Introduction. The crucial role of methodologically sound pedagogical texts in scientific communication emphasises the need to develop tools for their critical analysis by readers. One such tool is academic commentary, which specifically evaluates the validity of conclusions, supplements, and corrects the author’s content, logic, and intended meaning. Aim. The present study aimed to substantiate the structure of academic commentary on an educational text that fulfils the requirements of contemporary scientific methodology in the humanities. Methodology and research methods. The selection of materials was based on the following criteria: (a) representativeness, as reflected by the authors’ broad range of scientific standing; (b) diversity of the authors’ research interests; and (c) varying scales of scientific research. The analysis included publications in peer-reviewed scientific journals indexed in the Scopus, Web of Science, and RSCI databases, as well as leading peer-reviewed Russian journals from the Higher Attestation Commission (HAC) list, and scientific monographs. Logical content analysis was employed to identify logical inconsistencies and to assess the substantive sufficiency of the texts. Results. Academic commentary on a scientific text within the field of education constitutes a form of methodological reflection, encompassing a comprehensive analysis and evaluation of the research parameters presented. The proposed commentary model includes reflection on: (a) the substantive adequacy of the conclusions drawn; (b) logical validity; and (c) the portrayal of the author as perceived by the reader. The inclusion of academic commentary among the procedures of methodological reflection is justified by the following stages: stopping and fixation (highlighting fragments of the text subject to methodological commentary); distancing (shifting from the role of reader to that of scientific analyst); objectification (evaluation that excludes personal preferences and is based on recognised methodological criteria); and reversal (delayed comprehension of the accuracy of the commentary itself). The developed model permits the use of both rigorous (formalised) evaluation criteria – for example, in analysing logical validity – and more flexible (interpretative) approaches when assessing substantive adequacy and the author’s image in the reader’s mind. Scientific novelty. The scientific novelty of this research lies in the substantiation of the component composition of academic commentary, the development of methods for its integration into methodological reflection, and the establishment of a criteria-based typology of commentary according to its critical role in educational research. Practical significance. The practical significance of this research is realised through the development of a toolkit for evaluating pedagogical texts and creating educational content across all levels of higher pedagogical education, from bachelor’s degrees to doctoral studies.

Introduction. Global demographic challenges necessitate training specialists who possess both traditional and advanced digital and managerial competencies. However, the structure and content of demographic programmes at leading universities have not previously undergone comprehensive comparative analysis. Aim. The present study aimed to conduct both quantitative and qualitative content analyses of master’s and doctoral programmes in demography at universities across Europe, North America, Latin America, Australia, Africa, and Russia. It sought to identify the core and variable components of their curricula, thereby enabling the compilation of a list of key competencies acquired by graduates upon completion of these programmes. Methodology and research methods. The analysis involved automated processing of complete programme texts (tokenisation, lemmatisation), construction of a TF-IDF matrix, calculation of cosine similarity between programmes, and cluster analysis (Ward’s method) based on a binary matrix of key competencies. Thematic similarity networks and a programme dendrogram were visualised, and a bilingual comparative table of competencies was provided. Results. The analysis conducted revealed that all the educational programmes considered provide a fundamental set of competencies, including: comprehensive theoretical knowledge in the field of demographic processes; proficiency in modern analytical methods; the ability to conduct independent research; skills in interdisciplinary collaboration; and the capability to work with big data. Additionally, 30% of the programmes available in the public domain are distinguished by the integration of management and ethical modules, alongside an emphasis on digital demography and project-based activities, which enhances their competitiveness in the international educational arena. It is noteworthy that programmes developed in Western countries exhibit a shift in focus towards applied tasks, accompanied by a reduction in the volume of theoretical and research components. Scientific novelty. For the first time, a comparable quantitative and qualitative analysis of educational pathways in demography has been conducted on a corpus of original programme texts, employing contemporary methods of textual data processing and visualisation. Practical significance. The results obtained facilitate the optimisation of new demography programme development, ensuring a balance between fundamental, research, and applied training, while also broadening the range of competencies through digital and managerial modules.

 Introduction. Digital storytelling is a crucial component of contemporary value-oriented education. Complementing traditional teaching methods, it serves as a tool to shape and convey administrative values such as justice, equality, and responsibility. Aim. The present research aims to examine teachers’ attitudes towards the use of digital storytelling in developing administrative values. Methodology and research methods. The research employed descriptive and analytical methods. The general population comprised a random sample of 466 secondary school teachers in Irbid, Jordan. Data were collected using specialised survey instruments. Results. The data obtained indicate a high level of approval for the use of the digital storytelling method among the respondents, as confirmed by average rating values ranging from 4.16 to 4.23 on a closed scale. Scientific novelty. The scientific novelty of this study lies in its focus on the underexplored issue of utilising digital storytelling to develop administrative values within the framework of the Jordanian national education system. Practical significance. The results of this research may be highly sought after when designing advanced training programmes for teachers aimed at developing competencies in the effective use of digital storytelling methods. They are also valuable for informing educational policy principles focused on integrating digital technologies and narrative practices into curricula.

Introduction. The study of the axiological dimension of lean technologies in education holds significant scientific and practical importance, particularly in addressing the challenges confronting the modern education system. Aim. This study aimed to identify the axiological potential of lean technologies within general and professional pedagogical education. Methodology and research methods. The study was conducted using an axiological approach to education, a process-oriented approach to management, lean manufacturing methodology, and the theory of scientific management in education. It employed both qualitative methods (including literature review, document analysis, and interviews) and quantitative methods (such as data monitoring, surveys, and statistical analysis). Results. The universality of the lean production methodology has been confirmed. It has been established that the application of lean manufacturing methods and tools within the context of process-oriented management and an axiological approach contributes to increased efficiency in educational organisations (through reduced bureaucratic burden via automation and standardisation of processes, and decreased time spent on routine operations), value orientation (evaluating each process in terms of its contribution to the quality of education and benefits for the student), horizontal management (distributed leadership and the cultivation of a culture of continuous improvement), a shift from vertical reporting to data-driven management (facilitated by digital transformation), and enhanced satisfaction among all participants in educational relationships. The key values of a lean school have been identified as: “Student at the Centre”, “Quality of Education”, “Dignity of Teaching Labour”, “Optimised Environment”, and “Distributed Leadership”. Scientific novelty. An axiological re-evaluation of the lean manufacturing methodology for effective integration into education has been undertaken. An interdisciplinary synthesis of lean technologies, process-oriented, and axiological approaches was conducted, thereby overcoming the purely utilitarian adoption of lean production methods within education. Practical significance. A ready-to-replicate “Lean School” model and associated tools for reducing the bureaucratic burden on teachers have been developed.

Introduction. Mindfulness practices encompass a set of cognitive training techniques designed to develop mechanisms of voluntary attention and metacognitive control. Their application helps enhance the effectiveness of coping strategies under stress, reduce psychophysiological stress levels, and optimise self-regulation functions as well as overall psychological well-being. Aim. The present study aims to investigate the impact of integrating mindfulness training into the curriculum on improving concentration among gifted adolescent girls with attention deficit hyperactivity disorder (ADHD) in relation to their perception of the curriculum. Methodology and research methods. In the first stage, an experiment was conducted to implement a training programme based on mindfulness strategies. Subsequently, during the qualitative research phase, in-depth interviews with the participants were analysed. The sample consisted of 24 students with twice-exceptionalities (giftedness and a diagnosed ADHD), randomly divided into two groups: experimental (n = 12) and control (n = 12). Four tests – the Stroop, Continuous Attention, Flanker, and Simon tests – were administered to measure attention levels before, midway through, and after the intervention. Results. The results revealed statistically significant differences between the control and experimental groups at all three testing stages, favouring the experimental group. This outcome is attributed to the effects of mindfulness training. Additionally, qualitative analysis using NVivo confirmed the positive impact of mindfulness practices on students’ focus and executive functioning skills. Scientific novelty. The scientific novelty of this work lies in its focus on a specific category of students who are often overlooked in pedagogical research, as well as in the application of cognitive techniques tailored for gifted students with twice-exceptionalities. Practical significance. The proposed technique effectively enhances concentration, self-regulation, and cognitive performance in students.

Introduction. In the context of identifying tools for the development of human capital, it is important to examine the perspectives of young people, as future participants in the labour market, concerning the possibility of combining parental and professional roles. This research focuses on the prospects for integrating higher education into the processes of shaping corporate citizenship within the demographic sphere. Aim. The present study aimed to analyse Russian students’ perceptions of the importance of corporate demographic policy practices in the implementation of reproductive and career strategies. Methodology and research methods. The methodological foundation of this study was a qualitative analysis of essays written by 112 university students from the Siberian and Ural Federal Districts. Two key indicators were identified and evaluated using content analysis: 1) the level of interest in corporate family support measures; and 2) the perceived impact of these measures on personal reproductive decisions. Results. It was revealed that students hold certain views and varying levels of interest in corporate support measures for employees with families. A correlation was identified between the degree of interest in corporate demographic policy measures and their influence on students’ reproductive plans. Scientific novelty. The scientific novelty lies in the development of an original approach to integrating business and educational institutions to support a pro-natalist policy. Practical significance. The results obtained can be used to develop a model for integrating the corporate sector and institutions of higher education in the informational promotion of successful examples of corporate demographic policies. This aims to shape students’ attitudes towards combining career and reproductive plans, thereby enhancing high-value human capital in the regions.

Introduction. This article investigates the factors influencing digital socialisation and their relationship with digital parental mediation strategies, within the context of educating children with disabilities. The relevance of this work arises from the limited existing research on digital socialisation for this specific category of pupils, combined with the acknowledged, pivotal role of parents and the pervasive digitalisation of contemporary society. Aim. This study aims to identify and analyse the structure of factors affecting the digital socialisation of children with disabilities, and to establish the correlations between these factors and parental mediation strategies. Methodology and research methods. The study is grounded in the cultural-historical approach of L. S. Vygotsky and the socio-cognitive concept of digital socialisation developed by G. U. Soldatova and A. E. Voiskunsky. The empirical component involved an online survey employing an adapted version of the “Digital Parental Mediation Questionnaire” alongside an author-designed questionnaire to evaluate factors influencing digital socialisation. The sample comprised parents of schoolchildren with impairments in intelligence, hearing, vision, or speech (n = 419), as well as a control group of parents of typically developing peers (n = 77). Results and scientific novelty. Factor analysis revealed a four-factor structure of digital socialisation: the child’s digital competence index, the parent’s digital competence index, the educational and social value factor of the digital environment, and the individual-personal factor. It was established that the strongest associations were observed between the components of the educational and social value factor of the digital environment and all mediation strategies. The weakest correlation was recorded between the individual-personal factor and control strategies. Practical significance. The findings of the study can be applied to the development of advanced training programmes for teachers and the psychological and pedagogical support of children with disabilities. They can also be used to optimise the planning of educational activities, taking into account the identified factors of digital socialisation.