Introduction. Addressing the methodological deficit in the field of tacit knowledge management within the context of higher education is essential for effectively managing the development of a university’s intellectual capital. Aim. The present research aims to develop a scientific and methodological framework that facilitates the systematisation of work with tacit knowledge and ensures the sustainable growth of performance in educational and scientific processes. Methodology and research methods. The research is grounded in the theoretical principles of knowledge management, employing knowledge flow modelling and a multi-level knowledge management approach to analyse the tacit knowledge environment within a university. The empirical foundation of the study was established using secondary data obtained from publicly available sources of educational organisations, alongside primary data concerning the activities of academic departments over four academic years (from 2021 to 2025 inclusive). Data processing was conducted using descriptive statistical methods. Results. The modelling of knowledge flows within the university revealed a statistically significant correlation with the key performance indicators of structural units. This underscores the importance of managing tacit knowledge, which is regarded in this study as the foundational stage for generating new knowledge. Within the research framework, the stages of knowledge management were mapped onto a multi-level structure encompassing the individual, departmental, university, and sectoral levels. Analysis of the empirical data confirmed the positive impact of applying knowledge management mechanisms on the performance of academic departments. Scientific novelty. The scientific novelty lies in the methodological justification of the structural unit (department) as the fundamental level for managing tacit knowledge within a university, thereby clarifying its localisation and transfer mechanisms. Practical significance. The practical significance resides in the identification and proposal of mechanisms for working with the implicit dimension of knowledge, the effectiveness of which has been demonstrated.

Introduction. The transformation of the labour market and the shift towards a knowledge economy are increasing the demand for soft skills – supra-professional social, communicative, and regulatory competencies that facilitate collaboration, adaptability, and self-organisation. However, data on the readiness of Russian university teachers to deliberately develop these skills in students remain insufficient. Aim. The present study aims to empirically elucidate and systematically analyse the integrative readiness of academic staff to foster students’ soft skills as a multidimensional construct, and to identify its relationship with teaching experience and the practices involved in integrating such skills into instruction. Methodology and research methods. A cross-sectional online survey incorporating situational tasks was conducted among teachers from four Russian universities (n = 347). Readiness was operationalised through four components: motivational-value, cognitive-methodological, operational-activity, and reflective. A composite index (0–100) was calculated based on indicators of task integration, frequency of explicit communication, dominant approach, and confidence in the role of mentor. The data were analysed using descriptive and comparative statistical methods. Results. Teachers generally incorporate the development of soft skills into their disciplines (mean score 4.10 on a 1–5 scale); the average readiness index is 64.7 out of 100. Explicitly informing students about the targeted skills is inconsistent, with only 13.6% reporting that they do so “always” and 24.3% “rarely”. The most challenging skills to develop are adaptability to uncertainty (mean 3.32 out of 5) and stress resilience (mean 3.08). The transfer of these skills to real professional and life situations is identified as a problematic stage by 42.8% of respondents. The most sought-after forms of support are online courses (51.4%), methodological materials (49.0%), and communities of practice (43.2%). Scientific novelty. The study examines an integrated model of academic staff readiness alongside a corresponding composite index. Practical significance. The findings offer empirically grounded guidelines for professional development programmes, methodological support, and institutional strategies designed to improve the management of uncertainty and stress, as well as the transfer of soft skills into students’ real-life contexts.

Introduction. As a result of the digital revolution, the entire system of scientific knowledge has undergone a metasystemic transition to a fundamentally new level of research. This level of research is based on the triad: model, algorithm, and programme. Aim. The present research aims to develop the theoretical and methodological foundations for integrating fundamental and applied knowledge through the modernisation of mathematical and computer training for university students, thereby enhancing their general cultural development and professional success. Methodology and research methods. In this research, the systemic and synergetic approaches, alongside the cultural studies approach, play leading roles. Results. The methodological aspects of the synergy between fundamental and applied knowledge in higher education, as well as the role of mathematics and computer science within this context, have been examined. The levels of synergy between fundamental and applied knowledge in higher education have been identified and characterised. It has been established which specific content within specialised teaching of the mathematical foundations of computer science plays a crucial role in the proficient and effective use of computer algebra systems and computer technologies. The significant role of incorporating a discrete mathematics component in teaching the mathematical foundations of computer science has been substantiated. Scientific novelty. The theoretical and methodological foundations for the synergy between fundamental and applied knowledge have been established, based on the modernisation of mathematical and computing education for students in higher education institutions. Drawing on a new “mathematical-computational” research culture, the levels of synergy between fundamental and applied knowledge in the modernisation of higher education have been identified and characterised. The importance of fostering non-mathematics students’ understanding of the role of Big Ideas, and the methods of modern mathematics and computer science derived from them, within their chosen professional fields has been substantiated, with the aim of achieving a high level of IT proficiency. Practical significance. The features of modernising core educational programmes and curricula for student training have been described, based on the characterised levels of synergy between fundamental and applied knowledge in higher education. The methodological specifics of selecting content for the mathematical foundations of computer science have also been outlined.

Introduction. The high proportion of graduates from teacher education programmes specialising in economics who choose careers outside the teaching profession in Indonesia highlights the importance of studying the key factors influencing the development of professional readiness among future economics teachers for their professional roles. Aim. The aim of this study is to analyse the factors that determine the readiness of students – future economics teachers – for professional activities. Methodology and research methods. The study employs a quantitative methodology. Empirical data were collected via a questionnaire survey based on a random sample of students enrolled in economic education programmes at six pedagogical universities in Indonesia during the 2024/2025 academic year (n = 390). Data processing was conducted using SmartPLS 3.0 software, employing structural equation modelling (SEMPLS). Results. The professional and pedagogical competence of future teachers is primarily determined by their motivation for pedagogical activity and economic factors. It has been established that pedagogical competence has a statistically significant direct impact on readiness for professional activities, whereas the influence of professional (subject-economic) competence is not as pronounced. Scientific novelty. The research contributes to the theory of economic education by empirically verifying the structural relationships among motivational factors, competency components, and professional readiness within the context of economics teacher training. Practical significance. The research results will be valuable for developing practical recommendations in the design of curricula aimed at enhancing the pedagogical component of teacher training in economics and increasing the proportion of practical teaching during the course of study.

Introduction. Current trends in socio-economic development highlight the importance of mobilising an individual’s internal resources, aimed not only at adaptation but also at full self-actualisation. In this context, resilience assumes particular significance as a comprehensive psychological resource; however, its role in professional development and career choice remains insufficiently explored. A conflicting factor mediating this process is procrastination, which can undermine personal potential. Aim. The present study aims to identify individual-specific manifestations of resilience among students and working professionals exhibiting varying degrees of procrastination, followed by the development of a prevention programme. Methodology and research methods. The research was conducted within the paradigm of post-non-classical rationality, which involves studying psychological phenomena in their entirety, with particular emphasis on contextuality and development. To implement this approach, the autobiographical narrative method was selected as the primary qualitative technique: respondents were asked to provide a detailed account describing their strategies for solving current life tasks and coping with difficult situations. The standardised psychodiagnostic tools employed included C. Lay’s General Procrastination Scale, adapted by O. S. Vindeker and M. V. Ostanina, and the “Human Resilience” questionnaire by E. A. Rylskaya. The sample size at all stages of the study comprised 167 individuals (n = 167). Empirical data were analysed using statistical methods: the Mann-Whitney U test for comparing two independent samples, the Kruskal-Wallis H test for comparing three or more groups, and content analysis of narrative texts, followed by categorisation of semantic units. Results. The study revealed both quantitative and qualitative differences in the representation of key semantic categories, reflecting the content and strategies of resilience in the consciousness of respondents with varying levels of procrastination. These identified differences are specific to status groups (students and employed professionals). The findings suggest that the effective maintenance of resilience requires not universal, but individual-specific strategies that consider both personal characteristics (such as the level of procrastination) and the socio-psychological context of activity (the stage of professional development). Practical significance. The results of the study have considerable practical potential. They can serve as a foundation for developing psychodiagnostic tools and targeted training programmes in educational and organisational settings.

Introduction. Contemporary research in second or foreign language (L2) acquisition integrates cognitive, affective, and sociocultural factors. However, variability in findings arises from methodological heterogeneity and differences in learner age. Aim. The present study aimed to systematise empirical data on the influence of working memory (WM), executive functions (EF), motivation, emotional intelligence, and anxiety on L2 acquisition success across different age groups, and to identify moderators related to task type and learning context. Methodology and research methods. In accordance with PRISMA guidelines, a systematic review and meta-analysis of studies published from 2000 to September 2025 was conducted using the Web of Science, Scopus, PsycINFO, and Google Scholar databases. The inclusion criterion was the presence of a quantitative assessment of the relationship between at least one specified psycholinguistic factor and L2 performance. Random-effects models (REML), heterogeneity assessments (Q, τ², I²), Egger’s test for bias detection, and the trim-and-fill method were applied. Age, type of language task, and context (ESL/EFL/language environment) were included in the moderator analysis. Results. Out of 1,246 publications, 38 studies met the criteria. Strong correlations were found between L2 success and WM (r ≈ 0.54) and EF (d ≈ 0.46), as well as positive associations with motivation (r ≈ 0.32) and emotional intelligence (r ≈ 0.29). A negative correlation was observed with anxiety (r ≈ -0.25). These effects were more pronounced for lexical and reading tasks, in English as a Second Language (ESL) and language immersion contexts, and among young adults. For learners over 60, significant but more variable improvements were noted. Scientific novelty. Subject-specific and age-dependent mechanisms linking WM/EF to L2 outcomes have been identified. Methodological moderators related to research design have been quantitatively assessed for the first time. Practical significance. The results underscore the necessity of developing ageand context-specific methodologies that integrate a focus on form with the enhancement of EF/WM and anxiety regulation, utilising adaptive technologies – particularly for teaching older age groups.

Introduction. The study of age-related characteristics of risk-taking behaviour in students with disabilities remains one of the most pressing issues in contemporary science. Risk-taking behaviour is defined by the authors as a stable, rationally unmotivated preference exhibited by an individual for situations that carry a high potential for adverse outcomes to life and health, pursued in the interest of a subjectively significant goal or the satisfaction of immediate needs. Aim. The present research aims to identify the socio-psychological personality characteristics of older adolescent and young adult students with disabilities, as well as those with typical development, within the context of protective and risk factors influencing engagement in risky behaviour. Methodology and research methods. The use of a comparative research method facilitated the comparison of results obtained from distinct samples. The structural method was employed during the data interpretation stage, in accordance with the specific characteristics of the research subject – in this case, the particular features of the propensity for risk-taking behaviour. The principal empirical method utilised was psychodiagnostic testing, based on a unified socio-psychological testing methodology. The study was conducted across eight constituent entities of the Russian Federation between 2024 and 2025. The sample comprised 3,434 individuals. Results. Based on experimental data, age-related characteristics of socio-psychological protective and risk factors influencing the propensity for risk-taking behaviour were identified and described in older adolescent and young adult students with disabilities and those with typical development. Adolescents with disabilities and those with typical development exhibit the highest levels of the risk factors “need for group attention” and “risk-seeking”. Compared with their older peers with disabilities, adolescents with disabilities display lower anxiety and reduced scores across all risk and protective factors. In contrast, adolescents with typical development show higher values for risk factors compared with their older counterparts. While senior school pupils and university students with typical development demonstrate a decrease in risk factors and an increase in protective factors with age, students with disabilities exhibit an increase in risk factor values. Scientific novelty. The scientific novelty of these results lies in the acquisition of up-todate data on the age-specific socio-psychological characteristics of the propensity for risk-taking behaviour among contemporary adolescent and young adult students with disabilities and those with typical development. Practical significance. The practical significance is that the data obtained during the study can serve as a foundation for the early identification of risk-taking tendencies in students with disabilities and for organising preventive interventions with minors.