The article reveals the peculiarities of the formation of scientific and pedagogical personnel in Russia in the second half of the 19th - early 20th centuries.

The article is devoted to the problem of activating the educational and cognitive activity of future primary school teachers. Despite the diversity of points of view on this issue, all researchers consider it imperative to create the necessary and sufficient special conditions that promote the support and intensification of student activity throughout the educational process. In the proposed work, special attention is paid to the group interaction of students, in particular, such an innovative form as a mastermind meeting, the content of which requires clarification for its use in the educational process. Thus, the list of actions should include specific educational tasks, namely: searching, processing and analyzing information on the issue under study, interpreting the results of group work, and reflection. The authors propose a technology for conducting mastermind meetings and substantiate their didactic potential for effective training of future primary school teachers. The algorithm of operation consists of of the V main blocks, each of which provides clear methodological recommendations for each participant in group interaction. In contrast to the classical Matstermind model, it assumes the active involvement of the audience in the process of obtaining new information and discussing the presented problem. In addition, a range of possible topics of mathematical and linguistic content for conducting mastermind sessions has been outlined. The authors argue that using such a special format to enhance the educational and cognitive activities of university students makes it possible to involve even those students who do not show interest in learning in research work. Working in a micro-collective, each of its members not only explores scientific problems, but also strengthens their communication skills, leadership qualities, teamwork skills, broadens their horizons, and acquires new subject and meta-subject knowledge and skills.

The relevance of the presented study is determined by the fact that the expected and already ongoing socio-economic and technological transformations, largely due to the replacement of the fifth technological order by the sixth, naturally raises the question of what the education of the future will be like. At the same time, in domestic realities, additional intrigue to the problem of education of the future is given by the fact that, for example, in terms of higher education, after Russia's withdrawal from the Bologna system in May 2022, the relevant ministry has still not presented the promised new domestic education system, the deadlines for which are permanently postponed. Since the field of education is called upon to accumulate all the best (starting from the system of knowledge and ending with the technologies of its transfer in combination with the skills and abilities of students), which presupposes the accumulation of the best historical experience combined with modern knowledge, this circumstance predetermined the choice of the research topic. The purpose of this study is to analyze the possibilities of using the postulates of the strategic management school of education, formed in the middle of the 20th century, in the education system of the future and, accordingly, to assess the potential of the school of education when using its provisions in the education system of the future. The scientific novelty of the obtained results lies in the determination of the possibilities of using the provisions of the school of strategic management education in the development of the education system of the future. The practical significance of the obtained results lies in the possibility of their use in the development of the domestic system of higher education of the future, taking into account the postulates of the school of strategic management education.

The article discusses the effectiveness of authentic materials in teaching a foreign language. The authors describe the advantages of using authentic materials reflecting the real linguistic and cultural environment and contributing to the interest of students in learning a foreign language. The article defines the concepts of socio-cultural competence and authentic materials, as well as presents their various classifications. As a practical example, a task based on video material is given, which demonstrates the process of working with authentic sources. This article may be useful for teachers seeking to improve the quality of education and the motivation of their students in learning a foreign language.

With the growth of knowledge and technological progress of society; our country needs learning skills that could help it keep pace with the development of science and technology. Educational systems in society and, consequently, education will not be able to separate from other social institutions, national and international interactions. Education in the twenty-first century is the center from which all changes and developments arise. Information technology in education needs culture. This culture needs to be studied together with the use of hardware resources. The system needs to be trained in the use of information technology; otherwise, the purchase and transfer of technology and investment will be nothing more than a waste of resources. The article analyzes the role of information and technology in education.

It is difficult for orphaned children to find their place in a new family, because they often simply do not know how to behave, how to react correctly to external stimuli or the affection of their parents, they are used to being a loner, not to live, but to survive in this aggressive world, as it seems to them, so foster parents they may not be perceived, it is not obligatory to obey them, such parents still have to become authorities in the eyes of the child. A foster family can be one of the forms of placement of orphaned children and children left without parental care.

Aim – to study the possibilities and integrate artificial intelligence (AI) into the project activities of students in artistic fields, and to update the technologies of professional art education in the changing conditions of a labor market oriented towards mastering neural network tools. Methodology and methods. The research is based on systemic and activity-based approaches, with its pedagogical foundation being an integrative model that combines traditional design teaching methods with the gradual implementation of AI tools. The study employs several methods: a pedagogical experiment, qualitative analysis of surveys, the expert assessment method, and the observation method. The authors describe a pedagogical experiment conducted with students in the field of study 54.03.01 "Design," which included theoretical training, practical tasks based on the use of professional software, such as Adobe Photoshop Adobe Photoshop, and AI-powered neural network tools that generate images from text prompts. The impact of digitalization on education is examined, including the use of neural networks, issues of enhancing learning efficiency, improving project work outcomes, and developing students' digital literacy at the initial stages of learning. Results of the experiment showed a significant increase in the level of computer literacy, an improvement in the quality of work produced, and a reduction in technical and methodological difficulties. The authors emphasize the importance of introducing new technologies to adapt the "designer" profession to modern labor market demands. The study also identified some limitations and challenges in applying AI, such as errors in image generation (so-called "hallucinations") and the need for additional specific refinements done "in collaboration" with the generative tool. Practical significance of the work lies in the development of a methodology for integrating AI tools into the educational process, which can be used in teaching fine arts and design for fields within group 54.00.00. Theoretical significance of the research is that the developed methodological materials can form the basis for creating fundamentally new pedagogical conditions for fostering digital literacy. The pedagogical process of teaching fine arts and design can become more systematic. Conclusions of the research confirm the hypothesis about the positive aspects of introducing artificial intelligence into the educational process for art and graphic disciplines and its influence on the level of students' digital literacy. The developed model provides an algorithm for AI integration that ensures not a replacement, but an enhancement of traditional artistic competencies.

The article discusses speech therapy technologies aimed at overcoming the difficulties associated with writing and reading in students with mental retardation and severe speech disorders in a comprehensive school in Moscow. The importance of speech therapy classes for the development and correction of writing disorders in students with special educational needs in the field of inclusive education is emphasized. The paper describes some speech therapy technologies that allow speech therapy teachers to conduct correctional and developmental classes to correct writing disorders in children with disabilities in inclusive education.

This material is a continuation of the article "Psychological markers for identifying behavioral characteristics of children and youth prone to aggression and positive perception of ideas of extremism, terrorism and violence" by the authors Ovcharenko L.Yu. and Morozova T.Yu., published in the Journal of Pedagogical Research, 2025, No. 2. The article is devoted to a study aimed at studying psychological markers. which may indicate the propensity of children and youth to aggressive and extremist behavior. In today's world, where social tensions are increasing and communications are increasingly moving into the digital space, early detection of such trends is of particular importance for the prevention of destructive phenomena. The authors conduct a systematic analysis of individual and personal factors contributing to the development of aggression and extremist attitudes. The study identified the following key markers: cross-cultural, personality-typological, behavioral, socio-environmental, affective-emotional, communicative-conflictological, family-educational and medical-biological factors. The article presents checklists that can help in psychological and pedagogical work with children and youth, performing preventive, social and diagnostic tasks aimed at reducing the likelihood of deviant behavior.

This study explores psychological characteristics of powerlifters and their impact on competitive performance. It examines anxiety, motivation, and self-regulation. The initial phase identified differences among novices (<2 years, n=49), amateurs (2–5 years, n=49), and professionals (>5 years, n=50). The experimental phase (2025, Moscow Regional Powerlifting Federation) evaluated an 8-week program for the experimental group (EG, n=49), including breathing techniques, visualization, and cognitive affirmations. The control group (CG, n=49) followed standard training. In the EG, situational anxiety decreased from 46.7±6.8 to 40.1±5.9 points (p<0.001), intrinsic motivation increased from 56.8±5.7 to 61.3±5.1 points (p=0.001), and self-regulation improved: distractions reduced from 3.4±1.1 to 2.2±0.7 times (p<0.001), reactions to judges’ decisions weakened from 1.7±0.6 to 1.2±0.5 points (p=0.007). A correlation between reduced distractions and performance improvement (r=-0.62, p=0.004) was confirmed. Interviews indicated high technique approval. Recommendations were developed.