Abstract: The subject of the research is the process of preparing future teachers for professional activity through inspiring ideas of higher education pedagogy. The author's position on concepts such as "inspiring higher education pedagogy," its goals, main tasks, and principles is justified, and certain aspects of building the technology of inspiring learning are defined. Specific examples of implementing inspiring higher education pedagogy in the context of students from ISGO MPGU are provided. The possibilities for unlocking the potential of subjects in the educational process of a pedagogical university are enumerated. The evolving Laboratory of Pedagogical Ideas by Professor Kozilova, as a resource for the preparation and professional development of teachers during the stage of professional genesis, enriches the intellectual experience of all participants/subscribers of the Laboratory, revealing the secrets of organizing, preparing, and conducting joint events for students and mentors, and searching for modern approaches to the implementation of research work while maintaining the original handwriting and style of the author's pedagogical communication. The research methodology is based on a number of approaches (systemic, subjective, personality-oriented, competency-based, synergistic), including a semiotic approach to ensuring inspiring higher education pedagogy. Research methods include analysis of literary sources, surveys of students regarding inspiration from the learning process, and description of pedagogical experience. The main conclusions of the research are results from analyzing the activities of the Laboratory as a platform for realizing the creative-scientific potential of students and teachers using ideas of inspiring higher education pedagogy. The main contribution to the preparation of future teachers has been the justification of the concept of "inspiration" from various viewpoints, and "inspiring higher education pedagogy" as a new direction in pedagogy. The novelty of the research lies in the analysis of the experience of the Laboratory as a resource for preparing future teachers for professional activity from the perspective of inspiring higher education pedagogy. Examples from the author's pedagogical experience are shown, demonstrating the possibility of using ideas of inspiring higher education pedagogy in working with students, and it is advisable to apply inspiring learning technologies, methods, and experience in the educational space not only of pedagogical universities but also in schools, educational development institutes, in the system of professional development for teachers, etc.

Keywords: inspiration, to inspire, inspiring pedagogy, technologies of inspiring pedagogy, principles of inspiring pedagogy, laboratory of pedagogical ideas, stage of profesiogenesis, moral fortitude, teaching as inspiration, learning as inspiration

Abstract: The scientific article focuses on the process of preparing for ensuring the safety of students in the oil and gas industry through training in risk management. The pedagogical research describes the methodology and practice of risk management in the context of training specialists in the oil and gas field for the specialty 21.02.03 "Construction and Operation of Oil and Gas Pipelines and Oil and Gas Storage Facilities" in accordance with the Federal State Educational Standard at a polytechnic college. The following methods are used in the education of students in the oil and gas sector of secondary vocational education: 1) qualitative analysis of industrial risks, including identifying potential threats, risk factors, and causes, and mapping risks; 2) quantitative assessment of industrial risks using mathematical tools and expert methods; 3) scenario analysis as a practical tool for assessing industrial risks. Research methods include the analysis of regulatory and technical documentation and literary sources, studying industrial practices, and describing pedagogical experience. The novelty of the scientific work on training students in risk management in the oil and gas sector at a polytechnic college lies in the fact that the proposed methods can be successfully applied both in the educational process and in the real production activities of oil and gas enterprises to enhance the level of industrial safety in the workplace. The proposed methodology allows students to develop not only knowledge of regulations and instructions but also practical skills in forecasting, assessing, and minimizing industrial risks. The introduction of elements of risk management into the training process for specialists in the oil and gas industry is a necessary condition for ensuring safety in production in the future in the professional activities of polytechnic college graduates specializing in 21.02.03 "Construction and Operation of Oil and Gas Pipelines and Oil and Gas Storage Facilities."

Keywords: readiness to ensure safety, risk management, oil and gas enterprise, oil and gas industry, risk analysis, scenario analysis, operational risk, professional education, occupational safety, industrial safety

Abstract: The subject of the research is the system of higher music education in China, as well as its key structural and content characteristics in the context of modern socio-cultural development. The object of the research essentially includes the process of training music specialists in Chinese universities, including the organization of the educational process, pedagogical approaches, and students' professional orientation. The author also examines aspects of the topic in detail, among which are the predominance of a technical focus in education over aesthetic development, the insufficient level of pedagogical training among teachers, as well as the mismatch between educational outcomes and the demands of modern society and the labor market. Much of the article is devoted to the influence of globalization and multicultural processes on the transformation of music education, as well as the issue of integrating national traditions and Western educational models. The article also analyzes the contradictions between the massification of education and the decline in the quality of training, as well as explores the prospects for reforming the system of higher music education in China. The study employs methods of analyzing scientific literature, comparative analysis of educational models, and generalization of theoretical and empirical data related to the development of music education in China. The main conclusions of the conducted research primarily reveal systemic problems in higher music education in China, related to the imbalance between technical and creative training of students, as well as the insufficient adaptation of educational programs to modern social conditions. It is also worth noting that the author's contribution to the research on the topic is a direct comprehensive analysis of the influence of globalization and the digital age on the transformation of music education, including changes in the requirements for the professional competencies of musicians. The novelty of the research also lies in the justification for the need to transition from narrow professional training to an integrative model focused on developing critical thinking, creativity, and intercultural competence among students. It is also concluded that the further development of the system of higher music education in China is possible provided that the role of national cultural tradition is strengthened, a multicultural approach is implemented, and pedagogical teaching methods are modernized.

Keywords: music education, higher music education, music universities, music conservatories of China, student training, educational methods, globalization, musical traditions, digital age, intercultural interaction

Abstract: Subject of the study includes the use of Russian chastushkas in Russian as a foreign language lessons for Chinese students. Students at level A2 are considered. Chastushkas help to learn the language. The work selects chastushkas according to simple rules: words should be understandable, grammar not too complex, rhythm clear, topics close to students. Phonetic, lexical and grammatical difficulties of Chinese learners are taken into account. The work also suggests how to work with a chastushka in class. First, students need to be prepared, then the text is analysed, and then creative tasks are performed. Different phonetic, lexical and communicative exercises are used to reinforce the material. The main goal is to help Chinese students speak better, understand Russian culture and not be afraid of mistakes at the initial stage. Scientific novelty lies in the fact that the research proposes and substantiates a methodology for using chastushkas in a Chinese classroom (level A2), including principles for selecting material adapted for this group of learners, systematised with regard to the linguocultural characteristics of Chinese students, as well as developed stages of work and types of exercises. The use of chastushkas in teaching Russian as a foreign language helps reduce language anxiety, increase motivation, facilitate effective acquisition of vocabulary and grammar, and also introduces students to Russian culture, developing their sociocultural competence. The proposed methodology can be recommended for use at the initial stage of teaching Russian to Chinese students. In addition, chastushkas develop phonetic skills thanks to clear rhythm and rhyme, reduce cognitive load and increase interest in learning the language. Research methodology includes an analysis of literature on the methodology of teaching Russian as a foreign language and linguoculturology, consideration of the characteristics of students, development of criteria for selecting chastushkas (lexical, grammatical, phonetic, sociocultural) and their thematic classification. The study developed a methodology for working with a chastushka (preparatory stage, text work, creative application) and a system of exercises for skill formation.

Keywords: chastushka, RFL, linguistic competence, teaching methodology, folklore, authentic text, intercultural communication, principles of text selection, text methodology, sociocultural competence

Abstract: The subject of the study is the peculiarities of the formation and manifestation of readiness for professional self-determination in adolescents with disabilities and their normotypical peers in the conditions of a general education organization. Particular attention is paid to the subjective factors of readiness, namely: self-esteem, emotional background, environmental support, self-confidence, independence, which have a significant impact when choosing a professional path. There are different levels of readiness to choose a profession among both groups of adolescents. Attention is focused on the effectiveness of implementing a chatbot on the social network VKontakte to create motivation and independence in career guidance for adolescents of both categories. The object of the study is the process of professional self-determination, within which the dynamics of the formation of readiness for a professional choice among adolescents with disabilities and their normotypical peers are examined, as well as the use of digital career guidance tools, in particular chatbots. To conduct the study, methods of system analysis, questionnaires, and experimental testing of an interactive tool - a chat bot - were used on the VKontakte social network. The study revealed subjective factors of readiness for professional choice that prevail. Significant differences have been established in the level of readiness for professional choice between the group of adolescents with disabilities and their peers who do not have this status: schoolchildren with special needs have lower scores on most parameters. The data obtained confirm the effectiveness of digital tools in career guidance for schoolchildren, and the effectiveness of introducing the VKontakte chatbot into career guidance work has been experimentally proven. The results can be applied in the development of vocational guidance programs, taking into account individual and age characteristics, and also introduced into inclusive practices and digital technologies in the education system, namely the integration of chatbots into the information educational environment.

Keywords: readiness factors, adolescents with special educational needs, career guidance, professional self‑determination, subjective factors, inclusive education, digital career guidance tools, visual impairments, adolescents’ autonomy, career guidance chatbot

Abstract: In the context of transforming educational systems and the expansion of self‑directed learning formats, epistemological beliefs and preferences are gaining importance as a cognitive resource of the learner’s personality. Learners’ beliefs about knowledge and knowing, and about their role in the learning process, are regarded in international psychology as a significant factor shaping self‑regulation of learning, the interpretation of academic requirements, and the choice of information‑processing strategies. Over recent decades, research on personal epistemology has shown steady growth and thematic differentiation, indicating its gradual institutionalization and consolidation as a distinct field of inquiry. In Russian educational psychology, however, the role of learners’ personal epistemology remains insufficiently examined and systematized, which limits the possibilities for integrating accumulated international findings into existing models and methods for assessing learning effectiveness. The aims of the study are to identify the structure and dynamics of international research on personal epistemology and to summarise its key directions. A combined bibliometric and theoretical‑analytical design was employed. Based on a corpus of 247 Scopus‑indexed publications, we analysed trends in publication activity, the distribution of publications across countries, journals and authors, citation patterns, and conducted topic modelling using Latent Dirichlet Allocation with t‑SNE topic visualisation. The theoretical analysis was aimed at interpreting the identified research lines. The results indicate a steady increase in publication activity since the late 1990s, accompanied by the institutionalization of this research direction and a concentration of studies in the USA and Western European countries. Topic analysis made it possible to distinguish four stable lines of development within this knowledge domain: epistemological beliefs in educational interaction, learners’ personal epistemology, domain‑specificity of knowledge, and epistemological foundations of self‑regulated learning. The analysis revealed pronounced terminological heterogeneity, reflecting differences in the levels at which epistemological phenomena are analysed (paradigmatic, structural, processual and regulatory), which complicates their conceptual comparison and the integration of research findings and points to the need for further theoretical consolidation of this research field. The findings provide an additional theoretical basis for integrating Russian and international traditions of research on epistemological factors of learning within educational psychology.

Keywords: personal epistemology, epistemological beliefs, epistemic cognition, learners, self-regulated learning, cognitive engagement, epistemic emotions, domain-specificity of knowledge, educational context, bibliometric analysis

Abstract: The subject of the study is educational activity as a heterogeneous human practice, examined in the context of the rapid spread of artificial intelligence and digital learning systems. The central question of the analysis concerns the relationship between the intellectual and routine components of education, the permissible limits of its digitalization, and the specific role of the Teacher as a rare human type, fundamentally irreducible to the function of a lecturer. Special attention is given to the figure of the digital mentor, or "digital Aristotle," as a tool capable of taking on a significant part of the preparatory, routine, and disciplinary work, thereby preparing the student for the encounter with the Teacher in the model of an apprentice. The study also investigates issues directly related to this question: the formation of a stable habit of intellectual effort in the student, the educational role of the family, the social and material status of educational activity, as well as the figure of the Organizer, who ensures the existence of a social environment in which the reproduction of talent and the sustainable formation of a creative personality are possible. The research is conducted within the framework of the philosophy of education and social philosophy, employing anthropological and historical-philosophical approaches. Methods of conceptual analysis, typological differentiation of levels of educational activity, as well as critical interpretation of contemporary discussions on the application of artificial intelligence in education, are used. The scientific novelty of the study lies in raising the question of the digitalization of education as a particular case of a more fundamental problem: the reproduction of the quality of human material within the framework of cognitive technology civilization. A consistent separation of the teacher as a function and the Teacher as a rare human type is proposed, which allows for the correct delineation of the applicability of digital learning systems. The productive role of the digital mentor is justified as a tool that relieves the Teacher of routine tasks and prepares the student for the encounter with the Teacher in the model of "apprentice." The concept of the Organizer as the creator of "centers of crystallization" of the social environment, without which sustainable existence of educational and creative communities is impossible, is introduced. The conclusion is formulated that talent, in addition to natural abilities and effort, requires a social environment nourished by an atmosphere of social optimism; no technological advancement in educational tools can compensate for the disintegration of the social field that gives education meaning.

Keywords: education, Teacher, digital mentor, digital Aristotle, artificial intelligence, habit of effort, Organizer, social environment, reproduction of talent, cognitive technologies

Abstract: This article is dedicated to the study of traditional and innovative approaches to teaching the vocabulary of the Russian language to Chinese learners, with an emphasis on the ethnocultural component. The subject of the research is the peculiarities of applying vocabulary teaching methods that carry an ethnocultural component when working with a Chinese audience. The object of the research is the pedagogical process of teaching Russian as a foreign language at Chinese universities. The relevance of this article is determined by the significant cultural differences between China and Russia, which cause communication difficulties in mastering Russian vocabulary. The author examines in detail topics such as the classification of ethnocultural vocabulary, its groups, and the features of acquisition by Chinese learners. Special attention is given to a comparative analysis of traditional and innovative methods, as well as step-by-step models of their combination. The goal of this research is to analyze traditional and contemporary practices, justify their complementarity, and develop differentiated models for combining methods to enhance the effectiveness of acquiring ethnocultural vocabulary and forming intercultural communicative competence. The study employs methods of literature review, case analysis, and comparative analysis. The empirical basis consists of materials from CNKI and Elibrary from 2020 to 2026. The authors have identified three groups of ethnocultural vocabulary in the Russian language, characterized traditional and innovative methods, and compiled a comparative description of them. Models for step-by-step combination of approaches are proposed, taking into account the level of training of Chinese learners and the typology of lexical units. The scientific novelty of the research lies in the justification of the principle of harmonious combination of traditional and innovative methods, determining differentiated proportions of their application at different stages of learning, as well as in substantiating the effectiveness of modern educational technologies for revealing ethnocultural vocabulary. The main conclusions of the research confirm that the ethnocultural component is an important condition for forming intercultural competence. Traditional methods ensure the systematization of basic knowledge, while innovative methods increase motivation and develop practical communication skills. It should be noted that flexible combination of approaches contributes to the solid mastery of material and correct use of vocabulary in real communicative situations.

Keywords: teaching methods, vocabulary of the Russian language, Chinese students, ethnocultural component, traditional methods, innovative methods, comparative analysis, modern educational techniques, step-by-step learning, pedagogical experience

Abstract: The subject of the research is the process of developing professional competencies of future preschool education teachers in higher education, aimed at overcoming the gap between academic theory and the practical requirements of preschool organizations. Modern kindergartens expect graduates not only to have knowledge of pedagogy but also to be ready for everyday work with children of early and preschool age, parents, documentation management, daily routine organization, creating a developmental environment, and interacting with the team. The regulatory framework includes Federal Law No. 273-FZ, Federal State Educational Standards (FSES) for Higher Education 44.03.01, the professional standard "Teacher," FSES for Preschool Education, and the Federal State Educational Program for Preschool Education. The relevance is determined by state policy: the year 2026 has been declared the Year of Preschool Education. According to Rosstat (form No. 85-K for 2025), more than 1 million children under the age of three attend preschool institutions, and over 266,000 places for early-aged children have been created in the last five years, which intensifies the need for practice-oriented personnel. The focus is on the graduation stage, integrating learning and the student's systematic participation in the work of a specific preschool organization. The methodological foundation consists of competency-based and systematic approaches. The methods employed included the analysis of regulatory documents and scientific literature, modeling of practice-integration trajectories, experimental work, participant observation, expert evaluation, and surveys. The scientific novelty lies in highlighting the adaptive-practical component of the professional competence of future educators, ensuring a quick entry into the real labor process, conscious application of theoretical knowledge, and flexible responses to typical and non-standard professional situations. The formation of this component is carried out through mentorship by experienced educators, systematic pedagogical practice in the final year based in the same preschool institution, and the completion of a final qualification work, the topic of which arises from the needs of that kindergarten. The author concludes that the practice-integration model reduces the period of professional adaptation, enhances the methodological, communicative, and organizational readiness of graduates, and fosters a stable motivation for working in preschool education. The combination of final training with immersion in the work of the kindergarten makes practice a system-forming element in the formation of teachers and ensures that graduates’ competencies meet the demands of employers and state priorities.

Keywords: professional competencies, future educator, preschool education, higher education training, practical readiness, preschool educational organization, mentoring, graduation thesis, practice-integrative model, adaptation-practical component

Abstract: The article reveals the main theoretical approaches to defining entrepreneurial culture in the social and humanitarian sciences as a whole, as well as analyzes the concepts of entrepreneurial culture proposed by domestic representatives of pedagogical science. In addition, the work justifies the need for the formation of entrepreneurial culture in vocational educational institutions, both in connection with state needs and in response to the demand from the students themselves. The empirical basis of the research includes regulatory legal acts, statistical data, as well as the results of sociological surveys. The aim of this research is to formulate an author's definition of the concept of entrepreneurial culture and to determine the main criteria for its formation within the framework of a vocational educational institution, which will subsequently allow for the implementation of a pedagogical experiment on the formation of entrepreneurial culture and the formulation of recommendations. In conducting the research, the authors employed general scientific methods such as comparison, which allowed them to identify the specifics of approaches to understanding entrepreneurial culture, as well as the method of generalization. The novelty of the research presented in the article lies in the formulation of a personal definition of entrepreneurial culture within vocational educational institutions based on the generalization of existing theoretical and methodological approaches to understanding this phenomenon. The authors propose a definition of entrepreneurial culture as a combination of motivation, readiness, and developed practical skills that enable a college or technical school graduate to realize themselves in entrepreneurial activity. Furthermore, based on the analyzed approaches, the authors identified the main criteria for the formation of entrepreneurial culture, which include: rational awareness of the opportunities that entrepreneurial activity can provide, as well as its limitations; the desire and readiness to start one's own business during or after the completion of studies; knowledge of the legal, economic, and managerial aspects of entrepreneurial activity.

Keywords: professional education, entrepreneurial culture, educational activity, learners, entrepreneurship, entrepreneurial activity, personality, motivation, youth, components of entrepreneurial culture

Abstract: In the context of digital transformation of the modern labor market and the active integration of artificial intelligence technologies into professional activities, skills such as reflection and tolerance for uncertainty are becoming increasingly in demand. The object of the research is students, while the subject is their psychological profiles, which represent a typological combination of reflection and tolerance for uncertainty. The article analyzes theoretical approaches to reflection as a mechanism for self-analysis and understanding one's own activities and to tolerance for uncertainty as the ability to act in situations of incomplete information. The study empirically substantiates the existence of two opposing profiles of students, divided according to the specified characteristics, and discusses their strengths and weaknesses in the context of the modern labor market. An empirical study was conducted with a sample of 332 students using a typological approach. Statistical processing included k-means clustering, the elbow method, gap analysis, χ²-tests, and ANCOVA. Empirical data were collected using questionnaires: "Activity Reflection Test", "Multiple Stimulus Types Ambiguity Tolerance", and "Cognitive Styles of Human Individuality". The scientific novelty of the work lies in the comprehensive study of reflection and tolerance for uncertainty among Russian students. The results obtained allowed for the identification of two stable psychological profiles - "reflectively-intolerant" (52.7% of the sample; high reflection, low tolerance) and "impulsively-tolerant" (47.3% of the sample; low reflection, high tolerance). It was statistically proven that there is no dependence of distribution on gender, year, or field of study. ANCOVA analysis confirmed that the differences are due to the combination of reflection and tolerance, rather than individual cognitive styles. It is theoretically justified that each profile has specific strengths and weaknesses in terms of adaptation to the modern labor market. "Reflectively-intolerant" students are capable of deep analysis and verification of information but may experience discomfort in uncertain situations. On the other hand, "impulsively-tolerant" students demonstrate high flexibility in uncertain situations but tend to repeat mistakes and trust any unverified sources. The results substantiate the need for targeted formation of a balanced profile capable of remaining competitive in the modern labor market.

Keywords: Student's psychological profiles, Reflection of activities, Tolerance for uncertainty, Cognitive styles, Contemporary labor market, Competitive personnel training, Modern marketable skills, Individual's adaptive skills, Personality typology, Professional training