Aim. To identify the development stages of technologies in pedagogical science and practice; to determine and characterise current and promising technologies of education.

Methodology. The methodological basis for the consideration of technologies is the axiological approach, which helps to identify the value aspects of technologies that reflect the needs of both society and subjects of the educational process. In the context of our research, attention is paid to the subject-oriented approach, which involves the selection and evaluation of technologies from the perspective of developing the subjectivity of students and developing their independence through informed decision-making. A complex of research methods was used which involved analysis of literary sources and experience, generalization, systematization of research materials conducted in different periods, comparison of the results of experimental work, survey materials, and expert assessments.

Results. The stages of development of the technological approach and educational technologies in pedagogical science and practice were determined, and relevant and promising technologies were proposed, considering the needs, shortcomings, and problems of educating the younger generation.

Research implications. The theoretical significance lies in the fact that the article provides an overview of the history of the concept of “technology” in pedagogical science and practice, highlighting the contradictory views on this category and the contribution of I. P. Ivanov to the development of educational technologies. The article substantiates the relevance of a technological approach in education and the demand for the most important subject-oriented technologies, which in modern conditions address important issues of education, form the subject position of students, and are applicable and effective in the context of digitalisation. The practical significance lies in the fact that traditional technologies, which are widely used in practice, are considered in the context of the development of students' subjectivity, which requires a revision of their application by teachers. A description of a subject-oriented technology is also proposed.

Conclusion. The technological approach is developing in cooperation with the axiological approach, based on the integration of humanisation and digitalisation, and the appropriate use of digital tools in subject-oriented educational technologies.

Aim. To identify the key parameters of the educational potential of school theater considering sociological and pedagogical research.

Methodology. Existential approach, centered on the uniqueness of the individual, freedom of choice and responsibility for one’s choices formed the theoretical framework of the study. Based on the task of modern pedagogy to develop a unique personality capable of moral choice and conscious design of the future, the article assesses the educational potential of school theater. The empirical study was conducted using a questionnaire survey of 727 students of theater studios aged 7 to 18 years, followed by quantitative and qualitative analysis of the data.

Results. The empirical study revealed the dominance of internal, conscious motivation among participants in theater studios: more than half of the respondents are guided by an interest in theater and cinema. The most significant goal of the classes is the opportunity to identify pupils’ own abilities (self-knowledge and personal development), while professional, creative and communicative motives are less pronounced. The structure of acquired competencies is dominated by the development of non-verbal expression (56.8%), imagination and fantasy, as well as personal and volitional qualities. Based on the data obtained and the existential approach, the article substantiates four educational strategies that reflect the key parameters of the educational potential of school theater: socialising, acmeological, cultural and existential.

Research implications. For the first time, the realisation of the educational potential of school theater has been examined from the perspective of an existential approach to education. In accordance with this approach, key strategies are identified that define the content of education in the context of theatrical activity. Practical significance is determined by identifying the conditions under which a child's participation in theatrical activity will significantly influence their personal development.

Conclusion. A school theater has a significant educational potential, which consists in creating conditions for the child to search for the meaning of their own existence and to form the spiritual and moral core of their personality. Theater activity introduces the world of culture, literature, and history to a child, considering genuine moral values.

Aim. To consider modern approaches to the formation of professional self-determination of future teachers undergoing teaching practice.

Methodology and methods. The study is based on the methodology of a comparative analytical approach. The source base consisted of Russian scientific and pedagogical publications for the period 2015–2025. Thematic content analysis was used as a research method. Results. Based on the thematic analysis of scientific and pedagogical literature, the role of pedagogical practice in the formation of professional self-determination of students studying at a pedagogical university has been revealed.

Research implications. The results of the study not only clarify the methodological framework of pedagogical science but also actualise the directions for further research in this field. The study of pedagogical practice as a means of forming professional self-determination allows us to consider the role of practice in the context of modern requirements for the teaching profession.

Conclusions. The analysis of scientific and pedagogical literature made it possible to identify the conditions for the formation of professional self-determination of a future teacher in the process of passing pedagogical practice. As a result of the research, it was concluded that pedagogical practice is not a tool for developing professional skills but a system-forming component that determines the process of professional self-determination of a future teacher.

Aim. To describe a model of pedagogical support for a teenager, making an existential choice, and its key components such as patterns, principles, pedagogical tools, conditions, as well as to consider the features of the implementation of the model in question in the context of a mixed-age children’s group.

Methodology. The study is based on an existential approach to education. The primary methods used included a theoretical analysis of scientific literature on modern child education, as well as an analysis of a study of adolescent moral ideals conducted in Kaluga and the Kaluga region in 2025 (n=1,065). Some of the results highlight the need for targeted educational activities aimed at internalising moral values as a foundation for existential choice in maturing individuals.

Results. The study resulted in the development of a scientifically based model of pedagogical support for adolescent existential choice, represented by a system of interconnected components. Its implementation in work with adolescents will, on the one hand, create conditions for the internalisation of moral values in the consciousness of maturing individuals and, on the other, facilitate students’ meaningful, independent search for and identification of moral guidelines. A significant result of the study is the identification of specific features of the implementation of the model of pedagogical support for existential choice in a mixed-age children’s group, expanding the scope of the developed model and demonstrating its flexibility and variability.

Research implications. The study’s findings substantiate an existential approach to pedagogical support for adolescent existential choice and guide the teaching community toward implementing an existential education strategy that provides each child with the opportunity to express their agency within a value-oriented educational environment and encourages moral self-improvement through moral reflection and self-expression based on established moral values. The practical significance of the study lies primarily in the potential application of this model of pedagogical support for adolescent existential choice in education, including in its various formats, particularly in mixed-age children's groups.

Conclusions. It has been established that moral education in the context of modern sociocultural conditions, on the one hand, must consider the specific self-identification of maturing individuals, predetermined by trends associated with the introduction of virtual communication tools into human life. On the other hand, the educational process should be event-driven and provide each student with the opportunity for self-expression, the realisation of their agency, and a sense of involvement in ongoing educational events. Emphasis is made on the fact that personality is formed through interaction with a reference adult, who creates an event-driven educational environment in which the child can develop and embrace moral ideals based on high moral values and existential meanings.

Aim. To present the results of a study of the development of an educational and mathematical printed book in the form of periodisation, considering such problems as 1) analysis of research on the history of the development of the Russian pre-revolutionary mathematical educational books, 2) determination the criterion that forms the basis for the periodisation of the development of the corpus of mathematical educational printed books of pre-revolutionary Russia, and 3) identification of the periods in the development of the mathematical educational books in pre-revolutionary Russia.

Methodology. The study is based on the general principle of determinism, which recognises 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, was developed (1682–1918).

Research implications. The issue of developing a periodization and creating a periodisation for the development of an educational and mathematical printed book has been addressed. The periodisation criterion is based on the degree of use of methodological knowledge in the creation of a text-book.

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

Aim. To reveal the importance of mentoring as a resource for developing the creative abilities of students in educational organisations based on the principles of historicism and social determinism.

Methodology. The study’s methodological framework was based on the key tenets of systemic, cultural, axiological, existential, and activity-based approaches. The combination of these approaches provides a productive foundation for understanding the importance of mentoring in developing students’ creative abilities at various stages of societal development. The study utilised methods of studying scientific literature and databases (content analysis, synthesis, induction, deduction, comparison, generalization, systematisation, and periodisation) and empirical methods (systemic analysis of students’ and mentors’ activities in the educational process).

Results. Mentoring, having undergone significant historical transformations, is now widespread at all levels of education. However, its potential for developing students' creative abilities remains under-studied and underutilised. Educational institutions at various levels have historically developed mentoring subsystems such as “teacher-student”, “student-student”, “teacher-teacher”, and “employer-student”, each of which offers significant potential for developing students' creative competencies. Existentially oriented mentoring helps mentees overcome creative crises, fear, and self-doubt, which are constant companions of creative activity, develop communication skills, teamwork, manage their time effectively, and present the results of their creative work.

Research implications. The theoretical conclusions and generalisations obtained in the study open promising opportunities for developing a comprehensive concept for mentoring as a tool for developing students’ creative potential at all levels of education. The practical significance of the presented results lies in their use in designing and improving mentoring programs aimed at developing the creative abilities of children and adolescents, as well as in developing individual work plans for gifted students at all levels of education.

Conclusions. The integration of mentoring into the educational process at all levels, considering positive historical experience and adapting it to contemporary sociocultural realities, has proven effective in developing students’ creative abilities. This, in turn, stimulates innovative economic development, fosters the cultural identity of younger generations, and ensures social cohesion based on traditional spiritual and moral values.

Aim. To reveal the pedagogical potential of retro-innovations as a mechanism for the formation of historical memory and civic identity of young people and to substantiate the organisational and pedagogical conditions for their productive application in the educational process of schools and universities.

Methodology. Cultural-historical and axiological approaches, as well as the principle of historicism, which considers pedagogical phenomena in their development and socio-cultural context, served as a theoretical base of the research. The main methods used were theoretical analysis and synthesis of pedagogical, historical-pedagogical, philosophical, and psychological literature, comparative analysis of past and present educational practices, generalisation and systematization of empirical data, and pedagogical modelling.

Results. The concept of “retro-innovation” has been clarified in relation to civic and patriotic education, and its relationship with related categories of tradition, restoration, borrowing, and retrogression has been determined. Five pedagogical functions of retro-innovations have been identified and characterized: memorial, value-semantic, identification, communicative, and activity-based. A typology of retro-innovative practices based on the nature of the heritage and the leading activity has been proposed. A structural and functional model of their use has been developed, including a target, content, technological, and resultant component. Five conditions for effectiveness have been formulated.

Research implications. The theoretical significance lies in enriching the conceptual apparatus of the theory of education and in substantiating retro-innovation as an independent pedagogical category. The practical significance is determined by the possibility of using the proposed model and conditions by teachers, methodologists, and organizers of educational work in the design of programs for the formation of historical memory and civic identity.

Conclusions. Retro-innovations have a significant, but insufficiently implemented, pedagogical potential; their effectiveness is ensured not by the mechanical reproduction of the forms of the past, but by their critical rethinking, value-based content, and the inclusion of young people in active activities to master the heritage.

Aim. To reveal the essence, identify the specific features, and propose a set of pedagogical tools for the formation of professional (vocational) competence in adolescents aged 12–15 within the framework of supplementary (non-formal) education.

Methodology. The study is grounded in competency-based and environmental (situational) pedagogical approaches. The research methodology combines theoretical methods (system analysis, pedagogical modelling and design) with empirical methods, including pedagogical observation, testing, questionnaire surveys, and statistical processing of collected empirical data.

Results. The study defines the essence, content structure, and specific characteristics of the formation of professional competence in adolescents in supplementary education. A pedagogical toolkit for developing this competence has been proposed. The career guidance potential of network interaction within the “supplementary education institution – university – industrial enterprise” model is described. The author’s original modular program “Practical Vocational Studies for Adolescents” has been developed and experimentally tested. The pilot pedagogical experiment recorded a positive dynamic in all components of professional competence among participating adolescents.

Research implications. The research clarifies the conceptual framework and structural components of professional competence in adolescents. The developed pedagogical tools can be readily implemented in the career guidance practices of supplementary education institutions, contributing to the modernization of vocational guidance in the Russian educational system.

Conclusions. The study identifies specific features of forming professional competence in adolescents in supplementary education, which can be summarized as a global paradigm shift from an information-providing model to an educational (activity-based) model of career guidance. The key pedagogical tools ensuring this transition are: (1) an integrative educational environment created through network interaction between educational institutions, universities, and industrial enterprises, enriched with events that allow adolescents to “live through”" professional roles “here and now,” and (2) the modular educational program “Practical Vocational Studies for Adolescents” The conducted experimental work confirms the effectiveness of the proposed pedagogical tools and provides a basis for scaling up the developed components across the supplementary education system.

Aim. To present practical experience in assessing the relevance of methodological developments created by future science teachers (biology, chemistry, and physics) as part of their final qualification projects. These developments are aimed at developing students’ natural-science understanding of the world and engineering thinking. The article presents criteria and describes the procedure for expertly assessing the relevance of methodological developments, implemented as part of the “Prosvet” student project competition, organised at the Federal State University of Education in 2026.

Methodology. The study uses a practice-oriented (problem-predictive approach) method to determine the relevance of methodological developments for future teachers of natural science subjects, reflecting the level of their professional readiness for teaching, in terms of developing and implementing methodological materials in the learning process aimed at forming a natural science picture of the world and developing scientific and technical (engineering) thinking of schoolchildren.

Results. The scientific results presented in the article make a significant contribution to the study of the practical relevance of methodological developments of students of the pedagogical bachelor's degree, the application of which can be aimed at the formation and development of a natural science picture of the world and scientific and technical thinking among schoolchildren. The application of a practice-oriented approach to assessing the relevance of methodological developments involves the use of expert assessments to identify typical problems (difficulties) encountered by graduating departments of pedagogical universities in the process of determining the relevant topics of final qualifying works of students of the pedagogical bachelor’s degree.

Research implications. Methodological developments are created by students majoring in pedagogical bachelor’s degree as part of the final qualification work and can be presented in the process of demonstrating pedagogical competencies in the context of the state final certification. The results presented in the article may be in demand at the stage of preparing students for this procedure. In addition, the presented research results make a significant contribution to the definition and formulation of uniform methodological requirements for the final qualifying works of future teachers of natural science subjects, primarily in terms of the implementation of the experimental part of the work (a Bachelor’s end project).

Conclusions. To successfully cope with the current challenges of our time, future teachers of natural science subjects need not only theoretical training, but also practical professional readiness to carry out teaching activities in a school environment based on deep knowledge of the subject, mastery of its teaching methodology and personal research experience. In this regard, the requirements for the professional training of future teachers of natural science subjects are changing, which is impossible without the inclusion of students of a pedagogical bachelor’s degree in scientific and pedagogical research, requiring creative methodological developments and subsequent evaluation of the effectiveness of their application in order to form a natural science picture of the world and engineering thinking among modern schoolchildren.

Aim. To consider current trends in education as a basis for designing technologies for training future teachers.

Methodology. Methodology of predictive-design, descriptive, comparative-analytical approaches served as a base for the study. Russian and foreign scientific publications indexed in the Scopus and RSCI databases for the period 2020–2025 were the research material. The selection was carried out according to the criteria of relevance to the topic of education, higher education of teachers, mention of innovative pedagogical approaches, humanistic, interactive and digital technologies. The final sample consisted of 43 publications (28 foreign, 15 Russian). The following research methods were used: a systematic review of the literature, a thematic analysis of the content and a classification grouping of the identified trends.

Results. Based on the predictive-project approach, three strategic directions for the development of the practice-oriented training system and their corresponding groups of technologies for training future teachers, digital (AI integration, VR/AR-virtual laboratories, blended learning), interactive (gamification, project-based learning, experiential learning, collaborative learning) and humanistic (personalised learning, self-regulated learning, inclusive, value-based, and educational technologies) were identified as priorities for designing educational technologies.

Research implications. As a result, the elements of the conceptual basis for designing educational technologies in curricula were formulated, designing hybrid courses of study in the system of professional training of future teachers and university professors.

Conclusions. The presented research results have made it possible to identify current trends in teacher training (digitalisation, interactivity, humanism), as well as to supplement the basis of the predictive design approach in the training of future teachers with the principle of designing educational technologies based on the integration of digital, interactive and humanistic strategies that ensure the success of training, education, and development of future teachers.

Aim. To consider the systemic difficulties that arise in the process of training and professional development of teachers in the field of prevention of destructive behaviour among students.

Methodology. The key method of the study was the analysis of scientific and pedagogical literature, aimed at both studying the gap between the theoretical basis of teacher training to prevent destructive behaviour among schoolchildren, practical challenges that are observed in educational organsations and identifying the problems of coordination within the framework of a unified educational space and the lack of management strategies in this area.

Research results. The analysis of scientific works carried out helped to identify the main problems associated with the management of the process of preparing teachers for activities aimed at prventing destructive behaviour among students, which made it possible to formulate and substantiate the identified problems in the management of teacher training such as fragmentation and lack of systematicity in management, a gap between theory and real practice, problems of interinstitutional interaction, difficulties in integration into a single educational space, difficulties in interaction with parents and social services.

Research implications lie in understanding the existing problems in the training of teachers in the field of detecting and preventing factors of destructive behaviour among children and young people using educational resources that can be actualised in a unified educational space.

Conclusions. In the course of the study, the need to revise the system of management of training of pedagogical personnel is emphasized, the main vectors of development of which should be the development of a unified training program, the creation of a single digital bank of methods and cases on the prevention of destructive behaviour, available to every teacher, the transition to practice-oriented training modules (simulations, supervision, analysis of real incidents), the introduction of courses on cybersecurity and digital psychology in the mandatory block of training, the promotion of interdisciplinary teams in schools, where the manager (principal) acts as a coordinator of interaction between teachers and external services, the creation of conditions for effective interaction with parents and social services.

Aim. To substantiate the content of the personal and professional image of a teacher, based on the current tasks of transforming the educational environment of a pedagogical university.

Methodology. Conceptual system modeling and the decomposition of complex objects form methodological base that is aimed at project-based deployment of the educational environment of a pedagogical university, followed by updating the teacher’s personal and professional image within the context of preparing future teachers for personal and professional self-determination.

Results. The goal-functional, structural, integrative, and instrumental changes to the educational environment are demonstrated in connection with the development of a holistic process for preparing future teachers for self-determination in challenging professional situations. Characteristics of the teacher’s personal and professional profile are identified that are appropriate to the new elements of their professional activity.

Research implications. The theoretical significance of this work lies in its conceptual identification of future teachers’ readiness for self-determination in problematic situations as an educational priority within the educational environment of a pedagogical university. This priority has been used to substantively adjust the personal and professional profile of teachers. The practical significance of this work lies in the methodological aspect of designing an educational environment in a modern university to solve the problems of preparing future teachers for personal and professional self-determination.

Conclusion. The main conclusion emphasises the need for a comprehensive process for developing future teachers’ readiness for self-determination, encompassing a wide range of activities within the educational environment of a pedagogical university.

Aim. To reveal the features of digital mentoring formats in the socially significant activities of future teachers.

Methodology. The study employs conceptual approaches to the analysis of domestic and foreign models of student mentoring, concepts of the development of the university’s digital educational environment and approaches to modelling socially significant activities of higher education students based on traditional Russian values. The methods used include theoretical analysis, systematisation, content analysis, and pedagogical experiment.

Results. Theoretical approaches are examined, and a model of digital mentoring in the socially significant activities of future teachers is updated. The model is structured along five components (target, content-related, technological, evaluative, and reflexive). A typology of mentoring formats is proposed (synchronous group mentoring, asynchronous individual mentoring, hybrid network mentoring, and project-oriented tutoring), along with criteria for evaluating their effectiveness across three parameters: knowledge, activity, and values. Through experimental work, the effectiveness of digital mentoring formats in the socially significant activities of future teachers has been proven, with hybrid network mentoring demonstrating a 57% increase in participant activity across the specified parameters.

Research implications. This article enriches the theory of professional teacher education in the context of digital mentoring through socially significant activities at the university, thereby updating and improving modern educational methods. The practical significance lies in confirming the feasibility of implementing the results into the university educational process for the realisation of future teacher training programmes, educational work, youth policy, and the preparation of mentors within the digital environment of an educational organisation. Conclusions. The presented model of digital mentoring formats in the socially significant activities of future teachers has proven its practical relevance in mentor training.