University of the Russian Academy of Education

The aim of the research is to identify the structure and content of parental requests in the field of upbringing and development of preschool children in order to optimize the system of psychological and pedagogical support for families. The paper presents the results of an empirical study conducted among parents of preschool children (N = 93) aged 35 to 54 years from September 2024 to March 2025, based in preschool educational organizations in Moscow. The scientific novelty lies in the development of a comprehensive typology of parental requests, including six main categories: emotional-behavioral requests (35%), educational-developmental requests (20%), socio-communicative requests (18%), organizational requests and requests related to daily routine (12%), disciplinary requests (10%), as well as requests related to children’s health and physical development (5%). For the first time, statistically significant relationships were identified between types of parental requests and socio-demographic characteristics of families (level of education, number of children, age of parents).

<p>The paper presents the results of the analysis of the empirical research of teachers' opinion about the status of inclusive education in the Russian Federation. The comparative analysis was focused on the answers of teachers of special (correctional) schools (N=192), teachers working in an inclusive format (N=210) to the questions of the author's questionnaire regarding professional training and work experience, ideas about the compliance of inclusive education with the special educational needs of schoolchildren with disabilities, existing problems in the implementation of the pedagogical process and ways to overcome them, the prospects for the implementation of inclusive education. It was revealed that the opinion of teachers working in educational organizations with different models of education for children with disabilities have both common positions and specific ones. Differences to a greater extent concern the expediency of spreading inclusive education for a number of psychological and pedagogical categories of children due to the presence of significant psychological difficulties and low performance of the educational process at high cost.</p>

Aim. To identify and analyze the relationship between the processes of development of higher education institutions and socio-economic development of the country, including their territorial aspects, taking into account a more accurate understanding of the role of university complexes in the socio-economic development of the country and their impact on the growth potential of the economy in a multipolar world, as well as a comprehensive assessment of their functioning and development. Objectives. Comprehensive assessment of the functioning of university complexes; identification of strengths and weaknesses of the work of universities, not only providing quality education for young people, but also being centers of scientific research, innovative development andcultural exchange; identification of directions for improving their interaction with the regions. Methods. The authors used such methods of scientific research as review of scientific publications, description and analysis. These methods together allow to achieve the aim of the study, to give a complete and objective view of the problem under consideration. Results. The multifaceted role of university complexes in socio-economic development is considered. The authors have highlighted the most significant aspects of the contribution of university complexes in increasing the growth potential of the economy of our country and regions. Conclusions. University complexes play an important role in socio-economic development: they contribute to the development of the education system as a whole, increase the efficiency of scientific research and creation of innovative technologies, economic recovery and cultural enrichment of the country. Due to their multifaceted activities, universities play a key role in creating a favorable economic environment and ensure sustainable development of regions. Attention is drawn to the need to expand and deepen the interaction between higher education and institutions of socio-economic development, including regional universities, employers and their associations, territorial governments, leading universities of the country in order for education to become an effective tool for qualitative improvement of economic growth potential and its innovative development.

Background. In the year of Leontiev’s 120th anniversary it is important to look again at his scientific heritage. Objective. The article aims to define the place of psychological theory of activity in the Soviet and Russian psychology and philosophy of the second half of the 20th century. Results. It is shown that Leontiev’s theory predetermined a number of ideas of the intellectual movement 4E Cognition popular now in cognitive science. However, some important ideas of Leontiev are not yet utilized in modern cognitive research. The psychological theory of activity is compared with the concept of social constructionism in psychology, and in this respect the advantages of Leontiev’s theory are revealed. Possible areas for further development of the psychological theory of activity are outlined. Conclusion. Leontiev’s theory of activity thoroughly comprehends the problematics of activity, action, construction, and cultural-historical mediation of activity. This theory essentially defines the present of psychological science and makes it possible to outline a strategy for its future development.

The paper presents results of the analysis of empirical research of health-protecting environment in 40 Russian educational organizations for children with disabilities: special (correctional) schools (N=22), schools with an inclusive model of separate classes for students with disabilities (N=8) and schools with joint education of students with and without disabilities (N=10). Complex multifactor monitoring and analysis of websites of these educational organizations were used as research methods, which allowed us to build a mathematical model of health-protecting environment for each type of educational organization, differing in its structure and content, as well as to establish a hierarchy of such psychological and pedagogical components as “spatial organization”, “learning activity”, “correctional assistance”, “professional activity” to identify the formula of “ideal educational organization” for children with disabilities. The paper provides evidence that the components of health-protecting environment do not exist in isolation from each other, but rather have a common cumulative effect, thanks to which the school management can act effectively and realize the school’s pedagogical potential.

В статье исследуется проблема изучения идеологии и практики реформационной деятельности в системе народного просвещения в 60–70-х годах XIX столетия. Цель исследования — выявить ведущие стратегии образовательной политики, формы и виды модернизационной активности, персоналии, находящиеся в центре принятия судьбоносных решений для отечественного образования в период Великих реформ. Определено, что данная эпоха — это значимая историческая веха в контексте модернизации отечественного образования, время поступательного, достаточно интенсивного развития национальной системы образования, когда просвещение народа ставится в ряд приоритетных задач общегосударственной важности. В период правления императора Александра II в результате объединенных усилий власти и педагогического сообщества начала складываться единая национальная педагогическая школа, многообразная и весьма плодотворная по существу разрабатываемых проблем и решению их на практике. Представлена ретроспектива нормативно-правовой и законодательной базы в области народного образования. Выявлено, что идеи и постулаты, изложенные в трудах ученых, педагогов и общественных деятелей дореволюционного времени, существенно расширяют наши представления о мировоззренческих взглядах на просвещение населения России, национальных и общечеловеческих ценностях, необходимости их гармонизации в практической деятельности по обучению и воспитанию граждан своей страны. Охарактеризована реформа военного образования как неотъемлемая часть общей модернизации системы народного просвещения. Результаты исследования могут быть использованы при подготовке общих курсов по истории России, истории педагогики и образования, чтении лекций и спецкурсов по теории и истории модернизации. The article focuses on the investigation of the ideology of educational innovations and their implementation in the 1860s-1870s. The aim of the research is to single out major strategies of educational policy, to investigate types and kinds of innovations, to study people responsible for fateful decisions related to Russian education in the era of the Great Reforms. The article highlights that the analyzed epoch marks a milestone of Russian educational reforms. It is an epoch of continuous and intensive development of the national education system prioritizing public education as a task of national importance. During Alexander II’s reign, the government and teaching community collaborated to create a national pedagogical school capable of efficiently coping with diverse education-related problems. The article presents a retrospective view of a legal basis for public education. The article states that the analysis of ideas and views expressed in prerevolutionary scholars’, educators’, and statesmen’s works broadens our understanding of pubic education in Russia and our appreciation of national and universally human values, and enables us to better assess their implementation in Russian citizens’ education. The article characterizes military education reforms as an integral part of public education innovation. The results of the research can be used in courses of Russian history, history of pedagogy and education, theory and history of modernization.