The article discusses the possibilities of the university in determining and developing the cultural potential of a person in a modern historically changed society.

The article discusses the role and importance of understanding the future by university students, the importance of building a program of “teaching the future”, which emphasizes the importance of not only qualified training of the relevant specialist, but also the ability to hold the future as a real environment for new creative searches in the development of one’s specialty.

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 is devoted to the issues of improving the professional training of students in military educational institutions based on the identification, generalization and systematization of the criteria for the effectiveness of the application of the problem-activity approach to the training of cadets and students in a higher military school.

The “challenge of convergence environment”, combined with the need to implement a number of government initiatives, are the factors, that make harmonization of ideas about education and a number of types of scientific and practical activities with which it is closely connected become the key conditions for the development of education. The authors of the article show a possible course of coordinating positions, involving specialists and practitioners in non-conflict controversy on the example of vocational guidance. They also make an attempt to build analogies between “careerguidance pluralism” and its analogies in areas of knowledge and practice that are more directly related to education. For that, they propose a way to “mark” the field of such harmonization by describing potential areas and ways to implement it.

understood in this study exclusively sociologically: as a social construct, through which the idea of the typically masculine and typically feminine in the social order is created, confirmed and relayed. As a result, gender identity is understood as the internal attitude of a person to this representation. The following models of subjective well-being in relation to gender identity are described: congruence, androgyny, masculinity, difference model. The article presents a criticism of these models based on the inconsistency of research results, the low validity of the available diagnostic tools of gender identity in quantitative methodology, as well as the interpretation of gender strictly as biological sex when planning the design and sampling of the study.

The paper reflects the actual problem of studying the flexible skills of engineers that affect the success of activities in VUCA conditions: instability, uncertainty, complexity and ambiguity

On the basis of the informatics-cybernetic approach proposed by the author, the main historical stages of systemic global evolution are presented, including the formation of increasingly complex social-economic formations (SEF) from the primitive communal system to modern digital ones, and marked by basic information technologies. It is noted that from the standpoint of this approach, the main problem in the development of educational structures is the need to modify all previously historically emerged such structures in order to harmonize them with each other and ensure compliance with the newly emerging requirements of the new SEF.

Global changes are taking place in society, which have both negative and positive effects on education. At the same time, contradictions in the education system lead to problematic situations.

The article presents the results of an all-Russian study of civic-patriotic values in a modern school. The psychological and pedagogical conditions for the formation of patriotic and civic values have been analyzed. In order to find the factors that determine this situation, an analysis of the patriotic values of schoolchildren was carried out, including the following sections: objects of identification; image of the Motherland; life goals and patriotic values; life position and socially significant activity; preferences and plans.

The article presents an analysis of the patriotic education of youth in the Arctic region of the Kola Arctic on the example of the training of children and adolescents in the state regional educational and methodological Center for military-patriotic education of youth “Avangard” and in the commercial Center for civil-patriotic education “To live in the North”. Both Centers were opened on the initiative of the Governor of the Murmansk region to implement the idea of patriotic education, cohesion of the population, preservation of historical memory and ensuring the sovereignty and security of citizens of the Russian state. The negative and positive aspects of the work of the Centers have been identified, shortcomings and ways to eliminate them have been identified.

The presented article is undoubtedly relevant and timely. This relevance is due to geopolitical global events and serious problems in domestic education associated with a low quality level of civic and patriotic education of Russian schoolchildren. The article analyzes the basic concepts of the problem field being studied, and also substantiates the main directions of ensuring civil and patriotic education of students of general education organizations.

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.

В статье рассматриваются вопросы, связанные с генезисом склонности к девиантному поведению студентов с ограниченными возможностями здоровья (ОВЗ). Девиантное поведение рассматривается как феномен, имеющий сложную природу и обусловленный разнообразными дизонтогенетическими факторами. Деформированная социальная ситуация развития студента с ОВЗ определяет возникновение склонности к девиантным формам поведения. Раскрываются основные задачи профилактики асоциальной направленности личности студентов с ОВЗ в зависимости от нарушения конкретного компонента личности.

The article considers the tasks of studying the social and psychological conditions of competitiveness of enterprises. A dialectical approach was used — the study of the general, special and singular, in particular, construction of research models at macrosocial, mesosocial and microsocial levels. Prescriptive and descriptive models are presented. Main definitions of the study of social and psychological conditions are reflected. The macro-level of research in our version of the descriptive model is excluded, the development of the scientific and technological complex of the country, which is represented at the microsocial level, is indicated at the microsocial level.

The article attempts to clarify the role of fairy tales in the development of ethnic and cultural identity not only at the stage of childhood, but also at the subsequent stages of personality development. In childhood, fairy tales create an optimistic basis for such an identity, and in more adult periods, fairy-tale and fantasy plots give a person the opportunity to strengthen his optimism and confidence in himself and in his people, against the backdrop of an increasingly complex life. A model of imaginary plots is proposed, based on the readiness or unwillingness of a person to understand and accept a fairy tale in order to identify with its hero, as well as on taking into account how far the fairy tale is detached from reality or close to it, so that identification with the hero is more or less embodied in life.

The article is a continuation of the topic outlined in part 1 “The role of fairy tales in the ethnocultural socialization of the individual,” published in the previous issue of the magazine. This article discusses the possibilities for designing and using fairy tales in such a complex multicultural and multiethnic country as Russia. The main thing is mutual enrichment of different cultures and common pride in the achievements of each culture, which involves fairy tales with the joint participation of representatives of different peoples of the country, united by a common noble goal. Examples show options for designing fairy-tale and fantasy plots by the participants themselves — in the “Subjunctive Design” methods, in card professional consulting games that simulate a successful life, and in online technology projects, where the participant designs himself as a “hero”. The most important meaning of many fairy-tale and fantasy plots is seen in the fact that they allow a person to make “moral tests” in those imaginary worlds that do not yet exist, but which can appear.

Special creative abilities of a child which are the result of continuous work of parents, educators and teachers are considered. The formation of mental functions and mental operations give preschoolers the opportunity for successful studying at school.