Статья посвящена анализу практического опыта применения метода ненасильственного общения в тьюторском сопровождении учащихся среднего звена частной общеобразовательной школы. Рассматривается теоретическая основа концепции ненасильственного общения М. Розенберга и возможности её адаптации к работе тьютора с нормотипичными школьниками подросткового возраста. На основе девятимесячного опыта тьюторского сопровождения одного класса учащихся (с апреля 2025 года по январь 2026 года, с увеличением численности класса с 13 до 18 человек) описываются практические приёмы внедрения четырёхкомпонентной модели ненасильственного общения: наблюдение без оценки, идентификация чувств, определение потребностей и формулирование просьбы. Представлены результаты работы, демонстрирующие положительную динамику в развитии коммуникативных навыков учащихся, снижение конфликтности в классном коллективе и повышение уровня осознанности подростков в выражении собственных эмоций. Предложены конкретные методические приёмы, которые могут быть использованы тьюторами и классными руководителями при работе с учащимися 5–7 классов. The article analyzes practical experience of applying nonviolent communication method in tutoring support of middle school students. The theoretical basis of M. Rosenberg's nonviolent communication concept and possibilities of its adaptation to the work of a tutor-mentor with neurotypical adolescent schoolchildren are considered. Based on nine months of tutoring experience with one class of students (from April 2025 to January 2026, with an increase in class size from 13 to 18 students), practical techniques for implementing the four-component model of nonviolent communication are described: observation without evaluation, identification of feelings, determination of needs, and formulation of requests. The results demonstrate positive dynamics in the development of students' communication skills, reduction of conflicts in the classroom, and increased awareness of adolescents in expressing their own emotions. Specific teaching methods are proposed that can be used by tutors and class teachers when working with students in grades 5–7.

Статья посвящена исследованию комплексной безопасности образовательного учреждения. Авторы рассматривают её как систему мер, направленную на предупреждение, идентификацию и оперативное устранение потенциальных угроз участникам образовательных отношений. Выделяются основные направления обеспечения безопасности: физическая, психологическая, информационная, культурная, кадровая, санитарно-гигиеническая и финансовая. Акцент сделан на необходимость интегрированного подхода к управлению рисками, сотрудничества педагогического и ученического коллективов, а также взаимодействия с внешними организациями и государственными структурами. Статья направлена на разработку практических рекомендаций для руководителей образовательных учреждений по повышению уровня безопасности и улучшению условий обучения и воспитания детей. This article examines the comprehensive security of an educational institution. The authors view it as a system of measures aimed at preventing, identifying, and promptly eliminating potential threats to educational stakeholders. Key areas of security are identified: physical, psychological, informational, cultural, personnel, sanitary and hygienic, and financial security. Emphasis is placed on the need for an integrated approach to risk management, collaboration between the teaching and student staff, and interaction with external organizations and government agencies. The article aims to develop practical recommendations for educational institution administrators on enhancing security and improving learning and nurturing conditions for children.

В статье рассматривается проблема развития читательской грамотности у младших школьников в процессе обучения литературному чтению с использованием интерактивных тетрадей. Авторы подчёркивают важность формирования читательской грамотности как одного из ключевых компонентов функциональной грамотности, необходимой для успешного обучения и адаптации в современном информационном обществе. В работе анализируются основные составляющие читательской грамотности: умение извлекать и интерпретировать информацию, анализировать текст, делать выводы и применять полученные знания на практике. Особое внимание уделяется использованию интерактивных тетрадей как эффективного педагогического инструмента. Авторы описывают их структуру, виды и преимущества – такие как увлекательность, развитие читательских навыков, персонализированное обучение и доступность. В статье представлены примеры шаблонов интерактивных тетрадей, в частности «Лепестки» и «Книжка со створками», которые способствуют развитию у младших школьников умений анализировать текст, понимать жанровые особенности произведений, характеризовать героев и осваивать фольклорную поэтику. Результаты исследования показывают, что применение интерактивных тетрадей способствует комплексному развитию читательской грамотности, формированию ключевых компетенций обучающихся и повышению качества образовательного процесса. This article examines the development of reading literacy in primary school students through the use of interactive notebooks for teaching literary reading. The authors emphasize the importance of developing reading literacy as a key component of functional literacy, essential for successful learning and adaptation in today's information society. The paper analyzes the key components of reading literacy, such as the ability to extract and interpret information, analyze text, draw conclusions, and apply knowledge in practice. Particular attention is paid to the use of interactive notebooks as an effective pedagogical tool. The authors describe their structure, types, and advantages, such as engaging content, skill development, personalized learning, and accessibility. The article presents examples of interactive notebook templates, such as "Petals" and "Book with Doors," which help develop primary school students' ability to analyze text, understand genre features of works, characterize characters, and master folklore poetics. The study results show that the use of interactive notebooks promotes the comprehensive development of reading literacy, the formation of key competencies in students, and an improvement in the quality of the educational process.

Intercultural leadership and its subset of intercultural communicative leadership in Education 5.0 is the ability to effectively navigate one’s self and others through cultural differences as well as integrate technology, artificial intelligence (AI), personalized learning, and digital ethics to create learner-centered environments. Educators today are often eager to incorporate AI into their daily plans yet many are unaware of the potential inaccuracies and discrepancies inherent to AI. Issues regarding fairness, privacy and bias being hardwired into any potential AI system are concerns that need to be properly analyzed and addressed in order to mitigate against unintended consequences and ensure that such tools are not causing harm or being abused. However, despite these potential risks, current research regarding AI use in HEIs argues that the technology is simply “too good to not use”. This article will present an overview of the Erasmus+ SHUTTLE project, which aims to explore how AI-powered computing systems can extend or augment the possibilities of teaching, learning, and research while doing so ethically, responsibly, and humanely. Primarily, this article will discuss and draw attention to issues pertaining to intercultural communicative leadership and the ethical creation of learner-centered environments in an HE context. A summary of the SHUTTLE project and its completed outputs will be highlighted as well as a review of pertinent literature and available AI tools followed by relevant methodology for incorporating AI within an HE context.

Although classical high schools in Italy are traditionally associated with lecture-based instruction, the integration of gamification offers promising ways to enhance student engagement and motivation. This study addresses the challenge of incorporating digital and computational competencies into humanistic education by examining the implementation of gamified learning strategies at classical high school with STEAM curriculum in the South of Italy. The purpose of the study is to explore how tools such as escape rooms, educational robotics, and artificial intelligence can transform the perception of coding, specifically Python programming, as a relevant and accessible subject within a classical curriculum. A longitudinal mixed-methods case study design was adopted. The sample included 52 students and 3 teachers who voluntarily participated in a year-long innovation program. Data were collected through pre/post questionnaires, direct observation, performance assessments, and interviews. Quantitative data were analyzed using chi-square tests; qualitative data were examined via thematic analysis. Results revealed a significant increase in students’ motivation, particularly in coding and robotics activities. Students reported enhanced engagement, improved collaboration, and reduced anxiety through AI-assisted coding. Teachers also perceived improved digital and pedagogical competencies, despite time constraints. Escape rooms emerged as particularly effective for promoting active learning, problem-solving, and interdisciplinary connections. These findings highlight the transformative potential of gamification in classical education settings. Practical implications include the need for professional development focused on integrating playful learning strategies. Future research should further explore scalable models to bridge the gap between humanities and digital education through sustained pedagogical innovation.

In contemporary educational discourse, the concept of leadership has expanded beyond administrative roles to include teachers who influence classroom culture, pedagogy, and school development. Despite its increasing significance, teacher leadership—particularly how it is perceived by preservice teachers—remains underexplored in the literature. This study aimed to examine the perceptions of preservice teachers regarding the characteristics of leader teachers and to explore the metaphors they use to describe the concept of teacher leadership. A qualitative research design grounded in phenomenology was employed. The study sample consisted of 105 third-year preservice teachers enrolled in the Primary Mathematics and Classroom Teaching programs at a public university in Türkiye. Data were collected through a semi-structured interview form including two open-ended questions and analyzed using content analysis. The findings revealed that participants conceptualized leader teachers through four categories: student interaction, the educational process, family engagement, and environmental awareness. Additionally, 35 distinct metaphors were produced, with common symbols including the tree, sun and the compass —indicating the perceived guiding, enlightening, and nurturing roles of leader teachers. These results suggest that preservice teachers hold a multifaceted and idealistic vision of teacher leadership. The study underscores the importance of integrating teacher leadership training into preservice education programs and encourages further qualitative and mixed-method research to explore contextual factors that shape leadership perceptions among future educators.

In this study, four Türkiye textbooks used in the 2024-2025 academic year by the “Ministry of National Education, Türkiye” at the primary and secondary school levels “, 4th Grade Social Studies Textbook, 5th Grade Social Studies Textbook, 6th Grade Social Studies Textbook, and 7th Grade Social Studies Textbook” were examined. The research aimed to determine the levels of measurement and assessment questions in “4-7th-grade social studies textbooks” based on the SOLO Taxonomy. The study utilised document analysis as a qualitative research method. The data obtained were analysed using the descriptive analysis method. According to the overall findings of the study, the questions that most commonly aligned with the “Unistructural” level of the SOLO Taxonomy were identified, whereas the “Extended Abstract” level was found to have the fewest questions. Subsequently, questions corresponding to the "Relational” level and “Multistructural” level were identified. The textbooks collectively contained 620 measurement and assessment questions. The most frequently represented levels in the textbooks were identified as follows: In the 4th-grade textbook, 78 questions corresponded to the “Unistructural level.” In the “5th-grade social studies textbook,” 31 questions corresponded to the “Relational” level. In the 6th-grade textbook, 89 questions corresponded to the “Unistructural” level. In the 7th-grade textbook, 77 questions corresponded to the “Relational” level. The findings revealed that, as grade levels increased, there was no change in the epistemic level of measurement and assessment questions. However, it was observed that the 7th and 5th-grade textbooks included more questions that aligned with higher-order epistemic skills and the level of the SOLO Taxonomy.

Romantic relationships significantly influence the well-being of young adults; however, the psychological dimensions underlying relationship satisfaction remain a central topic of scholarly exploration. This study aimed to examine whether self-compassion, gratitude, and forgiveness—as core positive psychological traits—are associated with and predictive of satisfaction in romantic partnerships. The study utilized data from 333 young adults in Turkey (aged 20–40) who completed validated measures of romantic satisfaction, self-compassion, gratitude, and forgiveness. Data analyses included Pearson correlation and multiple linear regression analyses. The findings revealed that while all three traits were positively associated with romantic relationship satisfaction, their individual predictive power was limited. Notably, only forgiveness emerged as a significant predictor in the final regression model. These results highlight the potential relational value of these psychological traits, particularly forgiveness, while also emphasizing the influence of broader psychological and contextual factors. Implications for therapeutic practice and relationship enhancement interventions are discussed.

Интеграция технологий искусственного интеллекта в образовательную практику является перспективным направлением для совершенствования персонализированной образовательной среды. Роль образовательных возможностей искусственного интеллекта в персонализированном обучении заключается в улучшении академических результатов студентов и повышении вовлеченности, коммуникации и мотивации в образовательной среде. В статье рассмотрены ключевые образовательные возможности искусственного интеллекта для персонализированного обучения: адаптивные обучающие платформы, обратная связь в режиме реального времени, автоматизация оценок, индивидуальная настройка на основе предпочтений в обучении, виртуальные ассистенты, персонализация темпа обучения и образовательных инструментов. The integration of artificial intelligence technologies into educational practice is a promising direction for improving the personalized educational environment. The role of educational capabilities of artificial intelligence in personalized learning is to improve students' academic results and increase engagement, communication and motivation in the educational environment. The article considers the most key educational capabilities of artificial intelligence for personalized learning: adaptive learning platforms, real-time feedback, automated assessments, individual adjustment based on learning preferences, virtual assistants, personalization of the pace of learning and educational tools.

Статья посвящена проблеме организации творческой проектной деятельности как инструмента патриотического воспитания детей. Патриотическое воспитание понимается как комплексная деятельностная практика, в которой ключевую роль играют личностно-значимые проекты, обеспечивающие эмоциональную вовлечённость и устойчивую идентификацию с историей Отечества. Каждый такой проект, безусловно, обладая собственной значимостью, становится наиболее эффективным, будучи включённым в общую систему патриотического воспитания. В статье подробно представлен образовательный проект «Знамя Победы», реализуемый в Центре детского творчества муниципального образования Темрюкский район. Цель проекта состоит в формировании уважительного отношения к историческому прошлому и любви к Родине у обучающихся и их семей через коллективное создание символического полотна «Знамя Победы», способствующего единству поколений и сохранению памяти о героях Великой Отечественной войны 1941–1945 гг. Охарактеризованы подходы и принципы создания и внедрения проекта, описаны составляющие его компоненты и этапы реализации. Определены основные свойства проекта и достигаемые эффекты. This article explores the organization of creative project-based activities as a tool for patriotic education in children. Patriotic education is understood as a comprehensive, action-based practice in which personally meaningful projects play a key role, fostering emotional engagement and a strong identification with the history of the Fatherland. Each such project, while certainly possessing its own significance, becomes most effective when integrated into the overall system of patriotic education. This article presents in detail the educational project "Banner of Victory," implemented at the Children's Art Center in the Temryuk Municipal District. The project's goal is to foster a respectful attitude toward the historical past and love for the Motherland in students and their families through the collective creation of a symbolic canvas, "Banner of Victory," which promotes intergenerational unity and preserves the memory of the heroes of the Great Patriotic War of 1941–1945. The article describes the approaches and principles for the project's development and implementation, its components, and the stages of implementation. The main properties of the project and the effects achieved are defined.