2025 Issue №1

The relevance of this topic is determined by the increasing number of so-called combatants (participants in hostilities, including both military personnel and civilians) due to the emergence of localized armed conflicts, which flare up and subside globally, and the resulting need to establish unified standards for professional support for individuals affected by the psychological trauma of such situations. The article addresses the problems and objectives of psychological support for military personnel to mitigate the impact of life and health threats on their psyche. The results of an empirical study on signs of traumatic stress among 110 military personnel with professional experience in life-threatening situations are presented. The study highlights the intensity of various factors of post-traumatic stress disorder (PTSD) in the cognitive, emotional-volitional, need-motivational, and behavioral spheres of the military personnel’s psyche. Through a differentiated analysis of cognitive and personality changes, structural targets for psychological intervention are identified, and vectors for psychological training are defined. These include preparation for life-threatening situations, psychological support during combat, and the prevention of post-traumatic syndrome in military personnel after their participation in hostilities. A developed and practically tested algorithm for an individualized and differentiated approach to the psychoprophylaxis of combat stress is presented.

This study explores the interconnections between agency, self-regulation, metacognition, and student self-governance among high school students in the Kaliningrad region. The main goal of this article is to identify the role of self-government in students’ agency and self-regulated learning as well as the consecration of their role in management strategies. The research addresses two key questions: the relationship between agency, self-regulation, and metacognition based on students’ participation in self-governance bodies, and the differences in these indicators based on gender, grade, and type of self-governance. To answer these questions, a cross­-sectional study was conducted with students in grades 9—11 (n = 236) using questionnaires on self-regulation strategies, metacognition, and agency. The results of the Welch’s independent samples test showed that students involved in self-governance more frequently apply cognitive self-regulation strategies, as well as metacognitive strategies (planning, monitoring, and reflection). However, their agency is lower compared to those not involved in self-governance. No statistically significant differences were found based on the type of self-governance. Girls more actively use cognitive strategies than boys, but no differences were found in other indicators. This study emphasizes the importance of further analysis of the role of student self-governance in the development of agency and self-regulated learning.

Modern society and the surrounding reality are rapidly evolving, which also affects the technologies being integrated into nearly every aspect of human life. These trends result in the continuous and rapid changes in the content of the knowledge acquired and used. This creates the need to apply relevant tools for assessing students’ skills that meet the demands of societal expectations. The novelty of the research lies in the lack of studies conducting a comparative analysis of diagnostic tools aimed at evaluating the learning outcomes of Chinese and Russian students, used in both countries. The purpose of the study is to examine the experience of using and integrating case-based technologies to assess students’ skills in the higher education systems of these nations. It is shown that the assessment of university students’ skills using integrated interactive technologies and other materials is becoming mainstream in the innovative development of control and self-monitoring tools. It is necessary to assess not only the development of cognitive skills such as thinking, working memory, and induction, but also cognitive and behavioral patterns in students, such as the ability to work with information and computer technologies. The study concludes that computer-based case methods currently used for evaluating the knowledge of university students are capable of diagnosing proficiency in mathematical, linguistic, and natural science subjects, as well as decision-making skills. However, the assessment of communication skills and their operational components remains problematic, which could be addressed by using virtual voice assistants such as “Alice,” “Siri,” “Marusya,” and other dialogue systems.

The widespread use of artificial intelligence technologies, data analysis, and their positioning as the foundation for the development of the future economy significantly increases the demand for certain specialists. In this context, it is essential to focus on the methodology for teaching data analysis in universities. The aim of this article is to develop the basis of a taxonomy for creating practical data analysis tasks and to test its applicability. The author examines the main taxonomies of educational tasks, arguing that their limited applicability to the field of data analysis is due to its multidisciplinary and multifaceted nature. A horizontal-vertical taxonomy of educational tasks is proposed, based on three core processes: thinking, communication, and activity. The complexity of tasks is suggested as the key criterion for the vertical part of the taxonomy. Using the topic of “linear regression” as an example, typical tasks corresponding to primary and secondary processes, as well as their intersections, are presented. Specific assignments for Master’s students in the “Business Informatics” program within the course “Computer Data Analysis” using the R language are developed and demonstrated. The need for further research in this area is justified, and a number of questions for future work are posed.