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.

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 article analyzes the results of a pedagogical experiment aimed at increasing the level of formation of a scientific worldview among foreign cadets. During its implementation, experimental and control groups of cadets were created, similar in their qualitative characteristics. To determine the initial level of formation of a scientific worldview, the evaluation methods “Scientific concept of the world” and “David Wexler Intelligence Test” were used. The research results were analyzed using methods of mathematical statistics, in particular, the Mann—Whitney U-test, which allows us to assess the degree of difference in the results of testing of individual groups. Then a methodology was proposed for the experimental group — a special course “Formation of a scientific method of cognition among foreign servicemen in military universities of the Russian Federation”, and in the control group — a traditional methodology. At the end of the pedagogical experiment, the collection and comparative analysis of data in both groups of foreign cadets was repeated. The study showed that after the behavior of the experiment, the test results of the experimental and control groups have significant differences, which indicates that there is a positive effect of the method under study.

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.

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.

Questions have long been used by teachers and tutors as an instructional tool to assess students’ knowledge, improve understanding, and stimulate critical thinking. Well-thought questions lead to new ideas, spark discussion, and promote comprehensive learning about a subject. Poorly designed questions can lower performance, create confusion, intimidate students, and limit creative thinking. Teachers tend to ask lower-order convergent questions, which are based on students’ actual recall of prior knowledge, but do not ask higher-order divergent questions, which promote deep thinking and require students to analyze and evaluate concepts. The article summarizes the taxonomy (that is, the teaching of the principles and practice of classifying and systematizing complex, hierarchically related entities) of questions, suggests strategies for formulating effective questions, and explores practical considerations for increasing student engagement and developing critical thinking. Similar concepts can be applied in the classroom and in experiential learning environments. Relationship between development of critical thinking skills and targeted application of effective questioning methods in educational organizations is examined. Having carefully studied various forms of training and their obvious impact on students’ ability to think critically, we have summarized the experience of composing questions that play a significant role in the development of analytical and evaluative cognitive abilities. The study delves into the complex elements of question formulation, including factors such as complexity, relevance, and relevance to a particular situation.

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.

The article reveals the moral and aesthetic aspects of the pedagogical potential of Russian literature and their influence on the formation among cadets of military universities of a sense of belonging to the greatest mission of the Russian army, which is to liberate peoples from resurgent neo-fascism and nationalism. The heroic images and examples of courage and perseverance of the Russian soldier reflected in literature instill in future officers pride in belonging to the great Fatherland.

The article deals with the problem of the formation of the moral potential of students in educational organizations. Conceptual and theoretical statements about the essence and content of the moral potential of students are formulated. Sociological data on the research problem are given.

In educational organizations, along with normotypic peers, certain categories of students with special educational needs receive education: disabled children, children with disabilities, gifted children, children with deviant behavior, children from socially vulnerable groups (children from orphanages, children from migrant families, bilingual children). Inclusive education — ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. An inclusive educational space is a place where all students are provided with conditions for personal development, self determination and socialization based on the values, rules and norms of Russian society. The article defines the main approaches to educational work with children with special educational needs in inclusive education, identifies the psychological and pedagogical features of children with special educational needs and defines the main approaches to educational work with this category of children.

В статье анализируются значимые вехи истории изучения в российской педагогической психологии образовательной среды развития учащихся, выделяются ее основные модели, а также показано их значение для оптимизации учебно-воспитательного процесса формирования мышления и личности в современном образовательном пространстве.

Currently, music education in universities in China is developing at an accelerated pace. But, unfortunately, the music education system focuses on the implementation of Western standards, sometimes neglecting the education and inheritance of Chinese traditional music. Because of this, there are problems that the government is trying to solve. The article briefly analyzes the current situation with music education at universities on the inheritance of traditional Chinese music, examines the importance of music education in terms of increasing cultural awareness, expanding the influence of traditional Chinese music. The authors reveal the educational aspect of traditional music in Chinese higher education.

The article is devoted to the description of the realization of the educational potential of the pedagogical block of practical tasks. The authors emphasize that it is the content of the pedagogical block of practice assignments that contributes to solving the tasks of education and the formation of significant personal qualities of a student.

The article reveals the State demographic and family policy of the Republic of Sakha (Yakutia), provides regulatory legal acts of the Russian Federation and the Republic of S(Y) on family policy. The authors of the article examine the demographic and social and pedagogical features of the educational potential of the family. The works of researchers who have studied the national characteristics of the family culture of the peoples of the North-East of Russia are analyzed.

The article addresses the issue of coping behavior and coping strategies of students at a pedagogical university. Models of coping with stress, coping tasks, coping strategies, and personal coping resources are defined. The main approaches to the study of coping behavior, classifications of coping behavior in the interpretation of domestic and foreign researchers are highlighted. The connection between the coping strategies of pedagogical university students and their value orientations, readiness for pedagogical activity, neuropsychological characteristics, self-attitude, and defensive mechanisms of the personality is traced. Empirically, the adaptive and maladaptive coping strategies inherent to students of a pedagogical university, their situational and personal anxiety, as well as the relationship between anxiety and the prevailing coping strategies of future special education teachers are revealed.

The article describes and analyzes the most important stages of the pedagogical and scientific activity of the academician and vice-president of the Russian Academy of Education, chairman of the expert council of the Higher Attestation Commission on psychology and pedagogy, David Iosifovich Feldshtein (1929–2015). The emphasis is on his pedagogical and organizational skills, as well as his studies of developmental psychology, considered in a cultural and historical context.

The article presents the main results of the long-term scientific activity of a known scholar and figure of pedagogical education N. A. Astashova on the study of the phenomenon of dialogic pedagogy. This issue is a part of a wider range of her research interests related to the problem of personality development of a future teacher and value orientations in the educational system. N. A. Astashova is credited with the scientific substantiation of the concept of pedagogical axiology, the development of a typology of values that can be used as an axiological modeling tool. The characteristic features of the axiosphere of a modern teacher, the analysis of cognitive, emotional and behavioral subsystems of personal value orientations of a teacher deserve attention. She also highlighted the conceptual ideas of the formation of the dialogic space of education, identified methodological tools for the study of dialogic pedagogy.

The article provides a justification for the need for phased design of the electronic educational environment of a military university at three qualitative stages corresponding to the qualitative stages of the cadet’s training: reproductive, productive, postproductive. The identified didactic conditions for the effectiveness of designing electronic educational resources in a higher military school are disclosed.

1st part. A brief overview of the development of applied problems of hermeneutics. Spreading of the tradition to “see with your own eyes”. The task of comprehending the text in theatrical pedagogy. The origins of applied drama hermeneutics and its methodological guidelines. Circumstances of origins and methodological guidelines of media hermeneutics. Comparison of clear similarities and their surprising differences. Education of “Soft skills” and “facilitating psychotechniques” of media hermeneutics. 2nd part. Practical problems of reflection — from self-analysis to self-observation and vice versa. About stops as a condition for introspection. System analysis combined. “Unpredictability of self-observation” and “introspection under the pipe”. The thought-activity project of the DEVELOPMENT of the great “Linen Road” of the Non-Chernozem Region and the results of the activities of the Department of Psychological Anthropology of the Moscow State Pedagogical University, including the work of the media hermeneutics club.

2nd part. Practical problems of reflection — from self-analysis to self-observation and vice versa. About stops as a condition for introspection. System analysis combined. Unpredictability of self-observation and introspection «under the pipe”. The thought-activity project of the DEVELOPMENT of the great “Linen Road” of the Non-Chernozem Region and the results of the activities of the Department of Psychological Anthropology of the Moscow State Pedagogical University, including the work of the media hermeneutics club. Education policy: about the future of two versions.