No 3 (2026)

Abstract: Problem. The expansion of cooperation between universities and non-profit organizations within the Service Learning program raises the issue of factors that sustain students’ interest and their willingness to contin-ue engaging with NPOs. The relationship between professional, organizational, and value-based foundations of such participation remains insufficiently explored in the Russian university context. Aim. To identify and characterize the motivational factors underlying students’ participation in non-profit organizations within the Service Learning program and to determine persistent and changing trends in comparison with the results of the previous empirical study. Methods. A descriptive cross-sectional survey was conducted among 90 students of Southern Federal Univer-sity. The purposive criterion-based sample included participants in projects identified by their respective faculties as the most successful projects implemented during the 2025/26 academic year. The survey addressed students’ experi-ence of interaction with NPOs, preferred forms of participation, perceived competency-development potential, and motivational factors. Absolute frequencies and percentage distributions were calculated; comparison with the 2024/25 data was descriptive and did not involve statistical significance testing. Results. A total of 81.1 % of respondents worked on tasks proposed by NPOs, 91.2 % reported a positive effect of participation on their under-standing of social problems, and 88.9 % stated that they were willing to continue cooperation or would consider do-ing so if an interesting project were available. The most frequently reported factors were opportunities to apply pro-fessional knowledge in practice (58.9 %), flexible scheduling and consideration of academic workload (56.7 %), career prospects (54.4 %), understanding the project’s social impact (38.9 %), and support from university and NPO supervisors (33.3 %). The proportion of students working on NPO-proposed tasks was higher than in the previous survey (81.1 % vs. 70.3 %), while the level of stated willingness to continue cooperation remained comparable. Conclusions. The identified motivational foundations can be analytically grouped into professional-practical, organ-izational-pedagogical, and value-meaning dimensions. Students’ stated willingness to continue engaging with NPOs is accompanied by the perceived importance of the professional applicability of their experience, organizational ac-cessibility of participation, and understanding of the social outcomes of project activities.

Abstract: Problem. Traditional administrative algorithms demonstrate institutional inefficiency, requiring school principals to exercise cognitive flexibility, high managerial resilience, and the ability to shift planning paradigms. There is an acute scientific and practical need for a comprehensive study of objective situations that determine the sustainability of educational systems and for developing new models of scientific-methodological and psychological support for the principal corps. Aim. To identify and systematize the main sources of professional uncertainty in the managerial activity of school principals, as well as to describe typical coping strategies based on empirical data obtained from a Russian sample. Methods. The empirical basis of the study consisted of the results of a survey of educational organization leaders conducted using the standardized methodology “School Management under Conditions of Uncertainty.” The study sample (N = 91) represents predominantly experienced principals of large urban and rural schools with managerial tenure ranging from 1 to 30 years. The authors applied frequency analysis of closed-ended questions and thematic coding of open-ended responses, as well as qualitative content analysis of answers to open-ended survey questions. Results. Based on the empirical study, the phenomena of “autonomy diffusion”, management decentral-ization, and distortion of planning time horizons were verified. Four situations determining school sustainability were identified and substantively described: institutional stress, personnel-psychological deficit, leader’s managerial resilience, and the social-communicative context of interaction with stakeholders. The sociological dichotomy of adaptation strategies in urban and rural schools was revealed. The necessity of transitioning the system of continuing professional development for principals from clas-sical managerial models to institutional models of comprehensive support was substantiated. Conclusions. The shift in the man-agement paradigm of a school principal under conditions of uncertainty is an objectively driven process of transition to distribut-ed leadership and scenario-based micro-planning. Ensuring the managerial resilience of a modern school cannot be achieved solely through the internal resources of the principal. Modernization of the continuing professional development system is re-quired through the creation of a comprehensive support ecosystem (legal, methodological, and supervisory) that minimizes insti-tutional noise and preserves the human potential of educational organization leaders.

Abstract: Problem. Expanding the variety of educational programs and increasing the number of elective components are not sufficient conditions for meaningful individualization of learning. The research problem is to identify a configura-tion of organizational, advisory, and digital mechanisms that ensures informed choice and subsequent adjustment of the student's educational trajectory. Aim. To determine the management conditions under which student selection of educational program elements ensures meaningful individualization, rather than being limited to a formal expansion of the list of electives. Methods. The study was conducted using qualitative comparative case study analysis with targeted document analysis of Russian and international practices. Cross-case comparison, methodological synthesis, and triangulation of data from peer-reviewed publications, regulatory legal acts, and official university documents were used. Results. It was established that meaningful individualization is determined by the consistency of four inter-connected mechanisms: the architecture of the educational program with transparent choice points, academic support, digi-tal recording of the educational route, and management monitoring. A three-loop, resource-adapted model was developed, including mandatory, extended, and digital-analytical loops, as well as a six-stage algorithm for designing an individual educational trajectory and a system of indicators for assessing its implementation. Conclusions. Individualization of edu-cational trajectories should be viewed not as a set of individual elective opportunities, but as a holistic management con-figuration linking educational choice, support, digital recording, responsibility distribution, and outcome assessment. The proposed model forms a methodological basis for pilot implementation, although verification of its resource feasibility and educational effects requires subsequent empirical testing.

Abstract. Problem. Digitalization of the construction industry changes the content of professional actions of a con-struction technician. Working with an information model, digital documentation, and interrelated project data requires not only proficiency in software tools. The specialist faces changes in initial conditions, the need to revise a previously adopt-ed decision, and the assessment of the consequences of its correction. A pedagogical contradiction persists between train-ing to perform mastered operations and training for professional changes. Professional transformativity is understood as the ability of a future construction technician to restructure the mode of professional action when the conditions of a task change. Aim. To substantiate professional transformativity as a result of anticipatory training of future construction techni-cians and to reveal its connection with the change in the content of professional education during the digitalization of the construction industry. Methods. A theoretical analysis of 20 scientific publications from 2019–2026 was conducted, devoted to the digitalization of construction, BIM education, workforce training for Construction 4.0, the updating of pro-fessional competencies, and digital pedagogy. Comparative analysis, content grouping of scientific propositions, and peda-gogical modeling were applied. The requirements of digital construction practice were compared with educational outcomes presented in studies on professional training. Results. A shift in the industry's demand was established – from proficiency in a specific digital tool to the ability to work with a changing professional situation. An understanding of pro-fessional transformativity as an integrative outcome of training was substantiated, combining a meaningful attitude toward professional changes, understanding of connections between task elements, restructuring of the mode of action, reflection on the adopted decision, and independent choice of a professional position. It was shown that the anticipatory nature of training is connected not with studying the maximum possible number of digital programs, but with teaching the transfor-mation of a previously mastered mode of activity when task conditions change. Conclusions. Professional transformativity expands the outcome of training a construction technician beyond the reproduction of a fixed algorithm. Its development requires involving students in learning situations where the digital model becomes a means of analyzing changes, verifying a solution, and subsequently revising one's own actions.