The use of case technology in conducting a comprehensive intermodule examination in the master’s program allows, on the one hand, to check systematically the achievement of educational results in several disciplines of the master’s program through the performance of practical tasks, and on the other hand, to increase the motivation of students for group interaction and independent research work during the examination task. Such effects can be achieved by using a step-by-step algorithm for preparing and conducting a comprehensive exam using practice-oriented cases, which was proved during the study. 54 first-year students of the master’s program of the Moscow City Pedagogical University “Development of personal potential in education: personalization and digitalization” participated in the experiment. A small questionnaire containing closed and open-ended questions was used as a feedback tool. To analyze the results, graphical visualization methods were used and a qualitative analysis of the detailed responses of students was carried out. In the course of the experimental study, the effectiveness of the use of management cases for creating a personality-developing educational environment, taken from the real practice of implementing the program of the Charitable Foundation “Contribution to the Future” for the development of personal potential, was revealed. The results obtained can be widely used not only in the implementation of a specific master’s program, but also in general can enrich the educational practice of pedagogical universities.

The article deals with the psychological concept of “psychic trauma”, the author’s method of psychological assistance “Systemic formation of the life path of the individual”. Its consideration is proposed to be carried out on the basis of the “4D-existence of a person” model, which describes the relationship of a person with himself, the social world, the objective world and life activity. Psychic trauma is defined as a deformation of a person’s relationship with himself and the world. The types of deformation are considered: distortion, infringement, suppression, destruction, loss, initial absence. Diagnosis, verbal gathering of information about the client’s symptom is discussed.

The article analyzes theoretical and methodological problems, characterizes historical and scientific prerequisites and summarizes the experience of psychological and pedagogical study of the development of human capital relevant to modern society in the innovative practice of continuous personality-oriented professional education. The novelty of the article is that the constructive solution of these problems is achieved on the basis of such innovative approaches as reflexive-subjective — for cognition of intellectual and creative resources of human capital and institutionalpersonological — for its psychological and pedagogical development in a multi-stage system of continuing professional education.

The article considers the trends of effective use of multimedia technologies in the process of perception of educational information by students in the conditions of transformation of mass education. The problems of digitalization are noted, which complicate the process of real and effective development and implementation of multimedia technologies in the modern educational process. The data of sociological research and examples of psychological and pedagogical practice in educational organizations are given.

The article discusses the possibilities of using storytelling technology in the Russianlanguage training of foreign military personnel in the classroom in Russian as a foreign language. The essence of this technology, its tasks are revealed, the classification of types of storytelling, indicators of its successful application are given. Various types of application of storytelling in teaching Russian as a foreign language are presented.

The article analyzes the essence of pedagogical technology of didactic design of personnel training in higher education institutions of the Ministry of Defense of the Russian Federation, substantiates its structure, reveals the content of each element of technology, characterizes its role. The content of the article is focused on the grounded and practical application of pedagogical technology in the training of officers, as well as the improvement of pedagogy of the higher military school.

Результаты исследования показали, что для педагогов с низким уровнем личностно-профессионального развития характерны профессиональные деформации: эмоциональное выгорание, низкий уровень стрессоустойчивости и совладающего поведения. У большинства учащихся выявлены признаки маргинального сознания, прокрастинации, обусловленные сформированным синдромом выученной беспомощности, который транслируется учителями. Только педагог с высоким уровнем профессионального развития, ценностями гуманистического характера, отсутствием профессиональных деформаций способен создавать условия полисубъектного взаимодействия, в которых у учащихся не формируется личностная беспомощность. Разработанная технология преодоления барьеров личностного и профессионального развития доказала свою эффективность повышением уровня самосознания и интегральных личностных характеристик студентов, тем самым обеспечивая повышение уровня их личностно-профессионального развития.

Career guidance for schoolchildren today is one of the priority tasks not only in the educational, but also in the economic sphere, since the well-being of our country depends on the right choice of profession by the younger generation. That is why, from September 1, 2023, a vocational guidance minimum is introduced in all schools in Russia, one of the areas of which is additional education. In organizations of additional education, it is necessary to create a developing environment with career guidance potential, since the environmental approach to personality formation has always been one of the most popular in pedagogy. The article introduces the concept of a developing vocational guidance environment for the organization of additional education, the principles of its creation, the main components and technology for creating a developing environment, including motivational, theoretical, heuristic, modeling, corrective stages and the stage of functioning of the environment model. The article will be useful for managers and teachers of organizations of additional education.

The article deals with the problems of the formation of abilities, a constructive approach to their understanding and consideration of the structural content is proposed. As the initial elementary unit of the psychological content of cognitive capabilities, it is proposed to consider intellectual operations, and cognitive strategies as operational mechanisms. The author’s classification of cognitive acts is given. Specific ways of developing cognitive strategies within the framework of the author’s educational technology “Purposeful development of cognitive strategies” are considered. This approach is a matching of the cognitive and activity concepts of considering psychological phenomena.

In the article, against the background of a brief analysis of the Russian psychology and pedagogy of giftedness and creativity, the main directions of A. I. Savenkov’s scientific and organizational activities are differentiated and characterized for the first time. The innovative contribution of his achievements to psychological and pedagogical science and educational practice is shown. His work is an integral system of fundamental and applied levels of research activity.

The article substantiates the relevance of the development of strategies for overcoming stress and the development of hardiness. The psychological concept of life is considered, which is defined as a person’s relationship with himself and the world. The content of the “copingstrategy” is clarified, its difference from reactive response to stress. The own definition of the concept of “hardiness (life resilience)” within the framework of the author’s method of psychological assistance “System formation of the life path” is given. The natural strategy for the development of hardiness is revealed. A description of the author’s psychotechnics is given: “Conscious self-regulation in overcoming negative emotions” and “Strengthening the strategy of hardiness (life resilience)”.

The article discusses the process of training teachers of technology in an electronic educational environment, taking into account the interaction of physical laws with technological laws in a system of productive forces based on the principles of systemic thinking.

The content of the professional activity of a teacher-psychologist requires not only a high level of professional self-awareness, developed reflexivity, but also the ability to design models of their own professional behavior. The article presents the results of a study of the technology of actualization of reflexive design as a resource of personal and professional development in the process of professional training of teachers-psychologists in line with a unified system of personal development approach and a unified concept of professional development of personality.

There are practically no works devoted to the problem of creative activity of a foreign language teacher in the process of preparing a lesson. In addition, in the methodological literature on pedagogy, little attention is paid to the consideration of theoretical approaches on the basis of which a solution to a problem is designed. The article outlines the concept of a teacher’s creative activity in the process of preparing a lesson based on control theory. An algorithm of actions is revealed based on the functions of management activities. The main content of actions at each stage is highlighted. The rules of pedagogical modeling are substantiated.

This article discusses methods and means of developing the professional and creative competence of students. The design methodology proposed by the authors is aimed at creating professional competence that ensures the use of the following pedagogical technology: the formation of basic training options, the automatic formation of new individual options from basic or other options and their automated or automatic adaptation and optimization, training based on individual options, monitoring the degree of formation of potential competence, based on its results, current ones can be adjusted or new individual options can be formed for the next stage of training, etc. The authors have developed a teaching methodology that allows students to develop integrative thinking and develop high-level professional and creative competence in them. The proposed methodology is implemented through a standard and new set of teaching methods and tools, a developed set of integrative mathematical and specialized tasks.

The article briefly presents the main types of military professional activities of officers of the Strategic Missile Forces, gives the author’s definition of military pedagogical competence, substantiates the structure and content of the professionally oriented technology of its formation among cadets of military universities.

The article is devoted to the problem of the formation of green skills of students in training programs for mid-level specialists. The article describes the pedagogical model for the formation of green skills, which is a system of interrelated components consisting of the following blocks: motivational, procedural, effective and final. The description of an experimental diagnostic examination is given, which made it possible to determine the initial and final levels of formation of green skills of students. The prospects of further research on improving the process of formation of green skills of students under the training programs of mid-level specialists are described.

In the theoretical and empirical study, a complex of resource-prognostic components of the teacher’s personality is identified: reflexive design, constructive coping, emotional and value involvement, which determine the analysis, forecast and actualization of the teacher’s resource capabilities in response to the challenges and risks of the future. It is proved that resource-predictive constructs are the main factors determining the high level of personal and professional development of a teacher as a subject of creating a favorable educational environment for students of the future.

The publication is devoted to understanding the experience of developing the network project “Integration”, originally intended to facilitate the process of involving foreign children in the traditional cultural environment of the Russian Far East. With the selection and implementation of digital didactic tools for designing educational content using visualization technologies in the browser, the authors of the publication strengthened the content components of the resource being formed and provided a number of activities indicating the possibility of forming intercultural communication and developing cultural intelligence among different age groups of the population. Adhering to a systematic and activity approach to the presentation of the results obtained, the authors testify to the need to expand the practice of providing the educational process with digital tools for individualizing the educational achievements of students.