In the context of current socio-cultural trends in our country and in the world, the interactive approach substantiates the process of interpersonal communication as a value and as the goal of educational activities. As a result, the educational result of interactive learning involves the personal actualization of the student with the involvement of his intellectual, creative and communicative resources. The established didactic goal is achieved through the study, comprehension, practical development of the content of the educational material and the acquisition of communication skills by students. The authors present the results of a semantic analysis of the correlation between the concepts of “communication” and “interaction”.

The article is devoted to the actual problem of pedagogical interaction with students from China. The article reveals the characteristics of external and internal conditions that determine the specifics of adaptation of graduate students from China to study at a Russian university. The author of the article describes the methodological and psychological features of the interaction of teachers and graduate students in the classroom of pedagogical psychology in the context of intercultural communication and the use of blended learning. The necessity of training teachers for the necessary adaptation of educational activities to the personal characteristics of students from China is shown.

The article highlights the methodological basis for choosing ways of interaction between military personnel of the National Guard of the Russian Federation and the local population, reveals issues of theoretical forecasting that justify the choice of methodological ways to study the interaction of military personnel with the local population, and also substantiates the relevance of using activity-based, anthropological and axiological approaches to the study of this phenomenon.

The article deals with the pedagogical interaction between the subjects of the educational process, which is a special form of relationship between the participants in the educational process and provides for the mutual enrichment of their intellectual and emotional activity. An important task of optimizing pedagogical interaction is to resolve emerging contradictions and difficulties in the process of its implementation.

The analysis of domestic scientific papers posted on the platform eLIBRARY.RU from 2020 to 2024 is presented as well as foreign scientific publications of the postSoviet space. The formation of the experience of safe behavior of students in the process of learning, upbringing, and development is considered by the authors as a key condition for ensuring pedagogical safety in higher education organizations. The author’s definition of pedagogical safety as a complex system of an organized favorable environment for quality education and development, preservation and strengthening of physical, psychological and social health of subjects of educational relations is given.

The article discusses promising areas of the university’s participation in the functioning of the regional segment of the unified federal system of scientific and methodological support of teaching staff and management personnel. The authors have developed and described projects that allow the university to participate in the new ways of development of the functioning of the regional segment of the unified federal system of scientific and methodological support of teaching staff and management personnel.

The purpose of the study is to develop theoretical and practical foundations for preparing a teacher for productive interaction with a substitute family in a difficult pedagogical situation. Data on the teacher’s readiness to work with a substitute family were obtained, areas of deficiency in vocational training were identified. It has been established that it is advisable to implement short-term full-time courses for teachers, within which the peculiarities of the life of the substitute family are studied, technologies for diagnosing the substitute family, organization and maintenance of psychological and pedagogical support of substitute families are mastered.

The relevance of the topic is motivated by the need to embody a common basis in the interaction of subjects of one’s own and other cultures for solving moral problems. The author addresses the problem of students’ involvement in virtue. The paper provides evidence that education makes a person involved in the virtues of truth, justice, etc. It is revealed that one of the first to talk about the person’s involvement in the virtues of justice, truth, shame was Protagoras. Plato speaks of the involvement of the just into justice. Aristotle shifted the focus of the problem: the most important question was not about the All as uniting all types of human virtues, but about the general as uniting people around virtues. It is shown that this general is traditional virtues. The essence of the teacher’s and students’ involvement in virtue is revealed.

The relevance is justified by the fact that the purpose of the study is to identify the level of productivity of subjects of education in the professional, educational and scientific environment of the university, the development and justification of the psychological and pedagogical foundations of productive activity of subjects of education has been achieved. The hypothesis is proved that the productive activity of the subjects of education will be effective if: the levels of productive interaction of the teacher with students are revealed, which represent the possibility of modeling the success of joint creative and self-creative activity on the basis of productivity in the educational environment. Sample: 3440 people, including 290 teachers of higher education and 3150 students of psychological and pedagogical, economic, information technology, service, technical, agricultural specialties, as well as specialties in physical culture and sports (18–60 years) for the period 2001–2022. Results: for all the studied indicators of interaction in the classroom, the average level of productivity was revealed. The exception are the two indicated indicators of productive interaction in the scientific environment of the university, developed at a low level of productivity. Therefore, the development of scientific schools in a professional environment is an important factor that ensures the productivity of interaction between subjects of education. Conclusions: Professional and educational indicators of teachers’ behavior culture and indicators of interaction of educational subjects in the classroom are developed and manifest themselves at an average level of productivity according to methods 1 and 2. According to method 3, it was found that two indicators of productive interaction in the scientific environment of the university are developed at a low level of productivity, and the remaining indicators are at an average level. Therefore, the development of scientific schools in a professional environment is an important factor that ensures the productivity of interaction between subjects of education.

The article shows the role of the communicative labeling of “friend” and “stranger”, which allows a person to identify himself with one ethnic community and reject another ethnic community. It is proved that the interaction of representatives of different ethnic groups is regulated by the social order and, under destructive conditions, can turn into open confrontation. The characteristics of various types of cyber aggression as sources of remote aggressive persecution of representatives of other ethnic groups are given. The development of intercultural communications among young people is considered as a resource for preventing and overcoming interethnic conflicts. It is proved that the formed intercultural competencies contribute to constructive interactions between representatives of different ethnic groups.

The article provides an overview of modern research on the subject of the correlation between the categories of social and professional identity of the individual — a topical problem in domestic and foreign psychology. Key areas of research into the phenomenon of social identity are defined. The analysis identifies the category of professional identity as one of the basic elements of the social identity of the individual. Prospective directions for further study of the phenomenon are reflected.

The article examines the principle of social responsibility in the context of the position of an educational institution in relation to the problem of family conflicts. Starting from the position of D. A. Novikov on the general principles of the effective management of educational systems, the analysis of the principle of formation of social responsibility is made. The presentation of the problem is given in the context of a comparative analysis of the goals of the Central state programs for the development of education on 2013–2020 and 2018–2025 years.

A higher than average degree of peculiarities in the educational and professional activity of students at the initial stage of vocational training and a propensity for an active lifestyle in the process of professional training were revealed. The average indicator of educational and professional propensity to act rather than think has been determined. A high correlation has been established between the characteristics of educational and professional activity, the propensity for an active lifestyle in the process of professional training and the general indicator of educational and professional activity of students.

The article discusses approaches to the description of social intelligence and some of the key domestic models, based on the analysis of which the author’s model of pedagogical social intelligence was developed.

The article considers a set of measures that ensure the successful formation of technological competence in students. Fundamental aspects of the formation of technological skills are revealed using the example of acquiring experience in the interaction of radiation and matter. This includes theoretical and practical education, scientific research and the application of knowledge in real projects. The competency-based approach is the basis for determining the ways and conditions for increasing the effectiveness of the formation of technological competence in students, as well as the optimal solution of professional problems by graduates using various technologies. Taking into account modern approaches to improving the process of forming technical skills in students in the field of research into the interaction of radiation and matter, the article lays the foundation for further developments in this area.

The problem of pedagogical attitude is considered in relation to developing teenagers’ comprehension of lyric poetry. Teacher’s readiness for creative interaction is presented as a leading condition for effectively organizing the process of studying lyric poetry, contributing to the personal and cognitive development of students, the disclosure of their creative potential. More specific attitudes of the literature teacher are singled out, which can either contibute to the process of subject-semantic communication during poetry lessons or, on the contrary, block it.

The article reveals the concept of a child-adult community, examines its significance for the upbringing of a special child in inclusive education, identifies the reasons why the formation of a child-adult community in an inclusive classroom may be difficult. The conditions that make it possible to form a community in an inclusive classroom are outlined: the formation of teachers’ psychological readiness to interact with a child with disabilities; the creation of a favorable psychological climate in the classroom, where students feel safe; the conduct of interesting and generally significant socio-cultural activities in the classroom; the organization of value-semantic interaction, which is built around the process of goal-setting, interesting for all topics, creative work, a common task. The authors cite the directions of teachers’ work on the formation of a childadult community, of which a child with developmental disabilities is a member.

This scholarly article aims to investigate and analyze legal discourse as a unique form of institutional discourse in the Russian language. It identifies key characteristics, structure, and the impact of this discourse on various aspects of the modern world, including legal practice, education, public opinion, and international interactions. The research holds both theoretical and practical significance, providing a foundation for further studies in linguistics, law, and education, as well as improving legal practice and enriching the educational process in the field of jurisprudence.