intelligent systems for assessing the competency of students and graduates from universities, encompassing both engineering and educational programmes, as well as other broad groups of training areas and specialities.

Introduction. The intensification of inclusive processes in higher education emphasises the need to create an educational environment within universities that supports the self-realisation of students with disabilities (SWDs). Faculty members should act as the primary agents within such an environment. However, the specific role of teachers as facilitators of self-realisation for students with disabilities has not yet been empirically investigated. Consequently, a significant gap remains in understanding the role of university teachers as participants in inclusive educational relationships. Aim. The present research aimed to establish a typology of university teaching staff on an empirical basis, according to the nature of their subject position within the system that supports the self-realisation of students with disabilities in inclusive education. Methodology and research methods. The study was based on the methodological principles of inclusive and subject-activity approaches in education. A total of 1,536 university teachers from five federal districts of the Russian Federation participated as respondents in the online survey. A personalised approach to data analysis, employing latent profile analysis, was applied. Results. There are four latent profiles of university teachers, corresponding to their levels of acceptance of inclusive education and their readiness to support the self-realisation of students with disabilities. These profiles reflect distinct teaching positions: involved, detached, interested, and sceptical. Each typological group of teachers is characterised by a specific internal structure, with varying proportions that include, on the one hand, teachers from different educational institutions, and on the other, teachers who differ in socio-demographic and socio-professional characteristics. Scientific novelty. The research materials provide a deeper understanding of the patterns underlying the formation of inclusive educational relationships within the “university staff – student with disabilities” dyad. Practical significance. In light of the results obtained, guidelines have been established for implementing a differentiated approach within universities to optimise the status of teaching staff as facilitators of the self-realisation of students with disabilities.