Introduction. The study focuses on methods, grounded in the competency-based approach to education, for regulating the learning activities of higher education institutions through the utilisation of bodies of professional knowledge and skills. These are understood as codified (systematised and organised) bodies of knowledge recognised by members of the relevant professional and/or educational communities. Aim. Through an analysis of both Russian and international experience, this study aims to demonstrate the feasibility of integrating professional knowledge and skills into the documents governing the core of higher education, and to substantiate the practical significance of this approach. Methodology and research methods. The study includes an analysis of the contradictions between the knowledge-and-skills model and the competency-based model of higher education, as well as an examination of the possibilities for integrating bodies of knowledge and skills into documents regulating higher education. The analysis encompassed publications in Russian and international scientific journals indexed in the Scopus, Web of Science, and RSCI databases, alongside scientific monographs and reports from international research groups investigating the construction of bodies of knowledge and their alignment with professional competencies. Results and scientific novelty. It is demonstrated that there are neither fundamental nor technical obstacles to integrating bodies of knowledge and skills into educational standards and frameworks, which are considered both in the development and accreditation of educational programmes. The existence of a body of knowledge and skills defining the professional core of an educational programme, agreed upon by the educational community, would strengthen the cohesion of the national educational space, establish an optimal balance between the fundamental and applied components of professional training, thereby creating a barrier against the observed decline in the level of fundamental training in some higher education institutions, and provide tools for assessing the quality of professional training. Practical significance. The practical feasibility of integrating bodies of knowledge and skills into the competency-based model of higher education has been demonstrated. The results obtained can be utilised to enhance the quality management of higher education.

Introduction. One of the internal contradictions within the olympiad movement in Russia lies in the tension between its selective focus and the objective of fostering students’ giftedness. This research is structured around the following question: how can the olympiad movement be conceptualised as a distinct educational regime with its own internal logic, components, and contradictions, and what analytical insights does such a conceptualisation provide for understanding the functioning of olympiads and for justifying potential reforms? Aim. The present study aims to develop, both theoretically and empirically, a conceptual model of the olympiad educational regime that facilitates the identification of its inherent contradictions and establishes the relationship between the configuration of the regime’s components and the nature of the selection practices employed. Methodology and research methods. The research methodology is grounded in cultural, axiological, and risk-oriented approaches. It encompasses theoretical analysis and synthesis of Russian and international academic literature on the olympiad movement, content analysis of regulatory and methodological documents, conceptual modelling of five key components of the olympiad regime, and qualitative research through semi-structured interviews with 67 mentors of the All-Russian School Olympiad from nine regions of Russia to validate the developed model. Results. A model of the olympiad educational regime is proposed and tested, comprising five interrelated components: value-target, content-related, procedural-format, assessment-criteria, and actor-based. Key contradictions and areas of risk are identified. The interviews demonstrated the relevance of all five components of the model and revealed additional tensions related to the disparity between the resources available to mainstream schools and the demands of the more advanced stages of the olympiad. Scientific novelty. The scientific novelty lies in applying the concept of an educational regime to the systemic analysis of olympiads within Russian pedagogy, and in developing an analytical framework that addresses the fragmentation of existing descriptions. Practical significance. The results obtained can be utilised by educational authorities to evaluate the olympiad movement and plan targeted reforms; by olympiad organisers and methodological committees to align content requirements with the Federal State Educational Standards (FSES) and to enhance the transparency of assessment criteria and appeals procedures; and by teacher-mentors and educational institutions to reflect on stakeholder dynamics and develop network-based forms of preparation.

Introduction. Professional identity is a key factor in an individual’s professional development, enhancing the efficiency with which work duties are performed and contributing to the building of a successful career. The educational environment of universities is designed to facilitate the formation of both the cognitive (knowledge, skills, and understanding of the profession) and value-emotional (values, norms, and attitudes towards the profession) components of professional identity. Aim. The present study aims to examine the development of students’ professional identity – encompassing both its cognitive and value-emotional aspects – according to their year of study and the influential role of the university’s educational environment. Methodology and research methods. The research is based on systemic, structural-functional, situational, and axiological approaches. The methodology involved a questionnaire survey of students (n = 496) from metropolitan and regional universities. This study was of a pilot nature, with questionnaires distributed online. The respondent profile comprised undergraduate students (89.8%) and master’s students (10.2%), all of whom were full-time students. Results and scientific novelty. The results of this study revealed dysfunctions within the educational environment during the development of the cognitive and value-emotional components of young people’s professional identity. In particular, among senior students, there was a decline in the value-emotional perception of the profession of state and municipal employees, whereas first-year students were more inclined to embrace the ideology that values public service. The empirical data also indirectly indicate the functional weakness of the university educational environment, which is unable to fully compensate for the systemic devaluation of the status-role characteristics associated with service in government bodies. Master’s students demonstrated a higher level of professional identity, as well as greater confidence that the knowledge acquired at university aligns with the professional requirements for state and municipal employees. The study’s findings highlight the influence of work experience and motivation on the development of young people’s professional identity. Practical significance. The results obtained can be utilised by university administrators and educators to help shape students’ professional identities.

Introduction. In the context of transitioning to the “Society 5.0” strategy, which places greater demands on creativity, innovative thinking, and collaborative capacity, higher education must bridge the gap between traditional learning formats and the requirements of the modern labour market. This challenge is especially pronounced in Indonesia, where a significant mismatch exists between graduates’ academic preparation and industry needs. Aim. This study aimed to evaluate the effectiveness of distributed learning environments that integrate formal and informal learning, based on models of collaborative social interaction, in developing students’ creativity and innovation skills. Methodology and research methods. The research employed a quasi-experimental design with a post-test control group. The study involved 118 students, divided into an experimental group and a control group. The experimental group was taught using a structured five-phase model (engagement, exploration, transformation, presentation, reflection), while the control group followed a traditional e-learning approach. Validated questionnaires were used for data collection, and data analysis was conducted using MANOVA. Results. The results revealed a statistically significant superiority of the experimental group in the development of the targeted skills. Scientific novelty. The scientific novelty of this study lies in the development of a holistic pedagogical model that integrates social collaboration, principles of ubiquitous learning, and a constructivist approach to unify formal and informal educational contexts. Practical significance. The proposed model represents a scalable solution for enhancing the quality of educational outcomes within the higher education system. It provides educators with a specific tool to develop key 21st-century competencies and contributes to the theoretical advancement of pedagogy in the digital era.

Introduction. Within the framework of positive psychology, this article reviews both international and Russian research conducted over recent decades on the relationship between subjective well-being and self-perception of physical appearance. Aim. The present study aims to examine the relationship between self-perception of physical appearance and subjective well-being during early adolescence. Methodology and research methods. The following instruments were employed in the empirical study: the Self-Esteem of Physical Appearance Scale (V. A. Labunskaya), the Attitude Towards One’s Physical Appearance: Satisfaction and Concern Questionnaire (V. A. Labunskaya and E. V. Kapitanova), the Subjective Well-Being Scale (A. Perrudet-Badoux, adapted by M. V. Sokolova), and the Diagnostics of Subjective Well-Being of the Individual (R. M. Shamionov and T. V. Beskova). Results. Young men and women who evaluate their appearance positively exhibit higher levels of subjective well-being. A negative correlation has been identified between satisfaction with one’s physical appearance and indicators of subjective well-being such as tension, psycho-emotional symptoms, and mood swings, alongside a positive correlation with self-rated health. Young women tend to be more attentive to their appearance and to how others perceive it than young men. Young men demonstrate a stronger focus on the positive emotional pole – experiencing satisfaction with their appearance – whereas young women tend to focus on the opposite pole, namely concern about their appearance. In young men, self-perceived appearance scales are more frequently associated with social-normative well-being, while in young women they are more commonly linked to hedonistic well-being. Scientific novelty. The study provides a detailed analysis of the relationship between key indicators of subjective well-being and self-perception of physical appearance, considering gender during early adolescence, thereby contributing to a deeper understanding of this association. Practical significance. A detailed analysis of the relationship between the primary indicators of subjective well-being and measures of self-perception regarding physical appearance can provide a foundation for developing corrective and developmental programmes aimed at promoting a positive body image and enhancing subjective well-being, with due consideration of gender.

Introduction. Psychological coping strategies are a crucial factor in determining teachers’ ability to manage professional stress, maintain emotional stability, and preserve psychological well-being. Their effectiveness directly influences the prevention of burnout syndrome and the development of professional resilience. Aim. The aim of this study is to assess the correlations between dominant coping strategies and the components of professional burnout among trainee teachers. Methodology and research methods. The empirical research was conducted using psychodiagnostic instruments: the Ways of Coping Checklist (WCC) to identify stress coping strategies, and the Maslach Burnout Inventory (MBI) to assess levels of professional exhaustion. The study sample comprised 450 individuals from educational centres in the Rabat-Salé-Kénitra region of Morocco. Results. It was established that more than half of the respondents exhibited moderate to high levels of emotional exhaustion and depersonalisation, accompanied by a reduction in professional efficacy. Statistically significant relationships were identified between the level of burnout (low, moderate, and high) and the frequency of use of specific coping strategies: problem-focused coping, emotion-focused coping, and seeking social support. Scientific novelty. The scientific novelty of this study lies in examining these relationships within the specific cohort of trainee teachers in the Moroccan educational context. Practical significance. The results obtained provide an empirical foundation for the development and implementation of targeted psycho-pedagogical programmes designed to foster adaptive coping resources in teachers during their induction into the profession. Such programmes can serve as an effective tool for the early prevention of burnout syndrome within the education system.

Introduction. AI literacy is crucial for maintaining the developmental role of education, ensuring that young people are adequately prepared for the transition to work within the knowledge economy, and promoting prosocial values in the development and application of AI tools. Aim. This study aims to analyse students’ demand for enhanced AI literacy by examining their interactions with educators. Methodology and research methods. The study is grounded in the activity approach within the social sciences. The empirical foundation comprises a formalised survey of students at the University of Tyumen (n = 650). Analytical methods include calculating indices and comparing means, with controls applied to assess the significance of differences. Results. It was revealed that students have a clearly articulated interest solely in developing the activity-based component of AI literacy; they expect to acquire specific skills in using AI to solve educational and professional tasks. The desire to develop the cognitive, reflective, and ethical components may give rise to tensions in the interaction between educators and students, owing to the lack of demand for these aspects. It is demonstrated that the demand for developing AI literacy is higher in the early years of study, and differences related to disciplinary affiliation are also examined. Scientific novelty. Drawing on the authors’ operationalisation, the scientific novelty of the study lies in its identification of the risks associated with students’ predominantly praxeological orientation when using AI tools. Practical significance. The practical significance resides in substantiating a proposal to focus the educator’s pedagogical influence. It is suggested that the value of a comprehensive understanding of AI literacy should be emphasised by highlighting the deficiencies that arise from underestimating the importance of its individual components.