The article is a continuation of the presentation of the first experience (precedent) of instrumental provision of objective (standardized) assessment of personal education results established by federal state educational standards of general education — based on the use of automated technology developed under the guidance of the author of the article, designed to monitor performance of schools in aspect of these results as socially oriented soft skills (universal competencies). The following are presented: a system of criteria for evaluating personal results of education (on the example of basic general education), which determines the content of assessment using this technology; characteristics of objective assessment methods and specific assessment methods that implement them, which are part of the technology.

The article presents the first experience (precedent) of instrumental provision of standardized assessment of personal education results established by federal state educational standards of general education, based on the use of automated technology developed under the guidance of the author of the article, designed to monitor the performance of schools in the aspect of these results as socially-oriented soft skills (universal competencies). The scientific substantiation of this technology is given — systematic means of objective and comprehensive assessment of personal education results as the most methodically difficult type of educational results to evaluate; a structured list of basic quality requirements for assessment tools that this technology corresponds to, as well as the basic principles and know-how implemented in it, collectively providing a reliable non-personalized assessment the specified results, saving time and resources for the assessment.

The article examines the implicit level of creativity of a higher school teacher. This is a level invisible to physical vision, which defines the explicit, that is, visible. Misunderstanding of the problems of this level seriously violates the modern pedagogical process. The article presents the first two levels.

The use of games in education depends on the direction of training: 1) on mastering professional pedantry or 2) on mastering professional virtuosity. Stanislavsky’s method of “simple physical actions” helps to solve pedagogical problems of school lessons. Not only because it prevents students from refusing to perform the teacher’s tasks, but also because it becomes a methodological support for teachers in freeing the process of teaching children from the cult of awareness, imposed by thought-activity pedagogy and violating the natural links between the development of individual curiosity in schoolchildren and their natural disinterestedness.

Based on the data obtained by the authors of the article in the framework of a analysis, held in the All-Russian Public Organization “Russian Professorial Assembly”, they define the problem of ensuring the quality of organizations’ activities, conducting professional and public accreditation in the higher education system. The authors describe typical mistakes in the activities of such organizations, as well as substantiate proposals for solving the problem of professional competence of such organizations.

On the basis of the comprehensive analysis carried out by the authors, a scientific substantiation of the requirements for effective means of objective and accurate independent assessment of the quality of training of university students is proposed, including in relation to the most methodically difficult educational outcomes for such an assessment — universal and general professional competencies of students. A structured list of the main of these requirements is given, including requirements for evaluation criteria and requirements for evaluation methods and systems (technologies). An organizational mechanism is proposed to ensure the guarantees of professionally competent conduct of this assessment — the creation and operation of a voluntary association of organizations conducting this assessment in full compliance with the regulatory requirements for its organization and for effective means of conducting it.

The article offers an overview and analysis of the results of comparative diagnostics of the assessment of the quality of life by persons prone to addictive behavior and persons who do not have signs of addiction, risk factors for psychological distress. The difference between the assessments of the quality of life in the experimental and control groups is highlighted.

The article raises the problem of ensuring the quality of evaluation tools for the procedures of independent assessment of the quality of university students’ training — first of all, in the aspect of the main scientific and methodological and, as a consequence, organizational reasons for the unresolved nature of this problem. The relevance of these procedures in connection with the introduction of a risk-based model of quality control of education in Russia is substantiated. It is shown that this uncertainty leads, on the one hand, to a reasonable distrust of the federal authorities in the field of education to the data of an independent assessment of the quality of training of university students and, on the other hand, to the unpopularity in the higher education system today of this procedure nationwide. The negative consequences of this situation are analyzed, in particular, the non-use of the state-public potential of the legislation that established this procedure, especially with regard to the objective assessment of the results of training in accordance with the requirements of federal state educational standards of higher education to the general cultural/universal and general professional competencies of students.

The relevance of the study is due to the fact that a practical lesson is a method of reproductive education that provides a connection between theory and practice, contributing to the development of students’ skills and abilities to apply the knowledge gained in lectures and in the course of independent work. The article discusses the importance of practical training in the development of the course, the analysis of literary sources and educational programs of academic lyceums and specialized schools. In general, the work is devoted to assessing the role and significance of practical training in the course of physics.

The article is devoted to the independent work of students of a pedagogical university. It addresses the actual problem of organizing students’ independent work with printed sources, including regulatory documents: The Constitution of the Russian Federation, the Federal Law “On Education in the Russian Federation”, the “Family Code of the Russian Federation”, the “Convention on the Rights of the Child”. Attention is also paid to the “Exemplary work program of education for general education organizations” in terms of targets in the results of education at the level of primary general education and at the level of basic general education.

In the Russian Federation, as well as in other countries, there is a process of reviving the religiosity of the population and the formation of a mass religious consciousness, which exists in parallel with the scientific one. The number of religious buildings in which ministers contribute to the clericalization of the consciousness of society is growing. This contradicts the secular nature of the state, which is enshrined in the Constitution of the Russian Federation and other normative acts. The state is forced to take into account the sentiments of the population and forms a policy that has been called post-secular. The inconsistency of the state secular educational policy with the policy and religiosity of the attitudes of participants in the educational process leads to conflicts, in the resolution of which the Prosecutor’s Office and the Supreme Court of the Russian Federation take part. The heads of educational organizations are in a difficult position due to the presence of these contradictions, as well as the possibility of multiple interpretation of educational legislation and the lack of training of teaching staff. It should be taken into account that a significant part of the teachers who started working back in Soviet times only listened to lectures on scientific atheism. It is the lack of religious studies and theological training of educational workers that can provoke interfaith conflicts that will have to be resolved by state authorities.

Emergence of cyberspace and mass distribution of autonomous communication networks during the last decade have altered the perception of the real and the virtual among the new generation. Educational concepts in the East are considered by the author as a viable alternative capable to fill in the gaps of Western established pragmatic principles of education, which have turned out to be insufficient for the proper training and effective reproduction of adequate human capital in the new conditions of rapidly changing behavioral structures and screen images of the modern worldview.

The article presents the experience of tutors — specialists who accompany the processes of development and improvement of teachers’ competencies in their professional activities (on the example of the Kemerovo region). One of the successful pedagogical tools in the work of such specialists is tutor technologies, which have been implemented in Kuzbass for more than 10 years. The characteristics of these technologies are presented. The professional competencies of teachers (cognitive, operational-technological, personal) are determined and the dynamics of their development from 2013 to 2023 is presented. Organizational forms of implementation of tutor technologies are defined. Examples of the use of technology in working with teachers are given.

The article presents the results of a survey of students of the pedagogical direction of training of the Faculty of History of the Northeastern Federal University named after M. K. Ammosov on satisfaction with the quality of the educational process. The results of the survey showed that, in general, students are satisfied with the organization and quality of the educational process at the Department of History, Social Studies and Political Science.