Introduction. The rapid advancement of generative artificial intelligence necessitates a methodological foundation for new theoretical constructs in pedagogy. The contemporary educational system requires an updated theoretical and methodological framework that extends beyond digital literacy to integrate the metacognitive, ethical, and sociocultural aspects of human-machine collaboration. Aim. The aim of this research is to elucidate the methodological foundations and system architecture of meta-digital competence as a theoretical framework for developing teachers’ professional competencies in the context of the proliferation of artificial intelligence. Methodology and research methods. The study is based on a systematic analysis of the theoretical foundations of meta-digital competence, integrating the principles of cognitive psychology, the theory of distributed cognition, and the competence approach. The methods employed include conceptual analysis, structural-functional modelling, and theoretical synthesis within the context of AI proliferation. Results. The epistemological foundations of meta-digital competence are elucidated, encompassing the transition from classical cognition to metacognition. Four methodological principles are established that underpin the structure and functioning of meta-digital competence: distributed cognitive activity, metacognitive reflection, ethical responsibility, and adaptive development. A six-component architecture of meta-digital competence is delineated, accompanied by a description of the mechanisms for integrating its elements. Scientific novelty. For the first time, the methodological foundations of the meta-digital competence system, regarded as a qualitatively new phenomenon in pedagogy, have been developed. A new type of human-machine interaction, conceptualised as an extended cognitive system, has been proposed. The principles governing the structural organisation and functioning of the meta-digital competence system within the educational context are substantiated. Practical significance. A theoretical framework has been established for the design of educational programmes in the era of artificial intelligence, alongside a conceptual foundation for the transformation of pedagogical practices across various subject areas in this new reality.

Introduction. The impact of contemporary pedagogical theories on students’ academic achievements remains insufficiently explored due to a lack of large-scale comparative studies. Aim. The present research aimed to analyse the determinants of the effectiveness of various pedagogical concepts and to identify the role of contextual adaptation in educational programmes to optimise their effectiveness. Methodology and research methods. The research employs an integrated approach that combines qualitative and quantitative methods. Data collection was conducted across five areas: a systematic analysis of the literature (n = 243), a comparative study of educational programmes (n = 92 from 47 countries), expert interviews (n = 47), in-depth case studies (n = 6), and statistical analysis of educational outcomes. Quantitative data were analysed using correlation and regression analyses. Results. Three prevailing theoretical models have been identified: constructivist, traditional instructivist, and sociocultural. Each offers specific advantages: developing critical thinking, improving standardised test scores, and strengthening community engagement, respectively. Programmes integrating multiple approaches demonstrated higher levels of student attention retention, and contextual adaptation proved to be a significant success factor. Scientific novelty. The scientific novelty of this study lies in the systematic analysis and comprehensive evaluation of the effectiveness of contemporary pedagogical theories. Practical significance. Based on the study’s results, a set of measures was proposed to optimise educational models, namely: combining pedagogical approaches, localising curricula, strengthening teacher autonomy, and differentiating the assessment system according to the target educational guidelines.

Introduction. The incorporation of psychological and pedagogical principles into school management processes significantly impacts the overall effectiveness of the educational experience. It fosters an optimal learning environment and supports the comprehensive development of students. Aim. This study aims to examine the influence of fundamental principles of educational psychology on the organisation of management processes within contemporary schools. Methodology and research methods. The representative sample comprised 96 principals from accredited secondary schools in the Casablanca-Settat region of Morocco. A combination of two questionnaires, TALIS and QADAPS, was utilised for data collection. For further analysis, the statistical ANOVA test was conducted using SPSS 28 software and Microsoft Office Excel 365. Results. It has been established that 85.5% of schools implement conflict resolution programmes designed to foster socio-emotional competencies among participants in interactions. A significant majority of educational leaders (94.6%) recognise that the regulation of emotional processes plays a crucial role in students’ development. Additionally, 72.9% of schools actively employ cooperative practices that enhance the social and emotional growth of their students. Notably, 77.1% of administrative staff consider psychological and pedagogical principles to be foundational to the educational mission of their institutions. Furthermore, 84.4% of schools apply differentiated approaches to address the special educational needs of participants in the educational process, with 87.8% of school principals incorporating psychological principles into educational policy and practice. However, only 17.7% of schools have established policies that promote a positive school climate. Scientific novelty. For the first time, a study was conducted to examine the impact of psychological and pedagogical principles on administrative processes within the regional school system in Morocco. Practical significance. The findings of the study can be utilised to incorporate psychological and pedagogical principles into the management of a contemporary school.

Introduction. The relevance of this topic is determined by the sociocultural nature of creativity, which necessitates analysis within professional contexts. Aim. The present research aimed to identify and compare the structural features of creative thinking among students from different fields of study, as defined by the relationship between their creative resources and existential values. Methodology and research methods. The study employs a system dynamics approach to investigate the structure of creativity alongside personal adaptation within a cultural context. The sample comprised 397 students from various specialisms who were informed of the study’s purpose and consented to participate. To assess creative thinking, E. P. Torrens’ test and the psychosemantic technique “Role Relations of Social Subjects with Creative Personalities” were utilised. Statistical data processing was conducted using the IBM SPSS Statistics software package. Results and scientific novelty. The study elucidated the specific nature of the relationship between the creative resources of personality and the self-assessment of existential values in students, contingent upon the focus of their professional training. It was established that students specialising in the humanities and social sciences exhibit an integration of value self-assessment with the adaptive resources of creativity, whereas students in technical disciplines display a contrast between these components. For the first time, a qualitative heterogeneity in the relationship between creative resources and existential selfassessment was identified, depending on the students’ professional training direction, leading to the classification of four integration types: synergy, dissonance, compensation, and denial of value within the “I” structure. The distribution of these types is industry-specific: humanities students are characterised by a “synergy-dissonance-compensation” complex with a high level of creativity; future social specialists predominantly exhibit dissonance and compensation; while those in technical fields most commonly demonstrate denial of values within the structure of creative resources. Practical significance. The research materials are of practical value for developing models that provide comprehensive support to students during the creation of programmes aimed at optimising the relationship between students’ creative potential and their personal self-assessment, with an emphasis on the professional component of their training.

Introduction. The level of education among those living in poverty affects not only financial behaviour and access to resources but also the strategies by which this group interacts with the state and the community. Aim. The current study aims to evaluate education as a factor in structuring the strata of the poor, with the goal of enhancing the effectiveness of social policy measures and identifying risk groups associated with the perpetuation of poverty and stigma. Methodology and research methods. The research methodology is characterised by an analysis of the role of education in social stratification, framed within the theories of human and social capital, to provide a multidimensional explanation of poverty as a stratified and behaviourally variable phenomenon. The mechanisms for overcoming poverty are examined through the integration of human and social capital theories, considering their operation within two dimensions of the social space of poverty: the institutional and the social-network spheres. The database used for the analysis was compiled from a survey conducted in June 2023 in the Sverdlovsk Region, targeting individuals with incomes below the subsistence level. The survey included a total of 2,273 respondents. During the survey, procedures were implemented to enhance the quality and representativeness of the sample, including broad geographical distribution of questionnaires, clear briefing of respondents, and continuous operational feedback. In the subsequent data processing phase, at the sampling adjustment stage, questionnaires were excluded if respondents exhibited certain strategies aimed at minimising effort, such as linear completion of tabular questions or frequent omissions. Results. It has been found that higher levels of education lead to significantly higher incomes and expenditures, increased life satisfaction, reduced poverty, and lower levels of debt. Respondents with higher and secondary vocational education have greater access to financial instruments, make more active use of government support measures, and demonstrate greater integration into the social environment, relying on a variety of resources. Scientific novelty. The novelty of this research approach lies in its consideration, for the first time, of the level of education as a stratification feature within the context of the human and social capital it generates. This perspective enables a deeper understanding of the mechanisms underlying the reproduction of poverty and clarifies the role of education in mitigating the risks of falling into poverty. Practical significance. The results of the study can be used to develop targeted social policy measures in the Russian Federation.

Introduction. The relevance of this study stems from the rapid introduction of artificial intelligence (AI) technologies across various sectors of Russia’s economy and social sphere, alongside an insufficient scientific examination of the challenges involved in integrating these technologies into the higher education system. Aim. The present research aims to assess the potential use of AI technologies in Russian higher education by conducting a comparative analysis of Russian and international experiences. Methodology and research methods. The study employs a systems approach methodology. To address the tasks, a range of methods was utilised, including comparative, correlational and content analysis, systematisation of information, and rating. Results. Based on a comparative analysis of AI implementation practices at 36 universities worldwide (including 15 in Russia), five key areas of application were identified: management and analytics, adaptive learning, optimisation of teaching staff workload, organisation of the educational process, and research support. A strong correlation (r = 0.92) was found between the number of universities with successful AI implementation practices in a country and that country’s position in the Global AI Index. Scientific novelty. This is the first comparative analysis of AI implementation practices in leading universities worldwide, providing an evaluation of the technology and addressing the existing gap in scientific research on the subject. Practical significance. The results of this study can be used by universities to develop strategies for implementing AI. The identified best practices can also be employed to assess the potential of the technology in each of the specified areas of AI application.

Introduction. One of the most challenging tasks for a teacher is addressing the needs of students with twice-exceptionality, whose conflicting characteristics complicate the learning process. Implementing new strategies to foster a positive emotional environment and mitigate negative experiences for this group of students represents a promising approach that can enhance existing methods of positive psychology. Aim. This research aims to investigate the impact of mindfulness-based cognitive interventions on the efficiency of working memory in twice-exceptional Saudi middle school students. Methodology and research methods. The study involved the development of mindfulness strategies among the participants, followed by in-depth interviews to evaluate their perceptions of the results obtained. Measurements were conducted at three stages: prior to the intervention, midway through, and after its completion. To assess changes in verbal working memory, the Digit Span test was utilised, while the Corsi Block-Tapping Test was employed to evaluate visuospatial working memory. Results. Statistically significant differences (p < 0.05) were observed between the experimental and control groups at all stages of testing, indicating the effectiveness of the employed methods. This finding was further corroborated by the results of a qualitative analysis conducted using NVivo software. Scientific novelty. For the first time, this study investigates the impact of mindfulness strategies on the cognitive functions and emotional well-being of a lesser-studied group of students, who often remain outside the scope of traditional pedagogical research. Practical significance. The results can be utilised to develop specialised programmes for gifted students with twice-exceptionalities. Recommendations are provided for training teachers in methods that adopt a deliberate approach to instructing this group of students.