Introduction. The research problem arises from the systemic challenges involved in implementing educational reforms in Russia, a central issue being the difficulty of operationalising theoretical knowledge into specific pedagogical principles and technologies. The uncritical application of imported philosophical and educational concepts, which have not undergone a process of cultural-historical adaptation, leads to eclecticism and contradictions within contemporary educational strategies. Aim. The present research aimed to undertake a critical analysis and systematic representation of contemporary Western concepts in the philosophy of education, followed by an evaluation of their heuristic and transformative potential for the strategic development of the Russian educational system. Methodology and research methods. The research methodology, methods, and techniques are based on comparative analysis, theoretical reconstruction, and the hermeneutic interpretation of key texts within the philosophical paradigms under consideration. Results. The comparative analysis conducted enabled the identification of invariant system-forming features within the structure of the philosophical and pedagogical concepts examined (pragmatism, analytical philosophy of education, existentialism, postmodernism, and social constructivism). Among these features, particular emphasis should be placed on the assertion of fundamental axiological and ethical relativism as a core methodological principle; the predominance of instrumental and procedural approaches to educational activity over content-knowledge paradigms; and a focus on the critical deconstruction of traditional institutional forms, epistemological foundations, and canonical educational meta-narratives. Scientific novelty. The scientific novelty of this study lies in the implementation of a holistic, systematised reconstruction of the worldview and methodological foundations of dominant philosophical and educational paradigms, as well as in demonstrating the fundamental value dissonance between these paradigms and the anthropological and cultural-historical foundations of the Russian educational tradition. Practical significance. The practical significance of this research resides in providing a scientific basis for the necessity of moving beyond a passive approach to adopting educational models. The findings advocate for the active development of indigenous theoretical models, grounded in a comprehensive reflection of contemporary socio-cultural processes and the traditional value constants inherent in the Russian educational context. 

Introduction. The adaptation period associated with the transition to higher education is marked by a significant increase in psycho-emotional stress among students. This highlights the need to identify and implement effective strategies that facilitate successful adaptation. Aim. The present study aimed to assess the impact of a 45-week dance intervention on the somatic status, psychophysiological performance, and academic outcomes of first-year students. Methodology and research methods. The study involved 236 first-year students. To assess the effectiveness of the intervention, a comprehensive diagnostic tool was employed, encompassing somatic, psychophysiological, and academic indicators. To test the statistical hypotheses, Student’s t-test was used to compare mean values in both dependent and independent samples, alongside correlation analysis (Pearson’s r) to identify relationships between the parameters studied. Results. The participants demonstrated statistically significant reductions in stress levels, and the academic performance results indicate a positive effect of the intervention on students’ cognitive functions. Scientific novelty. For the first time, evidence has emerged to support the view that a structured dance programme can serve as an effective contributing factor to students’ cognitive and psycho-emotional adjustment. Practical significance. The practical significance of this study lies in the potential for direct implementation of the developed 45-week model within the university physical education system, which underscores its value for higher education practice. 

Introduction. The study is dedicated to addressing the systemic personnel shortage in nuclear medicine, which is caused by interdisciplinary fragmentation, a lack of unified educational standards, and misaligned professional pathways. Aim. The present research aimed to identify systemic issues in personnel training and to develop the theoretical and methodological foundations of an integrative model for continuous education within this industry. Methodology and research methods. Methodologically, this research is grounded in contextual and integrative approaches. An analysis of contemporary scientific literature and regulatory legal documents was undertaken. Methods employed include comparative analysis of educational programmes in medical and technical universities, systematisation of professional competencies, and identification of methodological and organisational-pedagogical barriers within the framework of networked interaction between educational and clinical institutions. Results. The issue of outdated professional and educational standards that fail to adequately meet the needs of the industry has been identified. The disciplinary divide between the medical and engineering-physics approaches to training personnel for nuclear medicine results in differing interpretations of its core principles and impedes interprofessional communication. Organisational and pedagogical barriers include the lack of integration of clinical practice within engineering education and the limited scope of radiochemistry programmes. Scientific novelty. The scientific novelty lies in the detailed identification of the interdisciplinary gap in training personnel for complex industries and the justification for the necessity of integrative pedagogical models based on the principles of continuity and a contextual approach. Practical significance. The practical significance resides in the potential application of these findings to develop an interdepartmental plan for modernising the personnel training system, aimed at addressing the industry’s staffing requirements and ensuring its technological sovereignty. 

Introduction. Over the past decade, the psychology of learning, including the study of foreign languages, has shifted focus from analysing individual learner characteristics to investigating the dynamic interaction between the individual and social contexts. Aim. This research aims to systematise the issues concerning the influence of socio-economic conditions on the motivation of schoolchildren and university students to learn foreign languages. Methodology and research methods. The methodological foundation of this study is a comprehensive approach, specifically a qualitative content analysis of relevant empirical studies and the classification of selected documents by topic. To identify potential directions for future research, the collected materials were analysed using a hermeneutic approach. A descriptive method, combined with elements of a systems-based approach, was employed to collect and conduct a preliminary analysis of the information. The criteria for including and excluding studies from the review, data extraction, verification of external validity, and data synthesis within the review were defined and implemented based on the methodology of C. Torgerson. Results. It has been established that researchers identify the school, family, and peers as the primary socio-economic factors influencing motivation to learn a foreign language; most studies focus on the school environment as the most stable and “convenient” context for research. Socio-economic motives, unlike purely subjective educational and professional ones, are more complex in nature, as they depend both on objective characteristics – such as contact with peers, teachers, and the school – and on subjective variables, for example, age. It has been observed that learners with a higher socio-economic status exhibit greater motivation to learn a foreign language. Furthermore, despite the active migration processes occurring in the Russian Federation, there is a complete lack of research on the motivation to learn native languages influenced by national and cultural affiliation, even though most migrant children do not speak Russian, and foreign language teaching in Russian schools relies primarily on the Russian language. Scientific novelty. The scientific novelty of this study lies in the initial systematisation of these issues. Practical significance. The practical significance pertains to addressing the problem of insufficient learner motivation to study foreign languages, which, in practice, will contribute to resolving a pressing international challenge in the field of education. 

Introduction. The relevance of this study is underscored by the national priority of strengthening the family as a core societal value and the necessity of examining young people’s psychological readiness for family life. The student age group is regarded as a sensitive period for beginning a family, highlighting the importance of analysing the relationship between prosocial behaviour and the characteristics of this readiness. Aim. The present research aimed to investigate the features of students’ prosocial attitudes in relation to their psychological readiness for family life. Methodology and research methods. The research is grounded in subject-personality and prosocial approaches. Analytical, comparative, psychodiagnostic, and statistical methods were employed. The techniques applied included the Prosocial Behaviour Study method (by D. V. Sochivko and S. K. Bondyreva), the “Role Expectations and Aspirations in Marriage” questionnaire (by A. N. Volkova and T. M. Trapeznikova), and the test-card assessment of readiness for family life (by I. F. Yund). The sample comprised 217 students (aged 18–23; 44% male, 56% female) from two Russian higher education institutions. Results. A pronounced prosocial orientation was identified among young people, characterised predominantly by empathy and altruism, alongside elevated levels of social anxiety and infantilism. A relatively high level of psychological readiness for marriage was observed in 73% of respondents, marked by a pronounced emotional-psychotherapeutic function, external attractiveness, and personal identification with a partner. A positive correlation was found between readiness and empathy, while a negative correlation was observed with social anxiety and infantilism. Scientific novelty. The scientific novelty of this study lies in the empirical substantiation of the connection between prosocial behaviour and students’ psychological readiness to start a family. It demonstrates that readiness for mutual care, shared values, and emotional support – core elements of prosociality – forms the foundation for building a prosperous family. Practical significance. The practical significance of this study resides in its potential to inform recommendations for higher education institutions aimed at fostering students’ prosocial experiences and enhancing their psychological readiness to establish a functional family. Future research prospects include identifying effective methods to strengthen family values within the student community. 

Introduction. The relevance of this study is underpinned by the widespread recognition that the involvement of young people in terrorist activities represents one of the most dangerous trends affecting the development of any state and society. The focus is on university students, who are considered a demographic particularly vulnerable to terrorist ideology due to their age and social characteristics. Aim. The present study aimed to examine the specific ways in which university students (aged 16–24) perceive the nature of terrorist activity and its consequences. Methodology and research methods. The theoretical analysis aimed to delineate the structure of anti-terrorist consciousness among young people. Empirical research methods – including questionnaires, observation, and expert evaluation – were employed to elucidate the nuances of both positive and negative perceptions of terrorism, as well as the risk factors associated with youth involvement in terrorist activities. The design, pilot implementation, and expert review of an educational programme facilitated the identification of key approaches to organising educational initiatives within the university setting. Results and scientific novelty. The study identified the specific characteristics of how university students in Kazakhstan perceive terrorism and terrorist activities, thereby enhancing the understanding of the risk factors that may lead to students’ involvement in terrorist movements. Furthermore, it revealed and substantiated the critical importance of fostering an active, subjective stance among students towards the processes involved in developing an anti-terrorist consciousness. Practical significance. The data collected and the pedagogical approaches developed to cultivate anti-terrorist awareness among university students can be directly applied to the educational practices of contemporary higher education institutions. 

Introduction. Behavioural adaptive AI systems demonstrate significant potential in providing timely learning support. However, a key aspect of their operation, dynamically switching behavioural patterns based on real-time analysis of streaming data from learners, remains an area requiring further research. Aim. The aim of this study is to assess the impact of a transparent switching policy, based on sentiment and response latency, on student engagement, trust, and academic outcomes, as well as to examine its effect on response latency and expressed sentiment. Methodology and research methods. The authors conducted a randomised, real-world study involving 80 students during a 45-minute session. The experiment compared a dynamic-persona tutor with a fixed-persona baseline tutor. To evaluate the results, the following measures were used: a five-item engagement scale, a five-item trust scale, a curriculum-aligned ten-item pre- and post-knowledge test, log-level tutor-to-learner response latency, and message-level sentiment analysis mapped by a transformer classifier onto a polarity scale ranging from -1 to +1. The role-change algorithm operated as follows: if the rolling mean of sentiment was at or below -0.30, the tutor adopted the role of Empathic Coach; if response latency exceeded ten seconds, the tutor assumed the role of Rational Guide; in all other cases, the tutor remained a Neutral Instructor. Following a role change, there was a one-turn “cooldown” period, and a return to the neutral role occurred after two consecutive stable interactions. Results and scientific novelty. The authors developed a testable role-switching algorithm that selects the optimal interaction strategy in real-time by analysing the learner’s emotional state and response latency. The efficacy of this approach was confirmed in a real-world educational setting. Practical significance. This approach provides a ready-made solution for implementing adaptive learning in real-world educational settings. Its advantages include simple rules, low computational costs, and a transparent auditing system.