Pedagogical Review
Welcome to the website of the academic journal "Pedagogical Review". The journal publishes scientific material on the following subjects:
- 5.3.1. General psychology, personality psychology, history of psychology (psychological sciences),
- 5.3.4. Educational psychology, psychological diagnostics of digital educational environments (psychological sciences),
- 5.8.1. General Pedagogy, History of Pedagogy and Education (Pedagogical Sciences),
- 5.8.2. Theory and methods of training and education (by areas and levels of education) (pedagogical sciences),
- 5.8.7. Methodology and technology of vocational education (pedagogical sciences).
The journal is included in the list of the leading reviewed academic journals and publications, publishing the most significant results of doctoral and postdoctoral theses, as approved by the Higher Attestation Comission of the Ministry of Education and Science of the Russian Federation.
Publication frequency: 6 issues per year.
The website has an ARCHIVE that contains annotations of the articles, key words, information on the authors in Russian and English and also full-text versions of the articles.
The founder of the academic journal is Tomsk State Pedagogical University
The journal is included in the "Russian Press" subscription catalog. Index: 82680.
Indexing the journal
- The journal is included in the database of periodicals "ULRICHSWEB"
- The journal is included in the database of periodicals "GOOGLE SCHOLAR"
- The journal is included in the database of periodicals "WORLDCAT"
Information on the Russian Science Citation Index
Information on the published articles is regularly sent to the system of the Russian Science Citation Index.
Dear readers!
The journal "Pedagogical Review" is aimed at acquainting the general scientific and pedagogical community with current research in the fields of pedagogy, psychology and methods of learning and teaching.
The publication of our journal is triggered by developments within higher pedagogical education in both Russia and the international community. Such developments include globalization, activating the need for an exchange of Russian and international scientific and educational experience, as well as humanization and the openness of education at all levels. Our journal is a space for publishing materials and results of modern humane, psycho-pedagogical and methodological research from specialists in Siberia, Russia and other countries.
The journal acquaints readers with contemporary issues of psycho-pedagogical and methodological research within the logic of the system-activity, competency, axiological and humanitarian approaches; with innovative technologies and forms of organization of educational activity of children, youth and adults (project and problem-based learning, joint activity, development of critical thinking, portfolio). It publishes information (reviews) on new authors and collective monographs on pedagogy, issued in Tomsk and other universities in Siberia, as well as survey-based research.
Among the thematic directions of the journal are: philosophy of education, history of pedagogy and psychology, pedagogical and educational technology (student-oriented, humanitarian, technologies of joint training, active methods of learning), competence approach in education, psychological studies (general, age, educational, social and clinical psychology, acmeology), implementation of the new federal educational standards of the FSES, general pedagogy, pedagogy and didactics of higher school, andragogy, inclusive education and comparative education.
Current Issue
No 5 (2025)
GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION
The role of school education in the development of the country’s technological sovereignty
Abstract
The scientific article examines the concept of technological sovereignty as a strategy for the development of the national economy and politics of the Russian Federation and the search for reasons for changes in the general education system corresponding to this strategy. The author identifies a variety of concepts of technological sovereignty that form the most important state category (function) of activity, analyzes the forms of implementation of the concept of technological sovereignty in personnel training, starting from school. The purpose of this study is to study the concept of "Technological sovereignty" and the possibilities of its implementation in the process of school science education and upbringing. The authors analyze the deficits in students' knowledge of Russian scientists, scientific discoveries and modern technologies, as well as their understanding of the concept of technological sovereignty. Based on a survey of 467 8th and 10th grade students in the Tomsk Region, key gaps in student awareness were identified, including weak knowledge of Russian scientists, scientific achievements, and Megascience class facilities. The research is based on the didactic principles of historicism and scientific approach, which make it possible to integrate the history of Russian science and current scientific and technological developments into the educational process. Recommendations are offered on updating school curricula, strengthening a practice-oriented approach in teaching natural science subjects and developing a research culture among students. Special attention is paid to the role of teachers in shaping the values of technological sovereignty and the need for their additional training in this field. The article highlights the importance of systematic work to improve the scientific and technological literacy of schoolchildren as a key factor in ensuring the future technological independence of the country. The article considers the value of this concept for Russia in the context of increasing global competition and the need to ensure national security, taking into account the projection of this concept on education.
Pedagogical Review. 2025;(5):7 - 21
7 - 21
Transformation of the role of the subject in humanities research
Abstract
In a rapidly changing world, the role of interdisciplinary research is growing, and there is an increasing demand for high-quality human capital, which means that the traditional understanding of research competencies as a set of stable skills and abilities is no longer sufficient. Moreover, as the research agenda changes, so does the role of the researcher. This article attempts to trace the evolutionary changes in the interpretation of the concept of ‘research competencies’ in the humanities through an analysis of the transformation of the figure of the researcher in a historical and cultural context. A typology of researchers is presented, including the images of the medieval empiricist, the classical scholar of the modern era, the Soviet-era researcher, and the contemporary researcher—the coordinator of work with big data. The article shows how the content of research activity and the corresponding competencies have changed depending on the scientific paradigm and the social function of science. Particular attention is paid to the change in the researcher's subjective position, moving from the model of a detached observer to a subject acting in a digital and organisationally complex environment. The analysis presented may be useful in understanding the goals and content of researcher training in the higher education system and in refining the components of students' research competence.
Pedagogical Review. 2025;(5):22 - 31
22 - 31
Parental education at the stage of basic general education as a factor in the development of a harmonious personality of the student
Abstract
One of the most important social problems in our country is the harmonious development of the student's personality and his successful socialization. The solution to this problem becomes real and achievable only with the close cooperation of all social institutions and, above all, the family and the school. However, often the psychological and pedagogical illiteracy of parents becomes a significant obstacle to the realization of the stated goal, and this contradiction needs to be resolved at all levels of education. University pedagogy should also contribute to the psychological and pedagogical education of parents. The purpose of the research presented in the article is to identify and substantiate the psychological and pedagogical conditions of parental education based on the analysis of the theory and practice of organizing parental education at the stage of basic general education by means of a pedagogical university. The methodological basis of the research consists of the ideas of systemic, activity-based and competencebased approaches. The methods of theoretical analysis and empirical research were used: observation, survey, questionnaire, testing, pedagogical experiment. The theoretical analysis revealed a number of classifications of families for various reasons that require the organization of psychological and pedagogical education. It has been proven that problems in such families are primarily caused by a lack of emotional communication between children and parents, which requires the development of the personal potential of the parents themselves as a condition for the harmonious development of the child. The model of parental education at the basic level is described and substantiated. The model of parental education was developed on the basis of identifying and taking into account the real needs of parents at the present stage of social development. The pedagogical conditions of the organization of parental education at the level of basic general education by means of a pedagogical university have been identified and substantiated. The conducted research contributes to solving theoretical and practical problems of parental education in order to consolidate the efforts of all educational institutions for the successful development of a harmonious personality of a teenager at the level of basic general education.
Pedagogical Review. 2025;(5):32 - 41
32 - 41
The Internal Logic and Practical Progress of the Empowerment of Ideological and Political Education in Universities with traditional Chinese culture under the Guidance of the “Second Integration”
Abstract
Integrating the basic tenets of Marxism with the best of China’s traditional culture is an important inference made by the CPC Central Committee with Comrade Xi Jinping as the core, at the strategic level of theoretical and practical development. At the meeting on cultural inheritance and development, Xi Jinping noted the great significance of the “second integration”. The concept of the “second integration” provides valuable theories and practical approaches that assist in promoting the rich traditional culture of China to improve ideological and political education in universities. Additionally, it sets the foundation for the improvement of ideological and political education quality in higher education. Combining ideological and political education with China’s rich traditional culture holds significant practical value for improving college students’ cultural self-confidence, strengthening value guidance, realizing moral education and inheriting culture. At present, in the process of forming the collaborative strength of culture through ideological and political education, institutions of higher learning frequently find themselves influenced by the cultural retroism trend, restricted by insufficient cultural and ideological education in the digital sphere, and face challenges due to shortcomings in the ideological and political courses at some universities. Consequently, it is essential to always adhere to the guidance of Marxism in the practice of cultural education, expand the spatiotemporal domain to innovate empowerment methods, and enhance the quality of ideological and political courses through excellent faculty, thereby realizing the infusion of fine traditional Chinese culture into the ideological and political education within universities.
Pedagogical Review. 2025;(5):42 - 55
42 - 55
Developing the ability of aesthetic perception in the process of learning music (based on the experience of the People’s Republic of China)
Abstract
The relevance of the research lies in the implementation of a comparative and cross-cultural analysis of the specifics of the organization of the musical learning process in the People’s Republic of China, aimed at developing aesthetic perception abilities. The novelty of the research lies in the identification and structured description of the music education system in Chinese schools as a special means of aesthetic education of students, in clarifying the possibilities and resources of music in the concept of personal development of students. The central research idea has been put forward and justified by the idea of considering the problem of aesthetic education, taking into account not only general civilizational positions, but also national traditions and views, which makes it possible to include cross-cultural components at the substantive level of musical education, forming students not only the skill to see in different unique national and common, but also to develop personal qualities, including This includes a unique emotional experience of perceiving different types of art, including music. The formulated concepts made it possible to describe music education in Chinese elementary and secondary schools as a system based on cultural traditions and taking into account the processes of internationalization of modern music education, considering music education itself as a special form of aesthetic education. The materials of the article describe and illustrate from the point of view of the value for providing high-quality music education certain unique methods of educational practice: integration of music with other disciplines, comparative analysis of interpretations, aesthetic comparison, expansion of aesthetic perspective, integrated artistic and aesthetic perception. The identified and described techniques of China’s national educational practice in the field of music education have adaptive potential, allowing it to be considered as an effective educational practice.
Pedagogical Review. 2025;(5):56 - 64
56 - 64
THEORY AND METHODS OF TEACHING AND EDUCATION
The case method as a modern technology of professionally oriented RCT training
Abstract
The article reveals the essence of the case method as a modern technology for professionally oriented teaching of Russian as a foreign language in accordance with the work of specialists in the teaching methodology of RCT, analyzes the key principles and advantages of this approach, provides examples of successful application of case technology in teaching Russian to Chinese students of specialized specialties. The purpose of the theoretical study is to summarize the experience of using this method, evaluate its effectiveness in the educational process and offer practical recommendations for teachers. Special attention is paid to interactive, multimedia case formats that require systematization in the context of digitalization of education. The relevance of the work is due to the growing interest in digital technologies in teaching RCT, which allow combining theory with practice, developing communication skills and critical thinking among international students in the shortest possible time. The case method is considered as an innovative and productive approach in teaching RCT, which helps to increase students’ motivation, develop real-world problem solving skills and form foreign-language communicative competence. Being one of the forms of independent work, it requires careful preparation, but at the same time it is well combined with other modern educational technologies, complementing and enriching them.
Pedagogical Review. 2025;(5):65 - 74
65 - 74
Using virtual excursions in university language departments as a means of implementing the ideas of multimodal pedagogy
Abstract
This article considers the possibilities of using virtual excursions in teaching a foreign language at the language faculty of the university from the standpoint of multimodal pedagogy. The authors consider multimodal pedagogy as an approach to teaching that uses various methods and formats of information presentation in order to meet the diverse needs and learning styles of students. The author substantiates his own understanding of multimodal pedagogy as a combination of various formats of information presentation in order to facilitate and improve the quality of assimilation of new information by students and thereby increase the interest of the students themselves in the new material. The authors reveal the main aspects of multimodal pedagogy: a variety of formats, interactivity, adaptation to different learning styles, technological tools, critical thinking, a cross-disciplinary approach, social interaction. The article emphasizes the main focus of multimodal pedagogy – creating a more inclusive and more effective educational environment. The authors give examples of using elements of multimodal pedagogy in the practice of teaching a foreign language at the language faculty and suggest that multimodal pedagogy can serve as a methodological basis for teaching a foreign language at the language faculty. The article considers a virtual excursion as a means of implementing the idea of multimodal pedagogy and reviews the use of virtual excursions in teaching various disciplines at school, in the process of professional training of university students. The authors identify the aspects that make multimodal pedagogy and virtual excursions complementary and effective in the educational process: variety of formats; student involvement; interactivity; contextualization of knowledge; accessibility; flexibility; technological integration. The article presents various types of virtual excursions focused on different communication channels. It discusses such advantages of virtual excursions for oral and written language practice classes at the language faculty as: the possibility of access to the cultural contexts of native speakers of a foreign language; interactivity and variety of topics of virtual excursions; their flexibility and accessibility; the possibility of teamwork of students. The authors present a method by which virtual excursions can be integrated as a means of implementing the ideas of multimodal pedagogy in foreign language classes at the language faculty. The article concludes that such integration of virtual excursions makes it possible to achieve the goal of teaching students of the language faculty, to train specialists with a high level of professional competence in the field of intercultural communication.
Pedagogical Review. 2025;(5):75 - 86
75 - 86
METHODOLOGY AND TECHNOLOGY OF PROFESSIONAL EDUCATION
Transformative potential of AI in education: сhallenges in developing new conceptual models of pedagogical design
Abstract
The article explores the transformative potential of artificial intelligence (AI) technologies in education and the key barriers to their integration into pedagogical practice. The authors emphasize that, despite AI’s capacity for personalized learning and its potential to radically rethink educational models, its application often remains limited to technical support for routine tasks, without addressing the fundamental foundations of pedagogical design. The study analyzes classical theoretical models of technology adoption — TAM (Technology Acceptance Model), SAMR (Substitution, Augmentation, Modification, Redefinition), and SCOT (Social Construction of Technology) — identifying their limitations in explaining the socio-professional contexts of AI implementation in education. The core thesis of the work lies in the necessity of synthesizing SAMR and SCOT models to overcome their individual limitations. SAMR provides a framework for analyzing stages of transformation (from substitution to redefinition), while SCOT explains how social negotiations among teachers, administrators, and students influence the acceptance or rejection of technologies. It is demonstrated that fragmented AI implementation stems not only from technical challenges but also from the inertia of the pedagogical community, which clings to pre-digital approaches, as well as fears of algorithmic autonomy and the erosion of educators’ professional roles. The practical significance of the research lies in recommendations for fostering sustainable AI integration practices, including developing teachers’ digital competence, involving them in designing AI tools, and promoting ethical reflection. The authors stress that transitioning to the “redefinition” of educational practices is possible only through social consensus that considers both technological capabilities and the values of the pedagogical community. The article contributes to the development of hybrid conceptual frameworks that combine technological and socio-cultural analysis, potentially opening new directions for research into the symbiosis of human and artificial intelligence in education.
Pedagogical Review. 2025;(5):87 - 98
87 - 98
Pedagogical determinants of adaptive physical culture in the professional training of military personnel with disabilities
Abstract
This article examines the pedagogical determinants involved in introducing adaptive physical culture (APC) into the professional training system for military personnel with disabilities (MPwD). The relevance of this topic is driven by the need for comprehensive rehabilitation of this category of military personnel, covering the physical, psychological, and social aspects of their recovery and continued service. The author emphasizes that the traditional approaches to physical training within the Armed Forces of the Russian Federation do not account for the specific needs of service members with MPwD, and therefore require supplementation with APC methodologies. Special attention is given to a subject-subject model of interaction in which a service member with disabilities is not a passive object, but an active partner in the rehabilitation process. This humanistic approach contributes to enhancing motivation, boosting self-esteem, and achieving more effective integration of such service members into the military unit. From a theoretical perspective, the article presents fundamental research in the fields of physiology (P.K. Anokhin, N.A. Bernstein, I.P. Pavlov, and others), psychology (H. Selye, K.I. Bodrov, and others), and pedagogy, which underpins the scientific basis of APC. An analysis of the regulatory framework revealed gaps in the guidelines governing the rehabilitation of military personnel with MPwD, while a comparative approach highlights the advantages of modern methods based on individualized workloads and the involvement of psychologists and medical staff. Drawing on an overview of practical experience, the article justifies the necessity for well-qualified personnel, adequate material and technical resources, and the implementation of inclusive principles within military units. The author notes that APC not only helps restore functional abilities but also increases combat readiness, lowers the level of depression, and strengthens interpersonal relationships within the unit. A series of recommendations is proposed for all those involved in the rehabilitation process, including measures to improve motivation, cultivate a tolerant environment, and ensure collaboration with psychologists. The article stresses the appropriateness of systematic monitoring of APC program effectiveness, along with the continued development of research in this field. The practical value of this work lies in the fact that the presented pedagogical conditions and methodological approaches can be integrated into training programs for service members with MPwD, thereby facilitating their successful professional adaptation and enhancing the overall combat capability of the Armed Forces of the Russian Federation.
Pedagogical Review. 2025;(5):99 - 108
99 - 108
PSYCHOLOGY
Suprasituatedness of professional pedagogical thinking as a cognitive resource
Abstract
The article examines the necessity of restructuring of the processes of comprehension of pedagogical activity taking into account development of unified educational environment on the territory of Russia, some substantial changes in the content of general education and strengthening of the role of educational processes. The variant of realization of system-genetic approach (V.D. Shadrikov), that allows getting closer to overcoming difficulties in studying professional pedagogical thinking related to differences in the interpretations, polysemy and ambiguity of the criteria and characteristics that describe it, is presented in the article. The comparison of the characteristics of pedagogical thinking that reflect its functional and resource capabilities have been made on the basis of the model of psychological system of activity. The author provides new positioning of the fundamental characteristic of professional thinking – suprasituatedness, that can be a cognitive resource, integral attribute, implemented in different ways at various levels of structural organization of thinking and explicating changeable components of psychological system of activity on the basis of the analysis of the researches implemented in the frame of the concept of suprasituatedness (M.M. Kashapov). Generalization of the data of the multi-year research of professional pedagogical thinking is presented. The author demonstrates the differences between suprasituatedness of thinking and suprasituational thinking, identifies their fundamental characteristics and determines the resource possibilities and limitations. The results obtained can be used for achieving quality indicators of educational activity and for organizing psychological support of the process of continuous professional additional education.
Pedagogical Review. 2025;(5):109 - 118
109 - 118
Developing hardiness in students with different levels of internality
Abstract
The relevance of the study is to identify new means that ensure the development of students’ hardiness on the path of their professional development, taking into account the increased demands of modern society on the individual’s ability to adapt to everything and steadfastly accept rapidly changing external conditions. The novelty lies in the fact that we have identified the features of the development of hardiness in students with personal characteristics such as internality, motivation for success and life-purpose orientations. The article analyzes theoretical approaches to the study of the problem of hardiness and internality in psychological and pedagogical literature, highlights the features of the development of these phenomena in student age. It was revealed that students with a dominant internal locus of control are characterized by more pronounced hardiness, desire to achieve success, involvement in the process and readiness to control the possible results of their own efforts. Students with a dominant external locus are more likely to avoid failure, not accept a risk situation and expect help and support from others. It is substantiated that the means of psychological and pedagogical support can ensure the development of the level of hardiness, as well as the personal characteristics interrelated with it. The development and implementation of the program of psychological and pedagogical support, which contributes to an increase in the level of resilience of students, taking into account their personal characteristics, ensured changes in the studied parameters in each experimental group. In the group of respondents with the dominant locus of control “internality”, positive changes occurred in overall hardiness, involvement and readiness to control the results. In the group of respondents with the dominant locus of control “externality”, the indicators of overall hardiness, involvement, risk taking, and desire to achieve success statistically significantly increased. The data obtained can be used in educational practice to optimize the professional development of students.
Pedagogical Review. 2025;(5):119 - 130
119 - 130
Functional mental states of students during face-to-face and distance classes
Abstract
This work is devoted to the study of the functional states of students in full-time and distance lectures and classes. In recent years, distance learning has become a common component of the educational system of each university, so there is a need to determine the vectors of its improvement: to develop the positive aspects and neutralize the negative ones to improve the quality of higher education. The purpose of this study is to analyze the functional mental states of students in the distance form of classes (lectures and seminars) and a comparative analysis of these states in the face-to-face and distance conduct of classes. In addition, a comparative retrospective analysis of functional mental states of students in face-to-face classes in 2004 and 2024 was carried out. The results obtained showed that, despite the changes in curricula and types of education (specialist – bachelor’s degree), the characteristics of the mental states of students in 2004 and 2024 do not differ significantly. When conducting classes in person and remotely, students have functional mental states that have a different frequency of occurrence, different orientation and different energy level. Knowledge of the positive and negative aspects that affect the optimal functional state of students in full-time and distance classes makes it possible to improve the state of students when combining these types of training in the practice of higher education. This is possible with the introduction of such a pedagogical innovation as hybrid learning into the learning process at the university.
Pedagogical Review. 2025;(5):131 - 141
131 - 141
Methodological and technological aspects of training productive listening for subjects of educational and upbringing processes
Abstract
Ensuring the quality of preparation for life in a modern dynamic society necessarily involves improving the psychological culture of subjects of training and education. The effective nature of psychological culture is ensured by the formation of flexible communication skills with a wide scope of appli cability and a general focus on humanization of relations at different levels. Of particular importance is the development of listening skills. Analysis of the results of social and psychological research, the experience of psychological and pedagogical practice, literary works showed that listening can serve as a tool for: forming productive communicative contact; improving the quality and ergonomics of information exchange; optimizing emotional tone and; demonstrating the therapeutic effects of communication; managing the significance of the content of communication; facilitating the influence of communication on personality development. In accordance with this, a training module has been developed with a target focus on developing productive listening based on the appropriate implementation of the functional potential of listening. The applied usefulness of the training is determined by solving the problems of mastering the basic technological aspects of listening, realizing its instrumental and target variability, multiaspect possibilities in optimizing the activities of subjects of educational and educational processes.
Pedagogical Review. 2025;(5):142 - 151
142 - 151
Features of interconnection between perfectionism and relationships with the social environment in athletes of youth age
Abstract
Sport is always aimed at achieving the best possible results, so athletes always seek to improve their competence. This can lead to the formation of a perfectionism that is constructive. Non-constructive perfectionism can be a source of fatigue, professional deformations and burnout in athletes. The study involved 70 young athletes who practice athletics. The aim of the study is to establish the relationship between perfectionism and the parameters of the social environment in adolescent athletes. The study found that the favorable relationship with parents, their involvement in athletes’ lives and their autonomy hinder the development of non-constructive perfectionism in athletes. The focus on peers and the desire to meet their expectations, on the contrary, contribute to the formation of perfectionism. Advice of close people, trust in them, understanding on their part form the athletes’ organization and discipline. The trainer plays an important role in the life of athletes. His sensitivity and emotional support form them organization and competence. Constructive relationship with the coach reduces the criticality and concern about mistakes of athletes. Our research highlights the importance of social environment in shaping perfectionism in athletes. They can be useful to parents, coaches, psychologists in the organization of psychological support for athletes.
Pedagogical Review. 2025;(5):152 - 163
152 - 163
Age Differences in Emotional Attitudes Toward Clothing
Abstract
The study aims to examine the semantic stimuli of clothing among women of different age groups through the lenses of social, utilitarian, and personal aspects; to confirm the universality of these meanings; and to identify age-related features in emotional responses to clothing. The relevance of this research lies in understanding the role of clothing in shaping female identity and emotional states across various stages of adult life, which is significant for psychological practice and therapy. The methodology involved a quantitative survey of 326 women aged 18 to 71 using a structured questionnaire designed to identify meanings attributed to clothing and emotional reactions toward it. The results were compared with data from a pilot study involving 36 participants. The study confirmed the universality of clothing meanings across the three aspects for women of all age groups. It was found that with age, women’s positive emotional responses to clothing increase while negative responses decrease, particularly in the personal domain. Special attention was given to the 40–49 age group, which exhibited a heightened focus on sexuality and self-expression through clothing, reflecting the midlife crisis. The practical significance of the research lies in applying these findings to psychological support for women, aiming to enhance self-esteem and harmonize emotional well-being through conscious attitudes toward clothing and its symbolism.
Pedagogical Review. 2025;(5):164 - 178
164 - 178
OVERVIEWS
Psychological determinants of moral behavior: a review of modern foreign studies
Abstract
The article provides an overview of modern foreign studies on the determinants of moral behavior over the past 5 years (2020–2025). The relevance of the study of psychological determinants of moral behavior is due not only to the need to explain the complex mechanisms of their interrelation and interdependence, but also to the tendency of foreign psychology towards integrated knowledge through the expansion of transdisciplinary and cross-cultural connections. Neurosciences that study the structure and functioning of the brain are actively developing. Works are appearing that consider the problems of global risks, emphasize the role of information technology in global processes, and analyze the consequences of globalization. The subject field of cyberpsychology is expanding due to the development of the Internet and Artificial Intelligence (AI). This has significantly enriched the scientific understanding of what psychological determinants determine our moral behavior. A promising direction in research is joint methods and technologies for studying human moral behavior from the standpoint of cognitive neuroscience and psychology. Internal determinants of moral behavior include conformity in making moral decisions (1), moral convictions (2), uncritical perception of information from social networks (3), fear of punishment for immoral behavior (4), motivation (5), etc. External determinants of moral behavior include early positive experience of interaction with the mother, which forms a secure attachment (1), past patterns of moral behavior, while negative ones, on the contrary, can stimulate a person to behave decently (2), a low level of trust in their political leaders who solve moral dilemmas during periods of global crises based on utilitarian principles of ethics, that is, justify instrumental sacrifice for the common good (3), condemnation of low moral responsibility for the use of educational Internet resources (4), recognition and respect for cultural diversity in society (5), etc. It is concluded that psychology strives for integrated knowledge, uniting with social disciplines aimed at analyzing global phenomena, and neurosciences, which make it possible to study the inter-relationship between genetic and environmental processes.
Pedagogical Review. 2025;(5):179 - 192
179 - 192