Aim. To present a set of requirements helping to visualise AI results for monitoring the compliance of educational materials with regulatory requirements, ensuring their effective integration into the practical activities of a teacher.

Methodology. The research is based on the analysis of regulatory legal documents, as well as on the theoretical understanding of approaches and principles outlined in works devoted to Explainable artificial intelligence (XAI), the digital educational environment, and pedagogical design. The key method was system analysis, which made it possible to synthesise requirements for the interface of the educational content verification system from various sources.

Results. A set of requirements for displaying the results of educational materials verification has been formulated and substantiated, including: a multi-window interface for simultaneously displaying the lesson plan, identified inconsistencies, regulatory references, and AI recommendations, high-precision rendering of mathematical expressions, transparent visualization of AI (XAI) logic to enhance teacher trust, integrated symbolic and spatial representation of educational content, cognitive load management through visual analytics, and engagement monitoring features and risk management indicators.

Research implications. The theoretical significance of the work lies in the systematisation and adaptation of XAI requirements and provisions of national standards for the design of educational products with AI algorithms to the task of constructing user interfaces for educational systems using AI technologies. The practical significance consists in the development of a set of specific parameters (resolution, pixel density, colour space, etc.) that can be used in the creation and selection of hardware and software tools for the implementation of intelligent systems in the educational process, increasing their transparency and , the level of trust on the part of teachers as a consequence.

Conclusions. The level of compliance of educational materials developed on the basis of artificial intelligence systems and the effectiveness of their application in the educational process are determined not only by the quality of their algorithms, but also by the thoughtfulness of the user interface. The work formulates and substantiates a set of requirements for the visualisation of the results of such systems, integrating the provisions of Explainable AI, national standards for the use of AI in education, and modern principles of pedagogical design. This set can serve as a regulatory basis for the design of interfaces of educational AI systems.

Aim. To develop and justify comprehensive pedagogical tools helping to prevent antisocial behavior among adolescent migrants in the activities of a Juvenile Officer, including “Network Technology” and the “Case Method of Intercultural Communication” (CMIC).

Methodology. The research is based on systemic, activity-based, and situational approaches. Methods of theoretical analysis (comparative, retrospective), modeling, as well as a synthesis of the provisions of cross-cultural psychology and social pedagogy were used. The “Network Technology” implemented is based on the works of I. S. Sklyarenko and Yu. I. Kuripchenko.

Results. Pedagogical tools adapted for working with adolescent migrants have been proposed. The “Network Technology” has been modified by incorporating a stage for cross-cultural analysis of social connections and by involving cultural mediators. A new case method of intercultural communication (CMIC), aimed at developing behavioral flexibility and cultural competence, has been developed and structurally described. The psychological-pedagogical conditions and a step-by-step protocol for the effectiveness of the proposed tools have been defined.

Research implications. This study addresses the lack of specialized methods for Juvenile Officers working with migrant adolescents. The proposed model helps systematically prevent and influence both the social environment (modified “Network Technology”) and the adolescent’s internal attitudes and behavioral patterns (CMIC). These comprehensive pedagogical tools can be used by Juvenile Officers, class teachers in the general education system, and in continuing education courses for social educators.

Conclusions. The integrated application of the modified “Network Technology” and the case method of intercultural communication (CMIC) creates a synergistic effect, enabling Juvenile Officers to target the key factors of antisocial behavior among adolescent migrants: social network dysfunction and maladaptive strategies of intercultural interaction. The tools hold significant potential for optimizing preventive efforts against antisocial behavior in adolescent migrants.

Aim. To identify and describe the types of modern full-time students combining study and work.

Methodology. The study utilised system-activity and social-role methodological approaches. Of these, 100 students (majoring in “Pedagogical Education” specialisation, approximately half of whom work in this field) (N=100) and 20 teachers (N=20) participated in the study. The research method was an analytical interview, and the data were analysed using quantitative and qualitative content analysis. The statistical non-parametric test χ2 was used to analyse the quantitative data.

Results. The empirical study identified such types of working full-time students as “uncritical”; “critical”; “indifferent”; “cynic”. The mereological (typological) foundations for identifying these types of working full-time students were described and substantiated: a) motivation for studying, b) student character, c) compliance with university rules, d) study skills, including an understanding of the psychology of learning. The study also resulted in the identification of typological features characteristic specifically of working full-time students: “conscious non-compliance with academic rules” and “lack of adequate reflection on one's academic abilities.”

Research implications. The scientific novelty of this study lies in the identification and description of new types of modern full-time higher education students combining study and work, made for the first time. The theoretical significance of this study lies in its substantiation of the typological characteristics that should be used to construct a typology of full-time working students, as well as in the creation of a new typology of students. The practical significance of this study lies in the potential use of the obtained data in educational and pedagogical work with full-time students combining study and work, considering their typological characteristics. The obtained results can serve as the basis for the development of methodological recommendations for improving the educational activities and pedagogical work with this category of students.

Conclusion. It was concluded that, despite the differences in the types of working students, they are generally not considered successful, and that special methods for teaching and educating such students are needed. Furthermore, it is important to consider the fact that modern full-time working students have become more driven by pragmatic learning motives than by social benefit. This does not fully align with the country’s long-term economic and social development strategies and requires adjustment.

Aim. To demonstrate the importance of N. A. Dobrolyubov’s pedagogical ideas and their use in teaching primary school students with special educational needs (SEN) in inclusive education.

Methodology. The main provisions of the article are based on a personality-oriented approach, which involves the choice of forms and methods of teaching based on the individual development of primary school students with SEN, as well as a systematic approach that includes a comprehensive organisation of the educational process while creating conditions that consider the characteristics of children with SEN. Analysis of research related to the methodology of inclusive education, synthesis of general pedagogical approaches – personality-oriented and systematic approaches used in the context of the implementation of inclusive education of primary school students with SEN, and examination of conference materials on inclusion in education were methods used in the study.

Results. Based on the concepts of “inclusive teaching” and “inclusive education”, significant areas of inclusion in the Russian Federation related to the creation of special educational conditions for its implementation are shown. In addition, the increase in the number of students with disabilities studying in inclusive education, the variety of individual educational routes for people with special mental and physical development dictate the need to turn to the pedagogical heritage of the past, which helps to understand how the legacy of the past can serve as a theoretical basis of a modern approach. In this context, N. A. Dobrolyubov’s research on “students with slow comprehension” makes a significant contribution to the methodology of Russian inclusive education and can contribute to improving the teacher’s professionalism. As a result, the meaning of N. A. Dobrolyubov’s concept “students with slow comprehension” is shown, which examines in detail the problems associated with the use of teaching methods adequate to the characteristics of such students. The article presents practice-oriented recommendations on the creation of special educational conditions conducive to the successful socialization and integration of students into society.

Research implications. The article reveals general education traditions that involve the relationship of learning with upbringing, the priority of personal development of schoolchildren in the primary education system, and recognition of the equal value of all students. These traditions in relation to the education of “students with slow comprehension” are reflected in the study of an outstanding representative of the pedagogical thought of the 19th century, N. A. Dobrolyubov. The practical significance lies in the fact that modern educational problems of introducing inclusion into the learning process can be considered in terms of historical retrospective of the national education system.

Conclusion. As a result of the study, the main problems of introducing the pedagogical heritage of N. A. Dobrolyubov into the system of inclusive education of primary school students with SEN are shown. These are the problems of designing the educational environment, creating special learning conditions, considering the individual characteristics, capabilities and interests of children with special educational needs. Emphasising the importance of considering the problems highlighted above, it is necessary to recognise the importance of the historical and pedagogical heritage of the past, which is a unique historical layer of the best educational traditions of teaching and educating “students with slow understanding.”

Aim. To explore issues related to the personal and value-based aspects of the professional training of future foreign language teachers, as well as the challenges that teachers face in the changing educational environment with.

Methodology. The work is based on modern approaches and principles of such professional and personal training of future foreign language teachers as axiological and anthropocentric principles, principles of humanistic education, a system and unity of teaching and upbringing. The main methods are theoretical analysis of scientific, methodological, and psychological-pedagogical literature, diagnostics, interviews, surveys, and statistical processing of the data obtained.

Results. The results of the study of the problems of forming the personal and value aspects of the future teacher’s professional and methodological activities were presented during the International Methodological Seminar “Foreign Language in Modern Educational Realities: Personal and Value Aspects of Teacher's Activities” (2025), which included a discussion of the strategic objectives of the future foreign language teacher’s scientific, methodological, and research activities, as well as the identification of problems and shortcomings in their spiritual and moral development during their university training and early professional teaching experience at school. Strategic directions for minimizing and eliminating the problems of forming the worldview and value dominants of a modern pedagogical university student are proposed.

Research implications of the research conducted lies in: a) the theoretical substantiation of the process of de-globalization of language education, considering the factors and trends characteristic of modern reality; b) the clarification of the concept of “safe communicative foreign language environment” as a tool for a foreign language teacher to implement the personal and value component of the educational process. The practical significance is determined by the rules proposed by axiological linguodidactics, compliance with which will allow the formation of professional and personal qualities of a future foreign language teacher.

Conclusions. The problem of defining the professional and personal aspects of a teacher’s activity requires changes to the foreign language teacher training program, emphasizing the teacher’s personal and civic education, and the development of their spiritual, moral, and value-based characteristics.

Aim. To describe results of a study on effectiveness of a neuro-pedagogical approach in developing cognitive abilities (analysis, synthesis, associative thinking) in 2nd grade students in the process of learning a foreign (English) language based on kinesiological supports.

Methodology. The methodological base of the study is formed by the fundamentals of the neuro-pedagogical approach, its principles and methods, which are based on the latest achievements of neuroscience on the work of the brain and its plasticity, include a theoretical analysis of works on neuropsychology (L. S. Vygotsky, A. R. Luria and others on the internal mechanisms of development; J. Bruner’s theory on the stages of development of thinking), pedagogy (N. A. Gorlova and others), research into the processes of attention, memory, thinking, perception and their development in children of primary school age. The methods of analysing school documentation, curricula, teaching materials, observing the educational process in order to identify changes in the cognitive abilities of students were used, interviews with teachers and experts in neuropedagogy to identify approaches and methods were conducted, etc. A pedagogical experiment with ascertaining, formative and control stages, diagnostics using adapted methods (“Absurdities” by E. M. Torshilova, “The Fourth is Extra” adapted by L. A. Venger) was included, quantitative and qualitative data analysis was applied.

Results. The results of a study evaluating the effectiveness of a neuro-pedagogical approach to developing cognitive abilities (analysis, synthesis, and associative thinking) in second-grade students (aged 7–8) while learning a foreign language (English) were described. A neuro-pedagogical approach aimed at developing cognitive processes (analysis, synthesis, and associative thinking) in second-grade students while learning English was developed and implemented. Methods for assessing the level of development of children’s cognitive abilities before and after using the neuro-pedagogical approach were created and tested. An experimental testing of the neuro-pedagogical method was conducted on a sample of second-grade students to determine the impact of this approach on the development of cognitive skills. The study examined the influence of the neuro-pedagogical approach on the development of analytical, synthetic, and associative thinking in primary school students. A comparison of the effectiveness of the neuro-pedagogical approach with traditional methods of teaching English in elementary school was conducted. Practical recommendations for the implementation of neuro-pedagogical technologies in the educational process of foreign language learning in elementary grades have been developed.

Research implications. The theoretical significance of this study lies in the proposal of a neuro-pedagogical approach to developing the cognitive abilities (analysis, synthesis, and associative thinking) of second-grade students while learning a foreign language (English) and the substantiation of its effectiveness. The concept of “kinesiological supports” is described as a system of motor and rhythmic techniques that activate interhemispheric interaction and enhance the effectiveness of cognitive acti-
vity in the classroom. A relationship between motor activity and the successful development of mental processes in learning a foreign language (English) is demonstrated. The practical significance lies in the fact that the proposed set of didactic games with kinesiological supports can be directly integrated into English language curricula for second-grade students. The study materials can be used by foreign language teachers to improve the effectiveness of lessons, overcome students’ cognitive difficulties, and develop teaching aids and developmental activities as part of extracurricular activities.

Conclusions. Experimental studies have confirmed that systematically incorporating kinesiological supports (motor and rhythmic techniques) into the structure of English lessons promotes interhemispheric interaction and improves cognitive performance in primary school students. The findings can serve as a basis for further research in neuro-pedagogy and early foreign language education methods.

Aim. To consider a theoretical model for designing an instrumental didactic system that ensures the transformation of environmental information into personality-oriented knowledge within the framework of the synergetic paradigm of environmental education.

Methodology. The research is based on synergetic, instrumental-activity-based, systemic, and environmental approaches. Conceptual analysis, modelling, systematisation, and generalization were used as theoretical methods. The empirical part relied on the analysis of pedagogical experience and regulatory frameworks.

Results. An instrumental didactic construct has been developed, including: a taxonomy of learning actions adequate to the complexity of environmental knowledge, principles of cluster-based content organisation, and a typology of problem-modelling learning tasks. A three-level architecture of the technological environment (content-methodological, communicative-activity, analytical-adaptive levels) has been designed. A system of criteria and diagnostic methods for assessing the formation of environmental thinking and the effectiveness of the environment itself have been proposed. The summarising model is the “Triad of Synergetic Didactics,” integrating content, activity, environment, and diagnostics.

Research implications. The theoretical significance lies in the development of the synergetic concept of environmental education through the operationalisation of its key ideas into didactic tools. The practical value consists in providing educators with a model and principles for designing open, adaptive technological environments capable of catalysing the formation of functional environmental literacy and a culture of survival.

Conclusions. Effective environmental education in the context of digital transformation requires a shift from the paradigm of knowledge transmission to the paradigm of cultivating environmental subjectivity through a specially modelled technological environment. The presented construct establishes the necessary connection between the nature of environmental knowledge (systemic, nonlinear), the type of learning activity (modelling, project-based, reflective), and the architecture of the educational environment (integrated, analytical, adaptive). Its implementation will bridge the gap between awareness of environmental problems and real readiness for action.

Aim. To prove the effectiveness of using AI technologies during English language classes for bachelor’s degree students, to present prompts for lesson plans, and to describe a specialized chatbot for developing foreign language speech interaction skills.

Methodology. The methodological basis of this study was the principles of the communicative approach to foreign language teaching. To achieve this goal, theoretical analysis of scientific and methodological works from periodicals, dissertations, and monographs by Russian and foreign authors on the topic of the article, systematization and generalization of the information obtained, and observation of the educational process were used. The study was conducted at the Institute of Physical Education, Sports and Life Safety of Bunin Yelets State University in the 2023–2025 academic years during English classes among 1st and 2nd year bachelor’s degree students majoring in “Physical Education”, “Physical Education for People with Health Disabilities (Adaptive Physical Education)” specialisations. A total of 62 students were involved in the experiment.

Results. Several lesson plans have been created using neural networks on the following topics: “My Hobby”, “My Future Profession”, “Sports in My Life”. A specialized chatbot has been developed in the Character.ai application to improve foreign language communication skills. Prompts for creating lesson plans are provided.

Research implications. The practical significance of this article consists in the description of specific examples of prompts and topics for generating materials using neural networks. This will be helpful for teachers without extensive experience working with AI. A specialized chatbot has also been developed for the use by students studying physical education.

Conclusions. The use of generative AI technologies helps to create personalized, relevant, and motivating educational content, as well as to organize additional language practice outside the classroom.

Aim. To develop and describe technology of developing methodological culture in teachers of psychology and pedagogy in the educational settings.

Methodology. The spatial-temporal, personal-activity and acmeological approaches, the totality of which created the fundamental basis for the design of technology of developing methodological culture in teachers of psychology and pedagogy in the educational settings, formed a methodological basis of the study. Analysis of scientific literature and basic research concepts, pedagogical design and schematization were chosen as research methods.

Results. The essence and structure of the methodological culture developed in teachers of psychology and pedagogy, possibilities and features of interorganizational interaction of teachers are revealed, the technology of developing the methodological culture of teachers of psychology and pedagogy in the educational setting is designed and described.

Research implications. Scientific novelty consists in the following results: a) an integrated concept of “teacher’s methodical culture” is proposed; b) a technology has been developed for the development of the methodological culture of teachers of psychological and pedagogical classes in the conditions of the educational district. The theoretical significance is represented by the disclosure of the specifics of the organization of interaction between teachers of psychological and pedagogical classes; a comparative analysis of the possibilities and limitations of intra-organizational and inter-organizational development of the methodological culture of teachers of psychological and pedagogical classes. Practical significance lies in the fact that: a) creating prerequisites for improving integration processes between educational organizations of different regions; b) the possibility of using technology to develop the methodological culture of teachers of psychological and pedagogical classes in the context of interuniversity and interregional cooperation.

Conclusions. The teacher’s methodical culture is a dynamic, multi-level, and integrative personal education that can be successfully developed using a specially developed technology that provides for active inter-organisational interaction between teachers using a specially developed technology consisting of four stages aimed at developing all components of the methodical culture. The proposed technology expands the possibilities of social, pedagogical, methodological and project partnership between organisations of the educational and pedagogical district, increases the competitiveness of teachers and continuity between different levels of education, which will ensure the continuity of teacher training for the Russian education system.

Aim. To describe pedagogical conditions for the formation of students’ cognitive interest in the study of biology during basic general education using tutor support technologies.

Methodology. Analysis, synthesis, abstraction, generalization and comparison were used as theoretical methods in the research. Ideas and provisions of systematic, axiological and personality-oriented methodological approaches as a methodological basis for tutor support were considered. National and foreign sources on the formation of cognitive interests of students, tutor support, methodology and methods of teaching biology were analysed, and advanced pedagogical experience was summarised.

Results. The pedagogical conditions for the formation of cognitive interests of students in the study of biology such as the creation of an open educational space, the use of interactive learning methods that contribute to the formation of cognitive interests of students, and the organization of parent – student – teacher – tutor relationships are identified and described.

Research implications. The scientific novelty of the study lies in the fact that it provides pedagogical conditions developed and substantiated for the formation of students’ cognitive interest in study of biology, which include the creation of an open educational space necessary to enhance students’ independence, self-determination, as well as to build his personal educational trajectory, the use of interactive teaching methods in biology lessons that contribute to the formation of cognitive interests in schoolchildren, focused on age-appropriate cognitive and social motives, the organization of a parent – schoolchild – teacher – tutor relationship, additionally reinforcing the emerging cognitive motives of schoolchildren. The theoretical significance of the study lies in the fact that it offers a characteristic of an open educational space in the context of biology classes, provides various methods of interactive learning aimed at activating the cognitive activity of schoolchildren, as well as forms of interaction between the teacher, the schoolchild and his parents, positively influencing the cognitive activity of a child. The research materials are of practical importance for teachers of educational institutions and can be used by them in planning tutoring activities with students.

Conclusions. In the course of the work, methodological approaches to tutor support for students are described, criteria and diagnostic tools for assessing the formation of cognitive interests of students are developed, pedagogical conditions that contribute to the formation of cognitive interests of students in the study of biology in the context of tutor support are identified and theoretically justified, the stages of implementation of the identified pedagogical conditions in the educational process are determined.

Aim. To describe the experience of using case technology and to adjust the algorithm for training students during the state final certification of graduates of a pedagogical university.

Methodology. The study was based on the main principles of the methodology of activity, systemic, and empirical approaches. Theoretical methods such as analysis of pedagogical and methodological literature, synthesis, generalization, systematization, deduction, induction, empirical methods such as analysis and generalization of author’s pedagogical experience, and statistical methods such as statistical observation, summary and grouping of materials, compilation and analysis of graphs were used.

Results. The objectives for creating and implementing methods of a pedagogical model designed for demonstration exams for university graduates are considered. A description of the case tasks used and recommendations for assessing their completion by the graduate are provided. The main groups of the most common difficulties among graduates are systematized. These results can be used in the future to develop and implement more and more effective options for using case technology for state final certification at a pedagogical university.

Research implications. The scientific novelty of the presented work lies in the fact that the most common difficulties in graduates passing the demonstration exam are considered and systematized for the first time, the factors that predetermine them are determined, recommendations are proposed to improve the effectiveness of the use of case technology in conducting final certification events. The practical significance of the work lies in the fact that the results of the author’s own pedagogical experience and the conclusions drawn on their basis can be used to improve the methodology for conducting a demonstration exam using case technology at a pedagogical university.

Conclusions. The existing number of unresolved issues in the methodology for assessing the level of competence of a graduate in connection with the implementation of a practice-oriented model of higher pedagogical education suggests the need for further research in this direction. The article reflected the results of the author’s pedagogical experience related to the introduction of a demonstration exam based on case technology at the Ural State Pedagogical University. The systematization of various difficulties proposed by the author when passing the demonstration exam by graduates of a pedagogical university seems to be the foundation for improving the training of future teachers and improving the algorithm for organizing the certification procedure. The use of case technology to check the formation of professional competencies of the future teacher requires clarification of the algorithm in preparation for passing the demonstration exam.

Aim. To conduct an overview and analytical study in the field of anatomical drawing and to identify the pedagogical value of anatomical drawing for the medical education system.

Methodology. The methodological basis of this review is a set of approaches that provide a comprehensive analysis of the problem. A systematic approach is used to consider anatomical drawing as an integral component of the didactic system of medical education. Within the framework of the competence approach, the role of drawing in the formation of universal and professional competencies of a future specialist is assessed. The activity-based approach serves as a theoretical basis for explaining the cognitive mechanisms of assimilation of anatomical knowledge in the process of their graphical reproduction. The historical and methodological approach is used for a retrospective analysis of the evolution of the didactic functions of anatomical drawing from the Renaissance to the present day. The methods of comparative analysis and scientific classification were used to systematize the scientific literature data on the research problem.

Results. As a result of the study of anatomical drawing, its didactic potential as a tool for conceptualizing topographic anatomy, developing three-dimensional spatial thinking and forming professional competencies among students is substantiated. The analysis of the results of randomized trials demonstrates a statistically significant improvement in the indicators of material assimilation (an increase of 11% in drawing groups) and a high level of student engagement (up to 80–92% of positive reviews). Special attention is paid to the neurocognitive mechanisms of kinesthetic learning, the inclusive potential of the method and the prospects for its integration with digital educational environments.

Research implications. The research contributes to the justification of the educational paradigm shift: from passive consumption of information to active cognition through drawing. The work integrates modern data from neuro0didactics (theory of embodied cognition) and cognitive psychology (“drawing effect”) into the context of higher medical education. As a result of the research, the historically established duality of anatomical drawing (art vs. art) has been reinterpreted. medicine) and based on current research (2023–2025), it has been proved that drawing is not an archaism, but an independent method of forming stable cognitive schemas and three-dimensional conceptualization, which was not previously systematically justified in relation to the digital generation of students. The results of the study have direct practical significance for the modernization of educational programs in medical universities.

Conclusions. As a result of the study, the following conclusions were obtained: 1. The high efficiency of drawing has been empirically confirmed: modern research (2023–2025) proves that drawing improves memorization of anatomy better than passive work with 3D models. 2. Developing key competencies: drawing is an effective tool for developing spatial thinking, forcing students to mentally rotate an object and analyze its shape. The student’s visual skills and their application while studying anatomy form the most complete picture of the human structure, effectively complementing theoretical training, methods of observation and palpation. 3. Psychological accessibility and inclusivity: the fear of drawing (the “psychological barrier”) is quickly overcome after 2–3 classes. The students who initially rated their skills as low show the greatest progress. Drawing also reduces anxiety and increases engagement (80–89% of participants approved). 4. Symbiosis with technology: digital technologies (VR, 3D atlases) do not replace drawing but complement it. The optimal model is the use of technology to access the material, and drawing – for its active cognitive processing. 5. Application at different levels of education: the method is effective not only in higher education institutions, but also in continuing education and educational projects (as an accessible and ethical way to promote knowledge).

Aim. To substantiate and present the internal and external factors of the application of mentoring technology as a resource for personal and professional growth of students in the educational process of the college of creative industries.

Methodology. The study’s methodological framework was based on the key principles of systemic, activity-based, synergetic, student-centered, and competency-based approaches. Their combination creates a productive foundation for identifying the internal and external factors that contribute to the effective application of mentoring technology to enhance the personal and professional development of students majoring in creative fields. The study utilized methods of studying scientific literature and databases (content analysis, synthesis, induction, deduction, comparison, generalization, and systematization); predictive methods (design and schematization); and empirical methods (systematic analysis of student and mentor activities within the technical school educational process).

Results. An analysis of the current sociocultural situation, scientific literature on the theory of professional education, and a study of the educational practices of students in creative fields reveal that the application of mentoring technology is determined by the actualization of internal and external factors, grouped around the semantic fields of “personality”, “educational process”, and “production”. Internal factors, related to the student’s personality, include the need for emotional support and advice from an experienced professional, the need to apply knowledge in practice, realize creativity, and develop a professional identity. External factors, correlated with the mentor’s personality and the mentoring technology itself, include the mentor’s needs for professional self-realization, the transmission of professional experience and values, the application of a creative approach to professional activity, the creative industry's need for innovation and a new perspective on everyday routine operations, and others.

Research implications. Identifying the internal and external factors of mentoring in the educational process at a technical college advances knowledge in the study of the sociocultural potential of secondary vocational education institutions in terms of improving the quality of education for students majoring in creative fields. The theoretical conclusions and generalizations obtained in the study provide a foundation for further exploration of effective ways to convey professional experience, professional values, and the development of professionally significant personal qualities to students and young professionals. The practical significance of the results presented lies in their use in designing and improving mentoring programs, as well as individual work plans for students majoring in creative fields at the college of creative industries.

Conclusions. Mentoring offers significant, yet underutilized, potential for the personal and professional development of students majoring in the creative arts. Mentoring not only facilitates the transfer of professional knowledge and skill development but also plays a key role in developing students' personal qualities, their adaptation to the professional environment, and increases their competitiveness in the labor market. During the preparation of students majoring in the creative arts, mentoring takes on specific characteristics determined by internal and external factors. A mentor’s pedagogical competencies include helping students overcome the fear of failure and self-doubt that often accompany creative work; developing their individuality and creativity; teaching them to accept criticism constructively; and developing communication skills and self-discipline. Working with students majoring in the creative arts requires striking a balance between creative freedom and the demands of the educational process.

Aim. To consider an innovative potential of a modern university teacher’s personality as a complex integrative dynamic system consisting of significant psychological qualities and pedagogical experience that are important for understanding the effectiveness of the educational process and recognising the contemporary role of a teacher.

Methodology. A systematic, subject-activity, resource, and personal methodological approaches were applied in the research. Analysis, systematization of scientific sources on the specified problem, content analysis of documents, and surveys and tests of teachers and authors of innovative educational practices were the main methods used in the study.

Results. An innovative potential of a modern teacher’s personality is defined as a combination of specific abilities, where teachers use conditions, tools, and essence of their work to realize their potential in practice, depending on the specific features of the university’s educational environment, in addition to internal motives and creativity. The results of the research reveal a correlation between motivational, emotional, cognitive, and organizational personal qualities, which collectively reflect the high psychological readiness of university teachers to generate new ideas and create innovative teaching methods. The article provides a psychological profile of innovative teachers at Sevastopol State University.

Research implications. The article expands the understanding of the scientific concepts of “individual innovative potential” and “person capable of innovative activity.” It describes the structural and functional elements of innovative potential that form a dynamic system. The article examines and identifies the psychological and pedagogical components of innovative potential as personal qualities and professional educational achievements that enable a teacher to effectively participate in the university’s innovative activities.

Conclusions. Thus, from the perspective of the personal, systemic, activity-based, and resource-based approaches, the innovative potential can be objectively viewed as the quality of higher education, which has structural and substantive components. In this work, the psychological and pedagogical components of a teacher’s personality as a set of professional and personal qualities, aimed at optimising and modernising their own teaching activities through the development of their teaching experience, were clarified.