Aim of the scientific article is to describe the main aspects of the personality-creating strategy of the effective interaction of educational complexes with students’ families who are aimed at achieving higher educational results.

Methodology. The study employed personcentered approaches. Surveys were conducted with parents, and pedagogical teams were interviewed to analyze the level of interaction within the educational complexes.

Results have demonstrated that implementing personality-creating strategy in interactions between educational institutions and students’ families enhances the level of parental engagement in the educational process. The study has established that personality-creating strategy improves communication between educators and students’ families and positively influences students’ academic performance and socialization. Analysis of the results indicated increased parental satisfaction with the educational process and greater active participation in school life. Scientific novelty and research implications. The scientific novelty resides in the description of the personality-creating strategy for educational complexes’ pedagogical teams to engage with students’ families, adapting innovative pedagogical approaches and psychological practices to contemporary circumstances. The theoretical significance of this research lies in broadening the understanding of the interaction between educational complexes and students’ families, commencing from preschool, which currently facilitates the development of modern models and innovative approaches in the relevant field. The practical significance of this research lies in utilizing the data obtained to enhance teacher-parent interaction programs for preschool and schoolage students. The results obtained can serve as a basis for developing methodological guidelines aimed at improving the interaction between the teaching staff and students’ families.

Conclusions. In the process of research, it was determined that the personality-creating strategy of interaction of educational complexes with students’ parents contributes to improving the communication process, which in this case has a positive effect on academic performance and socialization of students.

Aim. To scientifically substantiate the essence of team support of the individual educational course designed for students of the secondary educational organization and its technology.

Methodology. Systemic, individually oriented, project-technological approaches are used; analysis and generalization of basic research concepts, systematization of theories and practices in the field of team support of individual educational courses of schoolchildren are the research methods.

Results. The invariant and variable technological components have been developed for diagnosing the effectiveness of team support for individual educational courses of primary school students.

Research implications. The structure of the team support technology of individual educational courses of students at the secondary educational organization is presented.

Conclusions. The study substantiates the essence and technology of team support of individual educational routes and presents its components. The theoretical results obtained serve as a basis for designing the practical activities of teachers in the process of supporting individual educational routes in the conditions of a digital educational environment.

Aim. To present the development of an educational and mathematical printed book in the form of periodization. The article deals with the following tasks: 1) to analyze researches on the history of the development of the Russian prerevolutionary mathematical educational books, 2) to determine the criterion that forms the basis for the periodization of the development of the corpus of mathematical educational printed books of prerevolutionary Russia, 3) to identify and describe the periods in the development of the mathematical educational books in prerevolutionary Russia.

Methodologys. The study is based on the general principle of determinism, which recognizes the mutual connection and conditionality of changes, the method of historicism, which allows to identify logic in the process of historical development, on the comparative analytical method.

Results. For the first time, periodization of educational and mathematical printed book, consisting of four periods, has been developed (1682–1918). Research implications consist in possibility to address the issue of developing a periodization and creating a periodization for the development of an educational and mathematical printed book. The periodization criterion is based on the methodological knowledge in the creation of a textbook.

Conclusions. Trends of the development of the corpus of educational and mathematical publications can be presented in the form of periodization.

Aim. To substantiate and present the program aimed to cultivate conscious and responsible attitude to their future family life of teenagers in school considering the modern socio-cultural context. It is expected that school graduates should have a high level of spiritual and moral culture, a valuebased attitude to the family, know the rules and laws of family life, and be ready for responsible parenting. The article reveals the theory and practice of organizing the educational process in a comprehensive school in terms of introducing family values to senior schoolchildren.

Methodology. The methodological basis of the study was formed by the main provisions of the axiological, systemic, personality-oriented and competence approaches, the combination of which creates a productive basis for developing program to introduce to teenagers traditional spiritual and moral values of Russian society. Methods of studying scientific literature, databases, publications in the media (content analysis, synthesis, induction, deduction, comparison, generalization, systematization); prognostic methods (design and schematization), empirical methods (systemic analysis of axiological characteristics of the educational process at school, questionnaires, survey), mathematical processing of the obtained data were used.

Results. It was revealed by analyzing the modern socio-cultural situation, psychological and pedagogical literature and educational practice that traditional spiritual and moral values such as family, motherhood and fatherhood, family traditions, respect, trust, love, support, responsibility and honesty should be introduced to high school students in the educational process. That is why developing programs for educating teenagers in the culture of family relations is determined. The educational content of this program is focused on axiological matrices: family and its social role, young family, parenthood, culture of family relations, family and social policy of the state. In the process of implementing the program, it is advisable to use various methods such as the method of problematic presentation, the project method, the research method, and methods of empathy for situations, roleplaying games, training, etc. Research implications. It is revealed that the increase in socio-cultural and organizational-pedagogical knowledge in comprehensive school in terms of transmitting family values and preparing young people for family life is ensured by the definition of axiological foundations for educating adolescents in the culture of family relations. The theoretical conclusions and generalizations obtained in the study create the basis for further study of ways to introduce schoolchildren to the value of family and the culture of family relations. The practical significance of the study lies in educating the younger generation in a valuebased attitude towards the family, as well as preparing high school students for the upcoming family life, which is important for the successful socialization of the younger generation. The developed program will allow adolescents to form a stable system of value guidelines based on traditional ideas and contributing to the socio-cultural development of society.

Conclusions. Ability of a person to actively and consciously transform the world and himself in accordance with moral values and moral imperatives is possible due to pedagogical axiology. The axiological approach makes it possible to understand schooling as a process of assimilation by a teenager of traditional spiritual and moral values, which include the value of family, initiating the personal transformation of a high school student in accordance with the moral ideal. The goal of this transformation is the further objectification of spiritual and moral values in the future life. In this regard, the educational process of the school should create conditions for introducing high school students to family values, such as respect, trust, love, support, the culture of motherhood and fatherhood.

Aim. To consider the features of the engineering literacy formation when teaching physics to students of the governor’s engineering class.

Methodology. To achieve the research goal the experience was summarized and an analysis of the current formation of engineering literacy of students studying physics in the governor’s engineering class was presented. The methodological basis of the research is systematic, competence-based, personality-oriented and activity-based approaches. The following methods are used in the article: the method of theoretical analysis of pedagogical sources, systematization and generalization of the information received, observations, survey, pedagogical experiment.

Results. The author defines “formation of students’ engineering literacy when teaching physics.” The levels of special training in the governor’s engineering class are highlighted. The implementation of the work in the governor’s engineering classes for students of “Lyceum 142 of Chelyabinsk” is described. The analysis of the formation of engineering literacy among students of the governor’s engineering classes for the 2023/2024 academic year was carried out in terms of tested skills: working with scientific texts and technical texts, working with modern equipment, solving engineering problems.

Research implications. The theoretical significance of the study lies in the fact that the characteris tics of the governor’s engineering class are presented as a necessary condition for the formation of engineering literacy among students, which contributes to their readiness for professional activity in the field of engineering sciences. Based on the analysis of scientific and pedagogical literature, the definition of “formation of students’ engineering literacy when teaching physics” is given. The practical significance of the research lies in the development and implementation of engineering vacations, solving engineering problems, and executing a project. The results obtained can be applied by physics teachers to work with engineering students.

Conclusions. The formation of students’ engineering literacy in the governor’s engineering classes while teaching physics has a positive impact on career decisionmaking and building a professional trajectory. This research can be continued to organize the education process in the governor’s engineering classes, to improve the content of engineering education in the preparation of physics teachers for work in specialized classes, and to introduce the profession of “teacher-engineer.”

Aim. The process of organizing foreign students’ self-study at the educational institution of the Ministry of Internal Affairs of Russia at the stage of preuniversity training is examined in the article. Based on the experience of adult learners studying the Lexical Minimum in Russian as a foreign language at an elementary level, the sequence of organizing self-study events directed by the teacher for the specified category of students and the types of tasks that have proven their effectiveness is presented.

Methodology. As a result of conducting test training, timekeeping and interviews with the student participants in the process of generalizing the learning experience, the most effective methods of organizing self-study of adult learners guided by a teacher were identified. Results. A comparative assessment of the results of the elementary level test before and after the approbation of the proposed process of organizing self-study demonstrated that there is an increase in the number of points scored by ten percent, while a qualitative increase was noted among students in the age group over 40 years old who had previously scored such points which were not suitable to the requirements. Research implications. The specifics of the organization of self-study of foreigners of the educational institution of the Ministry of Internal Affairs of Russia at the stage of preuniversity training in the Russian language are revealed, which consists in the need to obey the official schedule when planning time for self-study. The purpose and objectives of organizing self-study at the specified stage of training have been clarified; the sequence of creating educational and diagnostic materials for self-study has been developed. The practical value of the research is determined by the possibility of using its results to develop educational and methodological materials aimed at eliminating lexical and grammatical errors of foreign students at the preuniversity stage of training.

Conclusions. The described features of organizing self-study of foreign students have proven their effectiveness to enrich the knowledge necessary for students to master Russian as a foreign language.

Aim. The article focuses on the use of economic indicators of Russian regions in the educational process to develop students’ statistical analysis skills. The authors aim to justify the effectiveness of incorporating real regional data into geography teaching and propose specific task examples for integrating such data into the school geography curriculum.

Methodology. The various research methods are employed in the study, including analysis of scientific literature and regulatory documents, content analysis of statistical sources, surveys, and statistical methods for processing results. The article emphasizes an interdisciplinary approach combining elements of mathematics, geography, social studies, and computer science. The methodological framework is founded on activity-based and competency-based approaches, fostering students’ practical statistical analysis skills through work with real economic data. The research includes variability analysis of data, as well as the construction of graphs and charts from the perspective of assessing their educational potential at the basic general education level.

Results. The article identifies a set of economic indicators most suitable for teaching geography at the basic general education level (e.g., GDP per capita, unemployment rate, fixed capital investments, etc.). It proposes tasks aimed at developing students’ ability to work with economic statistics and provides a lesson plan for a 9th-grade geography class on the topic “Population of the European North: A Statistical Analysis.” Additionally, the article presents the results of a pedagogical experiment conducted during geography lessons for 9th-grade students.

Research implications. The theoretical significance of the study lies in justifying the role of regional statistics in developing students’ statistical literacy. The practical value consists in developing meth-odological recommendations for teachers, including sample tasks and case studies based on data from Rosstat and other official sources.

Conclusions. The experiment confirmed that using economic indicators of Russian regions is an effective tool for developing students’ statistical analysis skills. Working with real-world data enhances subject comprehension and fosters skills essential for professional activities.

Aim. To consider the conditions, structure and content of the model devoted to development of experimental skills of high school students studying physics at the basic level.

Methodology. Systemsactivity approach was used as the research methodology. The existing conditions in high school for developing students’ experimental skills were identified through a survey of physics teachers. The following methods were used: observation, modeling, and generalization of the findings.

Results. The conditions and possibilities for implementing a model for developing experimental skills in high school students have been identified, and the need to create experimental tasks that include questions, tasks, and tests on mechanics that contribute to the development of experimental skills in high school students has been substantiated; methodological recommendations for the development of experimental skills in secondary school students in physics lessons, as well as levels and criteria for confirming the effectiveness of the model, have been developed.

Research implications. The definition of “experimental skills” of students has been formulated, a model for the development of experimental skills of high school students has been developed; the conditions for the development of students’ experimental skills based on a systemactivity approach have been identified; the criteria and levels of development of experimental skills in the study of mechanics at a basic level are proposed. Methodological recommendations have been developed for conducting physics lessons when studying the section “Mechanics”.

Conclusions. The experimental work conducted shows ways to solve the problem of developing students’ experimental skills in modern conditions of teaching physics at the basic level in high school. The proposed model eliminates the contradictions between the task of developing experimental skills in students and the impossibility of solving it using currently existing developments, in which the authors consider the methodology for organizing and conducting physics lessons that contribute to the development of experimental skills in high school students. In this case, such skills as observation, planning an experiment, analysis, and drawing conclusions are relevant.

Aim of the article is to reveal the role of intergenerational interaction in the future teachers’ existential self-determination and the ways of its organization.

Methodology. The materials from scientific sources and regulatory documents on the topic of the work were used, applied theoretical methods of analysis and generalization, as well as analytical and statistical methods of qualimetry to compare the information.

Results. The dialectical unity of intergenerational professional (pedagogical) interaction and existential self-determination of the future teacher in the educational environment of the university was revealed. Examples of projects for organizing intergenerational interaction in the educational environment of the university are offered (“Dynasties of Teachers. Attraction of Generations”, “Pedagogical memoirs”, “Imitation of the pedagogical ideal: retrospective and Prospect”, “My Youth – Timurovites”, “Existential Storytelling”, the anticafe project “Pedagogical Reboot”), ensuring positive dynamics of the signs of future teachers’ existential self-determination (existential fulfillment, existential sensitivity, existential synergy).

Research implications. It is proposed to consider communication, where the dyad “future teacher – scientific and pedagogical school” is important as one of the mechanisms of intergenerational pedagogical interaction. This dyad is understood as a dialogue of two coevent spaces through representatives of different generations of pedagogical work which represent the future and the past / present. Dialogicity is manifested in the ability to create existential experience in a future teacher through local history and pedagogical immersion. There are given following methods for identifying the effectiveness of the organization of intergenerational interaction: criteria for existential self-determination of a future teacher (cognitive, emotional and behavioral) and diagnostics that determine its dynamics (Existence Scale (Existenz-Skala, ESK) by A. Längle, K. Orgler; Conscious Choice and Self-Awareness Scale, PCASS; Self-Organization of Activities Questionnaire, OSD).

Conclusions. Intergenerational interaction not only fosters a sense of respect for older generations but also acts as a social resource that has a positive impact on the existential choice of a future teacher. The practical work confirms the effectiveness of the organization of project activities, which included the integration of generations of teachers and students, as well as the immersion of future teachers in the historical and pedagogical heritage. All this led to positive dynamics in the existential fullness, existential sensitivity and existential synergy of the future teacher. The proposed projects can play significant role in working with students at pedagogical universities, as well as in advanced training courses.

Aim. To consider the practical application of an individual educational conversation as a method of forming traditional values in the younger generation of Russians. The problems and prospects of this educational direction for employees of internal affairs bodies are described.

Methodology. The article presents the results of a survey, which involved Russian police officers, on the features of individual educational conversations aimed at forming moral stability on a specially formed sample (n=114). To confirm the results of the study, a set of methods such as pedagogical observation, analysis of the products of creative activity of cadets, and methods of mathematical statistics were used.

Results. Based on theoretical analysis, the article defines the factors and problems of spiritual and moral education (the need to choose educational methods that can have the strongest pedagogical impact on the educated, considering current social and political factors). The article describes the technology of spiritual and moral education in the process of individual conversations (the specifics of the time and place of the conversation, personal characteristics of the educator, creativity in choosing questions for conversations). The educational potential of individual educational conversations for the formation of spiritual and moral values in cadets has been determined, which is in demand for the functioning of an educational organization in the conditions of uncertainty and transformation of society.

Research implications. This study contributes to the improvement of the police education system, which is important in the modern conditions, brings scientific research related to the study of value orientations of police officers to a new level. The results of the study can be applied in the development of methodological recommendations for improving the work of cadet unit commanders on the spiritual and moral education of police cadets.

Conclusions. The research makes it possible to improve and optimize the process of spiritual and moral education of police officers based on modern pedagogical methods. It describes the role and place of individual conversations in the education of the younger generation. Recommendations are given to improve the technology of educating law enforcement officers. The author proves the relevance of individual educational conversations for the upbringing of Russian youth in modern conditions.

Aim. To identify the vector of improvement of professional competencies and personal qualities of cadets of the Ministry of Internal Affairs in the field of educational activities, to consider the concept of “educational competence of a police officer”, and to identify its components. Considering the identified components, select diagnostic techniques to study readiness of cadets of the Ministry of Internal Affairs for educational activities. 
Methodology. The methodological basis of the research is a set of approaches and ideas based on philosophical, general scientific and specific scientific levels. The main research methods are the analysis of regulatory legal documents of the Russian Federation and scientific sources on the stated problem, synthesis of scientific ideas, generalization of pedagogical and theoretical practical experience.
Results. It has been shown by theoretical analysis that the essence of the concept of “educational activity” of the future specialist of the Ministry of Internal Affairs of Russia and its methodological support in the personnel training system is insufficiently developed. During the professional training of cadets for educational activities, it is necessary to focus on expanding the educational potential of the student for further practical application. As part of his official activities, to form a legal awareness among citizens, a police officer needs to carry out educational work. Thus, the role of professional training for educational activities in the territorial bodies of internal affairs and in educational institution of the Ministry of Internal Affairs of Russia is emphasized. In this regard, up-to-date diagnostic material relevant to this area is provided. 
Research implications. The concept of “educational activity of a future specialist of the Ministry of Internal Affairs” is clarified, professionally important and personally significant qualities of a police officer are reflected, materials of a multilevel assessment system of diagnostic and organizational techniques are presented, which consists of several blocks such as communicative-speech, organizational-managerial, motivational, intellectual-competence and reflexive.
Conclusions. The introduction of up-to-date diagnostic material into the educational process of the educational organization of the Ministry of Internal Affairs of Russia to prepare future specialists of internal affairs bodies for educational activities will contribute to improving both their qualifications and the quality of the work of the entire law enforcement system. The essence of educational activities both within the educational system of the Ministry of Internal Affairs and in the professional and service structure is deep integration and an integrated approach to the implementation of educational resources.

Aim. To describe several conditions that contribute to teacher’s development of professional subjectivity in advanced training courses. The relevance of the article is determined by the state’s request to improve the quality of professional activity of a teacher, which is reflected in the state professional standard named “Teacher.” Such advanced training is based on the need to consider the requirements of professional standards for teaching staff for professional activity, considering changes in learning conditions, updating its content. The development of professional subjectivity is an important process that allows a teacher to improve professional activity through managing their own educational activities in the advanced training system.

Methodology. Anthropological, andragogical, subjective approaches serve as the methodological base of the study. Analysis of literary sources, method of examining significant studies on selected issues, method of determining a segment of own research in the problem space of the topic, the observation method are also used in the study.

Results. The main results of the study were the identified pedagogical conditions, generalized characteristics of pedagogical conditions that contribute to the development of professional subjectivity of a teacher.

Research implications. The theoretical significance of the study consists in revealing the conditions for the development of the professional subjectivity of the teacher such as the adoption by the teacher of the positions of professional standards in pedagogical practice, organization of advanced training courses on modern pedagogical problems, transfer of professional teaching values in the content of training. The practical significance lies in the development and use of research materials in postgraduate education.

Conclusions. In the current studies of the professional subjectivity of the teacher the need to identify the conditions for its development is indicated. Within the framework of the article, we proposed several conditions considering the requirements of modern professional standards in postgraduate education, organization of postgraduate training of teachers based on anthropological, andragogical, subjective approaches, affirmation in the content of training of the professional values of the teacher as professional pedagogical guidelines. Compliance with these conditions in postgraduate training made it possible to talk about the positive dynamics of the development of teachers’ professional subjectivity.

Aim. Ts to describe the possibility of applying a multiparadigmatic approach to the training of educational researchers receiving master’s degree at a classical university through international academic mobility programs.

Methodology. Multiparadigmatic, systemic, and interdisciplinary methodological approaches were used in the study. Elements of content analysis of scientific and pedagogical sources in Russian and English were utilized. The author relied on the principles of pedagogical axiology and the method of philosophical hermeneutics to substantiate the research methodology. The results analysis of training future teachers for research was conducted using a comparative method. A questionnaire was used for the empirical part of the study.

Results. Interpretations of key categories of the multi-paradigmatic approach (paradigm, paradigmaticity, polyparadigmaticity) in pedagogy and other humanities disciplines are compared. The essence of the theory of multiple pedagogical paradigms is described. From the perspective of the multiparadigmatic approach, the process of comprehensively developing research skills, competencies, and research values in international master’s students studying in the Russian university education system is examined.

Research implications. The possibility of applying a multiparadigm approach to training foreign teacher-researchers in a classical university master’s program is substantiated. Using the educational practices of the Faculty of Pedagogical Education at Lomonosov Moscow State University as an example, the authors present the experience of applying a multi-paradigm approach to preparing Chinese master’s students for applied research in education.

Conclusions. Relying on the methodological principles of a multi-paradigmatic approach in the training of international master’s students – future educational researchers – makes it possible to successfully develop students’ specialized (research) and universal (meta-subject) competencies, creates a foundation for ensuring the fundamentality of pedagogical education in a classical university setting, promotes the development of traditional moral values in master’s students, and increases motivation to participate in pedagogical research.

Aim. To consider the existing methodological approaches to the organization of professional training for music teachers; to explore the theoretical foundations of the contextual cultural approach in education, and to reveal the role and possibilities of using this approach in the formation of the vocal and pedagogical culture of a music teacher in a Chinese university.

Methodology. The research is based on the following approaches: contextual cultural, which integrates the cultural values and traditions of Chinese art into the educational process and provides future music teachers with a comprehensive basic education; hermeneutic, which focuses on interpreting the cultural meanings of music; axiological, which involves identifying and evaluating the value of music education in culture; and cultural studies, which transforms the goal of education from the development of a narrow specialist to the formation of a culturally competent music teacher who is capable of creating meaning and engaging in cultural reflection. Theoretical methods such as content analysis, synthesis, induction, deduction, comparison, generalization, and systematization were used to achieve the research results; empirical methods included data analysis, observation, and evaluation.

Results. The essence, content, and principles of the contextual cultural approach have been revealed, and the need to integrate it into the educational process of professional training for music teachers has been justified.

Research implications. The theoretical significance of the study consists in identifying and theoretically substantiating the potential of the context-cultural approach to solve current scientific problems in the theory and methodology which relate to forming the vocal and pedagogical culture of a future music teacher in the educational environment of a Chinese university. The practical implication lies in the fact that the theoretical provisions and results of the study can be used in the practice of professional training of students specializing in music and pedagogy at higher and secondary specialized pedagogical educational institutions, as well as in the system of advanced training and retraining of music teachers.
Conclusions. Not all graduates of vocal departments at conservatories and music faculties of Chinese universities have a professional future that involves stage activities or a solo career as a singer: many of them prefer teaching, where specific education is obligatory. The context cultural approach may help in formation of the vocal-pedagogical culture of the teacher, emphasizing the socio-cultural environment and the individual experience of students, that can be especially effective. This is especially important for the Shenyang Conservatory, as this approach to teaching future music teachers considers the uniqueness of Chinese culture and the specific features of the region, complementing their overall professional training and significantly expanding their pedagogical competencies.