Introduction. Pre-vocational training is a crucial phase in the professional development of future teachers. To attract motivated candidates to the profession, a pedagogical university should serve as a centre for designing and coordinating pre-vocational training within the region. Aim. The present study aims to develop and validate the theoretical and methodological foundations for designing an effective system of pre-vocational pedagogical training in the region. This system is intended to address the challenges posed by contemporary staffing policies and to meet the needs of all participants in the educational process. Methodology and research methods. The study is based on the integration of systemic, axiological, and sociocultural approaches and was conducted in two stages. In the first stage (2021–2023), monitoring revealed the absence of pre-vocational education system designs at the level of the constituent entities of the Russian Federation that consider prospective staffing needs and include, among other elements, career guidance activities for schoolchildren at various educational levels. In the second stage (2024–2026), the data were synthesised and a comprehensive theoretical and methodological concept was developed. Theoretical methods (analysis of practices and regulatory documents, monitoring results, generalisation and systematisation of empirical data) and empirical methods (formative experiments, case studies, focus groups, questionnaire surveys, and interviews) were employed. Results and scientific novelty. The scientific novelty lies in identifying and substantiating the key concepts for designing pre-vocational training in the region: sociocultural conditioning, network partnerships, value-based self-determination, the anticipatory nature of training, the development of students’ reflective abilities, and the prospective planning of school staffing potential. A multi-level structure of subjects and design outcomes is also proposed. The theoretical foundation for the design is established by drawing on axiological, systemic, subject-oriented, reflective-activity, research, nomadological, and ecosystem approaches, as well as the design of educational experiences. Based on this foundation, fundamental principles for designing pre-vocational training are derived: redundancy and variability, participatory engagement, immersiveness, reflexivity, hybridity, predictability, and diagnosticity. Practical significance. The theoretical and methodological conclusions and principles presented can be directly utilised by regional education authorities, specialised universities, and the administrations of educational organisations to design and effectively implement systems of anticipatory pedagogical career guidance.

Introduction. The validity of academic feedback obtained from students remains a controversial issue in modern higher education. Although a correlation between student evaluations and expert opinion has been demonstrated, the impact of such feedback on course content and teaching methods often remains unclear. Furthermore, a gap persists in the existing literature between the concepts of academic feedback (the evaluation of teaching quality) and pedagogical reflection (the analysis of one’s own teaching practice). Aim. The present study aims to identify the educational potential of academic feedback as a tool for fostering professionally oriented reflection and agency among prospective teachers. Methodology and research methods. The study was conducted in several stages. In the first stage, a ten-year period (2016–2025) of transforming feedback questionnaires at Lomonosov Moscow State University was analysed. In the second stage (2024–2025), the unified questionnaire was validated on an extended sample comprising students from three additional institutions – MGIMO University, BSU, and the Taganrog Institute named after A. P. Chekhov – to test the universality of the results obtained. The total sample consisted of 355 questionnaires. Responses to closed-ended questions were analysed using quantitative methods, while responses to open-ended questions underwent inductive thematic content analysis, including the calculation of inter-coder agreement. The stages overlapped, as transformation and validation proceeded simultaneously in 2025. Results and scientific novelty. The article demonstrates how the evolution of feedback collection instruments drives the transformation of teaching methods. Analysis of the responses revealed a conflation of the concepts of reflection and academic evaluation: students use feedback not only to critique the course but also to understand their own progress. It was established that academic feedback is regarded by the majority of respondents as a space for expressing professional subjectivity and agency. Practical significance. Based on the study’s findings, it is recommended that reflective questions be incorporated into feedback questionnaires. Including such open-ended questions transforms the administrative process of collecting feedback into a fully integrated component of the professional training of future teachers.

Introduction. Immersive virtual reality has the potential to expand access to traditional musical instruments for a broader audience, including individuals who cannot directly master these instruments. Aim. The present paper aims to investigate teachers’ perceptions of the pedagogical affordances of the EduLaras Virtual Museum, a virtual museum of West Javanese musical instruments. Methodology and research methods. Thirty-two arts and culture teachers, selected through purposive sampling, completed a 37-item questionnaire based on the UTAUT and TPACK frameworks, as well as the standard System Usability Scale (SUS). They also responded to five open-ended questions following a trial session at the museum. Perceptions of the museum were assessed using three UTAUT constructs: performance expectancy (the belief that the museum would enhance work effectiveness), effort expectancy (the ease of learning and using the system), and social influence (perceived support from colleagues, management, and educational norms). The analysis included descriptive statistics of the ratings, evaluation of the SUS with internal consistency assessed as a pilot indicator, and qualitative content analysis of the open-ended responses. Results. All three UTAUT constructs – performance expectancy (M = 3.94, SD = 0.60), effort expectancy (M = 3.78, SD = 0.68), and social influence (M = 3.82, SD = 0.65) – exceeded the facilitating conditions for adopting the proposed technology. This suggests a strong perception of the museum’s usefulness and ease of use, as well as perceived support from significant others, whereas the organisational and technical infrastructure received lower ratings. The SUS score was high (M = 90.23, SD = 9.49; median = 92.50; range = 62.50–100; α = 0.938), with 21 participants scoring at least 90 and six achieving a perfect score of 100. This distribution indicates a pronounced ceiling effect. Qualitative analysis revealed that the most frequently cited benefits were instructional support (18/32) and engagement (15/32), while anticipated barriers included resources, access, and cost (23/32), as well as training and adaptation (13/32). Scientific novelty. A gap was identified between ease of use and readiness for adoption. Although the museum appeared easy to use during the introductory session, this did not necessarily indicate readiness to integrate it into the teaching process. Such readiness depended on organisational resources, pedagogical integration, and management support. Practical significance. The practical significance lies in the shared use of virtual reality equipment, the provision of short-term training and support when challenges arise, and the iterative testing of acoustic, rhythmic, and simulation activities.

Introduction. In the context of the polyethnic metropolises of the Russian Federation, the interaction between ethnic identity and the career-related orientations of young people assumes particular theoretical and practical significance. This is due to the intensification of intercultural contact and the shift towards a subject-centred approach to designing life and professional trajectories in early adulthood. Aim. The study aims to identify the structural components of ethnic identity and career orientations among contemporary youth residing in two polyethnic regions of Russia – St Petersburg and Kazan – and to analyse their variability in relation to individual psychological and sociocultural factors. Methodology and research methods. The empirical foundation of the study comprised a sample of 323 respondents aged 18 to 35 years. The diagnostic battery included the “Types of Ethnic Identity” inventory, the “Express Scale for Assessing Ethnic Identity Salience”, and the “Express Scale for Assessing Feelings Related to Ethnic Belonging”. Career orientations were measured using the “Career Crafting Assessment” questionnaire and the “Career Anchors Inventory”. Statistical data were analysed using factor analysis, correlation analysis, and comparative analysis. Results. The analysis confirms the multidimensional nature of ethnic identity as a construct comparable in complexity to the system of career orientations. Six factors integrating career and cultural value dimensions were identified within the empirical framework. It was established that constructive (positive) forms of ethnic identity are positively associated with proactive and adaptive career behaviour strategies, whereas diffuse, ambivalent, or hypertrophied forms are linked to rigid and restricted patterns of professional self-determination. Scientific novelty. The structural profiles of ethnic identity and career orientations were systematically compared in a Russian sample drawn from two regions differing in ethnocultural context. Gender differences were evident, with women significantly more oriented towards prosocial and altruistic-service values in their careers, whereas men tended to focus on solving complex, non-trivial professional tasks. At the same time, ethnic identity may both reinforce fundamental gender patterns and act as a moderator of their substantive content. Practical significance. The findings refine and enhance existing theoretical models of professional development by incorporating cultural, ethnic, and gender dimensions. The results emphasise the necessity of implementing culturally sensitive approaches in career counselling practice, higher and further professional education programmes, and the human resources policies of organisations operating within multicultural environments.

Introduction. The relevance of this study arises from the need to reconcile the academic measurability of educational outcomes with the confessional authenticity, value-semantic orientation, and mentoring support that characterise theological education. Aim. The present research aims to provide a theoretical rationale for, and empirical validation of, a quality assessment model that integrates both ex-ternal and internal assessment frameworks. Methodology and research methods. The empirical component of the study was designed as a quasi-experiment with repeated measures, employing a pre-test/post-test design within a single sample. The empirical base comprised the theological education system in the Ural region, including the Ekaterinburg Theological Seminary, the Missionary Institute, and the Department of Theology at Ural State Mining University. The study involved 190 students enrolled in Theology programmes at both bachelor’s and master’s levels. The methodological framework encompassed analysis of scholarly literature, pedagogical design, modelling, pedagogical observation, questionnaire surveys, analysis of educational documentation, content analysis of students’ digital footprints, expert evalu-ation, and analysis of certification results. Results. It was established that implementing a two-circuit assessment system enhances the integrity and reproducibility of assessment procedures and increases the capacity to record confessional value-based and professionally significant training outcomes. The study revealed positive progress in the overall quality indicator of theological education. Scientific novelty. The theoretical significance of this study lies in advancing methodologies for quality assessment in professional education, specifically as applied to theological training. Practical significance. The practical significance resides in the potential application of the developed model within confessionally oriented higher education institutions.

Introduction. The decline in academic performance and engagement among schoolchildren is a global issue, highlighting the need not only for systematically organised activities to prevent school underachievement but also for a clear understanding of how well future educational psychologists are prepared – in terms of their beliefs, skills, and abilities – to support the cognitive activity of underachieving schoolchildren. Aim. The present paper aims to examine the relationship between self-efficacy and the components of readiness to support the cognitive activity of underachieving schoolchildren among future educational psychologists. Methodology and research methods. The research methodology was grounded in a competency-based approach, which considers future educational psychologists as active agents of professional development and practical engagement. The instruments and methods employed included analysis, comparison, and synthesis, complemented by the author’s interpretation of psychological and pedagogical literature related to vocational education methodology. Empirical methods comprised a questionnaire survey, testing, and statistical analysis. A total of 144 students participated in the study. Results and scientific novelty. It was found that future educational psychologists have developed a positive perception of their professional role in supporting the cognitive activities of underachieving schoolchildren. High scores on scales measuring attitudes, intentions, and perceived effectiveness indicate that these future professionals are motivated to provide cognitive support and confident in their ability to successfully address related professional challenges. Overall, except for the difficulty scale, the results demonstrate a consistent relationship between various indicators of self-efficacy and the readiness of future educational psychologists to support the cognitive activities of underachieving schoolchildren. Practical significance. The findings can be used to develop courses for educational psychologists designed to foster readiness to support the cognitive activity of underachieving schoolchildren, as well as to enhance self-efficacy in the context of contemporary challenges and social demands.

Introduction. The transformation of higher education in accordance with national interests requires a thorough analysis of dysfunctions within this sector. The mass media play a crucial role in shaping the discourse surrounding these issues. Aim. The present study aims to analyse the dysfunctions of higher education as depicted in Russian digital media. Methodology and research methods. The methodology is based on the structural-functional paradigm, which conceptualises higher education as a system comprising four functional components: adaptation, goal attainment, integration, and pattern maintenance. Drawing on an analysis of sources published in electronic databases of scholarly publications between 2000 and 2026, key dysfunctions within the sphere of higher education were identified. On this basis, a corpus for content analysis of media publications was compiled; selection was conducted using keywords via the Kribrum system. Employing a qualitative-quantitative approach, 705 media publications addressing problems in higher education were analysed. Results. The hypothesis that media coverage is dominated by external dysfunctions in the spheres of adaptation and goal attainment was confirmed. The principal narrative emphasises the need to transform higher education in accordance with national priorities. News items predominantly focus on corruption within higher education institutions. Internal dysfunctions of higher education – specifically those related to the academic environment and pedagogical work – are discussed considerably less frequently. Correlation analysis revealed no significant patterns between the dysfunctions represented and the type of source, which can be attributed to the “virality” of publications and the tendency of local media to follow the agenda set by federal outlets. Scientific novelty. The study is notable for its integrated approach, combining automated social media analysis with the sociological method of content analysis. The authors developed a typology of dysfunctions in higher education and identified specific characteristics of their media representation, placing particular emphasis on external dysfunctions. Practical significance. The research findings can be utilised to enhance the information environment concerning the representation of issues in higher education.