Introduction. Self-educational competence of a specialist in the XXI century is not only a actual personal and professional quality, but also a resource of a person, allowing him to carry out his own transformation in order to transform personal success into social significance. Studies demonstrates that the process of formation of student's self-educational competence in the conditions of higher education is influenced by the educational environment of the university as a system of various resources and a source of opportunities for the development of a future specialist. Today the ideas of combining the processes of education and self-education in the university are relevant. However, there are still no works that would allow to form a more meaningful understanding of the relationship between the factors of the educational environment of higher education institution and student's self-educational competence. This article is a conceptual study of student self-educational competence implemented in the Russian context. The article aims to analyse the existing experience on the stated problematic, to clarify the definitions of the main concepts, to identify and theoretically justify the characteristic features and factors of the university educational environment related to the formation of student's self-educational competence. Materials and methods. The main method of research is systematic analysis of literature. The materials were articles published in Russian and English, devoted to the problems of self-education, personal and professional self-development of students, the influence of the educational environment of the university on the results of education. Results. In the course of the research the definitions of the concepts "student self-education" and "student self-educational competence" were clarified, the three-component structure of this construct and its content were proposed. The study of works allowed us to characterise the pedagogical category "educational environment of the university", to consider the models of its organisation and factors in reflection to the student's self-educational competence. Discussion and conclusions. As a result of the study, it was concluded that the formative impact on the student in the process of acquiring self-educational competence should be provided by flexible methodological modelling of the university educational environment. This will make it possible to combine the educational process with self-educational process and leave the student an educational space free from external influence for self-directed education and self-realisation in the chosen direction.

Introduction. The article addresses the development of the value-motivational sphere of future teachers within the transforming university educational environment. The study is relevant due to the need for designing a new educational environment in teacher training universities that considers the specific characteristics of the value-motivational sphere of modern students. Empirical data on the comparative specifics of future teachers and students from other fields are currently insufficient. The study aims to identify the specifics of value orientations, academic motivation, and the level of spiritual well-being among students in pedagogical and non-pedagogical fields. Materials and methods. The research methods included: I.G. Senin's Terminal Values Questionnaire ("OTsTs"), the "Spiritual Well-Being Scale", and the method for diagnosing student academic motivation (by A.A. Rean and V.A. Yakunin, modified by N.Ts. Badmaeva). The sample consisted of 1,827 students. The Mann-Whitney U test was used for group comparison. Results. The results revealed statistically significant differences between the groups. Student teachers demonstrated a higher importance of the values of achievement, self-development, and preservation of individuality, as well as a higher overall level of spiritual well-being. Key spheres of self-realization for them are public life, hobbies, and studies. It was found that the academic motivation of future teachers is more associated with motives for creative self-realization and prestige, while professional motives are of low significance. Discussion and conclusions. The discussion of the results allowed for formulating key pedagogical conditions for designing a new educational environment in a teacher training university: 1) expanding opportunities for social activities and self-realization; 2) developing a flexible system for rewarding academic and extracurricular achievements; 3) targeted work to enhance the professional component of academic motivation through practice-oriented forms of learning. The obtained data substantiate the necessity of considering the identified specifics of the students' value-motivational sphere when building educational work at the university for the effective professional development of future teachers.

Introduction. The article is devoted to the study of the relationship and mutual influence of theological, anthropological, ethical views of Roman Stoicism and Christianity. The purpose of this work is to conduct a comparative analysis of late Stoic and Christian theology, anthropology, ethics and to demonstrate their relationship and relevance in the modern era. Materials and methods. The research material was the works of Plato and the Roman Stoics, the Epistles of the Apostle Paul, the writings of authors of the early Christian era and early Protestantism, modern scientific research, domestic and foreign, devoted to the analysis of the views of the Roman Stoics, the first Christians, the Epistles of the Apostle Paul, representatives of the Eastern and Western Christian churches of the Middle Ages; works, analyzing the interpenetration of Stoicism and Christianity. The author relied on the civilizational and dialectical approaches, used the following methods: narrative, hermeneutic in combination with linguistic, analytical, synthetic, generalization, reconstruction, comparative-historical. Results. As a result of the work done, it was established that the basic theological, anthropological, axiological and ethical ideas of the Roman Stoics and Christians (the essence of man, the path of life and existential meanings, eschatological perspective, moral principles) were formed as a result of mutual influence. Stoicism played a huge role in the formation of Christian doctrine, actively influenced the ascetic fathers of the early Christian Eastern Church and medieval Western Christianity, and the young Protestantism of the 16th century. The Stoics, in turn, relied on Christian wisdom in their philosophy. Discussion and conclusions. The author managed to carry out a comparative analysis of Stoic and Christian doctrines. The study showed that the spiritual kinship and mutual influence of Roman Stoicism and Christianity testifies to the illusory nature of the border separating the Hellenistic and Christian metatraditions. The practice of cognitive therapy aimed at finding existential meanings and inner harmony, developed by the Roman Stoics and the ascetic fathers of the Eastern Christian Church; the eternal ethical principles of Stoicism and Christianity are relevant in the modern era of moral degradation and semantic disorientation.

Introduction. In the modern era of rapid social transformations and information saturation, families face the need to adapt educational strategies to new challenges. Parental competence and responsible parenting act as key factors in shaping the harmonious development of young families and ensure the sustainability of family institutions. Sociocultural changes in society place increasingly high demands on modern parents: the standards of a "good parent" are constantly rising and being filled with new competencies. Materials and methods. To conduct the study, a questionnaire was compiled aimed at studying the lifestyle of modern families and the social situation of the development of children and adolescents. The study involved 230 people from all regions of the Russian Federation, including 38 men and 192 women. Results. The study found that the majority of parents consider themselves competent parents and do not feel the need to deepen their knowledge, and also do not note the factors that prevent them from performing parental functions. At the same time, these parents have a positive attitude towards themselves as parents, they are more likely to be confident in their strategies for interacting with the child and about the child, and "attention and love" have become the leading priority of parenting, half of the respondents consider it extremely important to devote time to interacting with the child. The results showed that modern parents face a shortage of emotional resources when building child-parent relationships. Discussion and conclusions. As a result of the theoretical analysis of the concepts of "responsible parenting" and "parental competence", distinctions were introduced. As a result of an empirical study, the assessment of the formation of cognitive, emotional and behavioral components of parental competence is given by analyzing the respondents' responses.

Introduction. The problem of developing flexible social skills as a basis for cross-functional competencies has always been in the focus of attention of educators, but modern changes in society and the economy have made this issue particularly relevant. The purpose of this study is to determine the key aspects of developing flexible social skills that ensure the formation of crossfunctional competencies necessary for effective professional activity in modern conditions.Materials and methods. The article presents an analysis of domestic and foreign literature devoted to the issues of flexible social skills and their role in the formation of cross-functional competencies. The study is based on the works of educators and psychologists considering the theoretical aspects and key provisions in the field of flexible social skills. To process the obtained data, systematization and classification methods, as well as general scientific methods of analysis, generalization and synthesis, were used.Results. An analysis of approaches to the taxonomy of social competence was carried out from the point of view of the formation of social flexible skills in the context of global transformations occurring in modern society. The theoretical aspects of the problem of developing social soft skills as a basis for cross-functional competencies are considered, including the interpretation of the concept of "soft skills", the characteristics of soft skills, and a description of approaches to interpreting the component composition of social soft skills.Discussion and conclusions. The use of general scientific methods of analysis, generalization, and integration made it possible to create a complete picture of the relationship between soft social skills and cross-functional competencies. Particular attention was paid to considering approaches to interpreting the components of soft social skills. This approach is of fundamental importance for determining the direction of further research and developing practical recommendations for educational organizations. The results of the study have practical significance for use in educational practice, allowing for the development of effective methods and techniques aimed at forming and developing students' soft social skills.

Introduction. The article addresses the problem of widespread use by students of conversational artificial intelligence technologies to substitute their own statements and conclusions with artificially generated texts. This issue plays a crucial role in language education due to the specifics of learning conditions and competencies being developed. The aim of this study is an attempt to systematize and substantiate ways to mitigate negative consequences under the spread of artificial speech activities.Materials and methods. To achieve this goal, various scientific research methods are employed: analysis and synthesis of scholars' works on issues related to student-teacher interaction with artificial intelligence tools, regulation and control over the use of such tools by foreign language learners at different educational levels; summarizing vulnerability points of such interactions concerning language education; modeling the educational process for teaching a foreign language while compensating for identified weaknesses through pedagogical means; pedagogical experiment. The methodology of the study was based on the work of Russian and international scientists in the field of problems and prospects of artificial intelligence in education (K. M. Belikova, P. G. Bylevsky, P. V. Sysoev, N. V. Tikhonova, A. V. Fedorov, and others).Results. Analysis and synthesis of scholarly literature on the peculiarities of applying artificial intelligence in education revealed five vulnerable aspects of this process: data obsolescence (delay) upon which text generation is based; data falsification; lack of depth and superficiality in neural network-generated responses; need for detailed prompts; bias and subjectivity. These findings allowed us to outline concrete directions towards solving the plagiarism problem in linguistic education: shifting from continuous texts toward new forms of speech products; reliance on consciously formed strategies of foreign language speech activity so that the process of creating a speech product becomes more important than its result; development of critical thinking and enhancement of cultural components in foreign language instruction using comparative and contrastive analysis methods; step-by-step reflection not only on outcomes but also on the entire cognitive process; strengthening the cognitive component throughout the language learning process.Discussion and conclusions. Research findings can be extrapolated to other areas of higher education. There arises a question about continuing the scientific search for effective solutions to the problem of student plagiarism. The authors call on psychologists, philosophers, and culturologists to join the academic discussion on the ethical, moral, and motivational aspects of addressing the negative effects of introducing new technologies into the sphere of education.

Introduction. The article reveals the essence of the definition of "primary school student's idea of life self-determination" and identifies the factors in the formation of this idea. The authors offer an updated list of factors that influence the formation of a primary school student's idea of life selfdetermination and should be considered when planning the activities of a class teacher.Materials and methods. The authors conducted a comprehensive analysis of scientific works by Russian and foreign researchers studying the problem of the formation of a primary school student's idea of life self-determination in the context of the development of education and the whole society, also age characteristics of primary school age. The literature analysis and generalization consider as the key methods of the current research.Results. The results of the conducted research include such factors of formation of the studied idea as family, educational organizations, virtual associations, self-concept; as well as the definition of "primary school student's idea of life self-determination", defined as a new formation formed at the stage of life self-determination of an individual in primary school age, based on the influence of such factors as individual self-concept, family upbringing, engagement in the educational process, participation in virtual associations.Discussion and conclusions. Support for self-determination of students belonging to the Alpha generation should be provided in new ways and cover the entire school education, starting from primary school age. The analysis conducted by the authors provides grounds for the conclusion that modern education requires a comprehensive system of support for life self-determination of schoolchildren, considering the primary school stage. The results of the study can be used in the development of scientific and methodological foundations for supporting self-determination in the process of class management.

Introduction. Phenomena that reveal the anthropological subjectivity of both oneself and in relation to others fall into modern philosophical optics. Nevertheless, these phenomena can be considered independently. The main focus of the study is the analysis of the features of solitude, fatigue, and trust. The philosophical and anthropological approaches of thinkers of the 20th and 21st centuries (such as H. Arendt, M. Schiller, M. Heidegger, B.-Ch. Han and others) provide an answer to the question of who a person is: the place of human in the universe, how one affects and influences on other.Materials and methods. We used the researches belonged to the philosophers of Russia and Western countries and analyzed it using hermeneutical approach and comparative analysis. In particular, we studied the characteristics that describe a connection between a man and the environment.Results. The conducted study reveals that a man grows a person provided that the work is wellreflected in the sense that the conditions of the word are fragmentary. Due to a partial and fragmented process of interaction between a man and the society, the first tends to a consumer attitude than to his personality enrichment. Implementing trust as a category we use to explain a man’s attitude to the society, we conclude that the more a man trusts the more fully he lives, because he knows what he lacks and understands how it can be used in the life.Discussion and conclusions. Large-scale social upheavals lead a person to a state of alienation, which is expressed in the desire for loneliness, while feeling tired can be the key to changing the situation. Modern society says what a subject can do, which sounds like faith in a person’s ability to complete a particular task. However, this luring of the boundaries of “can not” leads to an increase in productivity and, at the same time, fatigue, which ultimately reflects in the experience of solitude and a decrease in trust in others. Greater independence leads to apathy, including work, which detaches from the outside world, and therefore leads to a decrease in trust.

Introduction. Identification of suicide risk factors makes it possible to provide timely support to a teenager and avoid the irreversible consequences of solving existential problems. The aim of the study was to identify the structure and severity of suicide risk factors and their relationship in middle-aged and older adolescents. The study identified combined groups of factors that provoke suicidal risk at different stages of adolescence.Materials and methods. The methodology "Suicide risk questionnaire" by T.N. Razuvaeva was used. The study involved 235 students in grades 7-10 (Age = 15.4 years). The correlation analysis of the results was carried out using the Pearson criterion.Results. The study revealed numerous correlations between risk factors. The differential and typological features of the structure of the severity of risk factors and protection factors in different age periods of adolescence are revealed. The most pronounced factors are "Breaking down cultural barriers", "Social pessimism" and "Maximalism", the most pronounced factors are "Affectivity", "Inconsistency" and "Demonstrativeness", the least pronounced are "Uniqueness" and "Time perspective". The structure of the severity of the factors of middle-aged and older adolescents turned out to be relatively invariant. At the age of crisis (13-14 years), the factors of "Social pessimism" and "Affectivity" dominate.Discussion and conclusions. The revealed direct average correlations (0.6) between the severity of the factor/rank and the number of high correlations between the factors confirm the expediency of considering risk factors as a combined integrated model with a low variable structure. The hierarchical components of the structure are the factors "Breaking down cultural barriers", "Maximalism", "Social pessimism" and "Affectivity". The combination of these factors requires the use of psychocorrectional techniques aimed at reducing the risk of suicide. The results obtained make it possible to specify preventive work with adolescents in order to prevent suicidal behavior.

Introduction. The article examines the specifics of cognitive activity of students with autism spectrum disorders (ASD) in the course of mastering natural science disciplines, including the process of performing mathematical tasks. The necessity of a differentiated approach in teaching, taking into account the cognitive sphere of this category of children, is substantiated in order to increase the capabilities of each student in mastering the program material. Categories of errors and difficulties are identified, reflecting the special problems that arise in the educational activity of children with ASD and requiring systematic pedagogical work.Materials and methods. The theoretical part of the study is based on the analysis of scientific publications devoted to the peculiarities of the development of natural sciences by students with ASD. The data of own empirical research based on the analysis of the results of annual control works in mathematics performed by students with ASD, studying in the fourth, sixth and eighth grades of a general education school, are given. The works of 55 students with ASD aged 11-16 years old, studying according to the variant of the adapted educational program 8.2, intended for children with ASD, who do not have intellectual disabilities, are considered. The study also used data from questionnaires filled out by teachers who conducted the tests. Thus, the study is based on a synthesis of scientific literature and a quantitative and qualitative analysis of the results obtained through empirical research.Results. A summary of current research data has identified two main categories of cognitive challenges faced by children with ASD that must be taken into account when teaching them science: difficulties related to executive function deficits and difficulties related to verbal comprehension and social perception deficits. These two categories account for almost half of the errors made by students with ASD in math tests. The article provides an overview of the main types of errors in each category. In addition, the results of an empirical study showed that the proportion of errors related to executive function deficits decreases over the course of education, as does the proportion of "non-specific" errors for children with ASD, which are related to a lack of knowledge and computational skills. However, the proportion of errors caused by deficits in verbal comprehension and social perception increases from year to year.Discussion and conclusions. The data of the empirical study based on the assessment of errors and difficulties in the performance of students with ASD of control works in mathematics, allowed to analyze their specificity and assign to different categories. At the same time, the difficulties of one of the identified categories, associated with the deficiencies of verbal understanding and social perception, were the most stable and, accordingly, require special attention of teachers at all stages of education of children with ASD. By summarizing and analyzing the data obtained from the teachers' questionnaires, it was possible to identify a set of methods and techniques aimed at systematically addressing the challenges faced by children with ASD in the process of learning science subjects. The results of the study indicate that methods and techniques aimed at improving verbal understanding and social perception are the most relevant, as these specific problems for students with ASD are the most resistant to pedagogical interventions in our study.