• Relational Pedagogy in University Mentoring Systems

  Review Article

  

  Development of education Volume 8 No 4

  Author:

  Elena V. Kiseleva

  Work direction:

  Pedagogy and Modern Education

  Abstract:

  The article analyzes the concept of relational pedagogy as a fundamental approach to building an effective mentorship system in higher education institutions. Relational pedagogy is defined as an approach that focuses on fostering strong, respectful, and trusting connections among participants in the educational process. The article explores the key principles of this approach (respect, trust, cooperation, empathy, and dialogue) within the context of interaction between a mentor and a mentee. A comparison with historical and contemporary pedagogical concepts is made including "pedagogy of cooperation," humanistic pedagogy, and the theory of educational systems. The paper presents an author's interpretation for integrating the principles of relational pedagogy into university mentorship programs, demonstrating the effectiveness of this integration. Practical recommendations are offered to enhance the efficacy of the relational pedagogy within the mentoring processes, illustrating how its implementation contributes to the students’ comprehensive development.

  Keywords:

  higher education, cooperation, dialogue, mentorship, trust, relational pedagogy, humanistic pedagogy

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• Assessment of the Potential for Self-Development and Self-Education as Defining Elements of the Professional Development of Students in Pedagogical Specialties at Russian and Foreign Higher Education Institutions

  Research Article

  

  Development of education Volume 8 No 4

  Authors:

  Aleksander A. Kirillov, Elena G. Khrisanova

  Work direction:

  Pedagogy and Modern Education

  Abstract:

  The article discusses the current problem of assessing the potential of self-development and self-education competencies of students in pedagogical specialties as key factors in their professional development. It is revealed that the formation of these competencies is a necessary condition for the successful training of highly qualified pedagogical personnel who meet the requirements of the modern education market. The purpose of the study was to identify the key components of self-development and self-education potential, as well as to analyze existing approaches to their assessment in the context of the Russian and international educational environment. To achieve this goal, the authors used methods of scientific literature analysis, comparative analysis of pedagogical practices, and educational standards. The article provides an analysis of the phenomena of self-education and self-development as factors of professional development, an overview of assessment methods, identification of problems in university practice, and suggestions for improving educational programs and diagnostic tools. The practical significance of the study lies in the development of theoretical foundations and practical recommendations for assessing and forming self-education and self-development competencies, which contributes to improving the quality of training highly qualified pedagogical personnel in Russia and foreign countries.

  Keywords:

  students, self-education, professional mobility, professional development, self-development, pedagogical universities

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• Training of Foreign Citizens in Postgraduate Studies at a Pedagogical University: An Analysis of Practice

  Review Article

  

  Development of education Volume 8 No 4

  Author:

  Galina A. Aleksandrova

  Work direction:

  Pedagogy and Modern Education

  Abstract:

  The internationalization of the educational sphere, the growth of international academic mobility, and the development of educational cooperation determine the identification of key guidelines in the system of training national personnel for foreign countries. The Russian Federation is among the top ten countries in the world for the export of education. Every year, an increasing number of foreign citizens are attracted to training in programs for the training of scientific and scientific-pedagogical personnel in the postgraduate programs of Russian universities, including pedagogical ones. The purpose of this study is to analyze the student body and the practices of training foreign citizens in the postgraduate program of a pedagogical university. The author analyzed the contingent of foreign postgraduate students at pedagogical universities in the Volga Federal District. The paper presents a system for training and supporting foreign postgraduate students, which allows them to more easily adapt to the new socio-cultural environment and master the educational and scientific components of the postgraduate program. The main problems of training foreign citizens in postgraduate programs are identified and areas of activity are proposed to improve the process of training foreign scientific and pedagogical personnel in the postgraduate programs of pedagogical universities.

  Keywords:

  higher education, pedagogical university, internationalization of education, foreign citizens, postgraduate studies

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• Group Formats of Preparation for the Main State Exam in Social Studies (from Work Experience)

  Review Article

  

  Development of education Volume 8 No 4

  Author:

  Marina N. Krasnova

  Work direction:

  Pedagogy and Modern Education

  Abstract:

  At the end of the 9th grade, in most regions of the Russian Federation, students must pass four exams: two mandatory (Russian language and Mathematics) and two optional, one of which is often the Main State Exam in Social Studies; however, approximately 7% of students fail to pass it each year. This article explores preparation in mini-groups for this exam, aiming to analyze the possibilities and results of using such a group format. The research aims are: 1) to analyze the theoretical aspects of preparing students for the Main State Exam in Social Studies; 2) to describe, structure, and evaluate the author's model for organizing preparation in the format of micro-groups. To achieve these aims, the author analyzed scientific and methodological materials and summarized the results of his own teaching activities, including systematic testing of methods. The testing of this proposed system has demonstrated its didactic effectiveness, as it combines remote and in-person learning, personalized work in small groups, an interactive approach involving subject-subject interaction, and multi-level monitoring. This strategy not only promotes the systematic mastery of subject content but also focuses on developing students' meta-subject competencies and psychological readiness for the final examination process.

  Keywords:

  students, group work, Main State Exam, final examination, social studies

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• Theoretical Approaches to the Development of Educational Models

  Review Article

  

  Development of education Volume 8 No 4

  Authors:

  Roman V. Demyanchuk, Tatiana A. Komarnitskaia

  Work direction:

  Pedagogy and Modern Education

  Abstract:

  The article discusses the theoretical foundations of designing educational models in the context of the transformation of modern education. The purpose of the study is to analyze the main approaches to the development of educational models. The methodological base uses the works of domestic and foreign researchers (A. M. Novikov, D. A. Novikov, L. S. Vygotsky, J. Piaget, J. Bruner, A. Bandura, G. Gardner, and others), as well as the principles of cognitive, constructivist, sociocultural, and systemic approaches. The methods of comparative theoretical analysis, conceptual modeling and generalization of scientific sources are applied. As a result of the research, the position is substantiated that the application of individual theoretical approaches in an isolated form limits the possibilities of designing educational models, while their integration within the framework of a systematic approach makes it possible to form an integrated and adaptive educational model. It is shown that the inclusion of sociocognitive mechanisms and consideration of multiple forms of intelligence are conditions for the practical feasibility of integrative educational models and their personalization. The practical significance of the research lies in the possibility of using the findings in the design of educational programs, digital educational environments and personalized learning technologies.

  Keywords:

  design, cognitive approach, systemic approach, educational model, constructivism, socio-cultural approach

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• Participation in IT Startups as a Tool for Forming Soft Skills in IT Bachelor’s Degree Students

  Research Article

  

  Development of education Volume 8 No 4

  Authors:

  Oksana V. Davydova, Elena T. Yaruskina

  Work direction:

  Pedagogy and Modern Education

  Abstract:

  In modern society, it is essential for any specialist to develop not only professional but also universal, so-called soft skills. These skills enhance professional competency (hard skills) by complementing it. For most employers in IT and technology companies, "soft" competencies are equally or even more important than professional ones. This leads to the conclusion that fostering soft skills in IT undergraduate students is necessary already at the university stage. This article explores the potential of participation in IT startups as a tool for developing soft skills in IT bachelor's students. It analyzes the concept and classification of soft skills, as well as key employer requirements for the soft skills of candidates at various IT position levels. The paper describes the experience of a group of IT bachelor's students participating in an acceleration program, during which the team completed an IT project to develop a low-code constructor for MiniApps. The stages of the project work are outlined, detailing the goals and content of activities at each stage, along with the associated opportunities for soft skills development. The results of the theoretical study indicated the high potential of student participation in such projects for soft skills formation, which was confirmed by a pedagogical experiment showing positive progress in student skill development.

  Keywords:

  soft skills, IT specialists training, IT bachelor’s degree students, IT-project, IT-startup

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• Training of Lawers in Higher Education Institutions of the Russian Federation for Using Resilience in the Future Professional Activities

  Review Article

  

  Development of education Volume 8 No 4

  Authors:

  Igor G. Komlev, Inna G. Mazkova, Vladimir V. Arapov

  Work direction:

  Pedagogy and Modern Education

  Abstract:

  The professional education of future lawyers must prioritize the cultivation of resilience as a core competency. Resilience enables legal professionals to manage stress, prevent burnout, and sustain psychological well-being amid the demanding nature of legal practice. The legal field is characterized by high workloads, intellectual intensity, and emotional pressures arising from litigation, client relations, and decision-making under uncertainty. These conditions often lead to fatigue, irritability, and loss of motivation, ultimately impairing professional performance. Empirical research reveals that more than half of practicing lawyers report high or extreme levels of stress, frequently accompanied by emotional exhaustion and apathy. Contributing factors include excessive caseloads, exposure to distressing information, and the constant need to anticipate legal risks. As technology continues to transform the legal sphere particularly through artificial intelligence and automation lawyers face new challenges that require continuous learning digital literacy, and adaptability. Therefore, legal education should incorporate systematic approaches to strengthen students’ psychological preparedness. Evidence-based training programs focused on emotional regulation, communication, and self-management can help students build sustainable careers and maintain well-being. Integrating resilience development into the curriculum ensures that future lawyers remain effective, ethical, and mentally balanced professionals in an ever-changing legal and technological environment.

  Keywords:

  professional training, stress, professional burnout, resilience, future lawyers

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• The Relationship Between Academic Resistance and Cognitive Activity of the Students of the Yelabuga Institute of Kazan (Volga Region) Federal University

  Research Article

  

  Development of education Volume 8 No 4

  Author:

  Tatyana N. Bochkareva

  Work direction:

  Pedagogy and Modern Education

  Abstract:

  The training of undergraduates in the pedagogical field (students of the second stage of higher education) includes not only the development of competencies enshrined in the federal state educational standard of higher education, but also the formation or consolidation of skills such as the ability to cope with extreme professional situations, flexibility in difficult situations, mobilization of moral and volitional efforts to achieve their goals, etc. The ability to succeed in school despite social barriers and difficulties, i.e. academic resistance reaches its greatest relevance by the time of graduate studies. Cognitive activity contributes to the most complete assimilation of educational information and the formation of professional competencies. Information about the relationship between academic resistance and cognitive activity of undergraduate students is the subject of this paper. In the course of the work, the following methods were used – the full version of the Scale of individual academic Resistance (adaptation of R. S. Zvyagintsev) and a method for diagnosing the motivation of learning and emotional attitude to learning (A. D. Andreeva, A. M. Prikhozhan). The study revealed the relationship between academic resilience and cognitive activity, as well as the greater influence of cognitive activity components on academic resilience.

  Keywords:

  cognitive activity, university, master's degree, academic resilience, resilience

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• P.F. Lesgaft's Concept of Physical Education as a Basis for the Psychology of Corporeality and the Formation of the "Self-Concept"

  Research Article

  

  Development of education Volume 8 No 4

  Author:

  Anna A. Potapova

  Work direction:

  Psychology in Education

  Abstract:

  This article presents a theoretical analysis of P.F. Lesgaft's concept of physical education as a basis for the psychology of corporeality and the formation of the "self-concept". The appeal to his concept is motivated by the potential of his scientific legacy. The purpose is to identify and theoretically substantiate the potential of Lesgaft's concept as a methodological basis for modern psychology of corporeality. The objectives are to analyze approaches to "corporeality" and the "physical I" in light of modern research. The primary research method was an analysis of Lesgaft's scientific legacy and works by contemporary scholars. His ideas form a holistic anthropological model, in which the physical "I" serves as the central element of the "self-concept." The analysis demonstrates a direct correspondence between his views and the modern interpretation of corporeality: his description of the relationship between thought, action, and character structurally corresponds to the three-component model of the "physical self," including cognitive, affective, and behavioral components. Lesgaft revealed the substantive content of the stages of corporeality development – from the stage of psychosomatic identity through the acquisition of conscious control to age-related regression. This dynamic model demonstrates corporeality as an evolving process inextricably linked to personality development.

  Keywords:

  physical education, self-concept, Lesgaft’s concept, psychology of corporeality, physical “I”

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• The Relationship Between Self-Efficacy and Self-Management of Pedagogical University Students in the Context of Professional Development

  Research Article

  

  Development of education Volume 8 No 4

  Authors:

  Natalia N. Kniazeva, Natalia V. Savina, Elizaveta S. Ledneva

  Work direction:

  Psychology in Education

  Abstract:

  The work is devoted to the study of the relationship between self-efficacy and self-management of students of a pedagogical university. Personal self-efficacy as the ability to quickly and effectively solve problems in various areas of life is typical for some students of a pedagogical university. So, self-effectiveness in the field of communication is quite well developed, the level of self-effectiveness in subject activities is somewhat lower. Understanding self-management is essential for uncovering the mechanisms of personal growth, professional success, and social adaptation. The students' real ability to manage their academic and extracurricular processes leaves much to be desired, especially in key areas such as forecasting, self-monitoring, and correction. Students' confidence in their professional (subject) abilities is closely intertwined with the ability to manage their activities. There is a paradox: students are confident in their abilities, but they do not have the developed skills to implement this confidence in well-planned actions. Correlation analysis revealed a stable and growing link between self-efficacy and self-management among students. As we learn, this connection strengthens and affects more and more components of self-government, which confirms their mutual development.

  Keywords:

  personal self-efficacy, self-efficacy in communication, self-efficacy in subject activity, self-management, the ability to self-management, students of a pedagogical university

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