Introduction. The widespread adoption of generative language models raises questions regarding user competence. Existing component models of AI literacy identify a range of necessary competencies but do not organise them hierarchically. Level-based digital competence frameworks fail to account for the specific characteristics of generative AI, while Bloom’s taxonomy does not encompass the metacognitive, pragmatic, and ethico-social dimensions of human-AI interaction. Aim. The present study aims to develop and theoretically substantiate a hierarchical model of meta-digital competence specific to interactions with generative language models. Methodology and research methods. The study employs theoretical modelling. The hierarchical model was developed through a critical analysis of component AI literacy models, level-based digital competence frameworks, Bloom’s taxonomy, and theories of distributed cognition, metacognition, situated learning, and responsible AI principles. Results. A five-level MDC model was developed, comprising the operational, cognitive, reflexive, pragmatic, and ethico-social levels. Behavioural indicators and achievement criteria were defined for each level. The ethico-social level is positioned at the top of the hierarchy, as ethical responsibility integrates all preceding levels. Scientific novelty. The scientific novelty lies in the development of a hierarchical model specific to generative AI interaction; demonstrating the insufficiency of Bloom’s taxonomy for a comprehensive description of this competence; identifying the pragmatic level, which has no equivalent in existing component AI literacy models; and theoretically justifying the placement of the ethico-social level at the apex of the hierarchy. Practical significance. The practical significance resides in the potential application of the model for designing educational programmes, developing diagnostic tools, and creating assessment procedures aimed at the sequential development of meta-digital competence.

Introduction. In academic and pedagogical discourse, there remains a paucity of research and theoretical models that elucidate the relationship between the development of teachers’ digital competences and the implementation of an updated learning model for the 21st century, particularly within the Technical and Vocational Education and Training (TVET) system. Aim. The aim of this research is to develop and test a concept of digital transformation in education that demonstrates the didactic potential of digital technologies to modernise the teaching and learning processes in TVET. Methodology and research methods. The methodology is based on a three-stage, mixed-methods design for the research and development process, comprising diagnostic, design, and constructive stages. The study involved 200 TVET teachers who participated voluntarily to identify their attitudes and professional gaps in the field of digital pedagogy. Results. The research findings revealed a consistent relationship between teachers’ levels of digital competence, the nature of its practical application, and their readiness to transform their professional practice. Based on these findings, a conceptual model for the digital transformation of the learning process in TVET has been developed, aimed at fostering innovative practices, critical thinking, and collaborative activities among students. Scientific novelty. The scientific novelty lies in the creation of an integrated theoretical and methodological model that systematically links digital tools with the di- dactic principles of cultivating the 4Cs competencies within the practice-oriented environment of TVET. Practical significance. The practical significance resides in providing TVET institutions with a strategic roadmap for the systematic implementation of 21st-century competencies, thereby enhancing their adaptability, resilience, and competitiveness.

Introduction. The principle of beneficence is one of the fundamental pillars of bioethics, ensuring the protection of the dignity of participants in scientific research. Its significance extends to medical practice, technology, and professional ethics. Aim. This study aims to analyse the body of scholarly work relating to the principle of beneficence in the dissemination of scientific knowledge, and to identify key academic journals, authors, publications, terminology, and general characteristics of such works. Methodology and research methods. A bibliometric analysis was conducted on articles indexed in the Scopus database, in accordance with PRISMA guidelines. A total of 581 documents were analysed using the Biblioshiny interface. Results and scientific novelty. The findings of the study demonstrate an increase in the number of publications linking the principle of beneficence to medical ethics, autonomy, informed consent, distributive justice, and palliative care. The most prominent journals identified were the “Journal of Medical Ethics”, the “AMA Journal of Ethics”, and “Nursing Ethics”, all of which are ranked in the first quartile in Scopus.The most cited document (420 citations) was the article “Beyond ‘Do No Harm’: The Challenge of Constructing Ethical Relationships in Refugee Research”. Thematic evolution revealed the integration of the principle of beneficence with issues relating to scientific education and bioethical training. Practical significance. The results highlight the importance of enhancing scientific and bioethical education, which could be beneficial for professional practice and the training of future researchers.

Introduction. The effectiveness of solving educational tasks assigned to children at the preschool level of general education depends on the development of mental operations – fundamental processes essential for processing information, its logical transformation, and application. The ability to read consciously has traditionally been regarded as an effective tool for developing these mental operations. However, intergroup differences among older preschool children, who are just beginning to acquire reading skills, have largely remained unexplored in empirical research. Aim. The present study aims to examine the developmental levels of mental operations – abstraction, classification, generalisation, and analogy – in older preschool children with varying degrees of reading skill acquisition. Methodology and research methods. The study involved 605 children (46.7% boys) of older preschool age (M = 6.4 years; SD = 0.4). The following tasks were administered: “Abstraction” (identification of essential features of objects), “Classification and generalisation” (grouping objects according to specified criteria and combining them based on common features), and “Analogy” (generating inferences by analogy with proposed logical relationships). The degree of reading skill acquisition was determined based on the reading method: reading letter by letter, syllable by syllable, syllable by syllable and word by word, whole words, or inability to read at all. Results. In older preschool children, the development of abstraction, classification, and generalisation skills depends on the level of reading proficiency, but not on analogy. Specific differences in the development of mental operations were identified among older preschoolers with varying degrees of reading skill acquisition, depending on the type of operation. Scientific novelty. The scientific novelty lies in the analysis of a fundamental problem of significant social relevance: the relationship between cognitive development and learning at the primary level of general education. Practical significance. The obtained data will provide a scientific foundation for the psychological and pedagogical support of children who primarily experience difficulties in mastering educational programmes.

Introduction. The relevance of this study stems from the increased vulnerability of student youth, as a social group, to environmental risks. Vandalism of urban spaces can significantly affect individuals’ subjective sense of safety; however, this phenomenon remains insufficiently researched. Aim. The present study aims to examine the perception and evaluation of vandalism in the urban environment from the perspective of student youth, taking into account their experiences of safety within a metropolitan context. Methodology and research methods. The study was conducted using a sociological questionnaire developed by the authors, comprising sections designed to assess social well-being, a multidimensional evaluation of safety (physical, psychological, and social), perceptions of vandalism, and socio-demographic characteristics. The sample consisted of 807 respondents aged between 14 and 35 years (mean age 18.48 years), all of whom were students at colleges and universities. Data were analysed using JASP version 0.96.0, employing descriptive statistics, frequency analysis, one-way analysis of variance (ANOVA), Student’s t-test, and Pearson’s correlation coefficient. Results. It was found that 88% of student youth hold a negative or nuanced attitude towards vandalism, while 12% display tolerant attitudes. A consistent pattern emerged: an increase in tolerance towards vandalistic behaviour is associated with a statistically significant decrease in perceptions of both the physical and social safety of the urban environment. Pronounced gender differences were observed: girls identify a broader range of phenomena as vandalism and perceive them more acutely as threats (p ≤ 0.01). Correlation analysis revealed two patterns of relationships: destructive forms of vandalism (such as broken windows and damaged infrastructure) correlate negatively with safety indicators, whereas instrumental acts of vandalism (such as worn footpaths and passages through fences) correlate positively with illumination and the sense of social community. Scientific novelty. For the first time in a Russian youth sample, the differentiated structure of the perception of vandalism in the context of safety has been empirically validated. This study broadens the theoretical understanding of the heterogeneous impact of various forms of vandalism (destructive, instrumental, symbolic) on subjective safety assessments, refining and supplementing the classic “broken windows” theory with the proposition that functional, adaptive disorder may be perceived by the community as an acceptable practice, which does not diminish – and in some respects enhances – the sense of comfort and community. Practical significance. The results of the study can inform the development of strategies to enhance the safety of urban environments, specifically targeting student populations, including those in university towns and on campuses. The identified patterns enable the prioritisation of managerial decisions: the prompt remediation of the effects of destructive vandalism (such as broken windows and damaged bus stops), the regulation of the semiotic environment (removal of aggressive and unlawful content), and the legitimisation of adaptive environmental changes requested by young people through community dialogue.

Introduction. Generative artificial intelligence (GenAI) offers new didactic opportunities, facilitating the shift from reproductive teaching methods to addressing problems of greater cognitive complexity. However, its successful integration into the educational process necessitates a pedagogical evaluation of the risks and expectations associated with changes in the educational environment. Aim. The present research aims to analyse the expectations of the pedagogical community regarding the transformation of the educational sphere resulting from the introduction of GenAI technologies. Methodology and research methods. Sociological and statistical methods were employed. The empirical basis comprised survey data collected in October 2025 from 356 faculty members at Russian universities. Results. The study revealed a significant level of expectation regarding the transformation of the educational system, reflecting educators’ readiness to embrace necessary changes. The majority of surveyed teachers – 83.1% – use GenAI in their professional activities. The main advantages of GenAI cited by teachers are the automation of routine tasks (83.1%), the creation of new forms of interaction (54.9%), and the acceleration of the learning process (42.8%). Among the key risks identified are a decline in cognitive abilities (80.8%), distortion and unreliability of information (68.5%), and ethical concerns (57.2%). Meanwhile, 42.8% of teachers anticipate significant changes in the education system within the next five years, and 34.9% expect very substantial changes. The analysis revealed a strong, statistically significant correlation between income and the use of GenAI (R = 0.770; p = 0.009): the higher the respondent’s income, the more likely they are to use GenAI regularly. Scientific novelty. The scientific novelty lies in the empirical identification of educators’ opinions concerning the transformation of the educational system resulting from the widespread adoption of GenAI, including an evaluation of the associated risks. For the first time, the relationship between experience in using GenAI and income has been assessed. Practical significance. The research findings may prove valuable to university administrators and government authorities in developing strategies for the use of GenAI in the educational process.

Introduction. The challenge of developing and utilising flexible learning systems has become especially pertinent with the advent of generative neural network models, which not only facilitate the creation of educational content but also transform traditional approaches to organising independent student work. This article explores the design of an intelligent assistant – an AI assistant – implemented as an automated learning system, whose functionalities are underpinned by AI technologies. Aim. The present study aims to identify and examine the features involved in designing an AI assistant that integrates a teacher’s expert knowledge with AI capabilities, using the example of supporting independent work in the disciplines of mathematics and information technology. Methodology and research methods. The study employed methods of educational process modelling to design scenarios and algorithms for the operation of the AI assistant. For the practical implementation of the AI assistant, methods for designing adaptive learning systems were utilised, alongside AI methods and technologies. Results and scientific novelty. The concept of an “AI assistant” is defined as an adaptive, automated learning system with feedback, realised through the application of AI technologies. Based on a model of guided learning activity, typical scenarios for student interaction with the AI assistant have been identified. A prototype of the AI assistant, comprising two components (teacher assistant and student assistant), was developed and tested. The AI assistant is founded on an adaptive learning system model that incorporates variable didactic resources, independent work scenarios, interaction algorithms for both students and teachers, and a digital footprint data analysis subsystem. Practical significance. The use of an AI assistant to support independent work among students at the School of Computer Science, University of Tyumen, has confirmed the need for comprehensive pedagogical modelling of learning systems that incorporate AI technologies, as well as the importance of involving teachers as leading experts in their design and evaluation.