Abstract: This article examines the problem of legal counteraction to the so–called "soft radicalization", a new strategy of terrorist and extremist organizations that use memes, streams, game chats and private messengers to indoctrinate young people. The purpose of the work is to analyze the shortcomings of current legislation and law enforcement practice in this area, as well as to propose ways to eliminate them. The author examines in detail the criminal case against teenagers from the city of Kansk, which clearly demonstrates the legal impasse: on the one hand, the law does not effectively prevent covert recruitment due to the lack of formal signs of an offense, on the other hand, it provokes excesses when virtual threats and teenage bravado are classified as serious crimes. The author suggests specific measures to improve legislation, taking into account modern digital realities. The study used the formal legal method and the analysis of judicial practice. The main result is the justification of a two–pronged approach: 1) the introduction of norms in the Administrative Code on responsibility for the dissemination of materials that form a predisposition to terrorism, with a prejudice to the Criminal Code; 2) modernization of human resources through special certification of employees and the creation of interdisciplinary expert groups. The novelty of the study lies in the complex nature of the proposals combining legal and organizational measures. This makes it possible to create a so-called "legal ladder" of responsibility, which builds a flexible system for responding to different threat levels: from administrative warnings for minor manifestations to criminal prosecution for malicious violations and direct recruitment activities. Such a graduated approach is fundamentally important because it allows law enforcement officials not to go to extremes: on the one hand, not to ignore the early stages of radicalization, which today are difficult to qualify as a crime due to the lack of formal signs of an offense, and on the other hand, not to immediately apply severe criminal repression against teenagers whose guilt is limited to virtual bravado or unknowingly spreading dangerous content. The results of the work have a pronounced practical orientation and can be used in legislative activities to improve anti-terrorism legislation, as well as in the practical work of operational units of the Ministry of Internal Affairs, the FSB and investigative agencies to increase the effectiveness of countering ideological terrorism in the digital environment.

Keywords: soft radicalization, information terrorism, countering extremism, digital threats, hidden propaganda, recruitment through narrative, legal ladder, administrative prejudice, departmental guidelines, Criminal Code of the Russian Federation

Abstract: The article examines the role of mentorship as a key element of human resources policy in the Ministry of Internal Affairs of the Russian Federation in the context of modern geopolitical challenges and the transformation of social values, as well as its toolkit. It analyzes contemporary problems of the mentorship institution, including a formal approach, insufficient motivation for mentors, outdated methods of work, and bureaucratic barriers. Based on the identified problems, specific solutions are proposed: standardization of mentorship programs, material and career incentives for mentors, the introduction of innovative forms of mentorship (coaching, reverse and group mentorship), the creation of a system for the professional development of mentors, and optimization of the regulatory framework. Special attention is paid to the need to combine traditional approaches with modern practices to enhance the effectiveness of adaptation and professional growth of employees of internal affairs bodies. The article applies the analysis of definitions of mentorship within the structure of the Ministry of Internal Affairs of the Russian Federation, followed by a synthesis of the author's definition. The scientific novelty of the conducted research is expressed in the results obtained, which indicate a "generational gap," characterized by conflicts between experienced employees and young specialists, as well as an authoritarian style of mentors that suppresses initiative, which is generally a consequence of a lack of competencies in the area of so-called "soft skills," implying the development of emotional intelligence and communication that can be taught to mentors. Mentorship in the Ministry of Internal Affairs represents a crucial tool for forming professional competencies and spiritual-moral values of employees. However, as the study revealed, its effectiveness is diminished due to a number of systemic problems: a formal approach, insufficient motivation for mentors, outdated methods of work, and bureaucratic barriers. The implementation of the proposed measures will allow transforming mentorship into an effective mechanism for the adaptation and professional growth of employees in the Ministry of Internal Affairs, which is particularly relevant in the context of high turnover rates. Strengthening the mentorship institution will contribute not only to improving the quality of the human resource potential of law enforcement agencies but also to the formation of continuity of the agency's traditions in line with contemporary challenges.

Keywords: mentoring, Ministry of Internal Affairs (MVD), personnel policy, employee adaptation, professional development, coaching, reverse mentoring, mentor motivation, program standardization, digitalization

Abstract: The article presents a detailed analysis of the problem of achievement motivation among cadets in higher educational institutions of the Ministry of Internal Affairs of Russia. The subject of the study is the motivation for success among cadets of universities of the Ministry of Internal Affairs of Russia. The purpose of the study is to identify the level of achievement motivation among future police officers, as well as the personal qualities that influence it. In the course of a theoretical analysis of the psychological and pedagogical literature, the concept of achievement motivation was clarified, the relationship of achievement motivation with personal characteristics such as social frustration, volitional self-regulation, and self-esteem was revealed. An experimental study was conducted to verify the theoretical propositions. It was attended by the 4th year cadets of the Ural Law Institute of the Ministry of Internal Affairs of Russia, in the number of 51people. It was attended by 4th-year cadets of the Ural Law Institute of the Ministry of Internal Affairs of Russia, in the number of 51 people studying in the Law enforcement. To solve this problem, the following methods were used:"Determination of the level of self-esteem" by S.V.Kovalev,"Assessment of motivation for success" by T.Ehlers,"Social frustration" by L.I. Wasserman(modified by V.V.Boyko);"Diagnosis of emotional burnout" by V.V. Boyko(modified by E.I.Ilyin) and "The study of volitional self-regulation" by A.V.Zverkov and E.V.Eyman. The conducted research allowed us to formulate a number of key conclusions of both theoretical and practical value. First, the concept of achievement motivation was clarified and systematized, and key personal characteristics that influence its development were revealed. At the same time, the distinctive features that make it possible to differentiate achievement motivation from related phenomena are substantiated, as well as the factors influencing its sustainability. Secondly, it was found that there are positive correlations between achievement motivation and identified personal characteristics. The third section provides recommendations on the development of personal qualities necessary for the formation of achievement motivation. The results obtained have practical value for the teaching staff, course officers, supervisors, psychologists working in higher educational institutions of the Ministry of Internal Affairs of Russia.

Keywords: motivation, motivation to achieve success, formation of stable motivation, personal characteristics, cadets, social frustration, volitional self-regulation, self-esteem, educational and service activities, universities of the Ministry of Internal Affairs of the Russian Federation

Abstract: The subject of the research is public relations that arise in the educational process of criminal law disciplines in higher educational institutions of the Ministry of Internal Affairs of the Russian Federation. The focus of the research is the organizational and pedagogical model for implementing a points-rating system for assessing the academic, scientific, and extracurricular activities of students, incorporating elements of social rating in departmental legal education. The article discusses the possibility of introducing a points-rating system for evaluating students' academic performance and scientific activity with elements of social rating when teaching criminal law disciplines in higher educational institutions of the Ministry of Internal Affairs of Russia. Based on the analysis of domestic research and the regulatory foundations for the application of rating technologies, the need to modernize traditional forms of knowledge control in departmental legal education is justified. The work employs methods of analysis and synthesis of scientific sources, comparison of theoretical positions and practical approaches, as well as pedagogical experimentation. To ensure the scientific validity of the article, a comparative-analytical method was used, which allowed for comparing traditional forms of academic performance evaluation with innovative points-rating systems and identifying the advantages and limitations of each. An authorial concept of an integrative assessment system has been developed, consisting of four blocks: academic, scientific, extracurricular activities, and final certification. A model for a planned pedagogical experiment to trial the system is presented using the example of the subjects “Criminal Law” and “Criminology.” The organizational conditions for implementation, potential advantages and risks of applying the system, as well as the possibilities of using elements of social rating to increase motivation, transparency in assessment, and the formation of professional competencies of future employees of the internal affairs bodies, have been defined. A new category "points-rating system in the institutions of the Ministry of Internal Affairs of Russia" has been formulated, representing a multi-level, objective, and stimulating management tool for the educational process, which allows not only to enhance the transparency and fairness of evaluating academic achievements but also to integrate innovative approaches that contribute to the development of professional competencies, research activity, and social responsibility of cadets and students.

Keywords: points-rating system, social rating, academic performance assessment, scientific activity of students, disciplines of the criminal law cycle, departmental education, higher educational institutions of the Ministry of Internal Affairs of Russia, education quality monitoring, pedagogical experiment, professional competencies

Abstract: In the presented article, the author addresses the problem of improving the system of professional training for specialists in the field of instrumental lie detection. The relevance of the study is due to the gap between the theoretical basis of professional retraining programs and the actual demands of the "expert" activities of a polygraph examiner, who performs tasks under conditions of high psychological and emotional stress, as well as legal responsibility. Based on scientific approaches, practical experience, and the specifics of a polygraph examiner's professional activity (including psychophysiological, legal, and ethical aspects), the author has decomposed the key competencies of the specialist. The work argues that critically important components, such as skills for conducting pre-test stages, non-verbal diagnostics, managing the examinee's stress state, and comprehensive interpretation of polygrams, cannot be developed solely through theoretical means. The paper presents the author's concept of modular practical training, built on the principles of gradually and systematically complicating tasks: from simulation modeling to controlled supervision while working with real cases. Special attention is also given to the method of reflective analysis of the learner's own actions as a tool for minimizing the specialist's errors. The theoretical and methodological foundation of the work consists of a competency-based approach, serving as a target framework, and an activity-based approach, defining the methodology for designing practical training. The research relies on the established scientific opinions of experts, fundamental principles of psychophysiology of emotions and stress, theories of lie detection, as well as the principles of higher education pedagogy in adult learning. The conducted research allows for the formulation of a number of scientific and practical recommendations for optimizing the training process of polygraph examiners. Practical training is an essential and decisive component in forming the comprehensive professional competence of polygraph examiners. It serves as the "testing ground" where theoretical knowledge can be transformed into stable skills, professional intuition, and individual ethical trajectories. A specialist must learn not only to "read" polygrams but also to characterize the examinee in a testing situation. Thus, high-tech, intellectual investments in quality practical training are investments in the validity, reliability, and reputation of polygraph examiners. Undoubtedly, further improvement of educational approaches in this field should be aimed at the formalization, standardization, and expansion of practice-oriented modules, which in turn will facilitate steps towards the development and enhancement of professional training for polygraph examiners.

Keywords: practical training, polygraph examiner, specialist, training, professional competencies, instrumental lie detection, supervision, psychophysiological examination, modular system, modern approaches

Abstract: The subject of the study is the methodological principles of internal monitoring of educational programme learning outcomes as a system-forming foundation for quality management in higher education. The object of the study is internal monitoring of educational outcomes in the higher education system as an analytical and managerial mechanism for ensuring the quality of student training. The author examines in detail such aspects of the topic as the methodological heterogeneity of existing approaches to the organisation of internal monitoring, the risks of its formalisation and reduction to a set of reporting assessment procedures, as well as the need to develop an integral model of the principles underlying its design. Particular attention is paid to the correlation between the analytical, normative-ethical, and managerial functions of monitoring, as well as to the possibility of using competitive assessment formats within the logic of a developmental educational process under conditions of transparent criteria and pedagogical appropriateness. The methodological basis of the study includes theoretical analysis and synthesis of scholarly sources, comparative analysis of concepts of education quality monitoring, categorical grouping, functional interpretation, and theoretical modelling of the principles of internal monitoring. The scientific novelty of the study lies in the development of a three-level model of the methodological principles of internal monitoring of educational programme learning outcomes, comprising the analytical-methodological, normative-ethical, and managerial levels. A specific contribution of the author to the study of the topic is the substantiation of the functional role of each level and the establishment of their connection with preventing the risks of monitoring formalisation, its reduction to rigid ranking of students, and the loss of the developmental potential of assessment procedures. The main conclusions of the study are that the level-based differentiation of principles ensures the reliability and comparability of monitoring data, the pedagogical validity of assessment procedures, and their managerial applicability. It is demonstrated that competitive assessment formats may be incorporated into internal monitoring as a tool for objectifying results and diagnosing competencies, provided that their use is limited by normative and ethical requirements, oriented toward individual educational progress, and does not turn monitoring into a form of punitive control.

Keywords: internal monitoring, programme learning outcomes, methodological principles, quality of higher education, pedagogical qualimetry, competitive educational environment, PDCA management cycle, quality management, quality assurance system, educational programme