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The Bulletin of the Adyghe State University. Series «Pedagogy and Psychology» |
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#1 / 2026ANNIVERSARY DATESGENNADY FILIPPOVICH KOPYTOV (for the 75th anniversary of his birth)
GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATIONKhazret Z. BAGIROKOV, Batyrbiy M. BERSIROV, Suleta A. KUSHUMODELING THE PROCESS OF DEVELOPING MULTILINGUAL COMMUNICATIVE COMPETENCIES AMONG LEARNERS
Modeling the process of developing multilingual competencies among students within the educational environment and the evolution of their communicative competence necessitates examining the mechanisms of code-switching (CS) and analyzing multilingualism/multiculturalism as a research problem. The formation and modeling of multilingual competence represent a complex process of syncretism among linguistic didactic, linguistic, socio-cognitive, and neuro-linguistic parameters within the educational process, transcending traditional monolingual models of language education. Contemporary research demonstrates that, instead of viewing CS as a deficit or language "shift" in learners’ linguistic consciousness, educators and linguists acknowledge CS as a complex linguistic strategy that reflects dynamic and integrated semiotic systems within pedagogical interactions. Shifting the paradigm towards a multilingual approach to education redefines the methodological foundations of language didactics, moving away from the preservation of two separate semiotic systems towards the dynamic utilization of a unified repertoire based on the resources of the languages accessible to the learner’s consciousness. This shift induces a paradigmatic change in scientific research on multilingual pedagogical processes, demanding profound methodological adjustments in educational programs for regional students, as the evolution of learners’ communicative competence is viewed as an active process rather than an obstacle for academic achievement and intercultural dialogue in society.
TEACHERS' BURNOUT SYNDROME AS REFLECTED FROM PEDAGOGICAL THOUGHT AND FICTION
This article examines the phenomenon of teacher burnout through the lens of two discourses: professional pedagogical (scientific publications, methodological texts, pedagogical journalism) and fiction (prose and drama about school and teachers). The purpose of this study is to conduct a comparative analysis of the representation of the symptoms, causes, consequences, and mechanisms of burnout in various types of texts, identifying both points of intersection and unique perspectives offered by literature. The research methods utilize hermeneutic text analysis, elements of comparative and psychological analysis. The article provides an overview of research on the key aspects of preventing, diagnosing, and mitigating professional burnout syndrome. The work describes the personal, role-based, organizational, socio-cultural, communicative, and value-semantic levels as a gradation of the causes of professional burnout. The study demonstrates that while pedagogical discourse strives for systematization, diagnosis, and the development of preventive measures, literary text delves into the existential, moral, ethical, and emotional components of the crisis, demonstrating it "from the inside," through the drama of a specific individual. The article presents a comparison of the signs of burnout in pedagogical thought and fiction. The key signs of burnout are considered to include manifestations of emotional exhaustion, depersonalization, reduced achievement, the pronounced spiritual and moral aspects of the problem, the influence of society, the manifestation of the temporality and irreversibility of processes, attitudes toward problems, and approaches to solving them in pedagogical and literary texts. A conclusion is drawn about the complementarity of scientific and literary approaches in developing a holistic understanding of burnout as a complex threat not only to professional effectiveness but also to the human dignity of teachers.
PEDAGOGICAL ENGINEERING TECHNOLOGY IN DESIGNING INDIVIDUAL TRAJECTORIES FOR STUDENT DEVELOPMENT
This article addresses the problem of designing individual educational trajectories (IET) for student development from the perspective of pedagogical engineering ‒ a pioneering approach focused on creating technological, reproducible, and controllable educational products and processes. The aim of the research is to provide a theoretical justification and practical development of a pedagogical engineering technology that ensures effective design and implementation of IETs within the modern higher education context. The methodological framework comprises systemic, competence-based, and project-based approaches, as well as core principles of pedagogical engineering: technologicality, modularity, adaptability, and quality management. The paper presents an analysis of domestic and international approaches to understanding the essence of IET and pedagogical engineering, highlighting the main stages of the engineering cycle as applied to the design of individual trajectories. The outcome of the study is an author's developed technology that includes diagnostic, designing, implementation, and reflexive-evaluative stages, each supported by specific methods, tools, and forms of work. Special attention is given to digital tools for supporting IETs as an essential component of modern pedagogical engineering. The practical significance of the work lies in its application potential for educators, tutors, and educational program designers in higher education.
COHERENCE OF IDEAS ABOUT FAMILY AND FAMILY VALUES OF THE MODERN RUSSIAN STATE AND TRADITIONAL CULTURAL VALUES OF THE ADYGHE PEOPLE (BASED ON THE POEM BY KIRMIZE ZHANE, "SUCH IS THE CUSTOM OF THE ADYGHE")
This study examines the correlation between the concept of family as depicted in Adyghe poetic heritage and the stance of the modern Russian state, articulated through President Vladimir Putin’s statements on family values. The paper compares the key themes characterizing this issue, highlighting phenomena of convergence and divergence that maintain points of contact. Approaches to critically analysis of how traditional cultural values of the Adyghe people interact‒resonate or diverge ‒with contemporary governmental rhetoric on the family are proposed. The presented material allows us to conclude that the acquired insights could serve as a methodological and instructional foundation for constructing resonant patriotic and civic education for the growing Adyghe generation. It also outlines a pathway for educating modern youth through the promotion of interaction between national and federal Russian values and suggests guidelines for selecting content in educational activities with senior students when studying national literature outside regular classes.
MONITORING THE EFFICIENCY OF THE MANAGEMENT OF EDUCATIONAL ORGANIZATIONS AS A FACTOR IN IMPROVING THE QUALITY OF EDUCATION
The head of an educational organization occupies a particularly important place in its development. The efficiency and success of an educational organization depend on his competent management activities. In this regard, the main task is a comprehensive assessment of the professional competencies and qualities of the head of an educational organization.
This article examines the problem of monitoring the activities of heads of educational organizations of the Republic of Adygea as an important factor in improving the quality of general education in the region. The practical value of this research lies in its potential application: the introduction of a monitoring system that evaluates the effectiveness of directors of educational institutions based on predefined performance indicators. Such a system would help not only identify areas where improvements are needed, but also identify emerging problems and negative trends in the management of these organizations.
To enhance the quality of education in contemporary schools, it's essential to establish highly skilled leadership and effective management within educational systems. According to the Law "On Education," the administration of educational institutions must adhere to both single-leader decision-making and collaborative governance principles. This approach ensures that while a single individual-such as a principal, director, or school leader-is ultimately responsible for overseeing operations, collective input from educators and stakeholders remains integral to informed decision-making processes.
To evaluate the effectiveness of management within a general education organization, we conducted an analysis of several key parameters: statistical data related to the teaching staff, the quality of graduate learning outcomes and student accomplishments, insights into personnel needs, certification results, and participation rates in advanced training programs and internships. Furthermore, we scrutinized materials derived from independent management evaluations, the outcomes of educational activity audits, and various informational reports. As outlined in the Federal Law of Russia "On Education," the leader of an educational institution is held accountable for overseeing all operational dimensions, which includes upholding the Federal State Educational Standard, maintaining educational quality, and recruiting skilled professionals. Subsequently, the regional system for monitoring the efficacy of educational institution heads concentrates on objectives and indicators geared toward refining mechanisms to enhance the overall quality of education.
The article presents the results of monitoring the effectiveness of the management of educational organizations in the Republic of Adygea, which made it possible to develop a set of measures to eliminate negative aspects in the regional education management system and improve management activities.
FORMATION OF PATRIOTIC VALUES AMONG FUTURE SPECIALISTS IN MATHEMATICS
One of the priority objectives of state educational policy is to promote the development of patriotic sentiments among youth. Within the framework of implementing this objective, higher educational institutions are tasked not only with delivering educational programs in accordance with federal standards but also with creating conditions conducive to the formation of professional competencies and patriotic values among students. Special attention is given to the training of future specialists in mathematics, who play a crucial role in the country’s technological and economic development. At the same time, the study notes a problem in fostering patriotism among mathematics students, which is linked to the lack of effective mechanisms for engaging them in civic-patriotic activities and changing value orientations. The aim of the research was to theoretically justify, develop, and test a set of measures aimed at integrating patriotic education with the professional training of mathematics students. The integration is based on the following principles: fostering awareness of belonging to the professional mathematical community of Russia; cultivating respect for state symbols; encouraging the aspiration to emulate exemplary figures within the mathematical community; recognizing responsibility for the preservation and development of national scientific heritage; fostering readiness to defend the homeland and contribute to its prosperity. The results of the conducted experiment revealed that, despite positive trends in fostering patriotism among mathematics students, their response to patriotic education is heterogeneous, including both motivated acceptance of patriotic elements and skepticism, influenced by pedagogical approaches and family values.
FORECASTING THE DEVELOPMENT DIRECTIONS OF A SOCIALLY-ORIENTED ENVIRONMENT FOR ADOLESCENT UPBRINGING AND EDUCATION OUTSIDE OF SCHOOL HOURS BASED ON EXPERT EVALUATION
The necessity of establishing an integrated socially-oriented environment for adolescent upbringing outside of school hours has been identified. This environment involves participants such as family, school, and public cultural and enlightenment associations, implementing the concept of integrated personality formation of adolescents. The emerging independent social organization is minimally dependent on the state education system and departmental subordination in organizational terms but actively contributes to solving state educational, upbringing, and health-related tasks (serving inherently as a social partner for governmental educational authorities) while autonomously determining its composition of participants.
In this context, the leading role in organizing the socially-oriented environment for adolescent upbringing and education outside of school hours is played by the Public Tatar Cultural-Educational Society “Duslyk” (Friendship), which, through cooperation with schools and families, implements its statutory objectives of fostering its members.
It has been shown that the implementation of a model for a socially-oriented environment for adolescent upbringing and education, comprising the interaction of theoretical and methodological, informational-technological (which encompasses informational and technological components), and diagnostic blocks, leads experiment participants to a conscious sense of belonging to their ethnic group, fosters interest in the history and culture of their people, enhances the usage of their language as a means of communication, and promotes other positive expressions of ethnic identity.
However, changes in personal components do not allow for an assessment of the potential to improve the pedagogical system itself or to develop the socially-oriented environment for adolescent upbringing and education.
To identify prospects for forecasting the directions of systematic implementation of adolescent upbringing and education tasks outside of school hours in future activities, the results of expert assessments of the model for forming a socially-oriented environment at the initial and final stages of the experiment were analyzed. The article presents arguments supporting the forecast and developmental directions of the constructed pedagogical system.
THEORY AND METHODOLOGY OF TEACHING AND EDUCATIONKh. Z. BAGIROKOV, Batyrbiy M. BERSIROV, Aysa Kh. ZAGASHTOKOV, Asfar S. KUEKFORMATION OF THE ETHNIC SUBSTRATUM IN THE COMMUNICATIVE-DISCURSIVE PRACTICES OF BILINGUAL STUDENTS AT THE FACULTY OF ADYGHE PHILOLOGY AND CULTURE
This scientific article analyzes the educational process through which the ethnic substratum manifests and develops within the communicative-discursive practices (CDP) of bilingual students at the Faculty of Adyghe Philology and Culture. The ethnic substratum of society, with its lingvodidactic, linguocultural, and sociocognitive significances inherited from the ethnos, fundamentally determines how learners navigate the axiological norms of the Adyghe and Russian languages. This influence affects their linguistic competencies, identity construction, and engagement in academic discourse. Bilingual students at the Faculty of Adyghe Philology and Culture do not merely master two linguistic systems in the context of contact Adyghe-Russian bilingualism; they integrate complex mental meanings that reflect, as well as ethnically specific national worldviews, how these are expressed in the conditions of contemporary multilingual realities. The choice of language for the communicative act by the bilingual student, as a social strategy, serves to demonstrate ethnic affiliation and is guided by competing semiotic codes within linguistic consciousness, thereby constructing bilingual identity. Empirical analysis indicates that factors such as family linguistic socialization, language contacts within the student group, university educational environment, and the sociolinguistic situation in the Republic of Adygea collectively shape and identify the value norms and axiological foundations of the ethnic substratum in the CDP of bilingual students. These factors contribute to the realization of specific bilingual behaviors, which are markedly distinct from monolingual practices in education.
DEVELOPING INTEREST IN LANGUAGE, LITERATURE, AND CULTURE AMONG HIGH SCHOOL STUDENTS DURING EXTRACURRICULAR TIME THROUGH THE APPLICATION OF THE SCIENTIFIC COMPARATIVE-HISTORICAL METHOD
This article examines the issue of declining interest among modern high school students in studying their native language, literature, and national culture amid the dominance of digital content and pragmatic educational strategies. The author substantiates the urgency of finding effective pedagogical tools capable of transforming philological education from a mere formal process into a personally meaningful activity. The aim of the research is to conceptually justify and practically demonstrate the potential of the scientific comparative-historical method as a means of fostering cognitive interest among 10th and 11th-grade students during extracurricular time.
The paper elucidates the essence of the comparative-historical method, traditionally employed in academic philology, and adapts its potential for working with high school students. The author argues that identifying genetic relationships between languages, analyzing historical lexical changes, and comparing folklore and literary motifs across different peoples allow educators to present language and culture as living, evolving systems. This approach stimulates research interest and enables a deeper understanding of national cultural codes.
Special attention is given to extracurricular activities where the application of this method proves most effective: project-based research activities, elective courses such as “Entertaining Etymology,” “Comparative Mythology,” organization of discussion clubs, and historical-philological excursions. The results of pedagogical observations are presented, demonstrating increased motivation and improved quality of independent work among high school students engaged in such activities.
DEVELOPMENT OF LINGUISTIC INTELLIGENCE AMONG ADOLESCENT LEARNERS IN THE PROCESS OF STUDYING LANGUAGE AND LITERATURE DURING EXTRACURRICULAR ACTIVITIES
This article explores the issue of developing linguistic intelligence among adolescent learners within the context of the modern educational paradigm. The relevance of the topic is driven by society’s demand for specialists who possess not only specialized knowledge but also advanced linguistic abilities, a high level of speech culture, and effective communication skills. The aim of the study is to theoretically substantiate and methodologically develop approaches to fostering linguistic intelligence in high school students through extracurricular philological activities.
The author clarifies the concept of “linguistic intelligence” as applied to pedagogical practice, highlighting its structural components: linguistic sensitivity, the ability to reflect on language phenomena, creativity in speech activity, and understanding the aesthetic function of language in literary texts. The article justifies that extracurricular time offers unique opportunities for the development of these qualities, as it allows venturing beyond rigid curricular requirements and engaging with authentic, unadapted language phenomena.
An analysis of effective extracurricular formats that stimulate linguistic intelligence is presented, including linguistic expeditions, artistic translation workshops, foreign language discussion clubs, electives on historical grammar and etymology, and oratory contests. Particular emphasis is placed on project-based and research activities, during which students independently discover linguistic patterns. Empirical data from experimental work are provided, confirming positive dynamics in the development of linguistic abilities and sustained cognitive interest among participants. This study is intended for language teachers, supplementary education educators, and researchers specializing in pedagogical methodologies for philological disciplines.
FORMING READING LITERACY IN PRIMARY SCHOOL STUDENTS IN THE CONTEXT OF SPIRITUAL AND MORAL EDUCATION
This article highlights a complex of problems related to the formation of junior schoolchildren's reading competence in the context of spiritual and moral education, and the use of reading cognitive skills as a tool for the spiritual and moral education of junior schoolchildren. The purpose of this work is to create a holistic system that integrates the formation of reading cognitive skills and the development of spiritual and moral concepts in junior schoolchildren through reading. The research methods include the analysis of psychological, pedagogical, and methodological literature, synthesis and generalization to formulate the main concepts and conclusions about the relationship between reading and education, and comparative analysis to compare different approaches to the formation of reading competence and the selection of educational methods. The article provides an overview of research on the main aspects of developing reading competence in primary school, proving that teaching reading is not just a technical skill, but also a powerful educational resource. The study shows that a deep analysis of literary texts (methods of working with books) directly affects the development of a child's moral sphere (methods of education), which is confirmed by pedagogical diagnostics. In the article, cognitive reading activity is presented as a specific cognitive activity aimed not only at mastering the content of fiction, but also at understanding one's own life experience. It is a journey from the simple "I see the letters" to the complex "I understand the author's intention and can evaluate it." The key reading cognitive skills are those related to information retrieval (text orientation), those related to understanding and interpretation (empathy and reflection), and those related to reflection and evaluation (critical thinking and personal positioning). It is concluded that in the context of spiritual and moral education, reading cognitive skills acquire a special value-based and meaningful character: the text ceases to be just a source of information and becomes a space for the formation of an individual's personality, moral principles, and inner world.
PHYSICAL EDUCATION AND VOCATIONAL PHYSICAL TRAININGEgor A. ALYOSHINPEDAGOGICAL CONDITIONS FOR DEVELOPING THE HEALTH-PROMOTING COMPONENT OF PHYSICAL CULTURE AMONG AGRICULTURAL UNIVERSITY STUDENTS CONSIDERING THEIR FIELD OF STUDY IN PHYSICALCULTURE EDUCATION
The modernization of the education system in contemporary Russia, oriented toward the ideals of humanism and personality-oriented education, has led to a revision of target objectives and methodological approaches to the system of continuous physical education, focused on the emerging social demand of society ‒ the upbringing of a healthy, physically cultured person ready for physical self-improvement.Specialists in the field of physical culture, pointing to the ineffectiveness of solving narrowly utilitarian tasks in the process of physical education in various educational institutions (for example, those associated with the “momentary” increase in physical fitness), conclude that the formation in students of knowledge, motives, needs, beliefs, and a culture of lifestyle, which essentially characterizes the physical culture of the personality, should be considered the goal of the physical education system.Despite certain differences in views on the structure of the physical culture of the personality, specialists agree that one of the main requirements for its content component is the formation of knowledge, motives, needs, and beliefs that make it possible to lead a healthy lifestyle and to undertake everything necessary (primarily using the potential of physical culture and sport) to strengthen, preserve, and increase health potential.In this regard, in recent years the scientific works of many researchers have been devoted to the development and testing of technologies for the formation of the physical culture of students’ personality in the system of preschool, school, and university physical education.
However, according to many specialists, solving the tasks of forming the physical culture of the personality, and therefore tasks related to preserving and strengthening students’ health, cannot be accomplished solely through the process of physical education at a university.
FEATURES OF TACTICS IN MIDDLE DISTANCE RUNNING
In physical education and sports, running is the basic type of locomotion and a means of general physical training. Running is even more important in cyclic types of athletics both to improve the technique of motor actions performed and to increase the level of physical condition necessary to achieve the maximum possible sports results.
The purpose of this study was to study success factors in middle distance running (800 m and 1500 m) and to analyze the tactics used in practice to optimize running.
A properly selected running pace largely determines an athlete’s outcome at the finish line. The ability to maintain the required speed through different segments of the race is influenced by various components of sports training, including rational running technique, optimal development of physical qualities (such as specialized endurance, muscle contraction speed, and propulsion force), step frequency, and resilience against increasing fatigue. These factors enable athletes to adhere to their chosen race strategy and maintain the necessary pace for effective competition.
METHODOLOGY AND TECHNOLOGY OF VOCATIONAL EDUCATIONValeriya Yu. OSETROVADIGITAL COMPETENCE AS A KEY COMPONENT OF PROFESSIONAL TRAINING FOR THE REGIONAL EXECUTIVE BRANCH'S HUMAN RESOURCES
The article explores digital competence as a key component of training the personnel reserve of regional executive authorities. The goal is to substantiate its significance and develop a model of formation, taking into account the specifics of public administration. The methodology includes the analysis of regulatory acts, questionnaires with civil servants. Critical competencies (data management, digital security, and working with GIS) have been identified, and their levels of development have been determined. The article concludes that it is necessary to modernize training programs with a focus on practice, which will increase the efficiency of government bodies by 15-20% in the medium term.
INTRODUCTION OF THE REGIONAL COMPONENT INTO THE MAIN VOCATIONAL TRAINING PROGRAMSFOR LAW ENFORCEMENT OFFICERS
The political and economic changes that took place in our country at the end of the last century also affected the education system. Taking into account international educational practice, education standards are being developed in the Russian Federation that can create a certain pedagogical space, providing a single level of education for all areas of training. The educational standard includes three components: federal, national-regional and educational institution component. In this regard, it becomes necessary to study and comprehend the theory and practice of introducing these components into educational programs at all levels of training, including the introduction of a regional component into the main training programs for law enforcement officers.
The article highlights the main functions of the national-regional component of the educational program, formulates a short algorithm for the implementation of this component in the educational process, and also reflects the main approaches to its implementation in various educational programs, such as integrated polyproject, thematic polyproject, optional multi-subject, integrated multi-subject implementation option. Taking into account the study, an analysis of the implementation of the regional component in the main vocational training programs for law enforcement officers was carried out and the relevance of its introduction into new educational vocational training programs was justified, which will improve the quality of training for police officers.
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