In modern socio-economic conditions, it is of scientific interest to study the structural components of the training process for the reserve of heads of educational organizations. The theoretical and methodological grounds and the specifics of developing a model for the preparation of the reserve of heads of educational organizations are determined. In the course of the study, the block structure of this model is substantiated, which is implemented in accordance with the aim-to create conditions for the formation of managerial competencies of candidates for the post of head of an educational organization and stages: analytical-preparatory, developing-forming and evaluative-reflective. The methodological block of the author’s model is represented by a personified approach and relevant principles - context, principle of addressability, activation of the subjective position of the reservist. The content and technological block of the model reflects the directions, methods and tools of the phenomenon under study. The effective block describes the components of the management competence of the reservist, its criteria, levels of formation, the estimated result. A factor ensuring the effectiveness of the preparation of the personnel reserve of the heads of educational organizations is a mentoring that we understand as a socio-pedagogical technology for supporting personal and professional development of a person. The clarification of the mentoring methodology required the solution of the problems of training mentors in the framework of formal and informal education to mutually enrich their interaction with reservists.

Development of managerial competences as one of the components of training of highly qualified specialists in the field of education is carried out by the Master’s programme. Competencies related to the management of educational processes, organisations and teams are an integral part of the training of future managers of educational organisations. The peculiarities of Master’s education emphasise the importance of not only theoretical training, but also practical skills such as managerial decision-making, work organisation, coordination and conflict resolution, as well as the introduction of innovations in the educational process. The process of developing managerial competences encompasses several important components. In the theoretical part of the training the emphasis is placed on learning the basics of educational management, process organisation and strategic planning. Practical training of master’s students provides project-oriented training, case methods, internships and the use of digital technologies for modelling managerial situations. Innovative approaches in training are represented by leadership training, stress and conflict management, as well as mentoring and coaching by experienced managers, which allow master’s students to practice the personal qualities necessary for effective management. Equally important is the use of digital technologies in the educational process of the pedagogical master’s programme, which contributes to the development of flexibility, adaptability and the ability to manage the training of future managers in the dynamic conditions of a changing world. Thus, effective training of future managers of educational organisations requires such a strategically aligned approach, which includes theoretical training, development of personal and professional qualities, as well as the use of innovative methods and technologies. The created integrated system aimed at the development of managerial competences contributes to the training of specialists capable of successfully solving problems in the field of management of educational organisations, ensuring their successful development and compliance with modern requirements.

The professional activity of a psychologist is closely connected with daily work with difficult client cases and situations, the work of a psychologist is connected with the emotional, communicative, psychological load of the specialist himself, as well as the requirements of the labor market for long-term working capacity, stress resistance, etc. At the same time, there is no special training in the field of safety of professional activity in the process of professional education of future psychologists. For students, as future specialists in their field, training in the field of safety of professional activity is extremely necessary to maintain professional well-being and health, prevent professional burnout and, as a result, possible departure from the profession. The purpose of the study is to highlight the main stages of training psychology students in the field of safety of professional activity during the period of basic professional training. As a result of the theoretical study, successive stages of training are designated: diagnostic, content and evaluative-effective. Important features of training future psychologists in the field of professional safety are: the use of methodological approaches (personally oriented, personalized, personalized and modular-competence), building an individual trajectory for training students, using a modular training structure, developing organizational and methodological conditions, describing the content and structure of competence in the field of professional safety. The identified successive stages can serve as a basis for developing tools for training future psychologists and, as a result, tools for developing the relevant competence, which in turn will help the future specialist maintain his professional health, develop a set of his own rules for the safety of professional activity, and will contribute to long-term and effective work.

In today’s world of instability and rapid change, education faces the need to transform itself to prepare individuals who are able to adapt to instability and uncertainty. I focus on students’ research activities as a key tool for developing antifragility — the ability not only to cope with challenges, but also to thrive in them. Research work integrates fundamental knowledge with real-world problem-solving skills, develops creativity, critical thinking, and metacognitive abilities. The study highlights the importance of moving from linear educational models to adaptive approaches that meet the challenges of the VUCA (uncertainty, complexity), BANI (fragility, anxiety), and SHIVA (destruction and renewal) paradigms. Fundamental education, based on a research approach, becomes not only a basis for acquiring knowledge, but also a platform for developing values, personal beliefs, and a willingness to make life-changing decisions. Teachers play a special role in the process of transforming education. They create conditions for the internal motivation of schoolchildren, provide emotional support and guide them on the path of independent knowledge. Research activities integrated into school programs through project-based learning and cooperation with universities serve as a link between traditional education and the skills of the future. This is especially evident in solving current social and scientific problems, which contributes not only to the development of students, but also to the transformation of their worldview. I came to the conclusion that the key element of education in the 21st century is the ability of schools to form individuals with antifragility, creativity and scientific thinking. Only value-based and research-oriented education can ensure sustainable progress in a chaotic global space. The formation of ethically mature, proactive and adaptive citizens is a priority that requires the combined efforts of teachers, scientists and society. In this context, research activities become the basis of transformative education and the foundation for positive changes in society.

The adaptation of Soviet educational practices, including the revival of the mass children's public organization, raises the question of the role of an adult in the children's community. Therefore, the description and analysis of the activities of successful educational practices of the second half of the twentieth century (the Commune of Young Frunzensky Children, the Karavella detachment, etc.) allows us to highlight the features of the pedagogical position of leaders that allowed them to become a "cultural model" for their students. Based on the application of the ideas of D.V. Dimke about pedagogical utopias of the Soviet era, the sociological concept of R. Oldenburg, it is concluded that the following can be attributed to the important features of the Soviet pedagogical utopia: the creation of a community of children and adults based on the principles of equality; the development of grassroots democracy; the construction of the material space of the community as a "third place". As a result of the historical and pedagogical theoretical research, I have established that the key feature of the pedagogical utopia of the Soviet period was the unique pedagogical position of the "children's commissar", who became models of acceptable (cultural, social, pedagogical) behavior and activities for children. This position of an adult was based on a special ideology – faith in the humanistic ideals of the Soviet system, romanticization of the heroes of the revolution and war, rejection of double standards. Interaction with children was built on the principles of democratization – equality with children, community of symbolic and discursive practices, a combination of regulation and spontaneity. Leaders and other adults involved in the activities of utopian pedagogical projects possessed high personal qualities – humanity; active civic position, had developed applied skills in tourism, crafts, sports, art. It is possible to adapt and use the experience of their activities in the training of modern advisers to the director on education and interaction with children's public organizations.

Functional literacy is the ability to effectively apply knowledge and skills in various life situations, including professional activities. In the context of pedagogical work, especially in the field of additional education, the functional literacy of a teacher is an integral component of successful interaction with students, their parents, as well as with colleagues and the administration of educational institutions. The article presents an update on the problem of developing functional literacy in teachers of additional education. The evolution of the concept of “functional literacy” is characterized. It has been proven that functional literacy is the basis of the professional competence of a teacher of additional education. Functional literacy includes both subject knowledge and universal skills that are necessary for effective work in the conditions of the modern educational process. The development of functional literacy in teachers not only improves the quality of education, but also helps them cope more successfully with professional challenges, maintaining a high level of involvement and motivation among students. The diagnostics of the level of formation of functional literacy in accordance with the developed criteria and diagnostic tools was carried out. Based on the diagnostic results, the author presents a description of innovative formats that promote the development of functional literacy of additional education teachers. The conducted formats for the development of functional literacy have confirmed their effectiveness in the practice of improving the qualifications of additional education teachers.

The appeal to the theme of family as a value is caused by the decline of interest in creating a family and the institution of marriage itself, a change in understanding the role and significance of the family in the minds of the younger generation, devaluation of the institution of family, and transformation of gender-role expectations from spouses. We have attempted a pilot study of ideas about family and students' value attitudes to family life. Research methods: synthesis and generalization of psychological literature; empirical experiment, testing using the technique "Study of psychological characteristics of value orientations as a mechanism for regulating behavior" (Yu. N. Semenko), A.K. Aleshina's questionnaire "Distribution of roles in the family", N.V. Volkova's technique "Role expectations of partners"; statistical — analysis of the experiment using the Mann-Whitney U criterion. As a result of the experiment, it was revealed that the girls consider material security to be the most important factor; such factors as a favorite and interesting job, a faithful, devoted friend are also important to them. Girls believe that the emotional climate in the family, the organization of entertainment, and the family subculture depend to a greater extent on the woman, while material support should depend on the man. Girls have high expectations regarding common interests with their future spouse, needs, value orientations, and ways of spending time. They have a pronounced attitude toward an active parental position of the marriage partner, i.e., the active participation of the spouse in raising children. It is also important for the female respondents to have the opportunity for professional self-expression. The role expectations of both girls and boys are equally expressed in matters of providing moral and emotional support from the partner. Young men identified most of the values as the most important. They have a less optimistic view of people in general, and a less frugal attitude toward money. For young men, the role of children in a person's life seems more significant and the orientation toward joint activities of spouses in all areas of family life is more pronounced. Young men want to realize themselves in professional activities, but are not against such an aspiration on the part of their spouse

The growing shortage of personnel in the real sector of the economy has become a driver of interaction between vocational education and industry. The Federal Project "Professionalitet" implements intensive programs for training personnel in educational and production centers (EPC) "colleges — technical schools — industry employers". The activities of EPC teachers require mastering the skills of designing new types of software products. The experience of the State Autonomous Educational Institution of Additional Professional Education of the Sverdlovsk Region "Institute for Education Development" has revealed the need to develop specialized methodological support for teachers of secondary vocational education. The structure of the targeted teaching aid we have developed meets the concept of the Federal Project "Professionalitet", revealing innovative goals, objectives, key features, principles and characteristics of the activities of a teacher of secondary vocational education, invariant with respect to the direction of training. Testing of the teaching aid revealed the need to include a variable part and a set of appendices in its structure. The variable part presents examples of a specific development of an intensive educational program for a certain profession. The specification allowed teachers to compare the professional components of the student's competencies and the content of the assessment documentation set for conducting a demonstration exam, establish areas of interaction with employers and mentors, clarify the composition and preparedness of its experts and developers, and determine the specifics of their own methodological, educational and upbringing activities. The didactic role of the application set consists in presenting instructions, models, templates for the design and completion of documents, tabular forms and other examples of developing elements of intensive OPC programs. The criteria-based assessment of the supplemented version of the manual revealed a sufficient level of quality of the methodological product and its relevance in the implementation of the federal project "Professionalitet".

Due to the strengthening of national sovereignty and information technologies development in the spheres of society, foreign language proficiency is becoming a key factor in personal and professional success. The development of foreign language competence determines the willingness of university students to effectively interact with the use of a foreign language for the purpose of professional training and integration into the international community. The research has examined the concepts of foreign language competence, info-communication skills, as well as identified their components and levels of implementation. The study has found that foreign language competence corresponds to the basic characteristics of communicative competence, includes motivational, linguistic, and pragmatic components, and is implemented at the cognitive, operational, and personal-professional levels. The article has revealed that info-communication skills as a group of communicative skills are a set of effective application of information technologies for working with information in the process of communicative interaction. Info-communication skills can be implemented at cognitive, activity and axiological levels. Info-communication skills and foreign language competence act as the basis for the development of supra-professional competencies and have common grounds: the categories of “information” and “interaction”, which are embodied in a foreign language through information technology. Thus, based on the established links, the significant role of info-communication skills in the development of foreign language competence of university students has been proved. It is concluded that info-communication skills are being transformed into a key component of modern foreign language training for university students, which necessitates their targeted development within the framework of higher school educational programs.

Currently, the development of students’ educational and professional motivation can be considered as one of the leading areas in the educational activities of branch universities. Higher educational institutions of agricultural orientation are no exception, as the emergence of new technologies in agricultural production creates new conditions and imposes requirements on university graduates: knowledge in the field of innovative technologies and technology, the ability to introduce new technologies into agricultural production, skills to optimize and improve the work of agricultural enterprises. In this regard, the development of the professionalism of a future specialist in the agricultural sector should be considered by analyzing his interest in the chosen profession. Therefore, for universities that train professional personnel for the agro-industrial complex of the country, the main task remains the need to design and implement activities in higher education that promote students’ sustainable interest in their future profession, as well as awareness of its importance in society and focus on professional activities. In the process of studying the development of motivation for educational and professional activities among students, significant factors have been identified, in particular, their understanding and awareness of the importance of their profession and their interest in learning, which generally affect the success of vocational training. The article presents the results of a study aimed at analyzing the level of motivation of educational and professional activities of agricultural university students studying in the field of training 35.03.06 “Agroengineering”. The obtained research results suggest the need for targeted systematic work to develop the motivation of educational and professional activities of students of an agricultural university throughout the entire learning process. The practical significance of the results obtained lies in the possibility of organizing the educational process, taking into account the nature of students’ motives for the development of motivation for the educational and professional activities of future specialists in the agricultural sector.