2025 Issue №4

The influence of personality traits, values, and moral attitudes on the level of an individ­ual’s psychological well-being represents a relevant and promising topic, significant for ad­dressing both fundamental and applied tasks across an interdisciplinary spectrum. Foreign studies confirm the connection between psychological well-being, indicators of mental health, and the level of moral development, which is reflected in prosocial behavior. However, both in international and domestic scientific circles, there is a lack of research dedicated to the rela­tionship between the substantive components of identity and the integrity of identity struc­ture with psychological well-being and mental health. The aim of the study is to test the hy­pothesis regarding the relationship of psychological well-being with moral identity and the identity stability index, as well as to examine the relationship of moral identity with anxiety and depression as indicators of mental health. Hypotheses were tested using standardized methods on a sample of 127 participants, followed by a correlation analysis of the obtained data. The results, which showed a significant positive correlation between psychological well-being, moral identity, and the identity stability index, may serve as a basis for further re­search in the field of moral development, as well as for the development of practical recom­mendations.

A comparative analysis of the religious-philosophical foundations of the teacher-student relationship in the pedagogical traditions of Protestantism, Catholicism, and Orthodoxy is conducted. The study shows that each of these traditions is based on unique religious princi­ples that shape the value orientations of the educational process. The scientific novelty of the work lies in the comprehensive analysis of pedagogical systems, based on a systematic consid­eration of their religious and cultural components. The application of a civilizational approach helped reveal the uniqueness of each tradition. It is established that Protestant (Calvinist and Lutheran) models emphasize the development of independence and discipline through demo­cratic interaction. The Catholic model is built on hierarchical teacher-centrism, aimed at cul­tivating a harmoniously developed personality. Orthodox pedagogy focuses on the spiritual transformation of the individual through obedience and conciliarity. In both Catholic and Orthodox traditions, the role of the teacher is sacralized but interpreted differently: in Cathol­icism, the teacher is perceived as a strict mentor whose mission is to maintain discipline and uphold hierarchy; in Orthodoxy, the teacher is seen as a loving father and shepherd, responsi­ble for the spiritual and personal development of the student, guiding them toward wisdom and salvation through mentorship. It is emphasized that the adoption of pedagogical models without consideration of their religious foundation may lead to a distortion of their semantic content in a different cultural context.

Universal competencies are essential for the successful employment of graduates from all educational programs. Employers note their importance for launching a successful career while simultaneously emphasizing the low level of development of universal competencies among university graduates. Although universal competencies, according to current Federal State Educational Standards (FSES), are included in the structure of all educational pro­grams, in practice their development remains in the shadow segment of the educational pro­cess. Most often, educational program developers choose to form universal competencies dur­ing the first years of study within “universal” courses, which are taught by “universal” in­structors to students from different specialties. With this approach, the connection between the courses, and consequently the universal competencies, and future professional activities remains implicit and blurred for students, which, in turn, reduces their motivation and inter­est in learning. The experience of developing and implementing a professionally oriented course, “Basics of Professional Communication,” for students of translation programs is pre­sented. Within the course, the universal competencies fixed in the FSES are purposefully formed, but with an emphasis on the students’ future professional activities. The course was developed by the working group “University-Industry Interaction” of the Association of Translation Teachers and implemented as part of the eponymous discipline at Herzen State Pedagogical University in the 2022/23, 2023/24, and 2024/25 academic years.

The study examines the features of the social situation, expressed in the age at which stu­dents of the Economic Security program encounter corrupt practices, as well as the dynamics of students’ perception of the phenomenon of corruption. The distribution of students in this program according to their inclination toward professional personality types was investigat­ed. Personality type was determined using an adaptation of B. A. Kondratenko’s methodology by G. V. Rezapkina, based on the works of D. Holland. It was found that students of the Eco­nomic Security program predominantly exhibit an “entrepreneurial” personality type. The study confirms the relationship between the development of the universal competency “Civic Position” and students’ professional personality types during the course Anti-Corruption Legislation and Policy, taught in the fourth year. A linear regression model, which takes into account the student’s personality type, is proposed to predict the outcomes of the formation of this universal competency. A one-way ANOVA of fourth-year students’ midterm results and fifth-year residual knowledge assessments in the course was performed, showing a condition­ally close relationship between the assimilation of anti-corruption knowledge and the domi­nant professional personality type. The results of the study are intended to be used for devel­oping models that allow predicting the achievement of all universal and general professional competencies based on the professional personality type of students in economic fields and specialties.