Vestnik of Samara State Technical University Psychological and Pedagogical Sciences
Vestnik of Samara State Technical University. Series: Psychological and Pedagogical Sciences is a peer-reviewed open access scholarly journal published quarterly. The founder and publisher of the Journal is Samara State Technical University. Information about the structure, activities and focus of Samara State Technical University is available on the website https://samgtu.ru.
The Journal serves as a forum for the presentation and discussion of original research articles, short communications, and reviews related to education and psychology fields. The target journal readership includes students, scientists and experts specializing in:
- Theory of pedagogy
- Theory and methodology of education
- Modern trends in education
- Higher school education
- Educational psychology
- Developmental psychology
- Online Learning
- Social psychology
- Internationalization of education
- General psychology
Vestnik of Samara State Technical University. Series: Psychological and Pedagogical Sciences falls into K2 category of The Higher Attestation Commission under the Ministry of Science and Higher Education of the Russian Federation. http://vak.ed.gov.ru
The Journal is included in: Russian Index for Science Citation, Google Scholar, VAK, White List, CNKI, DOAJ, Lens, OpenAlexPage, Scilit.
The Journal is registered with Roskomnadzor as a mass media source (certificate ПИ № ФС 77- 66654 dated 27.07.2016).
The Journal is edited in both print (ISSN: 1991-8569) and online (e-ISSN: 2712-892X) forms.
The journal content is licensed under a Creative Commons Attribution 4.0 License
Current Issue
Vol 23, No 2 (2026)
Theory and methodology of education
Diagnostics of conative skills of students of secondary vocational education: a structural-criterial approach based on physics
Abstract
The paper is devoted to the problem of objective diagnostics of the behavioral-volitional (conative) component of students' educational activities in secondary vocational education (SVE) on the example of the discipline "Physics". The relevance of the study is due to the insufficient development of structured criteria and tools for assessing students' volitional efforts. The aim of the work is to develop and test a structural-criteria model for diagnosing the conative skills of SVE students in the process of teaching physics. The study was conducted on the basis of the Omsk College of Meat and Dairy Industry, with the participation of 87 first-year students (2022–2025). The methods used were content analysis of scientific literature, pedagogical observation, questionnaires, and analysis of educational products. Based on the theoretical analysis, an author's two-component model was developed ("Volitional Sphere" and "Professional Involvement"). Statistical data processing was carried out using the Fisher's angular transformation. A system of criteria has been developed and tested, allowing for a transition from subjective assessments to diagnosable indicators of conative skills. A fragmented level of development of these skills has been identified among first-year students. Statistically significant differences have been established between students from different groups. The implementation of the model in the educational process, enhanced by interdisciplinary integration and the use of professionally oriented tasks, has shown positive results, including an increase in academic performance and knowledge quality, a decrease in absenteeism, and an increase in participation in extracurricular activities. It has been proven that the proposed structural and criterion model is an effective diagnostic tool that allows for objective assessment and targeted development of conative skills. A comprehensive impact on the cognitive, motivational, and conative components of educational activities contributes to enhancing students' learning capabilities and the effectiveness of their professional competencies. The practical value of this work lies in providing secondary vocational education teachers with proven tools for individualizing learning and enhancing its practical orientation.
5-20
The method of iterative reflection as a tool for the formation of professional competencies of a pedagogical designer
Abstract
The research is devoted to the problem of the formation of professional competencies of a pedagogical designer in the higher education system. In the context of the dynamic transformation of the education system, the role of pedagogical design is changing – it is becoming an integral element of practice, necessary for the future teacher to systematically design modern educational products. However, in the teacher training system, the elements of studying courses aimed at the formation of professional competencies of a pedagogical designer are dispersed across different disciplines and do not constitute an integral methodological field, therefore, they are not able to fully solve the tasks of forming the required professional competencies, which are systematized into five diagnostic clusters: analytical-diagnostic, prototype-design, implementation-validation, reflexive-adaptive and meta-professional. The authors conducted diagnostics of undergraduates of Tolyatti State University using methods of artifact analysis, situational tasks and structured interviews based on a combination of level gradation (initial, basic, confident, expert level) Typical profiles ("Initiator", "Design Practitioner", "Methodologist analyst", "Potential leader") and key deficits were identified. It is noted that traditional methods of teaching pedagogical design are based on linear three-stage logic (theory study, template work, presentation of the finished product), which reduces the effectiveness of the development and implementation of training courses. As an alternative, the iteration method is proposed – a cyclical alternation of the stages of design, implementation, data collection and understanding of the results. In the present paper, iteration is complemented by reflection as an element of clustering professional competencies, which helps transform experience into sustainable professional skills in pedagogical design, which actualizes the use of iterative reflection in the process of their formation. The aim of the research is to substantiate the need to use the method of iterative reflection in the formation of professional competencies of a pedagogical designer among future teachers. The research highlights the importance of the transition from the reproductive development of algorithms to becoming a "reflective intern" – a teacher who is able to create and improve educational solutions in a digital environment, as a way to improve the quality of training for future teachers.
21-34
A proactive model for implementing a training module for medical professionals
Abstract
The research is devoted to substantiating an innovative educational model for training medical personnel that meets the strategic objectives of healthcare modernization. The aim of the study is to develop and test a pedagogical approach that ensures the transition of future doctors from a reactive biomedical paradigm to a proactive practice based on the principles of preventive medicine and a biopsychosocial approach. The study is based on the methods of pedagogical design and contextual analysis. A specialized training module "Management of a patient with arterial hypertension in a family-stress context" was developed as a tool for implementing the model. Active learning methods were used in the training, including case studies, role-playing games, project activities, and comparative cross-cultural analysis. The effectiveness of the module was evaluated by comparing the competencies of medical students before and after completing the module. The work reveals in detail the three-stage methodology of the module (emphasis on disease, immersion in the problem, search for solutions), aimed at transforming the role of the doctor from a narrow diagnostician to a moderator of a healthy lifestyle. The data obtained demonstrate a significant increase in students' competencies in identifying and correcting psychosocial and family-stress risk factors, as well as developing skills in interdisciplinary synthesis and project activities. The main contribution of the work is the creation of a reproducible pedagogical model that integrates social and behavioral aspects into the treatment process. The value of this study lies in the fact that it provides evidence of the high pedagogical effectiveness of the proposed approach for developing modern-type clinical thinking. The practical significance of the results lies in the possibility of scaling up the presented module and adapting it for teaching the management of patients with other chronic non-communicable diseases, which is in line with the priorities of healthcare system development.
35-54
Higher school education
Content and technological components of a model for teaching critical thinking in English classes
Abstract
The research examines the development of students' critical thinking in English language learning in the context of information overload and increasing demands on the quality of higher education. The relevance of this study is determined by the growing role of critical thinking as a key educational outcome and universal competency of graduates, enshrined in the requirements of the Federal State Educational Standard of Higher Education, as well as the need to find methodologically sound solutions for its development in foreign language education. In the context of foreign language teaching, critical thinking is particularly important, as language serves not only as a means of communication but also as a tool for developing critical thinking. The aim of this study is to describe and characterize the substantive and technological components of a model for teaching critical thinking to students studying English at a university. This theoretical and methodological study is based on the analysis and synthesis of domestic and international psychological, pedagogical, and methodological literature, a content analysis of scientific publications, and a logical-structural analysis. As a result of this study, a model for teaching critical thinking was developed. It includes substantive and technological components. The substantive component focuses on analytical work with lexical and grammatical material, problem-solving tasks on types of speech activity, and the sociocultural context. The technological component includes a set of methods, forms, tools, and teaching techniques aimed at developing critical thinking skills. The practical significance of this study is in the potential use of the proposed model in designing English language courses and teaching materials at universities.
55-68
Event-based and situational approaches to foreign language training of a technical university graduate
Abstract
In recent years, the university community has significantly increased in innovation in the field of educational activities, and in particular, pedagogical approaches and technologies that encourage students to master the academic disciplines, ensure the growth of their motivation for self-development and self-education and stimulate the formation of subjectivity. The line of such innovations is fully attributed to the methodological tools for such areas of development of modern education as event and situational pedagogy. In this regard, the focus of the present research is placed on the problems of situational and event training. The aim of the research is to determine, using the example of a specific technical university, the most effective option for combining situational and event-based learning in foreign language training for undergraduate and graduate students in terms of their preparedness for future professional activities. It presents an informational and analytical review of open sources devoted to the theory and practice of event and situational pedagogy, the results of experimental work of undergraduate and master students studying the German language, its aim being to compare the options for the application in the educational process of eventful and situational technology separately, as well as their combinations, and the level of readiness of students to future professional activity. Students who participated in experimental work demonstrated a high level of foreign competence and readiness for professional activities, as well as competitiveness in the labor market. Teachers of a foreign language and representatives of employers who participated in the experiment noted a significant increase in students' subjectivity and their motivation for self-education and self-expression, increasing interest in future professional activities, and improving the skills of causal analysis of complex problems, a critical evaluation of options for their resolution and work in the team. The presented experience can be recommended for use in the work of other technical universities interested in mastering and introducing modern innovative technologies into the educational process.
69-80
Digital didactics in higher education: modern trends through the eyes of university lecturers
Abstract
The digitalization of society's life has affected the education system: electronic information and learning systems (EILS) are being introduced, operating on various platforms, online education is being popularized, and administrative and organizational processes and communication practices are being digitalized. At the same time, there is a trend towards a rejuvenation of the faculty due to a decline in scientific productivity and low involvement of older faculty in digital technologies. The article presents data that test the hypothesis that older teachers do not have a sufficient level of competence in the use of information and communication technologies (ICT) in the educational process. The results demonstrate a relatively high level of digital technology proficiency among faculty of various ages, with those 60+ placing even more stringent demands on the functional qualities of the electronic information and learning system. Older faculty are in no way inferior to younger ones in their use of ICT in the educational process.
81-100
Theory of pedagogy
Conceptualization of the notion of "anti-drug education" in modern pedagogy
Abstract
The research presents the results of a theoretical and methodological study devoted to the conceptualization of the notion of “anti-drug education” based on the analysis of Russian and foreign scholarly approaches, with particular emphasis on the contemporary experience of the People’s Republic of China. The relevance of the study is determined by the steady growth of drug abuse among the younger generation, documented in the World Drug Report (UNODC, 2024), and the urgent need to improve the drug prevention system in educational settings, as established in the Strategy of the State Anti-Drug Policy of the Russian Federation up to 2030. The research is justified by the need to systematize scholarly knowledge and overcome terminological ambiguity in preventive pedagogy. The methodological framework comprises systemic, culturological, axiological, and activity-based approaches; methods of theoretical analysis, comparative pedagogical analysis, and conceptual-terminological analysis were applied. A detailed conceptual-terminological analysis of existing definitions revealed significant ambiguity of interpretations in Russian and Chinese pedagogical science. The fundamental theoretical and methodological foundations of anti-drug education, organically incorporating philosophical, psychological, and pedagogical dimensions, were identified. For the first time in Russian comparative pedagogy, a systematic comparative analysis of the Chinese experience of integrating anti-drug education into the educational process was conducted alongside other foreign approaches, including a critical assessment of the human rights costs of the Chinese state-paternalistic model. As a result, an original definition of “anti-drug education” was formulated and its structural components were substantiated: cognitive, emotional-axiological, behavioral, and reflective. The results can be directly applied in developing comprehensive anti-drug education programs in educational organizations, as well as for the evidence-based cultural adaptation of elements of foreign experience to Russian conditions.
101-118
Modern trends in education
Digital transformation of education as a multi-aspect phenomenon
Abstract
The research is devoted to a comprehensive consideration of various aspects of the digital transformation of education. The aim is to conduct a comprehensive study to identify the positive effects and risks of the impact of digital transformation on education. The paper covers philosophical, educational, historical and pedagogical, socio-cultural and psychological and pedagogical aspects. The problem of the research lies in the disclosure of positive effects for each aspect, and the identification of potential risks that require close attention. The irreversibility and necessity of the process of introducing digital technologies into the educational environment are argued. An analysis of scientific and legal sources in the field of development of digital transformation of education is carried out. The most pressing problems in the field of digitalization of education are identified by the method of synthesis and generalization. Within the framework of philosophical aspects, anthropological, epistemological, axiological views are considered. Their analysis let draw a conclusion that during the digital transformation of education there is an update of value orientations that require deep philosophical rethinking. Both the risks of introducing digital technologies into the educational process for educational work and the prospects for achieving educational goals through the introduction of modern technologies are analyzed. The importance of preserving traditional Russian spiritual and moral values in the process of digital transformation of education is revealed.
119-136
Expert systems as a tool for foreign language instruction
Abstract
This paper examines the experience of expert systems (ES) integration to the instruction of foreign languages at the university level. The study investigates the principal characteristics, methodological framework, and domains of application of educational platforms, mobile applications, and AI-driven chatbots. The deployment of expert systems in foreign-language instruction constitutes a promising avenue that enhances the overall effectiveness of the pedagogical process. Such systems surpass conventional approaches in terms of feedback latency, learner autonomy, and instruction grounded in expert knowledge. The aim of the research is to identify the potential of the expert systems in the process of learning foreign languages. Findings from the conducted experiment indicate that the integration of ES within the educational process affords an adaptive, interactive, and personalized pedagogical approach that accommodates the individual needs of students. Expert systems also foster greater learner engagement in language acquisition, thereby rendering the instructional process continuous, stimulating, and productive.
137-148
Social psychology
Personal determinants of socio-psychological adaptation of early adolescence schoolchildren
Abstract
The relevance of this study is due to the need for a deeper understanding of the mechanisms of socio-psychological adaptation in adolescence, which is a critical period for personality formation. The study of the role of self-attitude in this process, taking into account gender differences, is of a particular interest. The aim of the work is to analyze the influence of self-attitude on the success of socio-psychological adaptation of adolescent boys and girls. Schoolchildren from general education institutions participated in the research. Psychodiagnostic methods aimed at assessing the level of adaptation and components of self-attitude were used for data collection. Statistical processing of the results included methods for identifying significant differences and regression analysis. The results of the study confirmed the positive influence of self-concept parameters on the degree of adolescents’ socio-psychological adaptation. Significant gender differences were found: for girls, the connection between self-attitude and adaptation was more pronounced and complex. A key role in their adaptation is played by the factor of positive self-acceptance and satisfaction with one’s socially approved qualities. For boys, however, the influence of self-attitude on general adaptation indicators was less significant, affecting mainly the spheres of self-acceptance and acceptance of others. The practical significance of the work lies in the possibility of using the data obtained to develop psychocorrectional programs aimed at forming a positive self-concept in adolescents; improving school programs of psychological support, taking into account gender differences in adaptation mechanisms, and conducting further research in the field of social and age psychology.
149-166
Regional adaptation of migrants’ children of with transgenerational ethnic identity
Abstract
In a multi-ethnic region with a diverse ethnic and religious composition, there is an inevitable need for interethnic tolerance. Ethnological monitoring studies (2017) classified the Volga Federal District as a latent conflict zone. Migrants from neighboring Muslim countries have settled in the cities of the Middle Volga region, from Saratov to the south of the Nizhny Novgorod region. Cross-cultural interaction is complicated by migrants' self-restriction of contact with indigenous people. The established patterns of behavior of the first wave of migrant fathers with the region's natives are unconsciously transferred by their children to their relationships with peers. Patterns established in the parental family are almost never corrected in the children's future adult lives. This expands the influence of intergenerational relations on the creation of preconditions for interethnic discord in the region. The aim of the study is to identify the transgenerational stability of the ethnic identity of migrants who voluntarily relocated to a region with different cultural norms. The task is to find a statistical connection between the ethnic identity of parents and their children, whose socialization takes place in a regional multicultural environment. Hypothesis: ethnic values through the prism of identity, formed on national customs and traditions in the migrants' original area, are not only transmitted across generations but also exert internal resistance in adolescents during their social identification with the titular people of the region. The study was conducted in twelve schools and lyceums of Tatarstan. 130 people participated voluntarily – adolescents and their migrant fathers. The intergenerational transmission of the national identity of migrant fathers to their children has been statistically confirmed. Quintile assessment scales of the national identity of migrants have been calculated. According to Bayes' theorem, the probability of adolescent protests based on their national hyper-identity has been determined. The interethnic relations within the region can be described as unstable tolerance.
167-186
Educational psychology
Psycholinguistic markers of a comfortable educational environment for students in the context of digital transformation
Abstract
This study addresses the need to understand educational well-being in the context of digital transformation, where learning extends beyond conventional classroom formats. The social significance lies in identifying conditions that support students’ psychological comfort and engagement in both human- and technology-mediated settings. The aim is to reconstruct students’ subjective representations of a comfortable learning environment. The methodology combines qualitative content analysis with a psycholinguistic approach, focusing on markers of interaction (e.g., pronominal framing, modality). The empirical material consists of two corpora of essays describing an “ideal” and an “uncomfortable” lesson. Deductive and inductive coding procedures were applied, with particular attention to the parameter of reflected subjectness and the degree of dialogicity within student–teacher–AI configurations. The results indicate that the perception of an ideal lesson prioritizes psychological safety, predictability, dialogic interaction. In contrast, uncomfortable learning is associated with stress, threat of evaluation, disrupted group dynamics. Positive scenarios are characterized by inclusive pronouns (“we”) and permissive modality (“can”); negative scenarios imply individualization (“I”) and prohibitive expressions (“must,” “cannot”). The teacher seems a key regulator of both comfort and threat; despite being explicitly prompted in the task, references to AI-agents remain peripheral, suggesting that transition to a triadic “creative partnership” model is not yet fully internalized and continues to rely on the teacher as the primary source of psychological safety. The findings can be applied in developing supportive learning environments and pedagogical models of creative partnership. Psycholinguistic markers provide a sensitive instrument for diagnosing well-being in new learning formats, identifying the psychological and interactional conditions to make a shift from teacher-centered regulation to creative partnerships with AI psychologically viable.
187-200