Introduction. In the context of rising recidivism and an increase in the number of serious, particularly grave, crimes committed by adolescents, the importance of training police officers in so cio-pedagogical rehabilitation is growing. Aim. The present study aims to develop conceptual frameworks and pedagogical conditions to enhance the readiness of future police officers for socio-pedagogical rehabilitation, and to carry out their experimental validation. Methodology and research methods. The methodological framework was based on systemic, person-centred, integrative, and competence-based approaches. The primary empirical method employed was experimental research to test the pedagogical conditions for developing the readiness of future police officers for socio-pedagogical rehabilitation. Additional methods included a survey using a questionnaire developed by the authors, entitled “Socio-Rehabilitative Work within the Structure of Professional Activity of Law Enforcement Officers”, and testing using a test developed by the authors, entitled “Assessment of Students’ Knowledge on Issues of Socio-Pedagogical Rehabilitation of Supervised Individuals”. Results and scientific novelty. Professional pedagogy has been advanced by new insights: (1) the nature of readiness for socio-pedagogical rehabilitation, as an outcome of the professional training of future police officers, has been clarified; (2) a pedagogical model has been developed, and the conditions necessary to foster readiness for socio-pedagogical rehabilitation have been identified. The principal findings of the study have undergone experimental validation. Practical significance. The practical significance of this study lies in the potential application of its methodological developments to the professional training of police officers. 

Introduction. The challenges associated with the digital transformation of the university environment are becoming increasingly significant in the current context of the growing prevalence of distance and hybrid learning formats. Aim. The present study aims to analyse students’ digital communication in both formal and informal educational contexts, as well as to identify its thematic and emotional structures based on digital footprints. Methodology and research methods. The research is grounded in systemic and socio-communicative approaches, which enable communication to be understood as a multi-layered socio-pedagogical system. The empirical data comprise over four million messages and comments collected from university online environments, analysed using automated topic and sentiment analysis tools. Methods from digital linguistics, statistical validation, and case study analysis of university communities were employed. Results and scientific novelty. For the first time, this study identifies stable types of digital interaction based on an extensive collection of digital footprints from students at Russian universities. These footprints reflect emotional fluctuations, responses to external events, and characteristics of self-organisation within the networked educational environment. A conceptual model is presented that systematises the levels of university communication – formal, informal, networked, and analytical – as a methodological tool for analysing digital communication. Practical significance. The research findings can be applied to the management of university educational environments, the analysis of academic motivation and students’ emotional states, and the design of monitoring programmes and support systems for students’ digital well-being. 

Introduction. The widespread adoption of artificial intelligence (AI) models for automatic content creation highlights the need to develop appropriate approaches to address the ethical issues associated with this technology and to minimise the risks of its misuse. Aim. The aim of this study is to quantify and analyse the extent to which AI tools are implemented in research activities, as well as to assess their impact on research performance, with consideration of ethical aspects. Methodology and research methods. A descriptive correlational method was employed in this study. Empirical data were collected using a random sample of undergraduates from the University of Jordan (n = 511). Results. A statistically significant positive relationship was identified between the use of AI in research, the outcomes produced, and adherence to research ethics. It was found that artificial intelligence has a significant positive impact on enhancing the quality of scientific research. The key components of scientific ethics – fairness, confidentiality, and responsibility – are analysed, and their role in interactions with AI systems is examined. Scientific novelty. The study offers new insights into the direct and indirect effects of artificial intelligence on scientific research outcomes. Practical significance. The results of the study can be utilised in the development and formalisation of ethical standards for managing the application of AI in science, aiming to adapt to evolving academic practices and enhance the quality of research.

Introduction. The relevance of this study arises from the profound transformation of university branch networks in post-Soviet countries, which directly impacts the accessibility of higher education, the human resource potential of regions, and their socio-economic development. Despite the critical role of these branches, systematic analysis from a comparative perspective remains underdeveloped. Aim. The present study aims to conduct a comparative analysis of the organisational models and transformation trajectories of national university branch networks in Russia, Kazakhstan, and Uzbekistan. Methodology and research methods. The methodological framework is founded on systemic, spatial, and functional approaches. The study utilises methods of comparative economic-statistical analysis and expert evaluation. Results. The analysis reveals a reduction in the number of branches in Russia from 1,232 to 520 over the period 2014–2024, accompanied by their concentration in large cities, which exacerbates regional inequalities. In Kazakhstan and Uzbekistan, growth in the number of branches and a more even distribution have been observed. A distinctive “mixed model” of network organisation has been identified in post-Soviet countries, combining centralised control with selective international expansion. Scientific novelty. The scientific novelty lies in the development of a comprehensive typology of branch network models (comprising five models) and in conducting the first detailed comparative analysis of their spatial transformation across the three largest post-Soviet countries. Practical significance. The findings and recommendations can be utilised by educational authorities to develop strategies for establishing branch networks that balance quality, accessibility, and sustainable regional development. 

Introduction. The article is devoted to examining the practices involved in shaping the cultural identity of university students. Aim. This study aims to identify tradition as a form of cultural capital and as a factor in the formation of young people’s cultural identity. Methodology and research methods. An analysis of the literature, a secondary analysis of sociological research findings on the value orientations of Russian youth, and the results of conducted focus groups led to the conclusion that students associate cultural identity with traditions that have historically developed across various spheres of life. Eighty per cent of focus group participants defined tradition as a cultural code, whereas the students’ stance was ambivalent and syncretic. Results and scientific novelty. It has been established that young people do not perceive traditions as an immutable cultural framework; rather, in the context of an “identity crisis”, they actively create and recreate their identities, including by drawing on cultural traditions. Russian youth (the digital generation, encompassing both younger and older millennials) regard a strong family as a traditional value. However, their evaluation of other values traditionally associated with Russian culture is ambivalent. Reflexive traditionality is highlighted as important, involving the comprehension and analysis of the role of traditions in culture and their connection to both personal and collective cultural identity. An example of this reflexivity is the model of reproducing the spiritual personality of the teacher (with its characteristic system of activities and motivations) in the student. Such examples of reproduction exist in various cultures, including our own national culture. The educational and socio-cultural environment of educational institutions can and should serve as a space for reflexive traditionality. The formation of traditional cultural values should also be the outcome of a purposeful state youth policy. Practical significance. The results obtained can serve as a valuable tool for university lecturers in evaluating the role of tradition in culture and in shaping students’ cultural identity. 

Introduction. The importance of studying the characteristics of self-esteem in primary school children from Russia and other countries is emphasised, on the one hand, by the need to consider all determinants of a child’s personal development within the educational process – particularly the influence of culture as a macro-level factor – and, on the other hand, by the scarcity of research identifying culturally specific features of self-esteem in Russian primary school children. Aim. The present study aimed to conduct a cross-cultural analysis of the characteristics of self- esteem and aspirations among ten-year-old primary school children attending urban general education schools in Russia and Kazakhstan. Methodology and research methods. The theoretical and methodological foundation of the study was L. S. Vygotsky’s cultural-historical theory of psychological development, alongside the comparative-contrastive principle, which is fundamental for cross-cultural analyses. The study involved 600 participants – 300 primary school children from Russia and 300 from Kazakhstan – with an equal number of boys and girls in each group (150 of each). The diagnostic tool employed was the method for measuring self-esteem and level of aspiration developed by T. V. Dembo and S. V. Rubinstein, as modified by A. M. Prikhozhan. The statistical significance of differences in self-esteem and aspirations between primary school children from Russia and Kazakhstan was determined using Student’s t-test and Pearson’s chisquare test. Results and scientific novelty. The identified culturally specific characteristics of self-esteem and aspirations in primary school children from Russia and Kazakhstan constitute a scientific novelty. It was found that ten-year-old Russian children, compared to their Kazakhstani counterparts, have statistically significantly lower mean values of both general and specific self-esteem, but higher mean values of aspirations; this tendency is more pronounced in girls. Statistically significant differences were also observed in the distribution of self-esteem levels: a very high level is more prevalent among Kazakhstani children, whereas a low level is more common among Russian children. Practical significance. The results obtained should be taken into account in the educational practice and psychological-pedagogical support of primary school children in Russia and Kazakhstan. 

Introduction. A key tool for identifying and categorising the difficulties students encounter in learning is the Problem Checklist (DCM), which is organised into thematic sections, one of which addresses the level of psychological well-being. Aim. The present study aimed to examine the factors of social support and self-efficacy that influence the psychological well-being of junior high school students. Methodology and research methods. The empirical study involved 680 students from the East Java region. The data obtained were analysed using multiple regression in SPSS. Results. The results suggest that social support and self-efficacy contribute significantly to students’ psychological well-being. Scientific novelty. For the first time, data have been obtained confirming the significance of the factors studied at the junior high school level. Practical significance. The research findings can be utilised in the development of programmes to support junior high school students, thereby increasing the study’s relevance to secondary school practice.