Integration of Education

Introduction. Russia’s active participation in international education programs and its presence in the educational spaces of several regions of Southeast Asia (India, Laos, China) are exhausting the heuristic potential of traditional theoretical approaches to educational diplomacy. Therefore, a rethinking of the goals, means, motives, and actors of educational diplomacy is required in light of contemporary conditions and challenges. The aim of this study is to conceptualize the potential of educational diplomacy in the context of cultural interaction between Russian regions and Southeast Asian countries.
Materials and Methods. The article is based on the results of the authors’ research conducted in March – May 2025 using semi-formalized expert interviews. The experts (15 people) were members of the academic community in Russia, India, Laos, France, and Taiwan. The methods used made it possible to consider the problems of educational diplomacy from different points of view, which made it possible to identify the features of the modern model of educational diplomacy.
Results. A comparison of two systems of educational diplomacy was made: traditional and modern. The main factors influencing the nature and content of educational diplomacy were identified. Internal incentives arising from the logic of academic development and the ethos of scientific activity are particularly important for the modern model. Recommendations are given on how to improve the effectiveness of educational diplomacy in the new sociocultural conditions, which concern the optimization of international activities in the field of education, including the need to develop cultural competencies, involve local residents more widely in teaching Russian language and culture, and create certification programs and distance learning courses for teachers at foreign universities.
Discussion and Conclusion. The study revealed that a new model of educational diplomacy is currently emerging, based on networking at the regional and university levels and driven by the internal educational and research needs of universities. This article will be useful to academics involved in international educational activities, specialists in regional policy, and diplomatic personnel.

Introduction. Global competition is prompting governments in many countries to implement large-scale reforms to improve the competitiveness of their universities. In response, China is implementing long-term programs to achieve academic excellence, reflecting a unique model of educational modernization. Despite a significant number of studies on the issue of reform, their perception by the Chinese university community has not been sufficiently researched. The aim of this study is to examine the perception of educational reforms by university faculty and administrators based on an analysis of documents and expert opinions.
Materials and Methods. As part of the study, a survey was conducted among 68 experts representing universities, teacher training colleges, schools, and educational institutions of various levels, including central and regional organizations related to China’s higher education system. An in-depth interpretation of the results and verification of the identified trends were carried out through an analysis of regulatory acts and policy statements by the senior leadership of the PRC on the development of higher education. A content analysis was conducted to track changes in rhetoric in official documents from different years. At the final stage, empirical data were compared with the results of the content analysis, which ensured the integrity and validity of the research conclusions.
Results. The expert survey confirmed that many priorities of state programs correspond to actual changes in universities. Teachers and administrators generally give a positive assessment of the reforms that have been implemented. Key success factors have been identified: systematic implementation of state plans, strict control of education quality, and development of university infrastructure throughout the country. Respondents noted the importance of targeted government funding for leading universities and cooperation between universities and corporations. Among the practical priorities for change, experts highlighted the introduction of innovative educational technologies, the development of practice-oriented programs, and the expansion of international cooperation at the institutional level. The evolution of reform goals from a focus on foreign models and internationalization to an emphasis on domestic scientific schools and the ideological framing of education as a national paradigm is demonstrated.
Discussion and Conclusion. China’s experience of modernizing higher education represents a unique model that combines the strategic goal of achieving global scientific excellence with the preservation of national identity and strict centralized management. The authors’ conclusions contribute to the development of understanding of the institutional mechanisms of universities’ adaptation to state reforms in the field of higher education in China.

Introduction. The transformation of the school education system for children with musculoskeletal impairments, driven by changes in public life and legislation, is a response to the social demand for the quality and accessibility of education for children with disabilities and special educational needs. However, there is a lack of research focused on the qualitative peculiarities of the development of modern children with motor impairments, their specific educational needs, and the conditions necessary for their successful learning. The aim of the study is to develop a system of special learning conditions for schoolchildren with musculoskeletal impairments.
Materials and Methods. The design of the system for special learning conditions for schoolchildren with musculoskeletal impairments was based on an analysis of specialized literature on the research problem, a study of the clinical, psychological, and pedagogical characteristics of the current population of children with motor pathologies (n = 842), their specific educational needs, and the results of monitoring special learning conditions conducted through a survey of educators from 319 educational organizations. Methods used to study the developmental characteristics and specific needs of children with motor impairments included analysis of medical data, psychological and pedagogical experiments, observation, interviews, and methods of mathematical and descriptive statistics.
Results. Conceptual foundations for a system of special learning conditions for schoolchildren with musculoskeletal impairments have been developed. The goal of organizing this system is to enhance the quality and accessibility of general education for students by creating optimal conditions for their development, education, and social adaptation. The conceptual framework consists of humanistic, systemic, complex, level-based, individually oriented and subject-subject approaches. The system is based on the variable educational needs of schoolchildren, which are determined based on their individual typological characteristics, and provide a level-based organization of special conditions in schools (basic, advanced and optimal levels). Each of the levels corresponds to the school's preparedness to learn and meet the special educational needs of a certain group of students with musculoskeletal impairments.
Discussion and Conclusion. The research resulted in a tiered system for organizing special learning conditions for students with musculoskeletal impairments. An approach is proposed where a school’s preparedness to educate children with musculoskeletal impairments is viewed as a real characteristic of preparedness to educate children with motor pathologies and diverse educational needs, determined by considering the specific educational needs of individual students within a particular school. The article’s materials contain new data on the phenomenology and structure of the special educational needs of schoolchildren with motor impairments and approaches to their implementation. These findings will be useful for researchers and practicing educators in the field of special and inclusive education.

Introduction. Mentoring is an important element of the continuing professional education system, ensuring the continuous professional development and improvement of teachers. In the context of rapid changes in the educational environment, the introduction of digital technologies, the updating of federal state educational standards, and growing demands on the quality of teaching, the role of mentoring is becoming particularly important. The aim of the study is to identify and analyze the motivation of mentors to participate in mentoring programs, as well as to systematize the factors that determine the effectiveness of the mentoring process.
Materials and Methods. The study involved 321 teachers from various educational organizations, which ensured the representativeness of the data and allowed for a comparison based on level of experience. Quantitative and qualitative data on teachers’ perceptions of the mentoring system were obtained using a hybrid questionnaire combining closed and open questions, rating scales, and demographic indicators. Significant correlations between professional experience, participation in mentoring programs, and perceived effectiveness were identified using mathematical statistics methods (mean values, standard deviations, correlation coefficients, percentage distribution).
Results. Teachers consider mentoring to be an effective tool for professional development, contributing to the growth of competencies, personal improvement, and the strengthening of the professional community. Representatives of the middle age group reported the highest satisfaction with mentoring activities, which indicates a harmonious combination of experience and motivation to transfer knowledge. The effectiveness of mentoring is largely determined by the personal qualities of the mentor–responsibility, diligence, respect for their mentees, and internal motivation. At the same time, social recognition and support for mentors remain important conditions for the successful implementation of mentoring programs.
Discussion and Conclusion. The study empirically confirmed the high significance of mentoring as an effective mechanism for professional development and the transfer of pedagogical experience. The practical significance of the work lies in the possibility of using the data obtained to improve mentoring models, develop methodological recommendations, and professional development programs for teaching staff. Prospects for further research are related to an in-depth analysis of the influence of mentors’ personal and professional characteristics on the effectiveness of interaction, as well as the development of diagnostic tools and digital models of mentoring processes. The results obtained are of interest to researchers in the field of pedagogy, specialists in the system of additional professional education, and heads of educational organizations.

Introduction. Effective matrimonial strategies are the foundation for demographic indicators and a prerequisite for achieving national project outcomes, while their transformation creates risks and prospects for the reproduction of national human capital. Despite numerous demographic publications, research focusing on the systematic and comprehensive study of changes in youth matrimonial strategies in relation to the dynamics of the social situation is lacking. The objective of this study is to assess the characteristics of matrimonial strategies of social groups within regional youth and the dynamics of indicators in the context of a frontline border region.
Materials and Methods. The analytical basis of this article is derived from data of “Social Strategies of Youth” monitoring (2021–2023) and the results of the “Matrimonial Strategies of Youth” study (2024). The research was conducted using a stratified quota sample, with districts of the Belgorod Region serving as the groups. Quota criteria included gender, age, and settlement type of respondents. Broad participant coverage within a short timeframe was achieved through online surveys conducted via recruiters. The “hot recruiting” technique involves recruiters working on sample recruitment using the “snowball sampling” method, with targeted dissemination of information about the ongoing work and individual consultation for respondents on research questions.
Results. Problems related to risky indicators of non-obligatory childbearing in the 18–21 year old youth group have been identified. Despite the connection between the matrimonial dispositions of regional youth and the priority of family and its values, this position solidifies with age, highlighting the significant role of educational institutions in mitigating demographic risks. Problematic issues concerning gender emphases in matrimonial dispositions and choices have been formulated, demonstrating a lesser orientation towards family and childbearing among young women compared to men. Risks of the devaluation of family values and the diminished significance of matrimonial plans for youth with low economic income have been identified.
Discussion and Conclusion. The results of the study contribute to the development of sociology of youth and sociology of the family. The research materials may be of interest to state youth policy management bodies at various levels, state and municipal administration bodies, youth organizations, and educational institutions.

Introduction. The state policy aimed at improving the financial literacy of the population, the rapid digitalization of education, and the increasing role of artificial intelligence in teaching primary school students underscore the relevance of this research. However, the problem of forming financial literacy in primary school students through artificial intelligence technologies has not been a subject of special study. The aim of the research is to develop pedagogical conditions for the use of artificial intelligence as a tool for forming financial literacy in primary school students.
Materials and Methods. Experimental work was conducted at two schools in the Amur Region. The sample included 122 third-grade primary school students, divided into two experimental and two control groups. Financial literacy was analyzed using diagnostic tools developed by S.V. Surikova and Yu.A. Nikolskaya. Statistical differences in the formation of financial literacy among participants were assessed using the non-parametric Mann – Whitney U-test.
Results. Pedagogical conditions for the use of artificial intelligence have been developed, the implementation of which ensures the formation of cognitive, personal, and practical components of financial literacy in students. The use of tasks that enrich students’ knowledge of finances and financial and economic relations contributes to the development of skills in applying basic financial concepts in various life situations (cognitive component). The formation of responsibility for financial decisions is facilitated by students’ analysis of artificial intelligence outputs (personal component). Engaging primary school students in generating tasks using artificial intelligence stimulates their development of skills for making informed purchases and savings and for independent planning of ways to achieve financial goals (practical component).
Discussion and Conclusion. The research contributes to educational practice regarding the development of financial literacy among primary school students through the application of artificial intelligence technologies. The article’s materials can be useful for primary school teachers in the process of fostering financial literacy in students. Future research prospects include the search for alternative pedagogical conditions and the development of a model for forming financial literacy in primary school students through artificial intelligence technologies.