The article analyzes the project cycle of the grant research project N19-29-14016 “Methodology of big data analysis in education and its integration into professional training programs for teachers and education managers”. The peculiarities of the project implementation in the conditions of the changed scientific and technological policy and its sovereignization are revealed. The features of converting research results into new knowledge systems are characterized. The features of patenting intellectual products created as a result of the project are analyzed. The features of the institutionalization of the research project into the organizational structure of data experts are revealed. Conclusions are formulated in the context of the concept of “Impact-Science”.

In article of review type the problem of vocational development and adaptation of children with autism spectrum disorders is highlighted. A model for the formation of vocational direction — Bicycles is presented as a complex approach to the formation of skills and superior mental functions. This model can be used for comprehensive formation of students with special educational needs. Our solution considers a child’s cognitive, behavioral difficulties, and complications with social adaptation and interaction. The Bicycle formation model can be presented as a formation structure enabling to expand the informational and cognitive scope of a child. It provides an opportunity to foster not only skills, but also highest mental functions in children with disabilities; it provides determination and enhancement of their vocational skills.

The presented article is devoted to one of the most important topics of pedagogy — the recontextualization of the curriculum. Foreign studies (the theory of B. Bernstein) link the recontextualization of the curriculum with the freedom of the educational actors in the struggle for power over it. This approach shows the mechanisms of curriculum recontextualization and the interaction of teachers due to the control the structural elements of lesson. Authors offer an attempt to analyze interpretations of the curriculum by the participants of the teacher’s competitions. As a fundamental conclusion, the author develops the thesis about the dominance of the teacher’s power over all elements of the pedagogical design of the lesson and the formation of a teaching norm, reduced in its essence and potential.

The article is devoted to the problem of upbringing schoolchildren, which is relevant for modern education, which is considered in the context of the thesis formulated by L. S. Vygotsky: the cultural development of the child leads us to the issues of upbringing. The essence of the mutual conditionality of culture and education, which “allows” the learning process to influence the upbringing of schoolchildren, is discussed. Attention is drawn to the fact that the school psychological service as a psychological support of the educational process is an integral education that combines scientific, applied and practical aspects, and that education issues are largely related to its applied aspects.

Memoriality is associated with a person’s readiness not only to remember himself, but also to show a certain activity to create an attractive image of himself, so that other people perceive and remember this person positively. The “memorial stage” assumes that the activity and activity of a person to create a favorable self-image occupies a significant place in his life, claiming the status of “leading activity”. This applies to the pre-retirement and retirement periods of life to the greatest extent, but also to situations of real risks to life (in war, in various extreme cases, in conditions of irrational impulses that are difficult to overcome, etc.). A special status is acquired by the “memorial stage” after a person’s life. The article attempts to reveal the essence of “memoriality” (as “memorial activity”) and the “memorial stage” associated with the life and biography of a person (both during the life of a person and after his death). A generalized model of “memoriality” is proposed, based on the correlation of a real integral person, the attitude to him on the part of this person himself (I-image), on the part of society (social image) and on the part of culture — in material and digital media reflecting the contribution of this person to culture (cultural image).

This article continues the consideration of the features of the “memorial stage” that began in the previous article — the “memorial stage” in the life and biography of a person. Part 1. The essence of the “memorial stage” and the generalized model of the “memorial activity”. The peculiarity of this article is that it focuses on social immortality, where the “memorial stage” is considered not only as the readiness of the individual to leave a good memory about himself, but also as the readiness of society (culture) to perpetuate the memory of this person. The article analyzes the development of the image of a person after his death. In this regard, the author considers the fundamental possibility of the relative independence of such an image, its productivity and even subjectivity. Arguments for and against such a possibility are given. We believe that the strongest arguments in favor are analogues from literature and cinema, where the images of the characters can get out of the control of their authors and, as it were, live their own lives, determining the further development of the plots of many works. The main argument against it is the dependence of the image on its biological and social embodiment, without which the image can disappear. All this does not yet allow us to talk about the full subjectivity of the image of a deceased person, even in the format of his social immortality. Although, in our opinion, it is still possible to talk about partial subjectivity, for example, through participation (or co-authorship) in some common affairs, in interaction with living people.

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.

In modern conditions, the problem of artificial intelligence is interdisciplinary in nature and at the moment the potential for using this technology in various spheres of life has not been studied. The introduction of artificial intelligence methods contributes to the modernization of the education and professional training system, taking into account the paradigm of digitalization and convergence of education, and will bring educational programs to the needs of the digital economy. The article substantiates the significance of the problem of developing the readiness of future teachers to use artificial intelligence technologies. The concepts of digital economy, digital technologies, digital ethics, digital literacy, artificial intelligence, artificial intelligence technologies are considered. The importance of using artificial intelligence methods in education is determined. The range of tasks for solving the problem of developing the readiness of future teachers to use artificial intelligence technologies is outlined.

The article deals with topical issues of training specialists in the field of cyberpsychology. The article analyzes the history and current state of the designated problem in various countries. There is an expansion of the requirements for the teaching staff leading the training of this category of specialists, determined by the relationship of cyber-psychology with various branches of scientific knowledge. Attention is focused on the insufficient number of textbooks and teaching aids, as well as the speed of “aging” of the information presented in them. The expediency of highlighting the psychological features of cyber-socialization of personality as a promising direction of research in the field under consideration is indicated.

The paper considers and analyzes various approaches to the model of digital competencies of teachers. The emphasis is on the latest research by Russian scientists devoted to the study of digital competencies, digital literacy, and digital skills. It is indicated that there is no single approach to considering the structure and content of the concept of “digital competencies”. The results of a study of digital competencies of Russian teachers, conducted in 2022, are shown.

The process of reading is considered in the context of the problem of consciousness. The concept of modes of consciousness functioning is applied, similar to the concept of consciousness registers according to D. A. Leontiev. Four modes of functioning of consciousness, important for psychology, are isolated from literary sources: feeling, distancing, dialogue with the author, internal dialogue. They are supplemented by a meditation register. The concept of chronotope, introduced into science by M. M. Bakhtin, is analyzed according to the criteria of differential psychology. It is assumed that readers’ preferences are due to the similarity of the chronotopes of their life world and the author’s.

The study of the genesis of arbitrary activity by Vygotsky’s followers led to the ideas of the activity approach, which took root in the Moscow methodological circle (Shchedrovitsky, Lefebvre, Davydov, etc.) by the end of the 1950s. In the early 90s, the primacy of the activity approach in domestic education was officially declared, in spite of fair criticism from the supporters of the information-needs concept of man developed by Simonov and Ershov (based on the ideas of Sechenov and Stanislavsky). Their concept took into account the focus of any needs on either preservation of what has already been achieved, or on all new development (with the inevitable negation of what has been previously achieved). The connection of this dichotomy with positive and negative emotions, revealed in a new way the role of game activity in transformations of actual human need dominants.

The article presents a number of propositions and hypotheses of V. P. Zinchenko concerning development in ontogenesis. His commitment to L. S. Vygotsky’s cultural and historical concept and the changes and additions he makes to it are shown. His views on the child’s mastery of the word and the development of actions and images interrelated with it are given. The ideas about the self-development of personality in culture and the danger of rigid purposeful personality formation are reflected. The general scheme of the genome of cultural and historical personality development is described.

In modern pedagogy, as a result of the transition to training according to federal educational standards, active attention is paid to the personal qualities of students, the formation of competencies that will help them adapt to rapidly changing environmental conditions. This issue is relevant at the current stage of training the younger generation and contributes to solving the main requirement of the new standards (FGOS) “teach to learn”. This article discusses the possibilities of web quest technologies to increase the cognitive activity of students. The pedagogical conditions for using web quest technologies in English classes are highlighted, the stages of creating web quest technologies are defined.

The article briefly analyzes the life path in science and the professional activities of the prominent educational psychologist N. V. Kuzmina. She is the founder of such an innovative field of human science as acmeology for the development of professionalism of adult specialists. She implemented this innovative discipline based on the study of the work of such main subjects of the education system as a kindergarten teacher, a school teacher, a master of industrial training, a teacher and a university dean. The article is the first to analyze, from the standpoint of subject-activity and institutional-personological approaches, the outstanding role of N. V. Kuzmina in studying the development of abilities, pedagogical talent and talent of teachers in the education system. The decisive creative contribution of N.V. Kuzmina and her scientific school to the creation of the foundations and development of acmeology technologies in modern human science is shown.

Научно-исследовательская работа выполнена при финансовой поддержке ЦИПБ РАН в рамках государственного задания 2023 года № FFZ-2021-0005 В статье дана характеристика вербальной и физической агрессии, представлены результаты эмпирического исследования проблемы вербальной и физической агрессии в различных регионах РФ. Обоснованы социальнопедагогические условия эффективной профилактической работы образовательной организации. Разработано содержание профилактической работы педагогов с обучающимися, родителями или законными представителями обучающихся.

The study is devoted to the study of the influence of students’ attendance of synchronous online classes on academic performance. The author conducted a survey of students, which assessed the attendance of webinars, interest in the subject, the level of satisfaction with the educational process and the educational results obtained. Various factors that can influence the level of motivation of students to study in an online format are also considered. It is revealed that there is a direct relationship between attendance, academic success, and satisfaction with the educational process. The research has practical significance for methodologists, teachers, and heads of educational organizations in the context of designing distance learning programs and developing strategies for motivating students.

The article presents a study of the development of professionally important personal qualities of undergraduate students of the psychological and pedagogical direction in the conditions of emergency remote teaching (ERT). A study with the participation of 140 master’s students (70 in 2018– 2019, 70 in 2020–2021) and using the Emotional Response Scale of A. Mehrabyan and N. Epstein, the test of communication skills of L. Mikhelson, methods of professional identity research (MIPI) and personal identity (MILES) L. B. Schneider confirmed the assumption that empathy develops intensively at the beginning of training, both in full-time and in distance learning, but the development of communicative competence is difficult compared to full-time training. In contrast to the conditions of full-time study, with emergency remote teaching, the status of diffuse professional identity is common for students of both courses, and the achieved professional identity is much less common than for full-time students. Among first-year students, the most common is the status of diffuse personal identity, among second-year students-the status of a moratorium. The limitations of the obtained conclusions are discussed and the prospects for further research are shown.

This article presents the results of a study aimed at studying the influence of gamification on the level of self-efficacy in the context of corporate training. Two groups of subjects participated in the experiment: an experimental group consisting of 102 363 participants who were trained in digital format using game elements, and a control group consisting of 44 523 participants who were trained in digital format without game elements. The results of the study showed an increase in the level of self-efficacy in both groups of subjects after training. The experimental and control groups demonstrated a similar effect in increasing the level of selfefficacy. This result indicates that the introduction of game elements into corporate training does not significantly affect the level of self-efficacy, however, it can minimize the negative attitude of employees to longer and more complex training programs in electronic format.