Sannikov M.A. Reflective pedagogy in Sunday school as a means of overcoming the risks of clip consciousness in spiritual and moral education. Tomsk State Pedagogical University Bulletin. 2026. Issue 5 (247). P. 25-35

The article examines the problem of developing spiritual and moral values in children and adolescents in a digital environment that enhances the fragmentation of perception and the development of the so-called clip consciousness. Particular attention is paid to the specifics of the educational process in Sunday schools, where the task of the teacher-mentor is not only to transfer knowledge, but also to promote the internalization of value guidelines. The aim of the study is to experimentally test the effectiveness of a set of reflective practices for developing cognitive, emotional-volitional, and behavioral components of spiritual and moral guidelines in Sunday school students in a digital environment. The study involved 384 pupils of Sunday schools of the Udmurt Republic (age 6–16; M – 11.2; SD – 2.4) and 345 participants of the control group, comparable in age but not included in the reflective education program. For diagnostics, a set of methods aimed at assessing cognitive, emotional-volitional, and reflexive components was used: a modification of the Bourdon test and the “Semantic Retrospection” technique (attention and semantic processing); the empathy scale of I.M. Yusupov, the emotional response scale of O.S. Barkanov, and the emotional intelligence questionnaire of D.V. Lyusin (emotional sphere); the reflective functioning questionnaire (RFQ-Y) and the author’s questionnaire for assessing spiritual and moral orientation (reflective-value component). Statistical data processing was carried out using the Student’s criterion, Pearson’s correlation analysis and normality testing according to the Kolmogorov-Smirnov criterion. The results showed positive dynamics in all key indicators: the number of errors in the proofreading test decreased, the index of semantic retrospection increased, the levels of empathy, emotional intelligence and reflexive functioning increased. Pupils systematically involved in the practices of slow reading, discussion, liturgically oriented tasks and mentoring demonstrated a stable transition from a situational emotional response to a meaningful value action. Correlation analysis confirmed the systematic nature of the changes: cognitive indicators of attention are consistent with the growth of the depth of semantic processing, and emotional responsiveness is associated with the formation of behavioural patterns. The scientific novelty of the study lies in clarifying the role of reflection pedagogy as a “value mediator” between digital fragmentation and the integrity of the spiritual and moral development of the individual. The practical significance of the work lies in developing a controlled scenario for Sunday school teachers: from diagnosing the level of value orientation to selecting appropriate reflective tasks and monitoring the dynamics of development. The research materials can be used in training mentors and in the system of advanced training for teachers. The article substantiates the author’s understanding of reflection pedagogy as a system that specifically overcomes cognitive, emotional and behavioral risks of digital socialization.

Keywords: clip thinking, pedagogy of reflection, spiritual and moral education, Sunday school, digital environment, internalization of values, reflective practices, semantic retrospection, emotional intelligence

Zhukova T.A., Bogoslovskiy V.I., Gladkaya I.V. Development of cultural-value competence in international students at universities: the eastern vector. Tomsk State Pedagogical University Bulletin. 2026. Issue 5 (247). P. 36-45

This article examines the development of cultural and value competence in foreign citizens from Eastern countries in the context of developing educational cooperation with these countries. In this regard, the authors present theoretical foundations for changing the multicultural educational environment, which is one of the conditions for developing cultural and value competence. The authors also outline emerging practices for changing the multicultural educational environment at two Moscow universities (the Financial University under the Government of the Russian Federation and the University of Science and Technology MISIS). This article analyzes the concept of “cultural and value competence” and concludes on the importance of using practice-oriented approaches to develop cultural and value competence. The article demonstrates the potential of context-competence and task-based approaches as leading practice-oriented approaches that can be successfully applied in the development of cultural and value competence. Based on these two approaches, examples of professional tasks are presented that aim to develop the individual within the professional, social, and sociocultural environment. The authors of the article demonstrate the potential of the causality funnel method and foresight forecasting, the interplay of which involves moving from the analysis of multiple heterogeneous factors to the formation of a narrow, focused image of future scenarios for the development of cultural and value competence in international students. In the discussion questions, the authors of the article outline the potential of applying the foresight forecasting method (a method for modeling the future in the near and long term) to the development of cultural and value competence in international students from Eastern countries. The immediate prospects are based on the implementation of the concepts of the context-competence and task-based approaches. Long-term prospects may lie in identifying the value foundations for designing a model for developing the cultural and value competence of international students from Eastern countries. To identify these foundations, the authors used V.A. Yadov’s classification, which includes the following hierarchy of values: valuesideals and values-norms; values-goals; and values-means. The article concludes by presenting research prospects related to identifying levels of cultural and value competence and defining the specifics of implementing a model for developing cultural and value competence in international students from Eastern countries.

Keywords: multicultural educational environment, cultural and value competence, contextual-competence approach, task-based approach, causality funnel method, professional task, foresight forecast

Petryaeva E.Y., Fedorovskaya M.N. Educational profile of STEM teachers in a megacity (a case study of Moscow). Tomsk State Pedagogical University Bulletin. 2026. Issue 5 (247). P. 16-24

This research investigates the personnel shortages of specialized STEM subject educators (covering mathematics, computer science, physics, biology, and chemistry) within the general education system. The study pays particular attention to the situation observed in major urban centers, using Moscow as a representative example. The contemporary relevance of this work stems from both a widespread Russian and global challenge: the pressing lack of qualified teaching staff in these specific fields, a deficit that poses a direct risk to the quality of natural science and technical education delivery. For instance, in Croatia, the teacher shortage is attributed to a lack of incentives and excessive workload; in Nigeria, to insufficient funding and overcrowded classrooms; in the United Kingdom, longterm teacher engagement in STEM fields remains low; and in the United States, the issue is addressed through targeted programs. In domestic [or: Russian] research, solving the STEM teacher shortage problem is considered through a systemic redistribution of resources. The authors conducted a comparative analysis, leveraging federal statistics alongside primary data gathered from 12,660 teachers across 477 distinct Moscow schools. Their findings highlight significant regional variance. In Moscow specifically, the purely quantitative deficit (indicated by a very low vacancy rate of 0.3 %) is substantially beneath the average nationwide figure of 1.1 %, a benefit derived from concentrated regional resources. However, a deeper look reveals that the internal structure of this teacher shortage mirrors the broader national pattern: the most problematic disciplines consistently remain physics, chemistry, and computer science. A pivotal conclusion of the paper identifies a transformation occurring in the educational profile of STEM educators in the capital. Despite almost complete staffing by specialists possessing higher education credentials, Moscow is experiencing a decline in the proportion of teaching professionals who hold a foundational teaching degree, particularly notable in computer science (72.3 %) and physics (84.5 %). This emerging gap is actively mitigated by an influx of professionals holding engineering, technical, and scientific backgrounds from leading universities, as well as a high incidence of teachers holding advanced scientific degrees and multiple diplomas. A hybrid teaching model, combining deep subject-matter expertise with effective pedagogical activity, is evolving and is highly in demand for modern pre-professional training systems. Consequently, the urban challenge in Moscow has shifted from addressing quantitative personnel shortages to managing complex qualitative human capital development, necessitating robust methodological support for educators with non-pedagogical backgrounds. Thus, research underscores the necessity for comprehensive systemic measures that extend beyond mere financial incentives. The focus should shift toward enhancing professional status, reducing administrative burdens, and cultivating conditions conducive to long-term personnel retention.

Keywords: STEM teachers, school staffing status, metropolis educators, teacher education, staffing shortages