Introduction. In light of the increasing significance of training highly qualified specialists, enhancing the information and educational environment of Russian universities has emerged as a key trend in improving the effectiveness of teaching practices.

Aim. The present research aims to analyse students’ assessments of the characteristics of the information and educational environment in higher education within the context of digitalisation, identifying priorities and deficiencies in its development.

Methodology and research methods. The study employs systemic, situational, axiological, and socio-engineering approaches. This article presents the findings of an empirical investigation into the priorities and deficiencies in the development of the information and educational environment within higher education. A total of 1,107 students, aged 17 to 29 years, participated in the study. The primary method utilised was a questionnaire survey, which effectively captured the nuances of the information and educational environment in the context of digitalisation. It also reflected the students’ perceptions of the semantic meanings associated with digital transformations, as well as their opinions on the priorities and shortcomings in the evolution of the contemporary information and educational environment in higher education.

Results and scientific novelty. The data obtained allow us to discuss the positive expectations of young people regarding the digital transformation of the educational process in higher education. This analysis examines the influence of teachers’ digital skills on the meaningful enhancement of the information and educational environment, as well as the formation of new psychological and pedagogical opportunities for fostering cooperation during the educational process. Several barriers to the development of the information and educational environment have been identified, including insufficient material and technical resources in universities, a low level of digital competence among teachers, and a limited range of interactive technologies being utilised. Furthermore, it has been established that the psychological and pedagogical risks associated with the development of the information and educational environment are linked to a decline in students’ knowledge and communication skills.

Practical significance. The results obtained can be utilised by administrators and educators in higher education institutions when evaluating deficiencies in the development of the information and educational environment.

Introduction. The Fourth Industrial Revolution has brought about significant changes in both the economy and education. This study introduces a tailored self-design training model specific to Indonesia’s industries for students.

Aim. The present research aims to develop a learning model that is product-oriented and tailored to meet the needs of the industry. Additionally, it seeks to evaluate the model’s effectiveness in enhancing the readiness of vocational high school (VHS) students.

Methodology and research methods. The study employed various testing methods, including interviews, questionnaires, and practical performance assessments.

Results and scientific novelty. The developed Industry-Integrated Self-Design Project Learning (i-SDPL) model integrates the learning experiences from VHSs with an industry component aimed at familiarising students with the professional environment of enterprises. This model emphasises student independence in the development and implementation of industry projects. The integration with industry within the model offers students access to the latest technologies and practical knowledge that may not always be available in an academic setting. The advantages of this model include active student participation in enterprise operations, training based on real products, and a comprehensive enhancement of both technical competencies and soft skills compared to traditional methods. The effectiveness of the i-SDPL model is evaluated based on three main competency aspects, each with clear indicators and criteria. The i-SDPL model has demonstrated its effectiveness in enhancing attitude, knowledge, and skills competency among 136 students across two trial implementations.

Scientific novelty. An original i-SDPL model has been developed to ensure the integration of vocational education programmes with the specific needs of various industries.

Practical significance. The widespread adoption of the i-SDPL model will further enhance partnerships between vocational education institutions and industry. The findings of this study are not only pertinent to the VHS system in Indonesia but can also serve as a valuable guide for vocational education institutions in other countries facing similar challenges.

Introduction. Awareness of the crisis surrounding traditional educational approaches has prompted the exploration of new pedagogical strategies designed to enhance the professional competitiveness of older teachers.

Aim. The aim of the current research is to identify pertinent issues and the prevailing theoretical frameworks that support the preservation of the professional potential of older teachers amid the ongoing transformational processes within the education system of the Russian Federation.

Methodology and research methods. Acmeological, cluster, and socio-digital approaches have become the foundational basis for research. The research methodology employed a descriptive approach to review both theoretical and empirical studies. A total of 2,697 publications related to the research topic were identified. Limitations included the fact that the search for research results in both Russian and English was conducted using publicly available databases.

Results. The prolongation of the careers of educators in the “third age” is a multifaceted process influenced by the dialectical interaction of personal and motivational factors, institutional support, and the optimisation of professional conditions. A crucial element in the successful integration of older educators into the contemporary educational landscape is their willingness to participate in continuous learning, actively utilising informal and non-formal practices.

Scientific novelty. The scientific novelty of this study lies in conducting a large-scale investigation into methods for preserving the professional potential of older teachers, as well as examining the roles of formal, non-formal, and informal practices in these processes.

Practical significance. The practical significance of this research is that the results obtained can be utilised to develop strategies aimed at maintaining and enhancing the professional competence of teachers within this age group.

Introduction. The diverse external and internal challenges of contemporary reality necessitate the proactive engagement of labour participants, who can effectively navigate the dynamic socio-economic transformations. This includes adapting to shifts in professional fields throughout their lives and being prepared to acquire new forms of social and professional skills in response to evolving career demands.

Aim. The aim of this study is to develop and provide a theoretical and methodological justification for a model of socio-professional reorientation. The core of this model is the psychological readiness of individuals to engage in new social and professional activities, facilitated by the development of essential transprofessional competencies.

Methodology and research methods. The subject-activity, acmeological, competence, polycyclic, and socio-digital approaches serve as the foundational basis for research on this issue. The research methods employed include the Communicative Social Competence questionnaire by N. P. Fetiskin, the Differentiated Type of Reflection questionnaire by D. A. Leontyev and E. N. Osin, the Self-Efficacy Scale developed by J. Maddux and M. Sherer, the Diagnostics of Self-Organisation Features questionnaire by A. D. Ishkov and N. G. Miloradova, the Integral Job Satisfaction questionnaire by A. V. Batarshev, and the Adaptability questionnaire by A. G. Maklakov.

Results and scientific novelty. A model of social and professional reorientation is proposed, with the central construct being the psychological readiness of individuals to acquire new types of activities in the context of career change and re-professionalisation.

Practical significance. The model developed by the authors can be utilised in pedagogical and psychological practices to provide psychological and pedagogical support for social and professional reorientation, as well as re-professionalisation, in the context of a career change.

Introduction. Social media has evolved over the past decade into one of the most engaging forms of online activity, experiencing exponential growth in the number of users. However, this surge can lead to negative psychosocial consequences for participants in network interactions.

Aim. The aim of this study is to investigate the relationship between social media addiction, psychological alienation, and cognitive distortion among youth in Jordan.

Methodology and research methods. The study involved 784 young individuals aged 18 to 35 years. Scales measuring cognitive bias, social media dependence, and psychological alienation were developed for data collection.

Results. The results indicated a positive correlation between social media addiction, psychological alienation, and cognitive distortion. Young individuals were found to experience higher levels of psychological alienation compared to older participants in the study. Furthermore, unmarried and divorced individuals exhibited greater levels of cognitive distortion, social media dependence, and psychological alienation than their married counterparts.

Scientific novelty. The scientific novelty of this study lies in examining the relationships among three key psychological factors – social media addiction, psychological alienation, and cognitive biases – among youth in Jordan. Previous studies have analysed the impact of these forms of social media addiction in isolation.

Practical significance. Programmes designed to optimise social media use, reduce social isolation, and enhance cognitive flexibility can help mitigate the detrimental effects of excessive internet use. The findings of this study may inform the development of counselling and prevention programmes tailored to specific demographic groups that are at an increased risk.

Introduction. Intra-Russian educational migration among young people is significant due to the necessity for balanced spatial development within the educational system and the need to enhance the appeal of regional universities. The absence of an effective regional educational policy results in an uneven distribution of youth and the emergence of regional disparities in access to higher education.

Aim. The aim of this study is to classify Russian regions based on the patterns of educational migration among young people. This classification seeks to formulate scientifically grounded recommendations for enhancing regional educational policies and managing migration flows effectively.

Methodology and research methods. The study utilised statistical data from Rosstat regarding intra-Russian migration flows of young people from 2019 to 2023, along with the results of the 2020 All-Russian Population Census. The methodology is grounded in the calculation of the migration balance for specific age groups, including applicants aged 17 to 18 years and university graduates aged 20 to 23 years. Additionally, it involves the calculation of the return coefficient to develop a typology of regions categorised as donors, acceptors, transit, balanced, and closed.

Results. Stable regional differences in educational migration have been identified: 45 regions in Russia serve as donors (losing youth), 12 regions are acceptors (attracting applicants), 21 regions maintain a balanced position, 2 regions are classified as transit, and an additional 5 territories exhibit low migration activity (closed). Data for 4 new territories is currently unavailable. Numerical criteria have been proposed, and a typology of Russian regions based on the educational migration of young people has been developed.

Scientific novelty. An innovative methodology for classifying regions based on migration balance and return coefficient has been developed, taking into account the unique characteristics of internal youth migration in Russia to assess regional educational policy effectively.

Practical significance. The results can be utilised by government agencies and universities to modify educational policies, enhance the appeal of various regions, and manage the educational migration patterns of young people.

Introduction. The rapid development of artificial intelligence (AI) technologies and their integration into the educational system necessitate that teachers become proficient in applying AI tools in their professional activities. Currently, the advancement of artificial intelligence literacy (AI literacy) is a focal point internationally, with educational programmes aimed at enhancing AI literacy for both students and teachers being implemented. However, despite a general interest in the topic of artificial intelligence, the term “AI literacy” is rarely used in Russian scientific publications. Therefore, there is a clear need to understand the concept of “literacy in the field of artificial intelligence” from a new perspective. In this context, the professional activities of teachers and the identification of their content become the aim of this study.

Methodology and research methods. The primary research methods employed included the analysis of scientific, pedagogical, and methodological literature, as well as the synthesis, systematisation, and generalisation of facts and concepts. Additionally, content analysis was conducted on the materials sourced from leading quotation and analytical databases.

Results and scientific novelty. In this paper, AI literacy is defined as a set of knowledge, skills, and abilities in the field of artificial intelligence that enables individuals to understand the fundamental principles of AI technologies and interact with them effectively while addressing both professional and personal tasks. Additionally, it allows individuals to critically evaluate the ethical risks and societal consequences associated with the use of these technologies. The authors have developed and presented a component structure of teachers’ AI literacy, which comprises five interrelated components: cognitive, activity-based, reflexive, personal, and ethical. The authors have elucidated the content of each component and proposed potential directions for the professional development of teachers in this domain.

Practical significance. The materials presented in this paper can serve as a foundation for enhancing the professional development system for teachers in the context of digital transformation in education.