Materials

In studies of screen text perception, insufficient attention is paid to the perceptual component of reading. The aim of the study was to examine the relationship between the perceptual and semantic components of the perception of paired combinations of words in the Russian language during “digital reading” (reading from the screen). Paired combinations of words and pseudo-words (words with similar or sharply different spelling of a single letter) were presented on the screen with exposures of 0.3 seconds, 0.9 seconds and 1.45 seconds. The sample consisted of 15 people aged 19 to 35 years. Limiting the time of reading words on the screen and/or distorting the letter composition of the word led to a discrepancy between the perceptual and semantic components of the perception of the text on the screen. As a result, reading words became based on fragmentary distinction of their letter composition ("word superiority effect"), which increased the speed of reading. However, this way of reading can lead to spelling illiteracy of the reader. In addition, the fragmentary perception of text, characteristic of “digital reading”, is one of the reasons for the formation of clip thinking. Limiting the duration of the perceptual-semantic act by reducing the time of presentation of the text on the screen, or by scrolling or skimming the text can provoke spelling illiteracy and/or clip semantic perception of what is read. It can also be assumed that the transition from analog to digital perception of text can lead to a kind of continuum of cognitive consequences, at one pole of which is semantic dyslexia, and at the other – clip thinking.

Research on attitudes towards digital technologies is important in the study on the features of "digital generation". However, possible differences among representatives of this generation with different experiences of using digital educational technologies (DET), remain insufficiently studied. The present study purpose was to compare attitudes towards digital educational technologies (AtDET) in relation to academic motivation among students who have just entered the university and those who have been studying at the university for 2.5 - 3.5 years. The study involved 338 first-year students aged 16 to 18 (M = 17.85 years) and 267 third- and fourth-year students aged 20 to 23 (M = 20.60 years) studying full-time at Russian universities. The Attitudes towards DETs Scale for University Students based on the Tripartite Model of Attitudes and The Academic Motivation Scales based on Deci and Ryan's Self-Determination Theory were used for measurements. The results showed that there are no significant differences in the AtDET total indicator between the studied groups, however, first-year students have higher scores for the emotional component of AtDET and lower scores for the behavioral component of AtDET than 3-4 year students. At the same time, first-year students have higher scores on the scales of Intrinsic cognition motivation, Personal growth motivation and Motivation for self-respect. Correlation analysis showed a similarity in the associations between the AtDET indicators and the academic motivation scales. In both groups, positive correlations are between the AtDET indicators with all scales of intrinsic motivation (Intrinsic cognition, Achievement, and Personal growth) and one scale of extrinsic motivation (Motivation for self-respect), as well as negative correlations are between the AtDET indicators and Amotivation scale. Based on this findings, recommendations will be developed to improve the psychological support for students in the digital educational environment of universities, taking into account their age and year of study.

The conference report presents the results of the project “The Influence of Digital Activity on the Development of Cognitive Functions in Preschool Age”. The study was conducted from February to May 2024 with the participation of 88 children from preparatory groups of kindergartens in Moscow. The following methods were used: the “Dimensional Change Card Sort” method (P.D. Zelazo), the “Memorizing 10 Words” method (A.R. Luria), and the “Raven’s Coloured Progressive Matrices”. It was proven that the digital versions of the games “Dobble” and “Tangram” have a greater positive impact on the development of auditory short-term and long-term memory than the traditional board versions. Girls demonstrated better reproduction scores on the auditory memory test compared to boys. Additionally, a direct link was found between abstract intelligence and the level of development of cognitive flexibility.

The COVID-19 pandemic was associated with significant increases in young children's exposure to digital media. This raised concerns regarding its impact on healthy child development. Although many researchers have highlighted the risks of excessive screen time, few studies have examined how parents perceive and manage their children's screen use in this context. In this study, we first aim to deepen understanding of the circumstances surrounding screen use, including its purposes, influences, and content types. Second, we aim to investigate factors contributing to increased screen time. Finally, it explores parental strategies and household rules regarding screen use. Using qualitative data from a prospective cohort of Canadian preschool-aged children (mean age = 4.5, N = 326), we analyzed parent-reported data collected during the first wave of the pandemic and the post-pandemic period. A reflexive thematic analysis was conducted using NVivo to code participants' responses. Preliminary findings indicate a shift in screen use from emergency-based reliance in Wave 1 to more structured and balanced integration in Wave 2. During Wave 1, parents reported increased screen time as a necessity for managing work and home life, leading to feelings of guilt but also fostering positive family bonding. By Wave 2, parents described screens as tools for relaxation, behavioral management, entertainment, and education, supporting a more balanced approach between screen use and physical activities, recreational engagements, and social interactions. Additional factors, such as weather and older siblings, contributed to increased screen time in both waves. Moreover, notable sex differences emerged in screen interactions: boys exhibited more behavioral challenges related to screen time, whereas girls often associated screen use with relaxation and social engagement. Overall, findings suggest that parents have adopted a more accepting attitude toward screen use, recognizing its benefits while striving to maintain balance with other activities. This presents challenges as children transition to a post-COVID context. These findings underscore the need for clear guidelines and evidence-informed strategies to support parents in managing screen time for young children.

Assessment of the risk of antisocial behavior and its various forms is a central part of the process of implementing both youth and social policy. The challenge of risk assessment involves several aspects, including the operationalization of methods for identifying key indicators of different types of antisocial behaviors. The aim of this study is to examine various tools used in different countries around the world for assessing socio-perceptual and behavioral risks associated with youth aggression. The research methods include a comparative analysis of tools for assessing the risk of youth deviance. Main results. Based on the analysis of various techniques for assessing the risk of deviation, it can be concluded that the main indicators used can be divided into two main categories: socio-perceptual risk indicators and behavioral risk indicators. The first category includes an assessment of indicators such as the perception of parental and family communication patterns, an evaluation of the acceptability of deviant behavior within the family, a sense of general security, the permissibility of group peer illegal activity, and attitudes toward police officers. The second category encompasses indicators such as experiences of being a victim of aggression and violence, experiences of discrimination, and weapon possession. A team led by Academician of the Russian Academy of Education A.A. Rean has developed an index of positivity in the perception of a social group (Rean and Shagalov, 2022). This index was developed using the "80 Adjectives" methodology, which evaluates the specific descriptors (positive, negative, or neutral) used to describe various social groups. Conclusion. Thus, socio-perceptual parameters for assessing the risk of antisocial behavior are widely used in various instruments in world practice.

Relevance: Approximately 80% of adolescents worldwide do not meet recommendations for physical activity, raising health concerns. Influenced by family lifestyle and parenting, childhood habits originate and become habitual from birth onward, representing a protective or risk factor for healthy development. However, there is little compelling longitudinal evidence about behavioural persistence through to adolescence. Purpose of the study: Spanning over a decade, this population-based prospective-longitudinal birth cohort study examines associations between typical activities in toddlerhood and later active lifestyle. Research methods and sample: Participants are boys and girls born between 1997/1998 from the Quebec Longitudinal Study of Child Development. Linear regression analyses examined associations between parent-reported daily movement behaviours (active leisure, screen time, and sleep) at age 2.5 years and parent-reported extracurricular sport participation trajectories from ages 6 to 10 years as well as self-reported indicators of an active lifestyle (outdoor play and leisure physical activity level) at age 12 years, while adjusting for pre-existing individual and family factors. Main results: Adjusted results revealed associations between distinct movement behaviours and future active lifestyle indicators for boys and girls. For boys, regulated screen time was associated with greater chances of consistently participating in sport (B = 0.10, p <0.05), even after accounting for adherence to other lifestyle features. Combined daily movement behaviours in early childhood predicted more subsequent time spent playing outdoors for boys (B = 0.15, p <0.001) and girls (B = 0.11, p < 0.01) as well as higher levels of leisure physical activity for girls (B = 0.13, p < 0.001) a decade later. Conclusion: Early family participation in active leisure with toddlers and limitations on screen use forecasted more active lifestyle habits up to early adolescence. Parental awareness and monitoring of movement guidelines foster healthy growth and development trajectories, thus promoting long-term wellness.

Relevance. Digitalization of preschool education for children with disabilities is in demand by society, but there are no clear criteria for the development and selection of digital tools. This leads to a variety of products of varying quality. Scientific development of such criteria will improve the effectiveness of inclusive education and reveal the potential of new technologies. Objective of the study: analyzing existing types of digital educational products for preschoolers with disabilities and comparing them with the special educational needs of children, regulations and pedagogical recommendations for training to identify requirements for the development of didactic content and technological characteristics of digital products. Research methods and sample: analysis of regulatory documents and methodological literature, including information on the content and organization of the educational process for preschoolers with disabilities; study of data from technical methodological literature touching on issues of designing game mechanics; drawing up a protocol for studying digital tools and methodological materials for them; analysis of 143 digital educational tools developed for children with disabilities. Main results. The analysis of standards revealed the criteria of hygiene and compliance with programs for digital tools of preschool education. Methodological literature added pedagogical requirements, technical literature added parameters of accessibility and content structure. Of the 42 assessed tools, only 8 meet all the requirements, showing the gap between the needs of education and real practice. Conclusion. At the current stage of development of the digital educational space, there is a shortage of products, the quality of which allows realizing the potential of the digital form of education of preschoolers with disabilities. The organization of the digital didactic space taking into account the relevant technical and pedagogical requirements will allow consolidating and modifying the child's practical experience, developing the symbolic function of thinking, preparing children for the next stage of education and for life in the modern world. In this regard, this study needs to be continued to formulate detailed requirements for the development and selection of digital products.

L.S. Vygotsky associates the development of higher mental functions (HMF) with an individual’s mastery of their own behaviour as the highest level of development. Two lines in the development of HMF was stated: physiological and cultural. Thus, analyzing the formation of specific physiological functions presumably indicates the development of certain HMF. Since the visual perception system includes visual memory, attention, and hand-eye coordination, we hypothesize that parameters related to eye movements may reflect the level of development of such HMF as visual-spatial memory and visual attention. The aim of the paper was to show, that visuo-spatial memory and visual attention can be reflected by oculomotor reactions. Forty-seven healthy children from preschool classes took part in our study: 23 females (6,76±0,32 y.o.) and 24 males (6,74±0,31 y.o.). The visuo-spatial working memory and attention were assessed with Russian version of subtest called Memory for designs (MfD, NEPSY-II). Participants remembered the content and location of each graphical picture in 10 seconds.The procedure included four experimental tasks. Eye movements were recorded with the infrared video-recorded eye-tracker Pupil Labs Invisible (Pupil Labs GmbH). Children with higher levels of spatial score made more fixations (p &amp;lt;0.01). Oculomotor reactions in relation to one stimulus gradually decreased from the first to the fourth task (0,001 &amp;lt;p &amp;lt;0,01). The present study showed a close connection between visuo-spatial memory and oculomotor control in preschool children with different levels of spatial memory. Our results shows that mental functions are reflected by oculomotor reactions and emphasize the spreading distribution of attention on the stimulus material in accordance with the increase in the number of stimuli from the first to the fourth task. Therefore, the application of eye-tracking systems is important in assessing the state of higher mental functions and the entire network.

Today, the problem of interaction among children is becoming increasingly relevant. Particularly, we can highlight the preschool age, which is a kind of &amp;amp;amp;quot;base&amp;amp;amp;quot; for preparing an individual for life in society. Based on theoretical issues and requests of parents, the author compiled and implemented the Summer Program &amp;amp;amp;quot;You are my friend - I am your friend&amp;amp;amp;quot; on the basis of the Multifunctional Clinic &amp;amp;amp;quot;Sanitas&amp;amp;amp;quot; of Koltsovo, Novosibirsk Region. The goal of the program was the formation and development of communication skills of the participants of the summer program. The program included establishing the rules of the group, games for getting to know each other and relieving tension in the group, exercises to identify the position of the participants in the group (leader, organizer, performer) and team building, effective interaction and formation, development of communication skills. Also, from the middle of the week, the participants were offered to act out scenes on a given topic. Every day they participated in street games (tag, dodgeball, role-playing games, etc.), board games (Tower, Memo, Try, Repeat, etc.), each day ended with a circle of feelings, where the participants learned to reflect and express their feelings and emotions. As a result of the program implementation, active communication with each other, participation in games and exercises, joint interaction were noted. They discuss their feelings and emotions, share their opinions, and the level of aggression and conflict has decreased. The difficulties in developing communication skills in older preschoolers are a pressing problem in modern society. Mastering communication skills by older preschoolers allows future schoolchildren to prepare for interaction with peers, older or younger children, and adults. The implementation of the summer program once again confirmed the benefits of the game for the formation and development of verbal and non-verbal communication skills.

What risks does a person face when immersed in digital communication? Along with the enormous opportunities: online learning, accessibility of information resources, exchange of creative ideas, and communication based on interests, - opening up for any inhabitant of the earth, a person is not protected from the risks of digital reality at the biological, psychological and social levels. The most dangerous are dependencies on a person's immersion in computer and game communication, illusions of superpower, loss of ethnocultural and religious identity as the basis of self-awareness, violation of the boundaries of private and public space, the attractiveness of negative and false information, marginal forms of behavior, and insecurity of personal data. There is also a dominance of visual forms of information presentation without analyzing the significance of this information in a person's life. As a result, a person falls into the trap of permissiveness, which manifests itself in a craving for forbidden, secret knowledge, secret materials and sacred and infernal artifacts.

To analyze the mediating role of the family in children's digital experiences, identifying effective strategies to mitigate online risks and promote healthy and responsible digital development. A systematic review of existing scientific literature on parental mediation in the context of children's technology use was conducted. Empirical studies addressing different approaches to family mediation were reviewed, including active supervision, digital education (digital literacy), open communication, and the establishment of clear rules and limits regarding access to and use of digital devices and platforms. The literature search focused on articles published in reputable scientific databases, using keywords such as "parental mediation," "internet use in children," "online risks in childhood," "children's digital safety," and "digital literacy."The literature review revealed a strong correlation between active and positive parental mediation and a decrease in exposure to online risks. Studies indicate that parental supervision, combined with open and honest family communication about the risks and benefits of the digital world, is crucial to protect children from cyberbullying, internet addiction, and access to inappropriate content. It was evident that the participation of parents in their children's online activities, not only as supervisors but also as active participants, fosters healthy digital development and the acquisition of digital skills. Furthermore, establishing clear limits and rules, agreed upon by parents and children, contributes to a more responsible use of technology.Parental mediation plays a fundamental role in children's digital experiences. Active mediation, based on open communication, responsible supervision, and digital education, is essential to minimize the inherent risks of technology use and maximize its educational and social benefits. It is recommended that parents adopt a proactive role, engaging in their children's digital world, setting clear limits, promoting communication, and providing the necessary education to navigate the digital environment safely and responsibly. Future studies could focus on developing and evaluating specific interventions

The issue of introducing robotics into the educational process, starting from preschool age and further on at each level of education, is becoming more significant and relevant. However, the organization and conduct of such classes with children in kindergarten requires appropriate professional training of teachers with competencies in the field of theoretical foundations of visual programming and educational robotics, as well as methods of organizing children's education in this direction. The relevance of studying visual programming and educational robotics in professional education in pedagogical specialties of higher education has a connection with scientific and practical research in Belarus. In order to minimize the negative factors identified as a result of the search for ways to improve the quality of pedagogical education and increase the prestige of the teaching profession, the task was set to actualize the content of specialized competencies of students studying in pedagogical specialties in the curricula of a higher education institution. Organizations - customers of personnel, as well as partner institutions according to the results of surveys, questionnaires, interviews (interviews) added their touches to the portrait of a modern specialist with higher pedagogical education and announced the main personnel problem - low professional motivation of pedagogical staff of educational institutions after working in the status of a young specialist in further consolidation at the first workplace. The results of the research work of Baranovichi State University, aimed at finding actual directions of development of pedagogical specialties in order to ensure high quality of higher education, substantiate the choice of the profile “Visual programming and educational robotics” for pedagogical specialties of higher education from the position of children, their parents, applicants, students, young specialists and their employers.

Relevance. Problematic smartphone use, which is a widespread phenomenon in adolescents and young adults, is supported by metacognitions that play a crucial role in coping and provide control over thoughts related to problem behavior. Studies have shown that coping with problem behavior is mediated by the degree of engagement in metacognition, which in turn is correlated with thinking style characteristics. However, to date, there is a dearth of data on how thinking styles are interrelated with metacognitions in relation to problematic smartphone use and how these relationships change with ontogenetically determined cognitive and metacognitive maturation. Purpose of the study: to examine the contribution of style features of thinking to metacognitions in relation to problematic smartphone use (based on samples of high school and university students). Research methods and sample. The empirical data were collected using the methods “Metacognitions in relation to the problematic use of a smartphone” (S. Casale, L. Caponi, G. Fioravanti, adapted by V.N. Panferov, I.A. Gorkova, A.V. Miklyaeva) and “Thinking styles” (A.K. Belousov). The sample consisted of 284 students of 9-11 grades of general education schools and 350 university students. Main results. Regression analysis (method of stepwise inclusion of variables) did not reveal significant predictors for positive metacognitions regarding problematic smartphone use in the sample of high school students; for negative metacognitions regarding problematic smartphone use, the indicator of practical thinking style turned out to be a significant negative predictor (b=-0.18 at p&lt;0.01). In the sample of students, proactive (b=-0.14 at p&lt;0.01) and practical (b=-0.17 at p&lt;0.01) thinking styles were significant negative predictors of positive metacognitions in relation to problematic smartphone use; for negative metacognitions, critical thinking style (b=-0.19 at p&lt;0.001). Conclusion. The results suggest that as the cognitive domain matures, metacognitions regarding problematic smartphone use become more integrated with the characteristics of thinking styles, with the practical style making the most significant contribution to assessing the consequences of smartphone use at the initial stages of metacognitive potential formation, and then the role of the initiative and critical thinking styles consistently increases.

Digital technologies and social networks are becoming increasingly integrated into the life of a modern family, and parents are tasked with introducing their children to the Internet space, teaching them safety precautions, and initially supporting their user activity. In order to study parental mediation strategies and related parental perceptions, 24 semi-structured interviews were conducted with parents of children of the corresponding age groups on a sample of Russian parents of primary school children and early adolescents. The interviews touched on the topics of children's autonomy in the use of electronic devices, as well as the practices of its support and control among modern parents. Based on how parents perceive the behavior and vulnerabilities of their children, the types of "child image" are described. Parents take into account various types of child vulnerabilities in their digital mediation practices; these practices vary depending on the child's age. "Moral panic" in connection with modern children's immersion in the Internet is weakly reflected in parents' statements. Theoretically substantiated types of parental mediation of the use of electronic devices are empirically identified: active, limiting, shared use, monitoring, and technical control. Mediation-punishment and involvement in other activities as an alternative to online activity are also described. A conclusion is made about the need to expand the theoretical model of parental mediation of a child's interaction with electronic devices due to characteristics associated with parents' ideas about their own child and the digital space in general, the transition from understanding electronic devices through the dichotomy of "blessings or curses" to a more complex representation.

Eye tracking technology has gained increasing attention in the neuropsychological assessment of children due to its capacity to provide objective, real-time insights into cognitive and neural processes. Unlike traditional assessment tools that rely heavily on verbal or motor responses, eye tracking captures subtle visual attention patterns through metrics such as fixation duration, saccadic movements, and gaze trajectories. This makes it especially valuable for evaluating children who have limited communication abilities, developmental delays, or neurological conditions. In neuropsychological contexts, eye tracking has proven effective in assessing a range of cognitive functions, including attention, executive functioning, language processing, and social cognition. For example, children with autism spectrum disorder (ASD) often show atypical gaze patterns when viewing social stimuli, while those with attention-deficit/hyperactivity disorder (ADHD) may exhibit reduced fixation and increased distractibility. Similarly, reading difficulties such as dyslexia can be detected through abnormal saccadic patterns and prolonged fixations during reading tasks. These data not only support diagnosis but also inform tailored intervention strategies. The use of eye tracking also facilitates early identification and longitudinal monitoring of developmental disorders. Its integration into digital interfaces, including games and interactive tasks, increases engagement and enhances ecological validity. Moreover, combining eye tracking with traditional assessments can improve diagnostic precision and reduce biases related to subjective observation. Despite its promise, several limitations exist. High costs, the need for specialized training, and the absence of standardized developmental norms can restrict its widespread clinical application. However, as the technology becomes more affordable and accessible, its role in pediatric neuropsychology is likely to expand. In conclusion, eye tracking offers a powerful, non-invasive method for assessing cognitive and perceptual functions in children. By complementing existing neuropsychological tools, it holds significant potential to improve early diagnosis, personalize interventions, and monitor developmental outcomes more effectively.

Relevance: The problematic use of video games in adolescents is increasing due to technological advances and to the fact that their characteristics allow satisfying the needs of this evolutionary stage. Among the negative consequences of this addiction are affectations to academic performance. The present research work was carried out with the objective of characterizing the use of video games and their relationship with academic performance in a sample of Cuban adolescents. Methods: A quantitative paradigm and a transversal non-experimental design (ex-post-facto) were assumed for the realization of the study. A stratified probabilistic sample was used consisting of 460 adolescents who were randomly selected, belonging to the secondary education levels in the municipality of Trinidad. The SPSS v.25.0 statistical package was used for data processing. Descriptive statistics were used based on frequency analysis, correlation analysis and group comparison tests. Results:The predominance of a recreational pattern in the use of video games was found. As the indicators of dependence on video games increase, academic performance decreases. There was evidence of higher indicators of addictive risk in female participants. The study allowed characterizing the use of video games and their relationship with academic performance in the sample studied.

In contemporary society, social media represents a fundamental social and subjective dimension in the lives of adolescents. Digital interactions possess specific characteristics that significantly influence relationships and daily routines. In this context, in which childhood has become increasingly shaped by technology use, communication between parents and adolescents emerges as a significant challenge for contemporary families, raising questions about the limits of such use, the nature of the content accessed, and its impact on mental health. This study aims to discuss the relationships between technology, adolescence, and family communication, using the series “Adolescence” as a clinical case. The material is analyzed through the lens of psychoanalysis and current studies on technology and adolescence. The series' narrative allows us to reflect on the communication challenges that emerge when adolescent experiences are mediated by technologies with which adults are not always familiar. From this narrative and the broader literature on the subject, it becomes evident that digital platforms play an ambivalent role in adolescents' daily lives: while they facilitate peer socialization and experience-sharing, they also contribute to communicational noise and the weakening of affective bonds within the family context. These dynamics highlight the need for renewed forms of intergenerational communication and attuned listening. Considering this context and the series’ outcome, it becomes essential for families to engage in dialogue and establish agreements with their children regarding technology use. When used appropriately, technology can enhance individual expression and contribute to the strengthening of affective ties. Therefore, reflecting on the uses of technology and its effects on interpersonal bonding proves crucial to understanding parent-child relationships in contemporary society.

The rapid adoption of Generative AI (GenAI) tools like ChatGPT in schools has raised concerns about adolescents/teenagers relying too much on these technologies to complete their assignments. This reliance can hold back the development of cognitive skills, such as independent, creative, and critical thinking. Studies show that overreliance on AI can also reduce students' ability to engage in deep learning and problem-solving. This can limit students’ chances to grow and develop intellectually as should. To tackle these issues, educators need to rethink traditional ways of assessment and create new methods that either prevent overreliance on AI or use AI in ways that support skill-building. Approaches like alternative and authentic assessments can motivate students to engage more deeply with the subject and develop their thinking skills. Also, teaching AI literacy in schools can help students understand AI’s limits and ethical concerns, promoting a more balanced and thoughtful use of these tools. This presentation will assess the risks of GenAI on teenagers’ cognitive and higher-order thinking skills (HOTS). It will also highlight educators’ role in addressing these risks through the creation of assessments that enhance students’ skills development and contribute to ensuring academic integrity and quality standard, while sustaining teaching and learning excellence.

Relevance: The increasing exposure of young children to digital environments raises concerns about online risks, such as inappropriate content, cyberbullying, and privacy violations. For future special education professionals, understanding these risks and their prevention is crucial to safeguarding vulnerable children, including those with disabilities. Objective of the Study: This research aimed to analyze the inclusion of digital risk prevention in early childhood within the curriculum of the Bachelor’s Degree in Special Education, evaluating its importance and pedagogical approaches. Research Methods and Sample: A mixed-methods design was used, combining document analysis of university syllabi and surveys with 12 professors and 14 students from the Bachelor's degree in Special Education program at Ciego de Avila's University Maximo Gomez Baez. Qualitative data were thematically analyzed, while quantitative responses were processed descriptively. Results: Findings revealed that only 30% of the programs included explicit content on digital risks for early childhood. Participants recognized the need for more training, particularly in adaptive strategies for children with disabilities. Practical workshops and case studies were identified as effective teaching methods. Conclusion: The study highlights a gap in the preparation of special education professionals regarding digital risk prevention. Integrating this content into curricula is essential to equip future educators with the skills to protect and guide young children in digital contexts. Further research should explore specific pedagogical strategies tailored to diverse learning needs.

The "Student Cyber Helper" program emerged as an evolution of the Student Helper program, which was launched at the Compañía de María school in Zaragoza in 2024. This program responded to the current need to equip our students and prepare them for current challenges, in accordance with the guidelines defined by UNESCO in its document Key Drivers of Curricula Change in the 21st Century. The main topics are responsible internet use, prevention of problems related to the digital environment, and mental health, covering the technological challenges that allow us to develop key competencies related to the Sustainable Development Goals (SDGs). The objetive is to promote coexistence and prosocial values through the development of attitudes and skills that improve coexistence in digital environments. Participatory and action-based techniques were used as a methodology through interactive workshops in which students develop socio-emotional and digital skills. The participants were 20 students between 2nd and 4th year of Secondary Education. Collaborative learning is promoted through practical activities and discussions. Resources such as case simulations and analysis of real-life situations are used. The workshop topics were: Footprint, Digital Identity and Netiquette, Sexting and Fishing, Fake News, Infoxication and Addictions, and Grooming (5 workshops/1:30 hours per workshop). The following learning outcomes for students following the training were evident: 1. Proactive participation on social media, through the analysis and evaluation of offensive situations, with possible mediation intervention. 2. Greater appreciation is placed on the importance of emotional support for vulnerable students, through mentoring and raising awareness about privacy and cybersecurity. 3. Improvement in discerning between appropriate and inappropriate behavior in online interactions. The program promotes significant strengthening of our students' socio-emotional and digital skills. We observe an improvement in coexistence in digital environments and greater awareness of responsible internet use.

This research addresses a topic of special significance in Cuban society. Technoaddiction is a health problem and because of the importance of its prevention in adolescence, given the biopsychosocial characteristics of this stage of development, which makes them vulnerable to psychological addictions, the extension project "Interacting with ICT" is created, which responds to the actions of the "Chair Against Addictive Behaviors" of the University of Medical Sciences of Matanza, which among its objectives includes educational intervention. The investigative work undertaken by the authors allowed the application of methods from the theoretical and empirical levels of science, in order to theoretically substantiate the object of research and arrive at the diagnosis which allowed the design of the workshops. Results the conception of the workshop system is based on the identification and stimulation of the potentialities provided by the University Extension for the prevention of technoaddiction in adolescents, the sample is made up of 62 adolescents from the Antonio Basic Secondary School Berdayes Nuñez de Matanzas. Conclusion: ICTs have an addictive power and have negative repercussions for the health and development of adolescents, so by educating them in the proper use of technological media we prevent psychological addictions such as technoaddiction. Keywords: technoaddiction, prevention, adolescents, workshop system and University Extension

Data shows that internet addiction in teenagers is increasingly becoming a concern. Research in Indonesia found that around 19.3% of teenagers are addicted to the internet. The prevalence of internet use in teenagers is also increasing, with more than 90% of teenagers becoming internet users. The use of the internet will make it easier for children and adolescents to access various scientific informations. However, on the other hand, uncontrolled internet access will have a psychological impact on their development. Therefore, various strategies need to be carried out to minimize the impact of the internet and prevent internet addiction. Various comprehensive strategies must be carried out, starting from government regulations, increasing digital literacy and counseling or psychotherapy to resolve the various impacts of internet addiction.

Relevance. Due to the large number of children with school maladjustment, associated in many cases with the problems of schoolchildren with self-regulation, the identification of risk factors and resources for the development of executive functions is extremely relevant. Attachment to the mother, being a nuclear formation of personality, extends its influence on many spheres of the child's life and may be one of the factors sought. Purpose of the study. To determine the role of the type of attachment to mother in the development of executive functions (EF) of junior schoolchildren. Research methods and sample. In 153 children (47.1% - boys) in the preparatory group of kindergarten, the type of attachment to mother was diagnosed (N. Kaplan's method), and two years later, in the second grade of school, their executive functions were evaluated (subtests “Memory for Designs” “Sentence Repetition” “Inhibition” of the NEPSY-2 neuropsychological complex). Main results. In children with secure attachment, scores of visual and verbal working memory and cognitive flexibility were significantly higher than in boys and girls with insecure attachment to mother. Children with ambivalent attachment have significantly higher inhibition scores and significantly lower visual working memory scores than children with avoidant attachment to mother. Children with a disorganized attachment to mother performed worse than children with all other types of attachment to mother on the verbal working memory and cognitive flexibility tasks. Conclusion. The revealed features of the component of executive functions at different types of attachment to mother will allow to develop recommendations for individual psychological support of children's learning process. The study has been supported by Russian Science Foundation (RSCF), project no. 23-78-30005.

Relevance Today, individual planning of life trajectory by young people dominates biographical projects. The digital environment provides many alternatives for “choosing” a biography and identifying with different social groups and subcultures. Young people in early adolescence feel the need to create value projects. Authentication counseling helps talented young people understand and apply the ethics of being in life. The result of authentication is an awareness of responsibility for creative self-realization and positive socialization in society. Purpose of the study The purpose is to analyze recent findings and cases of application of authentication counseling in youth work, based on the principles of youth leadership work in ontopsychology. Research Methods and Sample Sixty students participated in the study. Ontopsychological authentication counseling was conducted in a group of 18 students. Methods: Muddy's test of resilience (adaptation of D.A. Leontiev and E.I. Rasskazova); TAS-20; semantic differential of the concepts “I”, “Leader”, “Professional” and the dynamics of perceptions of leadership and professionalism. Main results The application of ontopsychological authentication counseling aimed at strengthening the leadership position of young people showed the following results: self-esteem became more closely related to the concept of “leader” in the cognitive meaning space; professionalism became more significant for students; resilience is directly proportional to self-esteem and to the distance between the concepts of I-Leader; the relationship between the meaning of the concepts of I-Professional and the view that the leader brings novelty to his social context increased. Conclusion Authenticating counseling makes it possible to restore the accuracy of existential choice, to bring a young person out of the state of internal bifurcation, when the opinion of social stereotypes prevails over one's own natural identity. Recommendations for working with the leadership position of young people have been developed.

Relevance: In the context of the rapid digitalization of society, the issue of adolescents' value orientations is becoming increasingly significant. The widespread use of digital technologies from an early age raises concerns about the impact of excessive online engagement, including internet addiction, on personality development and the formation of life priorities. Purpose: This study aims to examine the influence of internet activity on the formation of value orientations among adolescents aged 10–12. Methods and Sample: The study involved 88 middle school students, divided into groups based on the level of internet addiction, assessed via the CIAS questionnaire adapted by V.L. Malygin and K.A. Feklisov. Additional tools included the Rokeach Value Survey and custom surveys on online activity. The study followed a three-stage research design: theoretical, experimental, and analytical. Key Results: The results reveal that adolescents with high internet activity prioritize pragmatic values (e.g., information as a resource, technological advancement, prestige) and show less engagement with values related to social interaction and community participation. Notably, significant differences in the hierarchy of terminal and instrumental values were observed between groups. The study also confirmed a tendency toward decreased self-reflection and increased digital dependence among high-activity users. Conclusion: The findings underscore the need for a systematic pedagogical approach to value education in the digital era. Insights from the study can inform educational strategies aimed at fostering balanced value systems and preventing internet addiction in adolescents. Integrating digital literacy with value-based learning is essential to supporting the holistic development of young individuals in today's networked society.

The presented work constitutes an innovative experience in the context of university vocational training. It attempts to respond to the social need for early childhood educators to graduate with an audiovisual culture that allows them to engage in audiovisual consumption activities with preschool children from a developmental perspective. The research, developed within the framework of a sectoral education project, contributes to the promotion of an audiovisual culture for early childhood children and families through the use of multiple screens. It responds to the need to contribute to the training of education professionals with an audiovisual culture that allows them to exercise their mediating role effectively and responsibly. The objective is to socialize the results of a pedagogical strategy for the development of an audiovisual culture for early childhood educators through their university vocational training in Artemisa province, Cuba. The research is developed with a dialectical materialist approach through the use of theoretical, empirical, statistical, and mathematical methods. The proposed pedagogical strategy is designed by determining the theoretical foundations as well as the structuring of systemic phases and actions that gradually contribute to the broad development of audiovisual culture. The results of the consultation method using specialist criteria and the pre-experiment demonstrated the theoretical validity and effectiveness of the proposal.

Relevance Research shows that with digitalization, people's thinking is changing significantly. The Internet provides wide access to communication and knowledge, which requires new skills: working with technology, using AI and flexible thinking. Children and adolescents are faced with a huge amount of fragmented information, so humanistic technologies that promote the development of personal potential become especially important. The purpose of the study is to investigate the influence of the duration of being on the Internet on the features of thinking of adolescents 11-14 years old and the development of humanistic potential of personality. Research Methods and Sampling For the main stage of the study, 160 fifth-sixth grade students were randomly selected. The average age was 11-14 years old, 84 boys and 76 girls. Research methods: author's questionnaire to determine the peculiarities and reasons for using the Internet, “Flexibility of Thinking” method, “Simple Analogies” test, Munsterberg test, methods of diagnostics of figurative and auditory memory, “Study of Quick Thinking” method. Main results Comparison of the results of memory diagnostics in adolescents showed that visual memory is better developed than auditory memory. This indicates insufficient meaningful memorization by ear, which does not meet the norms for this age. Only 2.5% of adolescents have a high level of conceptual thinking, 27.5% - average, and 70% - low. Adolescents with a low level have difficulties in identifying logical connections and relations between concepts, which indicates the predominance of visual and figurative thinking. 62.5% of adolescents demonstrate a low level of flexibility of thinking. This hampers the ability for expedient mental action, flexible reasoning and independent search for new knowledge. Conclusion In addition to environmental disasters and the search for new energy sources, there is a problem of personality - the inability of a young person to understand his or her own potential and to achieve authenticity, i.e. to match thinking and actions with his or her innate talent and uniqueness; to consciously apply his or her mind and abilities in a creative direction. The research allowed us to identify the characteristic features inherent in an adolescent with clique thinking. Methodological recommendations for the construction of educational programs for adolescents based on the humanistic approach to the development of personal potential were developed.

90% of Russian teenagers use the Internet daily, and 86% spend a lot of time on social networks. At the same time, 11% show signs of problematic use of social networks. The literature attributes this to the emotional vulnerability and peculiarities of adolescence. Active use of social media negatively affects the psycho-emotional physiological state of adolescents. In modern psychology, there is a lack of research on the relationship between emotional regulation strategies and problematic social media use in adolescents. The purpose of the study is to examine the relationship between emotion regulation strategies and problematic use of social networks in adolescents. The techniques used in the study were: “Emotional regulation questionnaire” by J. Gross; ‘Cognitive-emotional regulation questionnaire’ by N. Garnefsky, V. Kraig; ‘Problematic use of social networks questionnaire’ by K. Marino and a short version of the questionnaire ‘Big Five’ by O. John, K. Soto. Adolescents (13-18 years old) participated in the study. The data analysis showed that peculiarities of emotion regulation participate in the formation of problematic use of social networks. Adaptive emotion regulation strategies help to cope with difficulties and reduce the risk of involvement in social networks, while maladaptive ones increase internal tension. For this reason, adolescents who use maladaptive emotion regulation strategies prefer to socialize online. Problematic social media use is independent of gender and age, but is significantly correlated with personality traits. Thus, problematic use of social networks is associated with low levels of extraversion and benevolence. Such adolescents avoid live interaction and use social media as an alternative. Also, problematic use of social media correlates with low levels of conscientiousness. Such adolescents have difficulties with self-control, observing personal boundaries. In addition, problematic use of social networks correlates with a high level of neuroticism, which makes it more difficult for adolescents to cope with stress, while social networks seem to be a safe environment for communication. Thus, today's adolescents tend to perceive social media as a safe place to socialize, causing them to prefer live communication to virtual communication. However, the constant use of social networks as a way of emotional regulation is a maladaptive strategy, which can become a target of psychological correction when working with adolescents.

This correlational study explored the relationship between parenting practices of Brazilian adoptive mothers and the emotional health of their children aged 0 to 6 years, within the first year of affective cohabitation. Data were collected using the Parental Styles Inventory for Mothers and Fathers (IEPMB) and the Strengths and Difficulties Questionnaire (SDQ). The sample consisted of 20 mothers aged 32 to 52 years (M = 42), 90% of whom held a college degree and self-identified as white. They were mothers to thirteen girls and seven boys (aged 3 months to 6 years and 5 months; M = 2 years and 1 month), including eight white, eight mixed-race (pardo), three Black, and one Indigenous child. IEPMB data indicated predominantly positive parenting practices—such as monitoring, affection, and communication—with average scores above the established cutoff (≥1). SDQ results showed that 85% of children scored within the normal range for emotional difficulties, suggesting healthy emotional and social adjustment. However, a significant positive correlation was found between negative practices-Negligence (p = 019) and Lax Discipline (p = 009) and emotional difficulties, indicating that the greater the use of such practices, the more emotional problems were observed in children. Other negative practices occurred infrequently, pointing to a family environment largely conducive to healthy development. Findings underscore the protective role of positive affective interactions, including their relevance in preventing excessive screen use. Emotionally available, engaged, and responsive mothers may reduce the risk of technology-dependent behaviors in early childhood.

The relevance of the problem of teenagers' fascination with social networks is caused by the dissatisfaction of adolescent children with child-parent relations. In addition, nowadays virtual space, including social networks occupy a predominant role in the social development of children in comparison with parents. In this regard, the purpose of the study is to identify the peculiarities of modern child-parent relationships. The study involved 156 families, namely, 234 parents and 156 adolescents. Using factor analysis, the results of the survey were processed using the following methods: Analysis of Family Relationships, Teenagers about Parents, Bass-Darkey Hostility Questionnaire, Personal Aggressiveness and Conflict. The following factors were revealed: destructive behavior of children towards parents, absent father, mothers' misunderstanding of their role, parents' misunderstanding of their roles in children's development, connivance of excessive demands and responsibilities of fathers towards children with manifestations of aggressiveness, conflict, hostility of teenagers towards parents, unstable attitude of mothers towards children. According to the results of the study, it can be concluded that fathers and mothers try to be good parents, but at the same time, they do not develop parental feelings, do not accept parental roles, there is parental insecurity and contradictory and inconsistent attitudes towards children, including both excessive demands and permissive attitudes. Instability of child-parent relationships can contribute to children's disorientation in interpersonal relationships with parents and their search for a safer and more stable space, which is social networks.

Tutoria Girassol is a non-profit organization founded in 2020 within the context of the coronavirus pandemic that offers free activities for learning recomposition and educational support to students from Brazil's public elementary school system. These activities are conducted through online meetings made by volunteer tutors. Over the years, it has been observed that establishing an affective-pedagogical relationship in digital contexts is possible and yields significant positive impacts on the development of the tutee's. These students report an increase in study skills and the development of difficulties encountered in school' subjects. In five years, Tutoria Girassol has served more than two hundred students across the country, with over six thousand free meetings conducted, in addition to providing pedagogical support and training for the volunteer tutors involved in the project. This work aims to present this initiative, sharing the pedagogical foundation of fostering autonomy through work on socio-emotional skills and encouraging an enhancement of self-awareness, worldview reading, and action in the world—approaches that are dialogically integrated with traditional pedagogical content in language and exact sciences. The use of digital resources enables tutors to use games, share videos, and conduct joint reading activities, leveraging the diversity of educational materials available online, which are selected in advance by the pedagogical team of Tutoria Girassol. Online tutoring has proven to be a significant resource for breaking down barriers and enabling personalized support—an opportunity rarely available in formal classroom environments, where educators often have to manage many students simultaneously. Similarly, participation in such a project has yielded beneficial results for the volunteers, enhancing their motivation and self-efficacy.

This study aimed to analyze the relationship between the emotional health of Brazilian adoptive mothers and the emotional health of their children aged 0 to six years old during the first year of adoption. Maternal emotional health was collected using the Depression Anxiety and Stress Scale (DASS-21) and that of the children using the Strengths and Difficulties Questionnaire (SDQ). Twenty mothers aged between 32 and 52 years (mean = 42 years) participated in the study. 90% had completed higher education and 90% self-identified as white. They were mothers of 13 girls and seven boys aged between three months and six years and five months (mean = 2 years and 1 month), eight of whom were white, eight were mixed race, three were black and one was indigenous. Regarding the assessment of maternal emotional health using the DASS-21, it was observed that 80% (16) did not present clinical indicators, 15% (3) presented one indicator (anxiety; stress) and 5% (1) presented two indicators (stress and depression). The SDQ results revealed that 85% of the children presented scores within the normal range for emotional difficulties, according to the specific cutoff points for the subscale. The total score also remained predominantly within the levels considered normal, indicating good emotional and social adaptation. However, the results pointed to a moderate positive correlation between stress (p=0.008) and the emotional health of the children. Higher levels of maternal stress were associated with greater emotional difficulties in children. The findings indicated that emotional distress in mothers negatively affects their emotional availability and responsiveness, which in turn reduces both the time and quality of positive interactions with their children. These results emphasize the importance of addressing maternal emotional health and identifying clinical indicators, which may warrant referral to family support programs or individual therapeutic care.

There is growing scientific interest in the impact of digital devices on children’s health and development, which is associated with their introduction into all spheres of human life and an increasingly early age of use. The study examined parents' attitudes toward the use of digital devices by preschool-age children. It involved 241 parents whose children attend preschool education institutions in the Republic of Belarus. The survey showed that the majority of children (98%) have access to digital devices: most often to a telephone (58.1%), a tablet (18.7%), an Alice (AI) speaker (18.3%), much less often to a TV - 16.6%. Only 2% claimed their child does not have access to technology. 30% of participants answered that their child spends more than 40 minutes a day using gadgets; 27.4% - for 30-40 minutes a day, 22% - 20-30 minutes. Significantly fewer adults (15.4%) claim their children spend up to 10-20 minutes with gadgets. Prolonged use of electronic devices in preschool age can limit the child's full development by reducing physical activity and participation in age-appropriate activities. A study of the views of Belarusian parents indicates their ambivalent attitude towards the consequences of using technology for children. 31% of parents are convinced that gadgets have a positive effect on their child, providing them with educational opportunities. However, 24% of participants note the negative impact of technology on their child’s development. 34% of adults do not associate the use of gadgets with the developmental characteristics of children. 11% of respondents see both pros and cons depending on the content used. The research results highlight the need for further study of the impact of gadget use on the health and psychological well-being of children and emphasize the importance of educational work with parents regarding the use of technology by preschool children.

The modern technologically saturated environment surrounds children from birth, impacting their cognitive and speech development both positively and negatively. Of particular importance in this situation is the formation of the grammatical structure of the language, which ensures the child's successful communication, successful mastery of reading and writing in the future. Based on the analysis of modern research, it was found that the competent use of digital environment resources can positively contribute to the full age development of older preschool children. The creation of an electronic educational resource that promotes beautiful and competent speech of children is an actual direction of educational work. A study examined morphological skills in 40 preschoolers (22 girls, 18 boys) using a diagnostic framework based on O. I. Azova’s methodology. Initial results showed above-average skills in 55% (22 children), average in 40% (16), and high or low levels in 2.5% each (1 child per group). To improve the speech competence of pupils, an electronic educational resource ‘Morphological Calendar’ was developed, which corresponds to both the interests of children and the need to ensure active screen time, when the child does not just consume content, but is a direct performer of certain actions. The design in the form of a classic calendar allows opening new windows every day, selecting game exercises and performing them, tracking regularity. When using the morphological calendar such educational tasks are solved as the formation of the ability to match nouns with numerals, possessive adjectives, to use the verbs ed. and plural present and past tenses, declension and change the forms of nouns, use prepositional-padjective constructions. After repeated diagnostics of morphological skills the level above average was characteristic for 22 children (50%), high level for 12 (30%), average for 6 (15%). There were no children with low level and below average level.

The introduction of interactive digital technologies into the educational process helps to increase children's motivation for classes and to gradually transition from the game form of activity to the educational one. An additional general development program for preparation for school education using equipment developed on the basis of augmented reality technologies, "Interactive Floor Magium", has been developed and tested. The proposed program implements a comprehensive approach to the process of forming cognitive functions and establishing cognitive and educational motivation in children of the preparatory group of the kindergarten. The program included 4 thematic sections: mathematics, the world around us, literacy training, writing training. The pilot testing took place during the school year on the basis of 12 preschool educational institutions in 8 cities of Russia. More than 100 children aged 6-7 years took part in the study of the effects of the program implementation. The effectiveness of the proposed program was assessed based on measurements of the quality of children's performance of control tasks before and after completing the course. The control tasks were grouped into 5 categories: graphomotor skill, attention and voluntary regulation, mathematical abilities and spatial representations, memory, self-esteem. Based on the results of the program testing, the greatest dynamics were revealed in the development of graphomotor skill, the level of voluntary regulation and attention, mathematical abilities and spatial representations. Less intensive dynamics were revealed in the development of short-term memory, which can be explained by the greater stability of this phenomenon. A group of children with negative dynamics in the self-esteem parameter was also identified, which may be associated with increased fatigue by the end of the school year; self-assessment through comparison with others; as well as other factors that require further more thorough study.

The digital age has brought about significant changes in social interactions and other areas of life. Since face-to-face social competence is known to be context-dependent, there is a need to re-examine its nature. As the foundation for social development is laid during the primary school years, an initial investigation was conducted to explore perceptions of primary school students' social competence, using a mixed-methods approach. A combination of qualitative and quantitative inquiry examined how 80 individuals from three different age groups in Israel (31 late adolescents aged 18–21, 17 emerging adults aged 22–34 who are pre-service teachers, and 32 adults aged 35 and older) perceive social competence in the primary school context. These age groups were selected to capture a range of generational perspectives on social competence in the digital era. The findings revealed that when the question was presented in a general way, participants tended to describe social competence as it is portrayed in traditional literature, emphasizing its interpersonal dimensions, such as conversation and communication. However, when asked to rank the importance of various elements of social competence for primary school students, participants—particularly late adolescents—shifted their emphasis toward intrapersonal dimensions, such as perspective taking and emotion regulation. This shift toward highlighting intrapersonal elements of social competence may reflect broader cultural changes associated with the digital era and underscores the need for further research into how digital contexts shape social development.

This presentation delves into the relationship between technologies, childhood, and child development in Colombia, from the perspective of Sameroff's Transactional Model of Development, which highlights the constant interaction between children and their environments. The purpose is to understand how technological mediations impact children's learning and development in diverse contexts. Child development does not follow linear trajectories, but rather dynamic and spiral processes mediated by interaction with the environment, including technologies. In hospital settings, among Indigenous, Afro-descendant, rural, and urban communities, technologies are presented as elements of the environment that can enhance or limit learning opportunities. The analysis of recent research allowed us to identify key conceptions about technological mediation in early childhood education, demonstrating that access to, use of, and appropriation of ICTs can promote holistic development, provided that educational practices are contextualized and the characteristics of each environment are respected. Regarding teacher training and educational challenges, the effective incorporation of technologies in early childhood education requires solid teacher training in digital and pedagogical skills. Educators must be able to integrate technological tools in a critical, innovative, and child-centered manner, respecting their right to responsible digital citizenship. Finally, as conclusions, technological mediation, understood from a transactional perspective, can strengthen development and learning processes in childhood. This requires a situated perspective, strengthening teacher training, and educational policies that recognize the diversity of contexts in which children grow up in Colombia. Reflecting on the place of technologies in early childhood education implies recognizing that children today experience the digital world from an early age, which raises new questions about their digital citizenship and respect for their rights in virtual environments.

Speech development plays an important role in the social adaptation of the child. Children with mental retardation have significant delays in speech development, which requires the use of special methods of correction. Purpose of the study: Studying the peculiarities of speech development of children with mental retardation and modern methods of correction using neural networks. Methods and sample of the study: Diagnostics of all components of speech in children of senior preschool age (6-7 years old) with mental retardation was carried out. Phonemic processes, grammatical structure of speech, vocabulary and formation of connected speech were evaluated. Main results: Systemic speech disorders were revealed: late onset of speech development, limited vocabulary, incorrect use of words, grammatical errors, sound pronunciation disorders and difficulties in the formation of connected speech. Diagnostics showed a violation of all components of speech. Conclusion: Correction of speech disorders in children with mental retardation requires a differentiated approach. The introduction of graphic neural networks in speech therapy practice opens up new opportunities, providing individualized and visual educational materials, which contributes to increasing the effectiveness of correctional work.

The article explores the evolution and current practices of psychological assistance for children, emphasizing its historical foundations, global trends, and best practices across various regions. The article highlights the importance of school-based approaches, integrative care models, and community engagement in addressing mental health challenges for children aged 5–10. The article also examines the psychological profile of children 5-10 years and why this particular age. This is done by studying their cognitive, emotional, and social development during this critical period, drawing on theories by Piaget, Vygotsky, Bowlby, and Bandura. The article also explores the approaches to psychological help for children aged 5-10 in Russia and Zambia, highlighting the unique challenges and strategies employed in each country. The article examines the current frameworks, ongoing efforts, and areas for improvement in providing equitable access to psychological support systems for children in both nations.

Abstract: The process of socialization of adolescents in the modern digital world involves the development of identity and interpersonal relationships through the prism of virtual and real interaction. Purpose of the research: to study the style of identity and type of interpersonal relations in adolescents who prefer online games. Research methods: modified Russian version of M. Berzonsky's questionnaire “Identity Styles”; T. Leary's questionnaire “Diagnostics of Interpersonal Relations” (DIR) adapted by L.N. Sobchik. The non-parametric Mann-Whitney U-test was used to assess significant differences, correlation analysis was carried out using the Spearman rank correlation criterion (Spearman rank R). Sample: 100 respondents - teenagers aged 14-16 years old, who are members of online gaming communities and study at schools in Moscow. The majority of teenagers (75%) who prefer online games as a leisure activity demonstrate informational and diffuse styles of identity. They have fast reactions, high activity, a pronounced motivation for achievement, a tendency to dominance, and an increased level of pretensions. No significant differences were found between adolescents who prefer and do not prefer online games. In adolescents who prefer online games, the informational style of identity is significantly correlated with the power-leading type of interpersonal relations and the cooperative-conventional type. Diffuse identity style correlates with the cooperative-conventional type of interpersonal relations. A minority of respondents have a normative identity style, which correlates with the straightforward-aggressive type of interpersonal relations. Thus, the informational style of identity is the leading one for adolescents who prefer online games. The preferred type of interpersonal relations in such adolescents is cooperative-conventional.

Despite the growing interest in the use of digital devices in ECE centres, there are a number of problems restraining their widespread introduction: lack of funding, shortage of qualified personnel, lack of adapted educational programmes and rapid obsolescence of equipment. In this regard, emphasis is placed on the need to expand social partnership with institutions possessing IT resources that allow the child to immerse in the digital world, ensuring the reliability of knowledge and the formation of necessary skills. The study considers the effective support of preschoolers' personal development in the digital environment as a multifaceted process that requires a comprehensive approach. The key condition is the design and implementation of the personal-developmental potential of the information and educational environment of preschools, taking into account the functionality of pedagogical support. The organisation of such an environment becomes a system-forming link that increases the effectiveness of the pedagogical process by integrating digital technologies into teaching and learning activities. An important condition is also the readiness and ability of teachers and parents to make optimal use of information and educational tools for the safe socialisation of the child. The interactivity of the educational process, based on subject-subject interaction, contributes to the active involvement of preschoolers in the learning process. The use of interactive methods based on the existing knowledge and oriented to the zone of the nearest development allows mastering new knowledge and skills. Activation of the preschooler's reflexion in the process of educational activity is another important condition contributing to the development of self-awareness and critical thinking. Reflexion allows directing the preschooler's activity in the right direction, stimulating the development and enrichment of his/her personal qualities. The study presents theoretical and methodological foundations and offers practical recommendations for the organisation of quality information support in kindergartens.

There is a high attachment of young people - students to mobile devices, which provide opportunities to meet a variety of needs: quick access to information on the Internet, display of educational content in various formats, communication with other participants of the educational process. However, smartphones can distract from learning, form smartphone addiction, which can lead to distraction from the tasks of educational activity. Purpose of the study: to investigate the presence of phone addiction in medical students and to establish its impact on attention concentration and self-esteem. Research methods and sample: adapted English-language questionnaire Smartphone Addiction Scale (SAS) - Russian-language version of V.P. Sheinov's questionnaire “Smartphone Addiction Scale”, Münstberg's test for attention concentration; Rosenberg's scale for self-esteem assessment. 85 undergraduate students of RostSMU took part in the study. Main results: Main results: According to the results of the smartphone addiction scale, the participants were divided into three groups. The first group consisted of students who scored up to 30 points on the smartphone dependence scale (39 people). On the Munstberg test, the mean score for the group was 29.1. This indicates the ability to hold attention and focus on specific tasks without significant distractions. The average group indicator of self-esteem on the Rosenberg scale was 32.69. The results indicate the presence of stable self-esteem, allowing students to adequately assess both their strengths and weaknesses. The second group included students with a smartphone dependence scale score of 30 to 40 (29 students). Their scores on the Muenstberg test averaged 28.2, indicating a decrease in concentration level. Self-esteem scores also decreased to an average of 30.56. Perhaps the increased level of smartphone addiction is affecting the students' ability to focus on tasks and their overall self-perception. The third group was made up of students who scored 40 or more on the smartphone dependence scale (17 students). The mean score on the Munstberg test was 27.2, indicating low attention span. The mean score of self-perception level was 31.2. Despite the high dependence on the mobile device, the participants maintained an acceptable level of self-esteem.

Abstract: Learning disorders compromise children's future. Dyslexia causes 40% of academic failure when associated with Attention Deficit Hyperactivity Disorder (ADHD) if not diagnosed before the age of 7. The relevance of this work lies in the importance of considering the vulnerability factors in the individual's personality, in addition to their potential, when addressing treatment. It begins with the study of Attention and its manifestations in a child with learning disorders (reading). A clinical neuropsychological intervention protocol is presented, mediated by ICT, to improve attentional capacities in relation to executive functions. This paper aims to review this intervention. The research method employed is a case study in a child. Based on the intervention, the benefits and risks are raised, in the case of using ICT exclusively, considering development and the diagnosis itself as integral processes. It is concluded that the exclusive use of ICTs entails risks, considering the potential implications of this habit in the development of addictive behavior related to technology. This can be attributed to a vulnerable personality (attention deficit disorder, anxiety), and adverse factors (inadequate school education, or sometimes reactive behavioral problems, academic failure, or difficulty socializing) due to a tendency toward seeking immediate rewards. Therefore, the importance of a comprehensive approach by an interdisciplinary team that considers emotions and supports the child's potential and talents is emphasized. Keywords: Attention, Intervention, ICTs, vulnerability, addiction.

The advancement of digital technologies has significantly transformed the way adolescents interact, communicate and experience life, including school life. In addition to the benefits, concerns have arisen regarding emotional well-being, the normalization of cyberbullying and prolonged screen time, particularly among students from privileged socioeconomic backgrounds. This international research, developed in Brazil, Portugal and Russia, within the framework of the UNESCO Chair in Youth, Education and Society in Brazil, aims to investigate how the intense use of social media and exposure to virtual aggression affect the emotional health and social dynamics of adolescents. This presentation is limited to part of the data from Brazil. Preliminary data collected from students in private schools reveals a high frequency of use of messaging applications, with 40.3% staying online for more than six hours a day on weekends. While 80% demonstrate empathy and 73% report having good friendships, 30% exhibit signs of anxiety and 33% report difficulty concentrating. Cyberbullying occurs both occasionally and recurrently, including reports of exclusion and spreading rumors. High exposure to the Internet, according to the literature, exposes people to more cyber violence. The study adopts Sameer Hinduja's theoretical framework, emphasizing digital literacy and practical school-based strategies for conflict prevention and emotional support. Inspired by previous research initiatives, including international collaborations, this proposal aims to contribute to broader discussions on adolescent development, emotional vulnerability, and the role of schools in addressing psychological risks intensified by the digital environment. The next phase involves expanding data collection and analysis, with the aim of producing practical recommendations for schools and public education policies.

In the current context, where digitalization permeates every aspect of daily life, children emerge as one of the most vulnerable groups to overexposure to cell phone use. This situation is particularly relevant in a post-pandemic world, where screens have become an early part of children's routines, often without adequate mediation. Concern about the consequences of this excessive exposure has generated growing interest in the scientific and educational fields. The objective of this study is to analyze, from a theoretical and reflective perspective, the impact of intensive cell phone use on children's physical and emotional health, in order to highlight the associated risks and propose guidelines for addressing them. A systematization of scientific literature and specialized documents from the last ten years was conducted, selected based on criteria of relevance, relevance, and multidisciplinary approach. The sample includes research in the fields of child psychology, neuroscience, pedagogy, medicine, and sociology. The results reveal a series of recurring adverse effects: sleep disturbances, increased sedentary lifestyle, vision and posture problems, as well as symptoms of anxiety, irritability, attention deficit, and difficulties in socio-emotional development. Risk factors also include unsupervised use, lack of clear boundaries, and the replacement of emotional bonds with digital interactions. The conclusion is that children's overall health is being compromised by excessive and inappropriate cell phone use. It is urgent to develop family, school, and community strategies that promote healthy use of technology and strengthen human bonds as emotional support in digital childhood.

Abstract: Society at the present stage of its development needs its members who possess the following qualities: adaptability, creativity and the ability to learn quickly in a constantly changing environment. Successful formation of these personality traits is associated with the level of development of cognitive flexibility. We consider the development of cognitive flexibility on the example of a business project (startup) to develop a mobile application, which allows us not only to theoretically justify the importance of cognitive flexibility of the child, but also to offer a practical tool for solving this problem. Thus, the goal of our work is to create a scalable and accessible platform for the development of cognitive flexibility of an older preschooler as a condition for the formation of prerequisites of mathematical literacy. The relevance of our proposed product is conditioned not only by the lack of educational mobile applications in the relevant market, but also by the results of a survey conducted among potential consumers, which showed that out of 276 people (preschool teachers and parents of pupils) 68.3% are interested in their children having the opportunity to develop their cognitive abilities with the help of a mobile application. We conducted market research, studied existing analogs, and developed a business plan to achieve our goal. Thus, the mobile application «GameMiriUM», aimed at the development of cognitive flexibility of older preschoolers as a condition for the formation of prerequisites of mathematical literacy, is a promising model for the commercialization of innovative educational products in the field of early development.

The work is part of the field of studies that examine the effects of video games on cognitive skills in children with neurodevelopmental disorders to improve learning. The objective was to evaluate the use of computerized commercial games for the training of sustained attention in children assessed at High Risk of Learning Disorders in a sample of 32 schoolchildren from the primary school. A continuous performance task was used to assess sustained attention in a classic pre- and post-intervention paradigm. Training was scheduled in biweekly 30-minute sessions for 12 weeks. The children were trained in groups according to age and grade. The t-Student was statistically significant for mean reaction times with lower response times after training, but no statistical significance was achieved for correct responses and errors. It showed that more than 12 sessions of video games are needed to reduce the mean reaction time as an indicator of sustained attention. The age and grade obtained statistically significant results in the sample before training; while at the conclusion of the intervention, only age obtained equal significance in all three age groups with respect to mean reaction times. The results of the study suggest the need to continue exploring the use of video games as a complement to the curriculum in children at High Risk of Learning Disorders.

Entrepreneurial education offers a fresh perspective on traditional education, and its study has gained significant international attention in recent years. Its goal is the holistic development of children, along with the stimulation of entrepreneurial skills. This research aims to characterize the contribution of the "Golden Kids" project in Habana Vieja municipality to the entrepreneurial education of school-aged children in 2023. It is a descriptive study with a qualitative and ethnographic design. The analyzed dimensions were intellectual, social, and moral. The techniques used included interviews, observations, a group session with the children, and content analysis. The research subjects were schoolchildren aged 7 to 12, as well as the project’s founders and coordinators. The results revealed that the Golden Kids project contributes to entrepreneurial education for school-aged children by enhancing various skills and competencies during its activities. Specifically, it strengthens skills within the social dimension, such as sociability, service, and cooperation, while skills within the intellectual dimension are less developed. In the moral dimension, the development of sustainable ethical thinking—an important aspect of entrepreneurial education—can be observed. It is concluded that the project has a significant impact on the entrepreneurial education of school-aged children, with opportunities for improvement in the intellectual dimension.

Relevance. Hypertexts have long become an integral part of the modern educational process, but there is no reliable research data on the characteristics of students' interaction with hypertext structures today. It is generally accepted that hypertext reading by definition is non-linear, each reader builds their own individual route. The purpose of the study is to refute some of the claims regarding navigation through educational hypertext, to identify its specifics. Methods: an eye tracking study (Gazepoint GP3, 60 Hz) and a text comprehension test. A pilot study was conducted N. Borisenko, A. Ganichova, K. Mironova, S. Shishkova on a sample of 12-14 y.o. students (M=13.6, n=52, 57.7% girls). After updating their knowledge about hypertext, the testees read an original educational hypertext containing nine hyperlinks with a deep reading indication. The following parameters are analysed from the obtained data set: a number of activated links and ways of reading. Results. (1) By reading nature, contrary to the established view in the literature, most testees (85.6%) read the text linearly within the main page and within the hypotexts, with returns after reading, which is explained by the hypertext type (educational) and the purpose of reading. (2) In terms of the number of opened links, the participants were divided into groups: 8-9 hyperlinks were opened by less than a half (42.3%); 15.2% did not open any link at all; 10.8% of students opened one or two links. Thus, a quarter of the testees (26%) read the hypertext as a plain text, linearized it, losing some essential information. Interviews with testees showed that they either did not understand the specifics of hypertext or had no experience working with it. Findings. Hypertext has an undeniable didactic potential because it is read quite consistently, linearly, but some students have deficiency in strategies of hypertext navigation.

The project "Socioemotional Reflection Box" addresses a central issue in adolescence: identity formation and social relationships within the school context. Adolescence represents a stage of vulnerability where environmental and hormonal influences impact socioemotional development (FREIRE & TAVARES, 2011). This study highlights the importance of school practices that promote emotional well-being and social cohesion, especially in the face of challenges such as bullying and exclusion. Its aim is to develop pedagogical strategies to foster socioemotional skills, promote collective self-care, and improve the school environment through participatory and reflective dynamics. To this end, a weekly activity was implemented with 9th-grade students (aged 14–15), who anonymously wrote about their emotions and concerns in a small “box.” Afterwards, dialogue circles were held to address emerging themes. The methodology included continuous observation, regular feedback, and adjustments based on the group’s needs. Students identified issues such as bullying, mutual insults, and exclusion based on specific characteristics (gender, race, appearance, socioeconomic status). The activities promoted greater integration, empathy, and emotional regulation skills. Furthermore, a positive impact on the group’s psychological and subjective well-being was observed. The project demonstrated that educational practices focused on emotional expression and open dialogue can transform the school environment. These strategies not only strengthen key socioemotional skills but also foster a safe space for the holistic development of adolescents. It is essential to consider such spaces within school curricula to enhance learning that goes beyond the academic realm.

Intellectually gifted students are usually characterized by intense curiosity, diverse interests, high abilities, academic achievements, and most of them prefer challenging learning materials and solving complicated problems. Nevertheless, among intellectually gifted children there are cases of learning failure or so-called underachievers in one or more school subjects. Transition from primary to middle school often is a critical period for the emergence of underachievement and loss of learning interest in some gifted adolescents. They may also unexpectedly reveal particular disabilities because of enlarged need for effort and persistence to overcome emerging learning difficulties. Currently, digital technologies are offered as actual opportunities to support and engage such students to enhance their schooling experiences and achievements. Our study aimed to analyze the issues of leveraging digital technologies to engage and improve school learning in gifted underachievers, based on review of the newest publications and qualitative research, observation in classroom, teachers’ interview. The results show that all researchers acknowledge that gifted students benefit when they are provided with resources, pedagogies, and materials, which are differentiated in the specific gifts and talents, variety and level of abilities, direction and content of interests, according to their unique learning needs. Especially important, it supplies teachers with the options of using digital technologies for gifted underachievers to promote the development of their strengths – manifestations of giftedness and at the same time to support them in overcoming their specific learning difficulties and academic failings. According to educators and researchers, digital technologies facilitate the development of advanced learning differentiation and can support personalized learning through individual talent development plans that use enrichment and acceleration of learning. The plans should be focused on the student personality, adapted to his or her pace of learning and complexity of content, and based on the student's progress.

Artificial intelligence (AI) education in primary schools is a growing global priority, yet its effective implementation remains a significant challenge. Existing AI literacy frameworks are largely focused on content knowledge and technical skills, often shaped by engineering perspectives that are ill-suited to the cognitive and emotional development of young learners. These approaches frequently overlook the insights of practicing educators, whose experience is critical to shaping meaningful, age-appropriate AI education. This study moves beyond narrow definitions of AI literacy by (i) redefining AI literacy and competency to include student confidence and self-reflective thinking, and (ii) proposing a comprehensive, pedagogy-driven framework for AI education in primary schools. Grounded in the Community of Inquiry (CoI) model and designed through flipped and inquiry-based learning approaches, the framework emphasizes five core dimensions of AI competency: understanding technology, recognizing societal impact, applying ethical reasoning, collaborating with AI tools, and engaging in self-reflection. Participants included 40 experienced Computer Education and Instructional Technologies teachers from 20 primary schools in Istanbul, Turkiye. Through an iterative co-design process, we collaboratively developed and refined the framework across four structured design cycles. The result is a flexible, developmentally appropriate model for fostering AI competency in early learners. We also identify five pedagogical practices and future research directions: prompt engineering, data literacy, algorithmic thinking, reflective mindsets, and practice-based evaluation. As generative AI tools such as ChatGPT and Sora enter children’s digital worlds, this study offers urgently needed guidance to educators and policymakers for building AI competency from the earliest stages of education.

The feeling of experiencing subjective loneliness is associated with the peculiarities of adolescent behavior during academic and extracurricular periods, manifested in isolation, avoidance and alienation. That is why most teenagers find expression of their internal conflicts in the formation of teenage companies and informal groups, in their passion for activities that have a negative impact on them, thereby creating the illusion of replacing the need to establish contacts with society, which contributes to their absorption into the Internet space. 200 8th and 9th grade students participated in the study. The diagnosis was carried out using: 1) the author's questionnaire on the study of the peculiarities of communication in the Internet space; 2) the test "Diagnosis of interpersonal relationships" by T. Leary; 3) the methodology of the subjective feeling of loneliness by D. Russell and M. Ferguson. Prevailing among the entire group of respondents with an average and low level of subjective loneliness. Adolescents with an average level of subjective loneliness choose selfishness and dependence as the leading strategies for relationships with others. Adolescents with a low level of loneliness are characterized by the following manifestations in dealing with others: authoritarianism and selfishness, such indicators as dependence and subordination are characteristic to a small extent. Communication with friends (social networks), participation in online communities, and satisfaction of cognitive needs are highlighted as motives. Adolescents with a more pronounced level of subjective loneliness are characterized by a more subtle attitude towards friendship, friendship is impossible for them without having common interests, compared with adolescents with a low level of subjective loneliness. At the statistical level, it was revealed that there are significantly significant differences in the specifics of interpersonal relationships, as well as the peculiarities of Internet communication among adolescents with medium and low levels of subjective loneliness.

This paper aims to present a case study carried out with Brazilian pedagogue teachers working in early childhood education in the State of São Paulo, Brazil, about the methodological knowledge mobilized in teaching Mathematics and its relations with child development. For this purpose, the context was used as a continuing education course taught during the first semester of 2024 for early childhood education pedagogy teachers. Five teachers actively participating in the aforementioned training course were chosen as study subjects. The sources of information listed are: (i) The researchers' field diary, constructed from an ethnographic perspective; (ii) The discussions held and recorded by the teachers participating in the course and later transcribed verbatim; (iii) The written activities sent by the teachers as an element of course evaluation. The discursive analysis method from the French perspective was selected as the analysis mechanism, since it allows, according to its theoretical-methodological references, to highlight the founding elements of the stated thought and, consequently, what is thought and produced in terms of action by the subject. From the discursive analysis applied to the discourses that were taken from the teachers' statements, it was possible to conclude that: 1. In the methodological choices highlighted by the teachers, the concern is to guarantee the development of the child's motor element; 2. When choosing a certain method, music was prioritized as a pedagogical resource over toys and other assistive accessories; 3. The concern with teaching Mathematics is not placed in the foreground, since the emerging belief of the chosen case is that Mathematics is “cognition”, different from the “motor”, which is part of development. This demonstrated to us the need to reinforce teacher training concerning the theme.

The relevance of the methodological recommendations prepared by the Institute of Information and Media Security of the O.E. Kutafin University (MSAL), which regulate the inclusion of digital technologies in the daily life of minors, is due to the comprehensive imposition of digitalization. The younger generation is faced with innovative achievements of civilization from the very birth. The aim of the study was to develop a unified view of specialized specialists from various fields: not only teachers and lawyers, but also health care and engineering. In the modern world there is a cardinal change in the technology of creating the equipment with the help of which the interaction with the digital world takes place, and ophthalmologic problems, according to a number of specialists, are already receding into the background. At the same time, the psychological, pedagogical and psychoneurological aspects of “life in front of the screen” have not only not been regulated, but have increased manifold, and here we can see closely interrelated legal and ideological aspects - we are talking about involving a minor in various formats of destructive online activities, destructive ideological influence, involvement in fraudulent schemes using digital products. As a methodological basis, we have taken the works of a number of Russian scientists, puzzled by the problem of rapid and uncontrolled penetration of digital technologies into the processes of cognition, education and leisure of a child from infancy. The leading role in the search for scientific and psychological approaches to the social safety of adolescents, digital literacy of schoolchildren and their families on the Internet is played by Academician of the Russian Academy of Education Doctor of Pedagogical Sciences, Professor G.U. Soldatova, and we should agree with her opinion: the need to analyze empirical data on the use of digital technologies in Russian families with children of preschool and primary school age is systemically important. The recommendations take into account the opinions of experts on the permissibility of the duration of contact time with the digital environment, visual semantic load, and the degree of emotional impact - from early preschool to senior adolescence. The problem under consideration has a futuristic and political sounding. Minors are the future of our country, and the task of protecting them from the threats of digitalization is paramount. A properly regulated digital environment is, if not a guarantee, then a framework for the formation of narrowly focused actions to protect the physical and mental health of a young citizen of the Russian Federation, as well as the development of his moral and value attitudes in accordance with the traditional values of our people.

In a society increasingly shaped by media and the constant flow of information, it is essential for adolescents to develop critical skills to responsibly access, comprehend, evaluate, and produce content. In this context, formal education plays a pivotal role in fostering these competencies among youth. The aim of this study is to evaluate an educational intervention designed to enhance Media and Information Literacy (MIL) among adolescents aged 13 to 15, conducted within the contexts of Colombia, Ecuador, and Spain. The study employed a quasi-experimental design, involving both an experimental group and a control group. To assess the immediate and delayed impact of the intervention, an analysis of covariance (ANCOVA) was conducted. The educational intervention, structured into 11 instructional sessions, addressed four key dimensions of Media and Information Literacy (MIL): Access and Use of Media, Language and Critical Understanding, Production and Programming, and the Transformation of Reality through Communication. The sample consisted of N = 184 participants (45.1% male and 54.9% female), distributed across three different contexts. The main findings of the study indicate that improvements across the MIL dimensions were not homogeneous across all contexts. As such, the results should be interpreted as context-specific cases. The Colombian context showed the most significant improvements across all dimensions, in contrast to the Ecuadorian context, which demonstrated the least progress. In the Spanish context, the most notable advancement was observed in the dimension of Language and Critical Comprehension. However, in all contexts, students exhibited a consistently strong level of knowledge, skills, and performance in the dimension of Media Access and Use. Conversely, the dimension related to the Transformation of Reality proved more resistant to change, particularly given the short duration of the intervention. Thus, the lack of consistency in the results highlights the need to design and implement educational interventions tailored to the specific needs and characteristics of each context. Likewise, it can be inferred that the formal aspects of media use should not occupy a dominant role in educational processes. Instead, emphasis should be placed on fostering critical engagement with media, as this area demands greater educational effort and has a more profound impact on learners.

Internet access is an integral part of university students' daily lives, but excessive use can be associated with emotional difficulties. The objective of this study was to analyze the relationship between anxiety, depression, and stress and problematic Internet use, also considering gender differences. The research was conducted with a sample of 344 students (214 women, 62.2%) aged 17 to 53 years (M = 23.75; SD = 4.64). The DASS-21 Scale and the Problematic Use of New Technologies Questionnaire were used. The results revealed that women had significantly higher levels of anxiety, depression, and stress, although no gender differences were observed in problematic Internet use. Correlations were positive and significant between emotional variables and problematic use, with anxiety being the only significant predictor in the regression model (β = .265; p = .002), which explained 5.6% of the variance. These findings highlight the importance of addressing emotional health in the university setting to prevent dysfunctional internet use, with special attention to anxiety as a risk factor.

Currently, there is a wide range of apps designed to promote early reading and writing learning. This study aimed to analyze mobile apps in Spanish aimed at early literacy development, available on the Play Store for Android devices. Through a descriptive design and qualitative content analysis, the characteristics of 49 apps and the perceptions of user families were explored. The results show broad acceptance by mothers, fathers, and caregivers, who value the apps' interactivity, ease of access, and motivation. However, it was evident that most of these tools do not offer clear guidance on the mediating role of adults, the amount of screen time children should spend on screens, the pedagogical significance of reading activities, or the risks associated with advertising and data privacy. Likewise, it was identified that the content tends to focus on learning the written code through synthetic methods (alphabetic, phonological, syllabic), neglecting other key aspects of reading and writing development such as comprehension, creative expression, and emotional connection with texts. Some user comments also highlight concerns related to pedagogical quality, cultural representation, and appropriateness for children's ages. It is concluded that, to maximize the benefits of these technologies in childhood, it is essential that families be recognized as active stakeholders and guides in the educational process. Apps should include strategies that strengthen parental mediation and promote meaningful interactions between children, adults, and texts, understanding that learning goes beyond the interface and is built on relationships with others.

Abstract. Play is understood as the leading activity`s preschool age, through which a child assimilates sociocultural experience. Play typically first emerges and develops within the family; however, in Russia, the issue of parental attitudes toward and involvement in children's play remains insufficiently studied. The aim of the research is to study parental attitudes toward children's play and their support for it among parents of preschoolers. At present, a pilot study has been conducted (n=112 parents). The data obtained were analyzed using Pearson’s X2 test for independent samples. Results. The results show that parents who consider play an inherently valuable activity (33%) note its positive influence on the creative child development (56.8%, p=0.025). The children of these parents prefer role play during their free time (59.5%, p=0.027). Parents who prefer joint play more often observe an interest in puzzles, jigsaw puzzles, and riddles in their children (52.7%, p&amp;lt;0.001). It is important that joint play can encompass various activities, including solving puzzles together. Parents who prefer role play the most (12.5%) fairly often act as equal partners in such play (42.9%, p=0.027). Parents who enjoy doing modeling and drawing at home (56.3%) notice a greater interest in creative activities among their children (82.5%, p&amp;lt;0.001). These parents themselves report that they enjoy engaging in creative activities with their children (79.4%, p&amp;lt;0.001). Conclusions. 1. Parental understanding of the importance of play for child development fosters the support and development of role play in preschoolers. 2. The understanding of the value of children's play is linked to the involvement of adults in it. 3. Parental preferences in joint play and activities are linked to children's interest in specific types of activities.

Every year, more and more digital games for preschoolers appear. Parents act as mediators when preschoolers use gadgets. The problem of choosing digital games becomes relevant and important. Purpose of the study: to identify and to analyze the main aspects that parents take into account when choosing digital games for the development of older preschoolers. Participants: 130 parents (Mage = 38.37, SD = 4.53; 111 (85.4 %) mothers, 19 (14.6%) fathers; with higher education – 90.8%) of preschoolers (Mage = 6.29, SD = 0.81; 55 (42.3%) boys, 75 (57.7%) girls; the majority (86.9%) attend kindergartens). All participants are residents of Moscow. The study was conducted in March-April 2025. The methods of the study included the survey for parents. According to results, in most families (94.6%) parents use digital games for children's development. A variety of aspects were identified that are decisive when parents choose educational digital games for preschoolers. The number of aspects of choice indicated ranged from 1 to 8, but most parents (76%) noted 1-3 significant reasons for their choice. 56.9% relied on their experience and knowledge, 36.6% on recommendations from specialists, 28.5% on advice from friends and acquaintances, and 17% on reviews and articles on the Internet. 51.2% considered age-appropriateness of the child important. 41.5% took into account the child's opinion. Visual appeal was noted by 12.2%. Parents paid the least attention to advertising: only 2.4% of them noted its influence on their choice.

Pretend play arises from the child's experience, the topic of interest encourages them to explore it. In the constant expansion of the media, cartoons become an integral part of the cultural experience of a preschooler. In this regard, the role of the cartoon in shaping the content of a preschool's play is an urgent issue. At the moment, pilot study has been conducted: 112 parents of preschoolers have been interviewed and then analyzed using Chi-square test of independence. The average age of children who love cartoons with fantastic themes is M=4.6, and children who play in it are M=5.13, in “adventure’’ - M=4.03 and M=4.88, respectively. In other categories, the situation is reversed: the age at which children play such topic is lower than the age of watching cartoons: household plots M=3.5 and M=3.33; “family” - M=3.53 and M=3.48l; “transport” - M=3.53 and M=3.47. Children who like cartoons with fantastic elements do not prefer fantastic plots in their pretend play (χ2 = 6.03, df=1, p=0.014). In addition, no relationship was found between the choice of adventure cartoons and the choice of adventure as the preferred type of play (χ2= 0.818, df=1, p=0.366); similarly, with household plots (χ2= 0.307, df=1, p=0.579) and family themes (χ2= 1.30, df=1, p=0.254). At the same time, those who choose cartoons about transport prefer to play with transport (χ2 = 5.17, df=1, p=0.023). Probably such results are explained by the fact that cartoons often don't correspond to the age of children, therefore they can't use this experience in play. However, an increase in the sample is necessary to confirm these conclusions.

Relevance. Cerebral palsy (CP), a leading cause of childhood disability in Russia (1.5–2 cases per 1,000 newborns, primarily preterm), highlights the need for adaptive communication solutions. Traditional augmentative and alternative communication (AAC) methods often fail to address the unique challenges of children with CP, especially those with severe motor impairments. Eye-tracking technology emerges as a critical tool in this context, enabling nonverbal communication through gaze-controlled speech synthesis. By selecting symbols or letters on a screen, users convert visual fixation into audible speech, aligning with societal digitalization trends. Aim. To assess the benefits and limitations of eye-tracking as a rehabilitation tool for individuals with motor impairments. Methods. Analysis of AAC research for CP and a case study of a beneficiary from the NGO &amp;amp;quot;Resource Center for Inclusive Practices ‘Sodeistvie’.&amp;amp;quot; Key Findings Advantages: Facilitates expression of needs via eye-controlled selection of symbols, words, or phrases. Interactive applications improve engagement in learning and social interactions. Provides data to evaluate cognitive abilities and personalize rehabilitation strategies. Enhances social integration by fostering communication. Disadvantages: Requires intact cognition and internal speech, narrowing applicability. High costs and limited organizational capacity hinder accessibility. Prolonged screen focus causes fatigue, reducing usability. Conclusion. Eye-tracking technology offers significant potential in AAC for children with CP, advancing personalized rehabilitation and inclusivity. Despite barriers such as cost and cognitive prerequisites, it improves quality of life and supports innovative educational approaches. Further research and institutional support are crucial to optimize its implementation.

Relevance. In the conditions of active digitalization of everyday life, younger adolescents turn out to be a vulnerable group, as their Internet activity is formed within the framework of insufficient control and awareness. It is not enough to evaluate adolescents' immersion in digital space in a binary (“good/bad”) way. It is necessary to shift the research focus to analyze their digital competence, the ability to critically and safely interact with the digital environment. Purpose: To describe the digital practices and digital immersion of younger adolescents. Research methods and sample. Seventy-seven younger adolescents (boys n=38; girls n=39; mean age, 11.34±0.50) participated in the study. The use of methods “Index of immersion in the Internet environment” (Regush L.A. et al.), “Internet behavior questionnaire” (Zhichkina A.E.) and the author's questionnaire allowed us to assess the specificity of adolescents' immersion in the Internet, their ideas about digital safety and the influence of gadgets on everyday life. Results. The majority of children (n=58) have more than 4 years of acquaintance with the Internet, and digital devices appeared on average in children's lives at the age of 6.9±1.63 years. More than half of adolescents (51.9%) logged on to the web 2-3 times a day, and 33.8% of respondents “live” online. The average screen time exceeds the established age norms and amounts to 4.49±3.40 hours. Despite the average values of the index of immersion of adolescents in the Internet environment (m±sd=19.61±3.93 points), the analysis of the purposes and patterns of use of digital devices demonstrates that for 57.1% of younger adolescents digital space is an escape from problems. Adolescents use digital devices as a means of entertainment (64.9%) and communication (63.6%). Adolescents' understanding of digital safety is characterized by ambivalence. Adolescents highly evaluate knowledge of digital security (8.25±1.98 out of 10), at the same time demonstrating risky behavior (57.1% register in services through social networks, 33.8% hide from their parents the sites they visit). At the same time, 84.4% of adolescents noted the need for additional education on digital safety. Conclusion. The study revealed a high immersion of younger adolescents in the digital space due to entertainment and communicative purposes. Practical online behavior of adolescents reveals a gap with theoretical knowledge about digital safety. All this emphasizes the need for systematic development of digital competence of adolescents through educational programs and parental support.

Rapid technological transformations have profoundly altered social, educational, and family relationships, creating new challenges for understanding child and adolescent psychosocial development in digital environments. This article proposes a theoretical model, based on Urie Bronfenbrenner's bioecological theory of human development, to investigate and understand social interactions in digital contexts, seeking to overcome the simplifications that characterize technologies as neutral or linear tools. This theoretical essay uses conceptual analysis and literature review to develop a systemic analytical model, identifying three main components: machine (technological infrastructure), language (symbolic-cultural dimension), and body (human interactions and digitally expanded bodily experience). An integrated understanding of the digital environment is proposed for psychological research that considers nine essential digital processes: (1) technological convergence in multifunctional devices such as smartphones; (2) artificial intelligence, especially generative ones (ChatGPT, Midjourney); (3) human-technology hybridization mediated by advanced peripherals (VR, wearables); (4) the digital translation of reality into symbolic languages; (5) the control and automation of experiences through personalized algorithms; (6) the emergence of a digital culture marked by immediacy and the continuous creation of meanings; (7) bodily expansion mediated by avatars and virtual experiences; (8) the multiple and simultaneous construction of digital identities on different social platforms; (9) the social, economic, and geopolitical implications arising from the massive use of digital technologies by children and adolescents. The presented model offers a systemic analytical tool that captures the complexity of social relations in today's digital environments, providing a solid conceptual basis for future research and educational policies focused on protecting and promoting healthy childhoods in digital contexts.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects children and adolescents. This study identified cognitive patterns in 719 participants (363 with ADHD and 356 controls) using the WISC-IV. The results showed significant deficits with large effect sizes in Working Memory (p < .001; d = 0.85), Processing Speed (p < .001; d = 0.63), and Cognitive Processing (p < .001; d = 0.91) in the clinical group. Additionally, females with ADHD exhibited higher abilities of processing speed than males with ADHD (p < .001; d = -0.517), and children (6–11 years) outperformed adolescents (1216 years) in the indices encompassing the General Ability Index (p < .005; d = 0.462). These three findings support the use of the WISC-IV in the clinical assessment of ADHD, enabling more accurate diagnosis and the implementation of personalized interventions based on cognitive evaluation.

Adolescents are increasingly exposed to negative experiences in digital contexts. Listening and supportive relationships with adults and friends have a strong influence on their subjective well-being, even in digital environments. The objective of this study was to analyze whether listening from adults and peers is associated with adolescents' subjective well-being, mediated by positive and negative emotions, also considering the role of problems experienced online. This work is part of the international Children's Worlds project, in which data on adolescents' subjective well-being were collected in 35 countries. In this study, we analyzed a sample of 2,088 12-year-old adolescents (51.2% boys) from Catalonia (Spain). Different problematic uses of the internet were explored, and adolescents were asked about their level of satisfaction with the listening they received from adults in general, teachers, friends, and family members. Two scales were used to assess subjective well-being: a cognitive scale (CW-SWBS) and an affective scale (CW-PNAS). Using structural equation modeling, we explored a theoretical model that links active listening (by teachers, caregivers, and friends), online problems, emotions, and subjective well-being. The results showed that perceived listening is negatively associated with online problems (β=-0.35), which, in turn, are positively associated with negative emotions (β=0.38) and negatively associated with positive emotions (β=-0.35). The model fit indices were adequate (CFI=.967; TLI=.957; RMSEA=.052; CI90=.048–.056). It is concluded that active listening functions as an indirect protective factor for subjective well-being, by reducing the presence of negative online experiences and promoting positive emotions. The importance of promoting educational and relational practices based on listening and emotional support during childhood and adolescence, also in digital contexts, is reinforced.

In the modern socio-cultural situation of child development, the problem of choosing children's toys is significant for parents, therefore it is necessary to study their attitude to the psychological and pedagogical examination (PPE) of toys. Hypothesis: parents' attitude to the PPE of children's toys is related to their attitude to children's play and toys. A large-scale study is planned to verify this assumption. At the moment, a pilot study has been conducted: a survey of 112 parents of preschoolers. The data obtained were analyzed using pearson's Chi-square criterion for independent samples. Results. The parents' responses were analyzed depending on their attitude to PPE: some parents consider it necessary (65%) in group 1, while others consider it unnecessary (35%) in group 2. Parents of the 1st group are more likely to treat the game as a valuable activity in itself (36.5%), while parents of the 2nd group understand the game as a rest between useful activities (28%). The majority of parents in the 1st group pay attention to various markings on toys (73%); and half of the 2nd group pay attention to markings (47%). Parents of group 1 are more likely than parents of group 2 to consider psychological safety an important indicator of a &amp;quot;good toy&amp;quot; (26% vs. 2.5%). It is important that parents who treat play as a valuable activity in itself pay attention to the material from which the toy is made (72%) (p=0.055); while for parents who perceive play solely as recreation, the toy's ability to teach and train skills is important (68%) (p=0.028). Conclusions. 1.The positive attitude of parents towards PPE is related to their understanding of play as a valuable activity. 2.Parents, for whom PPE is important, more often pay attention to the various markings on toys. 3.Parents who treat play as a useless activity consider educational toys to be &amp;quot;good&amp;quot;.

Artificial Intelligence (AI) is a discipline that seeks to create systems capable of performing tasks that normally require human intelligence, such as learning, reasoning, or creativity. This emerging technology has multiple applications in diverse areas of society, such as healthcare, economics, security, entertainment, and education. In the field of education, AI offers opportunities to improve the quality, equity, and efficiency of education, both in the teaching-learning process and in educational management and evaluation. This raises the question that guides this study: Strength or weakness? To answer this question, a bibliographic search was carried out and 20 scientific articles referring to the use of AI, from different countries, were analyzed; Spain (35%), Ecuador (20%), Peru (10%), Colombia (10%), Guatemala (10%), Venezuela (5%), Basque Country (5%), and Nicaragua (5%). The research consulted was carried out in the years 2024 (20%), 2023 (45%), 2022 (20%), 2021 (10%), and 2019 (5%). Three of the studies were applied to subjects, the rest consisted of systematizations of scientific articles. Meta-analysis was used as a selection procedure in four of the studies. The results show a similar number of advantages (9) and disadvantages (10) of AI, which are described in greater depth below: The advantages, benefits, and opportunities most frequently associated with AI are; Personalization (18.3%), Improving the quality of education (18.3%), Motivation (15.5%), Feedback (14.1%), Innovation (11.3%), Collaboration (5.6%), Promoting the development of skills (4.2%), Strengthening research (1.4%) and Facilitating teacher management (1.4%). The following describes each of these terms based on the content of the articles consulted. Based on the systematization carried out, we detected that some of these threats, disadvantages and/or challenges are the following: Ethical concerns (31.5%), Inequalities (13%), Lack of teacher training on these topics (13%), Unemployment (11.1%), Lack of resources to use it (11.1%), Dependency (5.6%), Digital gaps (5.6%), Dehumanization (3.7%), Discrimination (3.7%) and Isolation (1.9%). In conclusion, the research conducted shows that while the benefits that AI brings to the teaching-education process are valued, fears and resistance to its use in education are expressed. Most of the perceived disadvantages in the articles consulted, or those most frequently mentioned, are associated with the fear of the teacher's role being displaced or replaced by this intelligence; hence, the limit seems to be the teachers' own imagination. Therefore, efforts must be made to inform and prepare teachers on these topics to take advantage of the opportunities this resource provides and guide students on its proper use.

Inclusion is an inseparable concept of the education system in the current context of the European Union, so its measurement is not trivial for a good examination of it. For this reason, this article aims to carry out a systematic review of the tools used to measure inclusion and the attitude towards it in the Infant and Primary Education stages in the countries of the European Union, from the revision of the Index for Inclusion to the present day through the PRISMA method. For this purpose, an exhaustive search was carried out in the PASCAL-FRANCIS, Dialnet, Web of Science and JSTOR databases, as well as in the ProQuest database collection, between 3 February and 29 April 2024, of articles and systematic reviews published between 2002 and 2023 on the aforementioned topics in the EU member states, including the United Kingdom. With regard to the results obtained, a clear prevalence of articles developed by Spanish authors can be observed, also contemplating a majority trend in the use of scales as opposed to other methods, mostly based on the Index for Inclusion and mainly focused on the teaching staff. The interest in attitudes towards inclusion in the area of Physical Education also stands out. In conclusion, little progress has been made in the development of new tools for assessing inclusion and attitudes towards inclusion, with the Index for Inclusion maintaining its hegemony as the main model for assessing inclusion. Likewise, it can be seen that the main assessment tools focus almost exclusively on the perception of teaching teams, which seems to corroborate the ‘inclusive despotism’ (Azorín and Sandoval, 2019) that exists in the subject analysed.

Respect for diversity is essential to ensuring inclusive education, but discriminatory attitudes that affect students based on their sexual orientation, gender identity, or cultural origin persist in many classrooms in Spain. In this context, Artificial Intelligence (AI) could be offered as a tool to foster a more respectful and equitable environment. This study will explore how AI-based platforms can contribute to promoting respect for diversity in the classroom by detecting discriminatory attitudes and adapting educational content to include diverse perspectives. The objective of our study will be to investigate how AI can personalize learning, correct exclusionary behaviors, and foster equality. To this end, a mixed-methods approach will be used, combining scientifically validated surveys and interviews with analysis of interactions on AI-based educational platforms applied to a compulsory secondary education classroom. This technology will monitor conversations, detect discriminatory language, and provide immediate feedback to correct homophobic, sexist, or racist attitudes. Preliminary results showed that more than 70% of students who used AI in the virtual classroom experienced a significant reduction in discriminatory attitudes.Our tool helped create a more inclusive environment, improving acceptance of diversity and reducing bullying in a Spanish school. Students also felt safer and more respected. In conclusion, based on our study, the implementation of AI not only improved academic performance but also played a fundamental role in creating inclusive educational spaces that believe in diversity. To maximize their impact, it is advisable to combine these educational tools with diversity and inclusion programs that engage both students and teachers to recognize and promote equality and, in this way, achieve the Objectives proposed by the 2030 Agenda.

In the modern world, adolescent communication is increasingly shifting to the online space, leading to a decline in offline interaction skills, heightened anxiety, and social fragmentation. Effective tools are needed to encourage real-life communication among teenagers, especially in the context of digitalization. Multimedia theater emerges as a promising technology that combines creative activity with the development of communication competencies. The effectiveness of this approach was studied over two years at School No. 4 in Kashira, Moscow Region. Research Objective: to assess the impact of multimedia theater on the development of offline communication and socialization in adolescents, as well as to study the dynamics of reducing digital device dependency during the theater project. A longitudinal study (2023–2024) involved 79 adolescents (aged 13–15), divided into two experimental groups and a control group. The 2024 sample included 81 students. The following tools were used: Michelson’s Test of Communication Skills; Rozhkov’s Methodology for Assessing Socialization; Smartphone Addiction Scale (SAS). Data were analyzed using the Kruskal-Wallis, Mann-Whitney, and other statistical tests in IBM SPSS Statistics 27. Additionally, interviews (with teachers and students) and observation methods were employed. Key Findings. Multimedia theater proved effective in fostering offline communication and socialization among adolescents. The acquired skills demonstrated stability, with no significant differences between the second and third measurement stages. The greatest progress was observed in groups with initially high academic motivation and strong cohesion, though even less cohesive groups showed improved social interaction. A reduction in smartphone dependency was recorded among participants with high baseline dependency levels. The results highlight the importance of considering group characteristics when designing such programs. The practical significance of the study lies in the potential integration of theatrical technologies into educational practices to balance digital and real-world communication among adolescents.

The exponential growth of services and platforms based on artificial intelligence (AI) technologies causes their spread in the education system, including preschool education. At the same time, it is evident that many educators and parents do not possess the competencies that would allow them to unlock the potential of AI services as pedagogical tools that promote child development. The purpose of this study is to explore scenarios for integrating AI technologies into language development programs for children learning a foreign (English) language and to trace the role of the teacher as an intermediary (mediator) between AI-based services and platforms and the child. The study was conducted as part of a pedagogical experiment involving 59 children aged 5-7 and 2 teachers from preschool educational organizations. The developed experiment scenarios included AI-based image and sound generators. Data were collected through testing children's vocabulary, video recordings of lessons, and interviewing teachers; the data were quantitatively and qualitatively processed within the framework of the theoretical model of digital screen mediation developed by K. Meskill (Meskill, 2024) and based on Lev Vygotsky's sociocultural theory of development. The results of the study show the significant educational potential of AI technologies as tools that promote active involvement of children in learning, development of creative skills, creation of conditions for co-creation of the child, teacher and AI technology. The tasks of co-creating a creative product (images, videos, songs) allow the teacher to use AI as a stimulus for a conversation in the target language, constructed as a polylogue or dialog with AI, about or through AI. In this child-technology-educator interaction, the role of the learner (educator, teacher, parent) as knowledge mediator remains key and paramount. The study presents successful practices for integrating AI services and platforms into children's language development programs and demonstrates technologies for mediating safe and productive child interactions with visual and auditory content generators. Meskill C. Digital screen mediation in language teaching //The Bloomsbury handbook of language learning and technology. - 2024. - С. 173-183.

Purpose of the empirical study: to compare the indicators of speech development in preschool children brought up in different environments. Sample: 98 respondents, including 49 older preschool children and 49 mothers. The sample consists of two subgroups. First subgroup (1): 25 children are being prepared for school through the IQ center program and parents support the use of digital resources in their children's education and leisure time. Second subgroup (2): 24 children are being prepared for school using the methodology of the Russian Classical School, and parents limit the use of digital technologies in their children's education and leisure time. Accordingly, two factors are at work: the educational program and the family social situation of development, which reinforces the differences between the subgroups. The following indicators of children's speech development were analyzed: general erudition; phonemic hearing; speech articulation; understanding and naming of definitions (nominative processes); understanding of logical and grammatical constructions; and construction of independent speech utterances. Additionally, the indicators of the development of visual and figurative thinking were compared. Significant differences between the subgroups were found for all indicators. Subgroup 2 demonstrated higher results in all indicators. Reliability of differences according to the Mann-Whitney U criterion: interpretation of story pictures (0.007); ability to compose a story based on story pictures (0.047); development of phonemic hearing (0.019); speech articulation (0.000); nominative processes (0.000); understanding of logical and grammatical constructions (0.000); general erudition (0.000); construction of speech utterance (0.000). In addition, significant differences were found in the intensity of gadget use (complex indicator of intensity assessment based on the parent questionnaire and conversation with children). Conclusion: significant differences in speech development were found based on a set of indicators between the studied subgroups of senior preschool children. Delays in speech development indicators are interconnected with delays in the development of figurative thinking. Research perspective: studying the influence of changes in the nature of speech development on the general course of the construction of higher mental functions in children at the end of preschool – beginning of primary school age, the nature of symbolic mediation.

Majority of mental disorders in children and adolescents are of an affective nature. Basic emotions manifest in well-recognized affective-behavioral patterns. Besides the certain menu of emotions and behavioral patterns, early affective-behavioral complexes (ABC, АПК, Bardyshevskaya, 2020) include understanding of emotional experience in simple symbols (through nonverbal communication and drama, play, drawings and elementary language) and relevant types of communication. They are organized in hierarchy and form the deeper layer of psyche in pre-speech period (mainly in the first 6-9 months of life and up to 2-3 years). They are easily exposed in any stressful situation and in everyday situations of social interaction and especially close emotional contact in people of different ages. The cognitive and verbal regulations of them are severely limited. The goal of this paper is to present how training of specialists' abilities to evaluate quantitatively and qualitatively the affective-behavioural complexex and the possibilities of their restoration (in case of their disorder) is organized. During the training students observe the author's therapeutic consultations with children and adolescents in medical and educational institutions. Subsequent analysis is made with use of the consultations' video recordings according to the ABC model and method. The emphasis is on the assessment of balances between the polar manifestations of early affective-behavioural patterns and the links between them. Students learn to determine the dynamics of emotions and human behavior in successive semantic episodes, in which the psychic development vector and the dominant and leading ABCs are determined. The most useful is analysis of video recordings of work with children and adolescents (including non-speaking) with: 1) emotional deprivation and abuse; 2) pathological symbiosis with their parents. This academic practice allows to form a more stable and deep professional vision, to overcome emotional «blindness», connected with superficial and fragmented visual thinking of modern psychology students.

The advancement of digital technologies has significantly transformed how adolescents interact, communicate, and experience daily life, including school environments. Alongside the benefits, growing concerns have emerged regarding emotional well-being, the normalization of cyberbullying, and extended screen time, especially among students from privileged socioeconomic backgrounds. This international research, conducted in Brazil, Portugal, and Russia within the framework of the UNESCO Chair in Youth, Education and Society (Brazil), aims to investigate how the intense use of social media and exposure to virtual aggression affect adolescents’ emotional health and social dynamics. The Brazilian data sample includes students from private high schools. Data collection was conducted through questionnaires assessing media use, emotional indicators, and perceptions of peer relationships. Preliminary results indicate high usage of messaging apps, with 40.3% online for more than six hours daily on weekends. While 80% demonstrate empathy and 73% report strong friendships, 30% show symptoms of anxiety and 33% report difficulty concentrating. Cyberbullying appears both occasionally and recurrently, including social exclusion and rumor spreading. Literature confirms that increased exposure to the internet heightens vulnerability to cyber violence. The research adopts Sameer Hinduja’s framework, emphasizing digital literacy and school-based strategies for emotional support and conflict prevention. This study contributes to broader discussions on adolescent development and the role of education in addressing emotional vulnerabilities intensified by the digital context.

Relevance Cerebral palsy (CP) is a leading cause of disability in Russia (1.5–2 cases per 1,000 newborns, predominantly preterm infants). Comorbid epilepsy complicates rehabilitation due to the unpredictability of seizures and limitations in therapeutic methods. Despite existing CP rehabilitation programs, there are no unified protocols for patients with epilepsy, reducing recovery efficacy. Studying the specifics of rehabilitation measures for this group remains underresearched and socially significant. Objective To identify features of socio-psychological rehabilitation methods for children with CP and comorbid epilepsy, and evaluate their effectiveness and limitations. Methods and Sample Analysis of modern scientific works on CP and epilepsy, case studies based on clinical observations of patients at the Regional Children’s Clinical Hospital (Rostov Oblast). Rehabilitation methods, their adaptation in the presence of epileptic activity, inclusion/exclusion criteria for procedures, and the potential of digital technologies were examined. Key Results 1. Rehabilitation is feasible only during stable epilepsy remission (≥6 months). 2. During remission, the following are permissible: o Medical rehabilitation: Kinesiotherapy (Vojta, Bobath methods), joint gymnastics. o Psychological and pedagogical correction: Sessions with a speech pathologist, family psychological support. o Social-environmental adaptation. 3. Contraindications: Neck and shoulder zone massage, intensive physiotherapy (risk of seizure provocation). 4. After 6 months of remission, additional methods include: Local magnetotherapy, locomotor training. 5. Individualized approach (considering emotional state, motivation) is a key efficacy factor. 6. Digital technologies (virtual reality, robotic systems, sensory correction) show potential in CP and epilepsy rehabilitation. However, their use requires strict EEG monitoring and program personalization. Future research should focus on safety and long-term effects. Conclusion Rehabilitation for children with CP and epilepsy requires strict adherence to remission criteria, dynamic EEG monitoring, and personalized programs. Integrating medical, psychological, and social methods with phased procedural expansion minimizes risks and improves patients’ quality of life.

Relevance. Preschool age is a critical period for the formation of cognitive abilities essential for successful learning and adaptation. The widespread use of digital devices (hereinafter referred to as DDs) creates a new developmental environment, the impact of which on children's cognitive functions remains controversial and requires further study. Research Objective. To analyze the positive and negative effects of DDs on preschoolers' cognitive abilities, including speech development, attention, memory, and thinking. Research Methods and Sample. The study employed an analysis of scholarly works, experimental research involving children aged 5–7 (sample sizes ranging from 20 to 267 participants), and methodologies for assessing memory, attention, and thought processes (e.g., Luria’s tests, Wechsler’s scales). Key Findings. Negative effects: risk of &amp;quot;digital dementia,&amp;quot; delayed speech development, reduced attention span, and dominance of rote memorization. Positive effects: development of logical thinking, improvement in auditory and visual memory when using interactive formats. Conclusion. DDs have a dual impact on preschoolers' cognitive development. To minimize risks and maximize benefits, it is necessary to regulate usage intensity and integrate DDs into the educational process while adhering to age-appropriate guidelines.

This presentation is linked to a research network of the UNESCO Chair in Youth, Education and Society. The data are part of an international and comparative study, covering Brazil, Portugal, and Russia. Its overall objective is to identify the impacts of social media use on well-being and cyberbullying among adolescents. For this forum, data resulting from a study conducted in a public school in the Federal District, Brazil, with 102 students, ages 15 to 17, will be presented in part. It was identified that the majority of adolescents, around 58.82%, stated that they did not fully or partially trust the people, colleagues, and family members around them. Trust is therefore evident because it is the path through which dialogue develops. Thinking about an education based on dialogue is a challenge directly affected by the excessive use of social media. If the student trusts the educator, there is an opening for genuine dialogue. The objective of this study is to map in what context social media affects students' lives and their relationship of trust. As a method and technique, the initial approach is quantitative, using questionnaires and comparative data analysis. In a second stage, the research will also adopt a qualitative perspective, listening to students in conversation circles. The theoretical basis compares ideas from Martin Buber, Byung-Chul Han, and other thinkers. The research is in its final phase; however, some conclusions can already be made, such as: encouraging and integrating the role of the family in monitoring students' learning, with a view to preventing excessive use of social media, and restoring the school environment as a locus for strengthening human bonds.

This essay is linked to a research network of the UNESCO Chair in Youth, Education and Society. The data are part of an international and comparative study, covering Brazil, Portugal, and Russia. Its overall objective is to identify the impacts of social media use on well-being and cyberbullying among adolescents. It is, in turn, a theoretical essay based on empirical data that seeks to position education as a relationship based on the philosophical thought of Martin Buber (1878-1965). Drawing on his Me-You philosophy, Buber conceives of education as the formation of character. This is because the educator not only considers the individual functions of the student but also cares for the person as a whole, in an integral manner. The way to achieve this is through the dialogue that occurs in the teacher-student relationship. In this way, the teacher is the builder of the Me-You relationship that shapes education and forms the character of their student. This is not easy, but requires openness, trust, and hope on both sides. This research maintained a qualitative approach through a bibliographic review of Martin Buber's works related to the Philosophy of Education. Therefore, the objective of this research (which demonstrates its own relevance) is to better understand the teacher-student relationship; to awaken in teachers a love of the Me-You relationship in such a way that, by awakening it, it awakens in students trust and openness to this encounter. Thus, we become aware that education is not an imperative, but something that the teacher themselves—in the Me-You relationship—reveal. Ultimately, we aim to awaken society and the school community to the responsibility that we are all connected by our very essence.

Early childhood is a critically sensitive period for the development of cognitive and socio-emotional skills. Research into effective pedagogical practices that support development during this stage is of growing importance in both scientific and educational communities. Among such practices, play and project activities are widely recognized, yet their differential effects on specific developmental domains remain under-explored. This study investigates the impact of various types of play and project activities on the development of preschool children. The sample consisted of 215 children aged 5–6 years. A pre-test/post-test design was used to assess outcomes in the following domains: executive functions (NEPSY-II subtests), macro- and microstructure of narratives (MAIN), social competence, anxiety, aggression (SCBE-30). Children participated in 22 sessions within five conditions: (1) free pretend play, (2) joint child-adult pretend play (3) research project, (4) creative project, and (5) no-intervention control group. The conditions differed in the degree of children's agency and the level of immersion in an imaginary situation. The findings show that joint child-adult pretend play had a significant positive effect on visual and verbal working memory, behavioral inhibitory control, and both macro- and microstructure of narrative. Free pretend play supported gains in verbal working memory, behavioral control, and macrostructure of narrative. Creative project activity enhanced narrative skills (macro- and micro-structure, lengths of narratives) and significantly reduced anxiety. To sum up, the longer a child is able to sustain engagement in an imaginary situation—as observed in joint child-adult pretend play—the more advanced their development of self-regulation and speech becomes. At the same time, the degree of the child's agency is associated with speech development and a reduction in social anxiety as observed in creative project activity. This study highlights the differentiated benefits of play and project-based approaches, reinforcing their role in fostering well-rounded development during early childhood.

Rough-and-tumble play (includes elements of fight and pseudo-aggression) is an important element of the play behavior of preschool children. This type of play appears at an early age and is observed not only in humans in different cultures, but also in animals, thus having an evolutionary and adaptive significance. Assessing the relationship between the degree of involvement in rough-and-tumble play and the individual characteristics of children is an urgent task both from a practical and scientific point of view. The aim of the study was to identify the psychological characteristics of preschool children, who are often involved in rough-and-tumble play. The study involved 36 preschoolers (20 of them are boys) aged 5-6 years attending kindergartens in Moscow. The study included an individual evaluation of the executive functions, speech, and understanding of emotions. The sociometric status of the children and their social competence were also assessed. Next, the children participated in collective role play. The videorecords were used to determine the degree of involvement in rough-and-tumble play. Regardless of gender, outsider children involve in rough-and-tumble play significantly more often and for a longer time than children with an average sociometric status. The frequency of involvement significantly negatively correlates with the indicator of speech development. At the same time, children with a high level of involvement in rough-and-tumble play showed higher abilities to understand emotions. Frequent and prolonged participation in rough-and-tumble play may be a signal of difficulties associated with a lag in speech development and difficulties in building interpersonal relationships with peers. At the same time, more developed abilities to understand emotions can serve as a resource in correction process.

The PictoMir platform is a subject-digital environment that combines physical objects and digital technologies to create an interactive educational space. Relevance. In recent years, there has been a clear interest in multimedia and interactive teaching methods. Federal State Educational Standards emphasize the importance of modern technologies in the educational process. PictoMir meets these requirements, offering relevant approaches to teaching, which makes it an effective tool for achieving the goals. The main goal of this environment is to ensure effective learning and skill development in children through the use of visual and multimedia materials, which contributes to a deeper understanding and mastery of algorithmic skills. PictoMir is aimed at developing algorithmic thinking, interaction between participants, as well as developing digital literacy in children. The platform offers a variety of methods that activate the educational process and develop key competencies in preschoolers. An example of research is the sample results of the 2023-2024 academic year, obtained from 265 preschool education organizations that reported on the implementation and testing of the course "Algorithmics for preschoolers". This academic year, the program covered 12,319 children in 718 groups, including 2,031 children with disabilities. The results of the study confirmed the development of algorithmic thinking in children, which led to significant achievements. Upon completion of the course, children mastered the basics of programming and algorithmization, became familiar with key terms and learned to interpret schemes. Monitoring showed an improvement in creativity and analytical skills, which contributed to the development of logical thinking and problem solving skills. These skills contribute to academic progress and form important competencies for the future. Conclusion. PictoMir is an innovative environment that promotes the development of algorithmic thinking and creativity in children. By combining real objects with digital technologies, it allows children not only to acquire theoretical knowledge, but also to apply it in practice in an entertaining way. Using this environment opens up new horizons for the educational process and promotes the comprehensive development of children, preparing them for modern life.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition common in childhood that can interfere with a child’s overall development if not identified and treated promptly. Early identification allows for the implementation of intervention strategies that improve the child’s quality of life and functioning in various areas. The aim of this study was to analyze the presence of ADHD-related symptoms in children aged 3 to 5 years and to determine its impact on family, school, and social contexts. A quantitative methodology was used, applying the ADHD-Rating Scale and the Child Problem Checklist (CPC), validated instruments completed by teachers who regularly observe the children’s behavior in the school environment. The sample consisted of preschool children enrolled in educational institutions. The results show a direct relationship between the number and severity of ADHD symptoms and the level of functional impairment in the child. Specifically, children with higher scores on the questionnaires exhibited greater difficulties in school performance, peer interactions, and family dynamics. The study emphasizes the importance of early detection of ADHD symptoms, as well as the need for a multidisciplinary intervention involving both the school and family environments to mitigate the impact of the disorder on the child's life.

The study of school adaptation indicators is of great theoretical and practical importance due to the fact that the difficulties associated with them have long-term consequences. In 2024, 1.8 million children will enter the first grade in Russia, whose childhood is characterized, among other things, by an increase in the duration of screen time in recent decades. The study answers the question of whether this and other factors can influence the success of children's transition from kindergarten to school. The study involved more than 600 first grade schoolchildren in Moscow (Russia). Information on school adaptation was obtained by having their teachers complete the questionnaire. Information about the duration of screen time and other factors related to children's upbringing was obtained through parental questionnaires. Statistical analysis with construction of regression models showed that prolonged passive and active screen time statistically significantly predicted the occurrence of difficulties in the process of children's school adaptation. At that time, such joint leisure activities as drawing and playing with the child have a preventive effect, protecting the child from possible problems during the transition from kindergarten to school.

Digitalization is transforming childhood and parenting practices worldwide. Parents frequently utilize television, computers, and other digital technologies to engage or divert their children’s attention. In some cases, they rely on gadgets to stimulate their children's cognitive development, but this may reduce direct parental involvement in the parent-child relationship. The goal of this study is to investigate the main trends of digital behavior of preschoolers and features of parental involvement in this context in Russia, Serbia, China, and Cuba. The total sample comprised 2,726 parents of preschool-aged children (age range: 49–84 months; M = 65.59, SD = 7.99). The subsamples included 1,032 parents from Russia, 233 from Serbia, 955 from China, and 298 from Cuba. Parents of preschool-aged children were surveyed about their children’s screen time, including active (e.g., playing digital games) and passive (e.g., watching videos) use during weekdays and weekends. They also reported on the frequency of “screen time tantrums” as emotional outbursts related to stopping device use and involvement in such activities as poetry recitation, singing, and drawing. The results revealed significant cross-country differences in children's passive and active screen time, “screen time tantrums,” and parenting activities. When controlling for citizenship, a high level of active screen time and a low level of parenting activities significantly predict “screen time tantrums.” These results suggest that childhood digitalization manifests differently cross-culturally, but parental involvement in parenting activities may prevent “screen time tantrums.”

Climate change, natural disasters, and outbreaks of armed conflict in some regions of Mozambique (central and northern regions) have recently increased vulnerability levels. This vulnerability is a consequence of the geographic location and climatic characteristics. Therefore, the effects have impacted the dynamics of social development, with a focus on rights-oriented educational policies that guarantee a strategic rethinking of interventions for children and adolescents with autism spectrum disorder, as well as for people with disabilities. Based on this assumption(s), we are interested in analyzing the different ways in which the inclusive approach to learning in an emergency context satisfies the right to education for all and ensures the elimination of learning barriers. The study is framed within a reflection based on the "quali-quanti" methodology with a theoretical-practical experiential bias, engaging with authors such as Stubbs (2008); Silva (2016); UN (2015) and UNESCO (2013) reports; Reginaldo (2018, 2020), experiences from the INEE (2018) agenda and vulnerable actors, taking into account experiences in contexts of national and international diversity. The (un)open results show the (lack)of knowledge of the rights to education and assistance for intervention in inclusive demands in emergency contexts, especially in the care and production of teaching and assistance resources, thus systematically and permanently weakening the implementation of educational policies, so that they return to quality, safety and sustainability.

Screen time of modern preschoolers often exceeds the recommended limit of one hour per day (McArthur et al., 2021). Screen time is inversely correlated with children's physical activity (Webster et al., 2019), which means it can reduce motor competence and be a risk factor for obesity. The aim of this research was to study the association between screen time and motor competence, as well as anthropometric indicators in preschoolers. The study sample consisted of 166 children (94 boys) aged 6-7 years. Screen time was estimated based on the data from questionnaire for caregivers. The Motion Assessment Battery for Children-2 (Henderson et al., 2007) was used to assess motor competence. The following anthropometric indicators were evaluated: circumferences (chest, waist, buttocks, shoulder, forearm, lower leg), width of the epiphyses (elbow, knee), skinfold thickness (on back, forearm, abdomen, shoulder), diameters (shoulder, pelvic, chest longitudinal and transverse), longitudinal dimensionality of the skeleton. It was shown that boys had a weak correlation between passive screen time (time of watching video content) and fine motor skills, and motor competence. It was also shown that boys had a weak correlation between passive screen time and skinfold thickness on shin, shoulder, and abdomen. There were no correlations between motor competence, anthropometric indicators and screen time in girls, and they were also absent in boys in relation to active screen time (time of interactive applications usage). It can be assumed that the association was observed in boys, and not in girls, since boys' screen time was on average longer: 1 hour 40 minutes and 2 hours per day, respectively. Thus, in order for screen time to be safe for the physical development of preschoolers, it is important to follow the recommended limits, and give preference not to watching video content, but to various educational and creative applications.

The relevance of the study is due to the need not only to predict and prevent the risks associated with the formation of positive scenarios for the socialization of young people, but also to construct accurate scenarios and images of the future, taking into account the opinions of young people. The purpose of the study is to identify young people's perception of images of the future, including the definition of priorities, in the context of the «impending» conflict between the «digital» and «analog» societies. Research method – questionnaire, November 2024. Continuous sample, N = 234 representatives of the youth of the Stavropol Territory, participants in the military-patriotic Gatherings «Defender» and «Patriot». This study was carried out within the framework of the state assignment of the Ministry of Science and Higher Education of the Russian Federation No. 1023112800142-3-5.4.1. «Technologies for countering information wars among young people» (FSRN-2024-0009). Main results. 58,1 % of respondents look to the future with confidence and optimism, 26,9 % – calmly, without illusions. The main life plans of young people: family, children (65,4%) and health (34,2 %). Wealth (17,9 %), career (17,5 %) are instrumental values. Preferred skills in the future: adaptation to change (60,1 %), establishing and maintaining connections (53,1 %), continuous learning of new things (31,5 %). In conclusion, we note that the skills preferred by respondents (adaptability, social skills, critical thinking and financial literacy) correspond to their priorities for the future. Young people are focused on the harmonious development of various aspects of life and combine optimism with a realistic approach to choosing life scenarios. This study allows us to obtain data for subsequent research in the field of portraits of the heroes of the present and the future.

Relevance: Personality formation in modern conditions occurs in a mixed environment that combines digital and real means of upbringing and socialization. The relevance of preventing various addictions during the formation of a schoolchild's personality highlights the need to assess the risks of screen dependence. Research Goal: To evaluate the impact of screen dependence on certain aspects of socialization among younger schoolchildren. Methods: The study used questionnaires to assess computer gaming addiction (O.M. Vidovoi), socialization of students (M.I. Rozhkov), and child anxiety (G.Y. Kudrin). Statistical analysis methods included Spearman's correlation coefficient and the Mann-Whitney U test. Sample: 170 fourth-graders from Yaroslavl and Yaroslavl Oblast. Key Findings: Up to half of the children, regardless of gender, have a high level of engagement with screen devices, with a third showing pronounced dependence. A weak positive correlation was found between screen dependence and socialization. At low dependence, high socialization prevails; at medium dependence, social skills are evenly distributed; and at high dependence, despite signs of social isolation, half of the children show high socialization. High screen dependence creates a specific socialization pattern with a pronounced imbalance, characterized by shifting social activity into virtual space, reduced autonomy, and distorted forms of social activity and morality. These differences are observed at the level of trends and do not reach statistical significance. An inverse correlation was established between screen dependence and anxiety. Children with moderate dependence show the lowest interpersonal and academic anxiety; their peers with minimal screen engagement experience more anxiety in real interpersonal relationships, while those highly dependent on screens exhibit maximum academic anxiety. Conclusion: We cannot categorically characterize screen engagement as a negative factor in social development. Instead, this environment creates a specific development pattern requiring special pedagogical attention and evaluation.

Intellectually gifted students require differentiated education beyond general school program because of their exceptional cognitive abilities, needs, interests, and other features. Moreover, they can exhibit extreme variance in their characteristics, which require particular and continued differentiation of education. Modern development of technology provides for this purpose extended application of the digital tools, methods, and resources within and outside the classroom on the grounds of diversified school teaching strategies. In this regard, additionally to pedagogical competence, digital competence of teacher is becoming the most important for integration of the new technologies in innovations and advancements of teaching. The purpose of the study is to submit the issues of digital differentiation as the educational strategy applied in school education of intellectually gifted students, and so the approaches to development of pedagogical and digital competencies of school teachers in the context of their professional training. Our analytical review of recent publications on research results in many countries demonstrates, that the strategies of digital differentiation in the depth, breadth, pacing, and difficulty of lesson content can be effectively carried out in classrooms and in distant environment. The survey of school teachers (postgraduate students) found that they successfully used digital tools to enrich and complicate their teaching of their gifted students. Thus, teachers’ digital competency has become a crucial professional expertise of leveraging the educational opportunities offered by digital tools and advancements. To achieve this, teachers must continuously enhance their knowledge, skills, and digital competencies by integrating the latest teaching and learning innovations. Doing so enables them to cultivate high ability, creative, and innovative students produced high-quality outputs.

In contemporary psychological science, increasing attention is being devoted to the study of regulatory functions across various age groups, particularly during adolescence. The aim of the study is to examine the relationship between cultural congruence and creativity in order to identify typological characteristics of adolescents and to develop a model that captures the core features of these characteristics. As part of this study, test results from 272 adolescents aged 13 to 16 (M = 14.21; SD = 1.02; 133 - female, 139 - male) were analyzed. The study continues a series of investigations conducted by L.F. Bayanova and A.M. Ganieva. Within the framework of this research, the following assessment tools were employed: the Creativity Test (developed by F. Williams, adapted by E.E. Tunik, 2003) and the &amp;amp;quot;Cultural Congruence Level Assessment for Adolescents&amp;amp;quot; (developed by L.F. Bayanova and O.G. Minyaev, 2016). Mathematical data analysis involved descriptive statistics, the Kruskal-Wallis H-test, η², cluster analysis. At the first stage, cluster analysis was conducted using Ward's method and the Euclidean distance measure. The cluster structure, derived from dendrogram analysis, revealed that respondents were distributed into three clusters based on the degree of correlation between cultural congruence and creativity: Cluster 1 (89 adolescents), Cluster 2 (61 adolescents), and Cluster 3 (122 adolescents). At the second stage of the study, differences among the cluster structures were examined using the Kruskal–Wallis test, and effect sizes (η²) were calculated. Significant differences were found in creativity indicators such as &amp;amp;quot;originality&amp;amp;quot; (p=0.49; H=5.42; η²=0.013), as well as across all indicators of cultural congruence. These included: self-organization (p=0.000; H=181.11; η²=0.66), adherence to safety rules (p=0.000; H=150.41; η²=0.52), compliance with academic norms (p=0.000; H=179.92; η²=0.64), adherence to social interaction norms (p=0.000; H=111.57; η²=0.41). The third stage involved developing a detailed typology of adolescents and providing a thorough description of their characteristics.

he rapid growth of digital technology has transformed the landscape of education and child development, offering new avenues for learning, creativity, and cognitive growth. This study explores the perceptions of pre-service student teachers regarding the use of digital content as a tool to enhance child development. With children increasingly exposed to digital platforms, it becomes essential for future educators to critically understand the potential of digital content in supporting social, emotional, cognitive, and language development in early and middle childhood. Adopting a mixed-method approach, this study focuses on a sample of pre-service B.Ed. students enrolled in teacher education programs across selected institutions. Data were collected through structured questionnaires and reflective narratives to understand how student teachers view the integration of digital resources such as educational apps, interactive videos, e-books, and gamified content in child-centered pedagogy. The findings reveal that most pre-service teachers recognize the positive role of digital content in promoting engagement, curiosity, and skill development among children. However, concerns were also expressed regarding screen time, content appropriateness, and digital dependency. The study underscores the importance of equipping pre-service teachers with digital literacy, content evaluation skills, and pedagogical strategies to effectively integrate digital tools in ways that are developmentally appropriate and educationally enriching. It recommends curriculum-level interventions to strengthen the digital pedagogical competence of future educators, enabling them to harness the full potential of digital content for holistic child development.

Artificial Intelligence (AI) is revolutionizing the educational landscape by offering sustainable solutions that enhance teaching practices, personalize learning experiences, and improve educational outcomes, particularly for children and teenagers. As future educators, student teachers play a crucial role in adopting and implementing these technologies meaningfully. This study explores the perceptions of B.Ed. students regarding the use of AI as a sustainable educational practice in working with school-aged learners. The research aims to assess their awareness, attitudes, perceived challenges, and readiness to integrate AI tools into classroom environments. A quantitative research approach was adopted, using a descriptive survey method. The study involved a sample of 500 B.Ed. students from various government and private teacher education institutions across Madhya Pradesh, selected through stratified random sampling to ensure representativeness based on gender and stream of study. A structured and validated questionnaire served as the data collection tool, capturing insights across multiple dimensions such as AI awareness, perceived benefits, ethical concerns, and instructional readiness. The collected data were analyzed using both descriptive (mean, standard deviation, percentage) and inferential (t-test, ANOVA) statistical techniques. The findings indicate that the majority of B.Ed. students possess a positive perception of AI as a transformative and sustainable tool in education. Many recognize AI’s potential to support individualized learning, automate assessments, and enhance classroom engagement. However, the study also reveals a significant gap in practical exposure and formal training on AI tools among student teachers. The research underscores the need to embed AI-focused modules within teacher education curricula to build AI literacy and ethical awareness, thus preparing student teachers to effectively and responsibly utilize AI in diverse educational settings.

This work constitutes one of the facets of an unprecedented and therefore exploratory study, which is also a cross-sectional descriptive non-experimental retro-prospective study based on the case study methodology, utilizing interviews with the development and application of specific guides and psychological tests through thematic drawings to corroborate the presence or absence of representative indicators towards the systematization of theoretical aspects. The study has copyright protection from the Faculty of Psychology of the University of Havana, which endorses and sponsors it as a Master's Thesis in Clinical and Health Psychology, confirming that there are no previous Cuban investigations on boredom and that foreign studies have not examined the variant of childhood boredom during selected free time. The objective is to identify this variant from the perception of their adult family representatives, one for each participant among the 36 children aged 5 to 11 years, prior informed consent. The responses in the results relate to the fourth objective of the aforementioned thesis. It largely reflects not only the frequent use of screens by these minors but also concludes that there is an adult inculcation of their use with a sense of normality and an expectation of immediate solutions to the expressed psychological discomfort in children, which generates concern among their family representatives, alongside the invisibility of adult training difficulties that affect their ability to train children and in turn impact the quality of children's management of alternatives during free time. This increases limitations in seeking solutions for these minors and adults alike, contributing negatively to states of boredom, all of which distances them from healthy well-being.

Relevance. Changes in Russian society affect the spiritual climate, the system of relationships and the formation of life values of the younger generation, especially during the transition from adolescence to high school age, at which value orientations in the field of ideology and worldview, building life plans in the long term come to the fore. The purpose of the study is to establish differences between indicators of value orientations among 9th and 10th grade students. Research methods and sampling. The method &amp;quot;Diagnostics of adolescents' value orientations&amp;quot; by V.F. Sopov and L.V. Karpushina was used. The statistical method Mann-Whitney U-test was used to determine the significance of the differences. The study involved 100 schoolchildren aged 15-17 in Slavgorod, Altai Territory. The main results. The subjects note the successful formation of basic values that positively influence the behavior of a teenager, provide him with social stability, productive involvement in the process of self-actualization and psychological comfort, as they contribute to success in social activities and social interaction, as well as adaptation to the surrounding society. When comparing the differences in the value orientations of 9th and 10th grade students, an increase in indicators was found on the scales of cognition, value, and socially useful activity. The scales of Self-worth and responsibility require additional efforts to form them. Upon transition to the 10th grade, interest in knowledge about the world around them and to cognition in general increases, adolescents become more attentive to people around them, friendly, able to show respect, trust and perceive another person as a person. Conclusion. The life intentions of senior schoolchildren have not yet been precisely determined, and purposeful work is needed to form their value orientations, which today should become the main goal and essence of educating modern youth.

Digital devices have become an integral part of modern preschooler’s lives (Veraksa, Chichinina, 2022; Lowrie, Latkin, 2020). Without parental mediation of digital activity, children may be exposed to content that is inappropriate for their age (containing scenes of violence and aggression, as well as having an age restriction of 18+) (Swider-Cios, Vermeij, Sitskoorn, 2023). Consumption of age-inappropriate content may lead to increased fears and high levels of anxiety in children (Kruuse, Kalmus, 2016; Pearce, Field, 2015; Lynch, Martins, 2015), however, this relationship for senior preschool-aged children has not yet been sufficiently studied. The aim of this investigation was to examine the relationship between anxiety and media content consumed in senior preschool children. The study involved 155 children aged 6-7 years, 50% of whom were boys. To study the anxiety of preschoolers, the Anxiety Test (Temml, Dorky, Amen, 2002) and the &amp;quot;Fears in Houses&amp;quot; method (Panfilova, 2002) were administered to each child individually. To study the characteristics of the use of digital devices, a semi-structured interview was conducted, which included questions about what videos children likes to watch and what digital games likes to play, whether they chooses scary, frightening content to watch and play. The results showed that children who consume age-inappropriate content have higher anxiety levels than children who do not consume such content. The study allowed us to expand our understanding of how digital devices affect anxiety levels in senior preschoolers. The obtained results allow us to formulate recommendations for parents to ensure more effective mediation in the use of digital devices by their children. Recommendations for parents were formulated to ensure more effective mediation in the use of digital devices by their children.

The digital revolution has disrupted the traditional coordinates of space and time used to define education. Thus, a technological revolution mediated by AI has been established, even though its implementation has been progressive and heterogeneous in schools, depending on various factors, such as the digital workload and the acquisition of digital skills among teachers. Paradoxically, little research has been conducted on generativity and its socio-pedagogical implications for elementary school teachers. Therefore, the study aimed to characterize the potentially generative pedagogical practices displayed by teachers working in schools (municipal and private-subsidized) located in urban or rural contexts in the Metropolitan, Maule, La Araucanía, and Los Ríos regions (Chile), revealing their socio-pedagogical implications for commitment to teaching. Methodologically, the research is developed from a mixed paradigm, using a correlational, cross-sectional, and non-experimental design. A stratified sample of 384 primary school teachers was used. Data collection will identify teachers' sociodemographic characteristics and digital connection patterns, as well as assess their levels of teacher engagement and generativity. Data analysis was performed using descriptive-inferential statistics, supported by SPSS 28. Preliminary results emphasize the importance of teachers' generative development and teacher engagement to respond to the multiple demands, interests, and expectations of students and their families, within a context rife with psychosocial stressors linked to the widespread use of AI-mediated digital tools. However, there is no harmonious teacher training process that integrates didactic strategies and socioemotional tools suitable for organizing teaching and learning processes in a digital society, which could partially alleviate the perception of work overload that currently strains the teaching role.

Sport is one of the most popular extracurricular activities among preschoolers (Felfe et al., 2016) and its popularity is growing (Derek et al., 2018). This is a positive trend because sport can improve not only on physical but also mental development of children. It is especially important that sport can help develop executive functions which are crucial for the entire mental development of preschoolers. Open-skilled sports have a greater potential to develop executive functions than closed-skilled sports. At the same time, it is not known which open-skilled sports are most effective for executive functions development in preschoolers. In this regard, this study was conducted to compare executive functions in children who played football and those who practiced different martial arts. The study sample included 30 boys aged 5-6 years old who had been playing football for at least 6 months, and 30 other boys who had also been practicing martial arts for the same period. In both groups, children did not attend any other extracurricular activities. Tests from the NEPSY-II battery (Korkman et al., 2007) were used to assess executive functions (working memory, inhibitory control, cognitive flexibility). A questionnaire for caregivers was conducted to collect information about children’s extracurricular activities. It was found that boys involved in football showed a higher visual working memory than those involved in martial arts. Boys who played football remembered both the location and content of visual stimuli more clearly. Despite the pilot and correlational nature of this study, it can be assumed that football classes in preschool age may be effective for developing visual working memory. Further research aimed at confirming this conclusion could be useful in working with children with low visual working memories. This research was funded by Russian Science Foundation grant number 25-28-01097.

Background: Chess is an activity that requires a number of cognitive skills such as critical thinking, strategic planning, and a high level of self-regulation. However, most of the available evidence suggests a positive effect of chess on cognitive function in adolescents or adults. Objective: This study examined the impact of chess classes on the development of executive functions in preschool children aged 5–6 years. Participants: The sample consisted of 88 typically developing children (5–6 years old), divided into two groups: a chess-playing group (30 boys, 14 girls) and a non-chess-playing group (30 boys, 14 girls). Methods: Executive functions (EF) were assessed using NEPSY-II subtests. Results: Children who engaged in chess showed significantly better visuospatial working memory performance than their peers who did not play chess (U = 731, p = 0.05). Furthermore, no significant differences were found between the groups in terms of other extracurricular activities. Thus, the superior visuospatial working memory observed in chess players was likely due to chess training rather than external factors. Conclusion: These findings indicate that chess classes may be an effective way to improve visuospatial working memory in preschool children.

The study of the possibilities for conducting creative educational competitions for students across all levels, from school to university, is particularly relevant in the context of total digitalization and mass content generation. The aim of the research is a linguistic and stylistic analysis of the essay texts submitted to the competition that was a part of an international scientific and practical conference held at Udmurt State University in November 2024, in order to develop a system of assessment criteria and recommendations for holding similar events. Research methodology. The essay texts published on the Dzen channel https://dzen.ru/suite/13519e8b-ee91-413e-9d3e-8c8a7076d25a (151 texts in total) were combined into one document of 425 pages, which was uploaded to the Antiplagiat system (https://antiplagiat.ru/) to check for originality and the presence of generated fragments. Text authorship (AI or human) was also proposed to be determined by readers from among freshmen studying at the faculty of psychology. Key findings. Analysis revealed that approximately 52% of the total text volume contained content generated using neural network technologies. This finding highlights the growing influence of AI-generated content in academic writing. At the same time, in some cases, readers were confident that the author did not use text generation services, highlighting how challenging it has become for recipients to differentiate between AI-generated and human-written content. Conclusion. According to the results of the research conducted, it can be stated that there is a need to adapt traditional formats of creativity assessment to the new realities of the digital age and to search for effective mechanisms for identifying original ideas and solutions. A system of criteria for assessing students’ texts submitted to the essay competition is proposed and is currently being tested.

Relevance. The modern digital environment provides children and adolescents with ample opportunities for communication and development, at the same time creating various information and psychological risks: cyber aggression, cyber bullying, trolling and Internet addiction; these negatively impact constructive communicative behavior and psychological health of adolescents. In this regard, studying factors that can reduce manifestation of destructive behavior of adolescents on the Internet is of particular importance. The study aims to determine the role of critical thinking and emotional intelligence in preventing destructive communicative behavior of adolescents in the digital environment. Research methods and sample. The study involved 270 adolescents aged 13-17 (56% girls, 44% boys). The following psychodiagnostic methods were used: D. Kincher’s critical thinking test, D.V. Lyusin’s EmIn (emotional intelligence) test, Personality orientation in the Internet space questionnaire by R.I. Zekeryaev, questionnaire of cyber aggression by S.S. Antipina and Cognitive mechanisms of communicative behavior in the Internet space questionnaire by I.S. Luchinkina. To process and interpret the obtained data, correlation and regression analysis were used. Main results. A high level of emotional intelligence and developed critical thinking are significantly associated with decreased digital risks like cyber aggression, trolling and cyber bullying (p &amp;amp;amp;lt; 0.01). Regression analysis confirmed these components of information and psychological security are significant predictors of constructive communicative behavior of adolescents in the Internet space (β = 0.42; p &amp;amp;amp;lt; 0.001). Conclusion. Developing emotional intelligence and critical thinking of adolescents helps reduce digital risks and increase the constructiveness of communication on the Internet. Preventive programs aiming to develop these competencies are crucial for modern educational and psychological practice.

Modern trends in dissemination of universal design of social inclusion ideas, gradual replacement of medical with social model in solving problems of persons with disabilities (PD) stimulated study of issues on influence of health level on socialization processes of Russian children and adolescents. The study focuses on subjectivity of child and studies opinions of representatives of juvenile group itself about childhood and health, unlike most projects. The purpose of the research to identify specifics of event trajectories in childhood in persons with and without health problems. Based on the objectives, analyze survey of young people about childhood data and answers to research questions were found: identifying dependence of people’s proportion with health problems in childhood on socio-demographic characteristics; recording limitations in experiencing some episodes of standard eventfulness by PD-respondents in a specific period of childhood; identifying differences in the age of significant personal events; determining influence of health factor on self-determination in defining this period of life as happy. The study used a biographical-event analysis of childhood, provided a rationale for possibilities and some limitations of online survey of respondents aged 17-23 (2023, 8 federal districts of the Russia, n=1210). Comparative analysis of both groups’ records differences in a number of situational parameters proving limitations or characteristics of PD-respondents childhood: an earlier subjective feeling of the end of childhood; intensive self-care skills development, medical socialization success; empathy mastering practices, mutual assistance and responsibility. Children with disabilities don't lag behind their healthy peers in online practices, and even demonstrate additional skills development and competencies (e.g., have more online friends). Results confirmed thesis about delay in independent development of geographic, educational and cultural spaces, at the same time. Uneven experience of mastering childhood events in process of growing up affects social competence, this could explain lower self-esteem of their well-being during childhood.

The lack of data on the impact of preferred toys on play per se and children's developmental outcomes can be noted in the field of play studies. At the same time, this impact is expected since the characteristics of a toy, as a tool for creating an imaginary situation, can both support and limit a child's playful initiatives. The present study aimed to identify the most and least preferred toy depending on open-endedness degree and the possible impact of these preferences on children's imagination. The study involved 203 children from 4 to 7 years old. All children individually underwent an assessment of imagination and participated in a procedure on toy preference in the experimental settings using the forced-choice method. The study's findings confirmed that preference for open-ended toys is associated with imagination, namely with the number of details the toys have, and the originality of the images children create. This result confirms that blocks, being a raw play material, provide the child with an opportunity to develop and embody their ideas in play through symbolization, which contributes to the development of imagination. At the same time, blocks were found to be the least preferred toy among other, as most children find them boring and do not want to put effort into creating play structures or do not know how to do so. The study's findings may be useful in selecting toys and developing recommendations on adult participation in play to engage children in using open-ended play material and developing the ability to symbolize.

In the modern learning process, the influence of digital technology cannot be completely ruled out. Properly combining elements of traditional music teaching with the application of online learning will give the best results. -In both traditional lesson format and online learning, the basic principles of pedagogy remain the same. These are: clarity, clarity in setting objectives, accessibility in presenting the material and an individual approach. -In online learning, the method of demonstration is relegated to the background and needs to be supplemented by comments explaining the task at hand. On the other hand, it mobilizes students and activates their attention. To not just passively copy game techniques, but also to incorporate auditory and motor self-control. -When comparing an electronic and an acoustic instrument, at first glance the second type is inferior due to its lack of mobility (in the case of the piano), or in the strength of its sound (violin). But on closer examination, it is the acoustic instrument that has a number of advantages: lack of attachment to electricity, greater variety and depth of timbres and difference in sound production (an acoustic instrument requires more active pressure on the key or string, which more activates motor skills and strengthens the playing apparatus. For this reason, beginners are advised to learn to play an acoustic instrument, and to master an electronic instrument after they have acquired basic knowledge and practice. Once the basic playing techniques and elements of musical literacy have been mastered, the online lesson form can be used as an alternative to the traditional type of lesson. Especially in cases where regularity of attendance suffers for whatever reason. -Online lesson helps to organize the learning process, and the involvement in this process of gadgets and programs for video communication, make students interested in the lessons and create additional motivation. An online lesson plan is no different from a face-to-face lesson plan.

The relevance of the topic lies in the many challenges that are rapidly changing the world of childhood, in which children of the digital age are growing up. A study was conducted to study the influence of the process of creating author's fairy tales (with AI illustrations) by a group of gifted students in the project "Socialization of children in the digital jungle". The purpose of the study: to substantiate and test the influence of the author's fairy tale, illustrated by AI, on the socialization of children in the digital world. RE-SOURCE from the French "RESTORE", "REBORN" RE-SOURCE from the English "return", "liberate" The psychological resource of the author's fairy tale is the available images of action in the digital age, which allow: to revive courage, resourcefulness; to recover, take responsibility, and become like the main character; to return the care and help directed at you; and to free wonderful ideas from the captivity of prejudices, as from imprisonment! Research methods: image analysis and synthesis, observation, self-observation, projective methods, questionnaire. Research results. The characteristics of children of the information age, belonging to the Alpha generation, born since 2010 into the world of smart technologies, streaming services and new wave gaming were revealed: they have been playing on smartphones since 1.5 years old; they are difficult to impress or make happy, they are distinguished by an ecological consciousness, a desire for freedom, a need for safe privacy; they are well oriented in information flows; have health problems: allergies, obesity, scattered memory; increased interest in innovations. In accordance with the characteristics of modern children, author's fairy tales with illustrations from AI were developed and tested, which enhanced the effect of images on the socialization of children, the development of norms. Fairytale difficult to resolve situations caused deeper experiences and, accordingly, a deeper understanding of moral standards. Conclusion. The author's fairy tale of the digital time promotes the socialization of children in the "digital jungle", having information-semantic and motivating-supportive capabilities, supplemented by AI, in fact, is a rich source of examples of actions and norms of manifestation of kindness, courage, ingenuity, emotional and social intelligence. The practices of "Gifted students - for gifted children" inspire the development of the norms of life in the digital world based on the giftedness of each and the management of AI capabilities.

Based on theoretical and empirical materials, the influence of digitalization on the main motivational subsystems (external and internal motivation, achievement motivation and safety motivation, motivational stereotypes, anti-motivation, extracurricular motivation and self-realization), studied earlier in our works, is revealed. The dominant directions of transformation of educational motivation have been identified, which are determined by the factors of digitalization. Its impact on learning motivation is complex and multifaceted, as it affects all major motivational subsystems. This influence is diversified, combining both positive and negative trends, resulting in the complex and internally contradictory nature of the transformations themselves and, ultimately, the development of the entire educational motivation. Moreover, the comparative proportion of positive and negative trends is also different in relation to the main motivational subsystems. Considered subsystems are characterized by varying degrees of exposure to the influence of digitalization factors, that is, different sensitivity to them. So, some of them, for example, the subsystem of external motivation, are relatively more resistant to these influences, while others, for example, the subsystem of internal motivation or achievement motivation, on the contrary, are significantly more sensitive to them. Transformational effects of digitalization factors on motivational subsystems are different at different age stages. In this regard, we can state another general pattern – the genetic relativity of transformational effects on the basic motivational subsystems.

Respect for diversity is essential to ensuring inclusive education, but discriminatory attitudes that affect students based on their sexual orientation, gender identity, or cultural origin persist in many classrooms in Spain. In this context, Artificial Intelligence (AI) could be offered as a tool to foster a more respectful and equitable environment. This study will explore how AI-based platforms can contribute to promoting respect for diversity in the classroom by detecting discriminatory attitudes and adapting educational content to include diverse perspectives. The objective of our study will be to investigate how AI can personalize learning, correct exclusionary behaviors, and foster equality. To this end, a mixed-methods approach will be used, combining scientifically validated surveys and interviews with analysis of interactions on AI-based educational platforms applied to a compulsory secondary education classroom. This technology will monitor conversations, detect discriminatory language, and provide immediate feedback to correct homophobic, sexist, or racist attitudes. Preliminary results showed that more than 70% of students who used AI in the virtual classroom experienced a significant reduction in discriminatory attitudes.Our tool helped create a more inclusive environment, improving acceptance of diversity and reducing bullying in a Spanish school. Students also felt safer and more respected. In conclusion, based on our study, the implementation of AI not only improved academic performance but also played a fundamental role in creating inclusive educational spaces that believe in diversity. To maximize their impact, it is advisable to combine these educational tools with diversity and inclusion programs that engage both students and teachers to recognize and promote equality and, in this way, achieve the Objectives proposed by the 2030 Agenda.

Thanks to the development of technology, the design of children's books has become more diverse. Digital-based children's books, including books with augmented reality, are becoming increasingly popular. In the process of reading these books, two objects are used — a printed book and a digital device. When a child points the camera of a tablet or phone at a page of a printed book for which additional content has been created, the illustrations on the screen acquire dynamics, additional video images and audio effects appear that are not present in the printed illustration. Within the framework of this study, an attempt was made to identify the influence of augmented reality illustrations on the understanding of literary text by older preschool children. The study examined the peculiarities of children's understanding of the content of books in three formats: books without illustrations, books with printed illustrations, and books with illustrations in augmented reality format. The study involved 120 children aged 5 to 7 years. Based on the results obtained, it can be said that illustrations in any format become a means of organizing children's attention and set the logic of content perception. Illustrations in augmented reality format create an audio and video dominant, which very effectively allows you to keep children's attention on the reading process, but the perception of the text content fades into the background in relation to the video sequence. There were no significant differences in children's understanding of the book text in the three experimental groups. But children who were read a book with illustrations in augmented reality format had difficulties identifying unfamiliar words in the text and, accordingly, understanding the context of situations related to these words. The reported study was funded by Russian Science Foundation (RSF), project number 24-28-00432.

Relevance: The pedagogical project "Gzhel Interpretation" explores the creative potential of Cuban children (aged 12–14) by engaging them in an artistic reinterpretation of the traditional Russian Gzhel porcelain style. Despite their lack of direct exposure to Russian culture, the project highlights the natural curiosity and intercultural appreciation that art can foster. Purpose of the Study: The project aimed to stimulate creativity and artistic expression among the participating children by integrating elements of Gzhel design with Cuban artistic sensibilities. It sought to encourage divergent thinking and remote associations as tools for artistic development. Research Methods and Sampling: The study involved ten Cuban children from the Arsenal Cultural Platform in Old Havana. Under the guidance of Cuban instructors and a graduate student, the project employed digital tools and hands-on workshops. The methodology included phases of research on Gzhel patterns, experimentation with sketches and color studies, and the production of original artworks blending Russian and Cuban artistic elements. Psychological and pedagogical techniques, such as pictography and remote association tests, were used to enhance creativity. Key Findings: The participants developed artistic and cognitive skills, fostering confidence in visual expression. The final artworks uniquely combined Gzhel aesthetics with Cuban cultural influences. The use of innovative educational strategies successfully encouraged imaginative thinking and cognitive flexibility. Conclusion: "Gzhel Interpretation" exemplifies how art education can bridge cultural gaps, fostering interconnectivity between distant traditions. The children's engagement with Russian porcelain art not only enhanced their technical and expressive abilities but also deepened their cultural appreciation. The success of the project, culminating in an exhibition, underscores the role of creative education in promoting intercultural understanding and artistic innovation.

Relevance: 1. There is a clear deficit of actual knowledge about how a modern child identifies himself in the surrounding world. This will make it possible to start making a “portrait” of a modern child, to obtain data on the peculiarities of children's perceptions and value orientations. 2. Allocation of the “I live in Russia” direction in the study may allow us to obtain data on the specifics of common values and perceptions of young citizens of Russia, to identify the common and special in the perceptions of children living in different regions. The direction “Growing up in... region” will show the specificity of perceptions and the influence of socio-cultural and educational regional conditions on children's development. 3. The quality of training of modern specialists for the education system is undoubtedly determined by how fully these problems are presented in the content of their training. Research methods: individual conversation “Three Mirrors” and “Question to the President” aimed at studying the peculiarities of self-identification of the child,; method “Finish the proverb” aimed at studying the value of family, friends, relationships, friendship, collectivism, the value of labor, the value of small motherland, patriotism; method “Three Choices” aimed at studying the priority activities for the child with respect to the leading motives; method “I know where I live“; method ”Three Choices&amp;quot; aimed at studying the priority activities for the child with respect to the leading motives. Sample: 253 children of senior preschool age. Main results: data on the specifics of general values and perceptions of young Russian citizens. Children's ideas about family, friends, relationships, friendship, collectivism, types of activity, about big and small motherland were clarified. Conclusion: Joint discussion of the obtained results can expand the professional outlook of both students and teachers with new knowledge about modern childhood.

Relevance. A modern preschool educational organization is a complex system where safety is a key priority. Parents' digital wellbeing is becoming an increasingly important concern with the rapid development of digital technologies and the increasing amount of time children spend in front of screens. Issues around the safety and quality of digital content are particularly relevant for pre-school children, as their cognitive skills are in the formative stages of development. Today's children are actively using digital devices from an early age, but not all parents have the necessary knowledge and skills to assess and monitor digital content, creating potential threats to children's development and safety. The lack of digital well-being of parents is a global problem. Roskomnadzor's data reflects Russian specifics, showing that many parents in Russia underestimate the potential dangers. In Russia, the use of digital technologies in the educational process and the protection of children from negative influence is regulated by a number of federal laws, sanitary norms and rules, recommendations of the Ministry of Education and other agencies. However, there is still a lack of specific recommendations specifically aimed at improving the digital well-being of parents of preschool children. The aim of the study was to investigate the relationship between the indicators of digital well-being of parents and the skills of safe behavior when interacting with the virtual environment. Research methods: author's questionnaire “Digital well-being of parents”, observation of children's behavior. A total of 121 older preschool children and one parent participated in the sample. The results of the study revealed a direct correlation between the level of digital well-being of parents of older preschool children and their ability to ensure safe behavior of children in the virtual environment, which confirms the importance of conscious and competent use of digital technologies by parents. Thus, improving the digital well-being of parents is a key factor for protecting children from online threats and stimulating their development in a safe digital space, requiring the development and implementation of specialized educational programs for parents of preschoolers.

Pedagogic activities often involve high levels of stress caused by various factors such as high workload, burnout, conflict situations with students and their parents, and administrative requirements. Under constant stress, teachers can experience significant psychological difficulties, which negatively affects their professional activities and personal life. This article examines the main aspects of psychological adaptation of teachers working in stressful conditions, as well as proposes strategies and methods to improve their psychological well-being. In the context of pedagogical activities, psychological adaptation involves the development of stress management skills, emotional regulation and the maintenance of professional motivation. Questionnaire and testing were chosen as the study methods. As a result of data analysis, it was determined that about 90% of teachers working in the territory of a special operation are in a state of prolonged social psycho-emotional stress. Every third worker is under severe stress at least once a week. Most of the respondents prefer to solve their problems on their own, without turning to the help of relatives and friends, they resort to the help of specialists very locally or ask for help from friends. Quite often, a method of complete retirement is used. Most noted the need for special work to reduce stress levels. The psychological adaptation of educators working under stressful conditions is an important aspect of their professional well-being and effectiveness. The introduction of strategies and methods of psychological adaptation will help teachers cope with the challenges of professional activity and maintain high motivation and job satisfaction. The study was carried out with the financial support of the Ministry of Education of the Russian Federation as part of the implementation of the state assignment on the topic &amp;quot;Adaptation of teachers to professional activities in educational organizations in the territory of a special military operation&amp;quot; (No. OTGE-2025-0027)

Currently, the formation of patriotic consciousness is one of the fundamental tasks facing the education system. It is necessary to take into account the possibilities of using modern digital products and technologies for its fulfillment. We consider the potential of digital ecological excursion for the formation of patriotic consciousness of adolescents. The development of tourism and excursion industries brings countries to a new level, affects the recognizability of the territory and its positioning and perception in the modern world. This paper examines ecological excursions, ecological tourism and tourist attractiveness of territories as a factor contributing to the formation and development of patriotic attitudes in adolescents. It is shown that digital ecological excursions attract many teenagers. The interviewed teenagers noted that digital ecological excursions should combine the opportunity to see and learn something new, but at the same time they did not want to get tired neither physically nor morally and they expressed the desire to be in a state of psychological peace. It was determined that the opinion that visiting beautiful natural places awakens the feeling of love for the Motherland, the feeling of patriotism was shared by the majority of the interviewed teenagers. We have also identified the principles of a digital ecological excursion aimed at developing patriotic consciousness in teenagers: the principle of increasing environmental, ecological, cultural and patriotic consciousness; the principle of minimizing negative impact; the principle of amplification and wide coverage. As part of the digital ecological excursion, we offer various kinds of psychological exercises and practices (conversations, training exercises, art therapy exercises, etc.). We offer our own program of a digital ecological excursion aimed at developing patriotic consciousness in teenagers. Examples of exercises and their brief descriptions: "Ecology and patriotism: two sides of the same coin" (introducing teenagers to the basic concepts of ecology and patriotism, showing their relationship); master class: "Ecological traditions of our ancestors" (showing the relationship between nature and culture, developing respect for the traditions of ancestors); art therapeutic exercise "Legends and myths about nature" (getting to know the myths and legends of your native land. Creating your own art objects based on the stories you've heard).

The relevance of longitudinal studies of giftedness in childhood is determined by the possibility to identify the conditions of its formation. The purpose of the study was to show that the development of giftedness is determined by the ability to develop self-initiated activities, where mental abilities are realized only through the dominance of a cognitive motive. Giftedness was studied by the &amp;quot;Creative field&amp;quot; method (Bogoyavlenskaya D.B.), mental abilities by the Raven test and the &amp;quot;Creative field&amp;quot;. The sample consisted of 60 people at the age of 6, 28 at the age of 10, and 14 at the age of 15. Main results. Using the example of a gifted child, we describe the development of giftedness throughout childhood. At the age of 6, his mental abilities are in the middle and low ranges for the group, at the age of 10 they are in the middle range. At the age of 15, he shows a high level of mental abilities. Not showing the ability to be creative at the age of 6, he discovers a number of patterns of the &amp;quot;Creative Field&amp;quot; at the age of 10. At the age of 15. he is the only one in the group who comes up with an explanation of the principle of constructing the &amp;quot;Field&amp;quot;. Mental abilities, as they mature, become the support for a stable cognitive motive. There are children in the group who, at the age of 10, are ahead of him in terms of mental abilities, but do not develop their activities. Conclusion: giftedness is based in its formation on the dominance of cognitive motivation, which, with sufficient intelligence to master the activity, leads to development. The gradual and complex path of giftedness maturation determines the impossibility of identifying it by single studies of mental abilities.

Abstract: In the life of modern society online gaming became a form of common activity where participants can communicate to each other in different ways. It is thought that some games including «violent» content can urge all types of players become aggressive while playing; alternative view is that players who are not inclined to this more likely will stay non-aggressive. Qualitative studies describe different types of cyber‐aggression using dimensions of motivational valence and self‐control. However, there is still lack of information on how online gamers themselves see the motivation of aggression in the game. The purpose of the study is to describe the phenomenological aspects of the underlying motivation for acts of cyber-aggression in open-world online games (on the example of GTA Online). Research methods: quantitative content analysis was used to gather and categorize the textual data provided by the gamers community discussion on the problem. Sample. 1401 comments made by gamers under the YouTube video “The main problem of GTA Online” (Drekorta), concerning the motivation for acts of aggression in the game. Of all the comments given were selected 152 comments that included the information about the wide-spread act of aggression (i.e., killing other player) and the underlying motivation of the aggressor. The results of content-analysis show that 39,47% comments describe «peaceful gamers» who never initiate the aggression but reacts on the game mechanics or aggression of the others («unintentionally», «take a revenge», «help others»). 60,53% comments mention «aggressive players» who initiate the aggression in the game («for fun», «avoid boredom», «griefing», «self-improvement», «self-teaching tolerance for the aggression», «punishment», «for no reason»). Comments also connect different types of motivation with the character level and in-game competency of the player. It is concluded that qualitative approach widens the perspective on the studies of acts of aggression in the online gaming.

Professional orientation in a generalized form is defined as a set of pedagogical and psychological measures and a set of information of various kinds aimed at making decisions on acquiring a particular profession (specialty), as well as choosing the optimal way of further professional education to achieve this goal. The existing career guidance practice shows that its traditional forms and methods are not effective enough. In this situation, it is necessary to constantly search for new methods and forms of career guidance work aimed at overcoming the passivity of schoolchildren in professional self-determination, since traditional methods and techniques for familiarizing themselves with professions do not arouse active cognitive interest in children. It is necessary to interest schoolchildren so that they have a desire to learn as deeply as possible about the topic, to try themselves in this area of ​ ​ human activity. The study showed that more than 90% of respondents use gaming technologies in career guidance work with students, but about 8% of respondents never do this. Most survey participants note an average level of methodological competence in the use of board games in career guidance work with students, more than 16% assess their level as low. Most of the survey participants note the average or high level of efficiency of using board games in career guidance work with students. Gaming technologies, including board games, are widely used in education. They deserve special attention when it comes to professional self-determination of students, support and motivation of their subject interests, which underlie the choice of future professional activities. The research was carried out with the financial support of the Kuban Science Foundation as part of the scientific and innovative project No. NIP-20.1/217.

The digital world has become a part of the environment where a modern child grows and develops. The constant updating of technical and information products sets a high rate of development of their mastering skills. However, the digital environment itself does not provide opportunities for the development of naturally necessary psychomotor and sensory skills. We conducted a research to study the level of psychomotor skills and sensorimotor integration of children aged 5-7 years in Kindergarten of general development type No. 23, Simferopol and Children's polyclinic department No. 37, Krasnoselsky district, St. Petersburg. Diagnostics of sensorimotor skills examines the child's level of readiness for learning and covers the semantic level, as well as the level of perception of the environment and one's own bod). We have identified the following skills for testing: differentiation of tactile sensations on the body and fingers, maintaining balance and balance, the ability to hold a pose, precision of movements, the skill of tracking and following, maintaining visual focus, the ability to structure space, act within certain rules, orientation in space, planning actions, understanding the meaning of action. According to the results of the study, it was revealed that any child has not fully formed necessary psychomotor skills. The average general indicator of the level of formation of psychomotor skills in children aged 5-7 years in our study was significantly reduced and amounted a little more than 60%. Children also have concomitant diseases of a musculoskeletal and neurological nature and a high level of anxiety and exhaustion of the nervous system. We believe that it is very important to apply an interdisciplinary approach to early detection of difficulties in the field of sensorimotor development and to provide comprehensive correctional and developmental work for children in the modern digital world.

The relevance of the research lies in the need to develop students' critical thinking as an important competence in academic and future professional activities. The purpose of the research is to study the peculiarities of critical thinking of university students and develop a program based on it for psychological and pedagogical support of university students in the development of critical thinking through media resources. Research methods and sampling. The study involved 44 3rd-year students in the fields of Psychology and Psychological and Pedagogical Education (34 girls and 10 boys, aged 19-23 years). The following methods were used: "Test of critical thinking" (L. Starkey), "Logical reasoning" (A.V. Batarshev), "Questionnaire of critical thinking" (developed by the staff of the ANO "Center for Psychological Research "Antimanipulation" in Perm). The main results. As a result of the initial diagnosis, the subjects showed an average level of critical thinking (M = 18.5, Sd = 2.02), a good level of logic (M = 3.85, Sd = 1.07), an average level of conformity (M = 39.9, Sd = 3.16), suggestibility (M = 27.2, Sd = 2.75) and skepticism (M = 19.5, Sd = 3.05). Despite the good results of the students, there is a risk of a decrease in the level of critical thinking due to age, environment and lifestyle. It is important not only to preserve and improve these skills, but also to provide psychological and pedagogical support for their further development. Conclusion. Based on the results, a program was developed for psychological and pedagogical support of university students in the development of critical thinking through media resources, which includes four blocks (educational, correctional, developmental, consulting, evaluation) and current methods of working with modern media resources. The next stage is the testing of the program.

The relevance of the research is to consider digital technologies as a component of the teacher's resource capabilities for creating a developing information and educational environment and further developing the concept of resource-predictive determination of the teacher's personal and professional development. The purpose of the research is to analyze, systematize and psychologize digital technologies aimed at establishing an information culture of the teacher's personality as a subject of creating a developing educational environment in the context of continuing education. Research methods and sampling – qualitative analysis and systematization of digital technologies (from simple to complex) actively used in education: electronic journals and diaries, digital classroom, digital ecosystems, cloud services, online platforms, artificial intelligence, digital assistants, VR and AR, virtual laboratories and simulators, infographics, startup and foresight projects, gamification, podcasts, mobile apps, robotics. The main results. The positive and negative aspects of the use of digital technologies in teaching at different levels of teacher education (school, college, university) are revealed. Positive aspects: individual approach, learning at a convenient time and place, saving resources, empowering teachers and creating a developing educational environment. Negative aspects: low efficiency of online communication, insufficient practical orientation, lack of skills among teachers, problems controlling device usage time, choice of high-quality resources, technical limitations of students, lack of funding and personnel, lack of control over educational Internet resources and lack of interaction between teachers and students, which involves the creation of a multi-subject community "teacher-student". Conclusion. As a result, it is concluded that digital technologies cannot completely replace the teacher due to a number of unexplored problems of their negative impact on participants in the educational process. Thus, digital technologies should serve as a tool to increase the effectiveness of pedagogical influences and the diverse development of children, preparing them for life in modern society.

At this stage of digitalization of education, special attention is required for the personal and professional development of the future teacher, whose personality is formed under the influence of intellectual technologies. The study examines the individual characteristics of students that affect the manifestation and formation of special pedagogical abilities: the properties of the nervous system, the level of development of social intelligence and social reflection. We suggested that schoolchildren in psychological and pedagogical classes should have a higher level of socio-perceptual skills, greater social competence in predicting the development of interpersonal relationships, and establishing and maintaining trusting relationships. Purpose: search for typological correlates of individual differences in sociability, as one of the most important components of pedagogical abilities. Methods and sampling: Spielberger-Hanin scale; a children's version of the Kettel; two Wechsler subtests - &amp;quot;missing details&amp;quot; and &amp;quot;sequential pictures&amp;quot;. The sample of 62 students of psychological and pedagogical classes. The examination was carried out in 2 stages. Main results: At the first stage, the following were determined: a) the degree of importance of self-affirmation in the field of interpersonal relationships, b) success in the field of interaction with other people and satisfaction with relationships, c) the level of formation of socio-perceptual skills. At the second stage, using EEG techniques, the main typological properties of the nervous system (n.s.) were determined: strength, lability and activity in schoolchildren with a high and low level of development of social intelligence. Conclusion: The results study suggest that students of psychological and pedagogical classes with a higher level of development of social intelligence and social reflection, with a more pronounced weakness of n.s. have the ability to develop special pedagogical abilities, which is expressed in the ability to organize effective educational interactions between students and a digital-non-digital educational environment.

In recent years, subjective well-being has become a significant goal of general education. It is included in various international programs assessing the quality of education (e.g., PISA). Studies demonstrate a positive relationship between creativity and well-being (Acar et al., 2021). Creativity is a complex syndrome (Runco, 2014) that comprises cognitive, conative, and emotional components that interact dynamically with the educational environment (Barbot et al., 2011). This empirical study aims to identify the contribution of personal components of creativity to the subjective well-being of school students. Intrinsic motivation is associated with higher academic achievement, more productive reactions to difficulties, and higher subjective well-being (Gordeeva et al., 2017). The study hypothesis: intrinsic motivation moderates the relationship between creativity and life satisfaction. The study involves 160 participants aged 8 to 15 years old, students at public school in Moscow. The Short Scale of Creative Self (Karwowski et al., 2018), the Academic Motivation Scale (Vallerand et al., 1992) and the Multidimensional Students’ Life Satisfaction Scale (Huebner, 1994) were used for assessment. A series of regression analyses using moderation models (Jamovi) obtained evidence that both creative identity (p=0,001) and self-efficacy (p=0,008) contributes to school satisfaction. In addition, creative self-efficacy contributes to students’ family (p=0,001) and self (p=0,001) satisfaction. As expected, the relationship between two components of creative self and school satisfaction are moderated by three types of intrinsic motivation: motivation to know (p=0,001), motivation of achievement (p=0,001) and self-development motivation (p=0,001). The relationship between creative self-efficacy and students’ self-satisfaction are moderated by motivation to know (p=0,003), motivation of achievement (p=0,002) and self-development motivation (p=0,002). Thus, intrinsic motivation, creative identity and self-efficacy contribute to life satisfaction of school students.

In the context of rapid digital development and increasing uncertainty in the modern world, self-regulation skills are becoming essential tools for successful adaptation to changes. The ability to manage one's emotions, cognitive processes, and behavior directly impacts personal self-efficacy—the belief in one's ability to achieve goals and overcome challenges. Neurotechnologies, including biofeedback, are increasingly involved in developing future skills. Neurofeedback technology opens new horizons for voluntary self-regulation development, making it a promising tool for increasing self-efficacy in personal and professional spheres. This is especially important in the era of information overloads. Research aim is to study the dynamics of person`s self-efficacy in the conditions of self-regulation training based on neurobiofeedback technology Methods. The study involved 40 participants aged 20–35 years, divided into experimental and control groups. The research included four stages: initial psychodiagnostics, conducting training using neurofeedback technology, repeated diagnostics, and delayed assessment of changes. Methods included measuring general and social self-efficacy (Scheer & Maddux) and testing alpha brainwave activity using the NeuroPlayPro program. Statistical analysis was conducted using Wilcoxon Signed-Ranks Test. Results. After completing the training, participants in the experimental group demonstrated a significant increase in self-efficacy compared to the control group. Data analysis revealed positive changes in both objective neurophysiological indicators (EEG results) and subjective assessments of participants' capabilities. Participants reported reduced stress levels and increased confidence. Conclusion. Self-regulation training based on neurofeedback technology demonstrated an improvement in personal self-efficacy levels. This approach can be integrated into educational programs and personal development practices, contributing to the formation of resilient personal qualities, the development of future skills, and improved quality of life.

Relevance. It is difficult to imagine the life of modern teenagers without the Internet, excessive use of which can lead to Internet addiction and psychological problems. Purpose of the study. Assessment of the psychological status of teenagers in Kyzyl (Tuva Republic) with different behavior on the Internet, taking into account ethnicity, age and gender differences. Research methods and sampling. The diagnostic tool for the research is the screening questionnaire &amp;quot;Strengths and Difficulties Questionnaire (SDQ), R. Goodman. The total sample consisted of 265 schoolchildren (12-18 years old) from the city of Kyzyl: 173 representatives of the Tuvan ethnic group (75 boys and 98 girls) and 92 people of the Russian ethnic group (44 boys and 48 girls). Main results: An increase in psychological problems was observed in adolescents as signs of Internet addiction increased. The predominant problems for all adolescent Tuvinians are problems of communication with peers (23.1-42.4%). Age-related psychological problems also include problems of communication with peers (2.0–2.5 times more often, 36.6–43.2%) in groups of teenagers aged 12–14 with adaptive and non-adaptive use of the Internet. When differentiated by gender, girls with maladaptive internet use show worse results than boys in the same group: emotional disorders are 2.2 times more common (39.1%) and problems communicating with peers are 2.1 times more common (43.4%). Russian teenagers with maladaptive Internet use are characterized by problems communicating with peers (27.9%), general psychological problems (25.5%) and adaptation difficulties (20.9%). Conclusion. Identifying psychological problems in teenagers with different behavior on the Internet will allow for early prevention and necessary therapeutic interventions. Key words: adolescent, tuvinians, russians, internet addiction; psychological problems.

Abstract. Introduction. The relevance of the problem studied in the article is due to the active introduction of digital technologies in education. The importance of a preschool educational institution's proficiency in digital tools is great both for the continuous improvement of their own professional competence and for building the educational process with pupils and interaction with children's families. Objective. Conducting a comparative and content analysis of existing approaches to defining digital literacy, studying its specifics for a preschool educational institution, identifying the constituent structural components (scientific and theoretical, activity-practical, motivational and personal) and their assessment. Research methods and sample. The research materials are scientific works that considered the issues of identifying, diagnosing and assessing an individual's digital literacy. The study used theoretical, empirical and mathematical methods. The results of an experimental study of teaching staff of four preschool educational institutions in Minsk are presented. Main results. An analysis of the historical development of approaches to defining digital literacy was carried out from the standpoint of technical, cognitive, and communication orientation; the author's interpretation of the concept of &amp;quot;digital literacy&amp;quot; is given; the components of digital literacy are identified and described: scientific-theoretical, activity-practical, motivational-personal; the organization of the system of methodological work on improving the digital literacy of the teaching staff in children, consisting of three stages, is considered. Conclusion. Summarizes previous research experience, identifies existing problems in the development of the concept of digital literacy and the vector of further research in this area. Due to the relevance of the problem raised in the article, it can be interesting and useful for pedagogical workers of preschool education institutions, teachers and methodologists in both theoretical and practical aspects.

The technologically augmented individual navigates new practices of constructing social capital (SC), both online and offline, which presents both opportunities for development and potential risks. Understanding these practices is particularly crucial for adolescents and young adults actively engaging in mixed reality environments. The goal of this work is a comparative analysis of the features of online and offline SC in adolescents and young people with different personal and user characteristics. The study sample consisted of 1548 people: 891 adolescents aged 14-17 and 635 young adults. Methods included self-assessment of SC, user activity and online communication experience, Life Satisfaction Scale, Digital Competence Index, Social Responsibility Scale, and World Assumptions Scale. The results show that the technologically augmented individual is characterized by the merging of online and offline SC into a holistic construct, which can be differentiated into two classical indicators – bridging and bonding SC. Digital tools allow adolescents and young people to more actively maintain SC, while its basis is formed by connections from the real world. Among user characteristics, only the experience of online communication is associated with the accumulation of SC. High indicators of SC are characteristic of adolescent and young women with a high level of life satisfaction, which demonstrates the importance of a wide circle of contacts, interaction intensity, and social support for well-being. Basic beliefs play a significant role in the formation of SC in adolescents and women. Self-worth and benevolence of the world contribute to the accumulation of a wide network of social contacts, serving as a source for satisfying the needs for belonging, acceptance, and support. The results show that, compared to user activity, personal characteristics are more important in the formation of online and offline SC.

Digital transformations have significantly altered daily life, sparking growing interest among society and researchers in the impact of digital technologies on the psychological well-being of various age and social groups. This is particularly relevant for adolescents, the most active internet users, who augment themselves with various technological extensions, are in the process of development, and are more susceptible to various risks. The aim of the study is to identify the role of access to technologies, user activity, attitudes towards technologies, digital сompetence, and self-management of digital tools in life satisfaction within both virtual and real worlds among older adolescents. The study involved 648 adolescents aged 14-17. Methods included the original and modified Diener Life Satisfaction Scale, Digital Competence Index, user activity and access satisfaction self-assessment, Attitudes toward Technology Scale, and Digital Daily Life Self-Management Scale. The results indicate a relatively high level of psychological well-being among adolescents in both real and virtual worlds, which provides a good foundation for developing positive strategies for integration into the increasingly complex world of mixed online/offline reality. Life satisfaction in the real and virtual worlds are interconnected, which seems to be important evidence of the merging of digital and physical realities into a single holistic perception. Common digital predictors of well-being for adolescents in both worlds include access to technologies, management of digital devices, and a techno-rational approach. The findings expand our understanding of psychological well-being and its predictors in the context of the convergence of virtual and real worlds. The overall portrait of a thriving adolescent in mixed reality includes both high user activity and free access to digital augmentations, as well as a conscious and responsible attitude towards them, reinforced by the ability to manage these augmentations to ensure their effectiveness, safety, and maintain a balance between online and offline life.

Relevance. Today it is known that modern teenagers spend a significant part of their time on the Internet, including various social networks. At the same time, according to studies, the motivation for using social networks goes far beyond the satisfaction of the need for communication: their use can be considered as a way to regulate mood, a variant of compulsive behavior, and also have a negative impact on everyday life (Gerasimova, Kholmogorova, 2018). In this regard, it seems relevant to investigate the relationship of Internet behavior with psychopathological and pathocharacterological features of adolescents undergoing treatment within a psychiatric hospital, since the pattern of communication in social networks may be a significant and remains understudied factor in the biopsychosocial model of mental disorders. The aim of the study was to evaluate the specificity of interrelationships of psychopathological characteristics of adolescents with the peculiarities of their behavior on the Internet. Research methods and sample. We examined 40 adolescents aged 14 to 17 years who underwent inpatient treatment in the pediatric department of the FGBNU NCCPH (the predominant diagnosis was F21, schizotypal disorder). To study the peculiarities of patients' behavior on the Internet, the “General Scale of Problematic Internet Use, GPIUS3” adapted by Gerasimova A.A. and Kholmogorova A.B. was used. To study psychopathological characteristics, the “Standardized Multifactor Method of Personality Research” (Mini-SMIL) was used, as well as depression and anxiety assessment scales (“Beck Adolescent Depression Scale”, “Beck Anxiety Scale”, “Hamilton Depression Scale”, “Hamilton Anxiety Scale”). Main Results. Positive relations of the subscale “Preference for online communication” of the GPIUS3 questionnaire and the subscales “Introversion”, “Pessimism” of the Mini-SMIL questionnaire, as well as positive relations of the subscale “Individualistic” of the Mini-SMIL questionnaire with the subscales “Mood regulation”, “Cognitive absorption”, “Compulsive use” of the GPIUS3 questionnaire are noted. Conclusion. Problematic use of the Internet has a positive relationship with some pathocharacterological features of adolescent psychiatric inpatients. The data obtained in the study allow us to raise the question regarding the place and role of problematic Internet behavior in the structure of psychopathological manifestations of mental illness in modern adolescents, including for planning psychocorrective and rehabilitative measures for this cohort of patients.

Due to the increased demand for consultative and corrective assistance for parents raising children of early and younger preschool age, a diagnosis of children with speech initiation issues was conducted as part of the grant from the Russian Science Foundation titled &amp;quot;Principles and Approaches to Speech Initiation in Children with Developmental Disorders through Play Modeling Methods&amp;quot; (No. 25-28-00391). To identify and characterize the key directions of corrective work with non-speaking preschool children with developmental disorders to optimize the timing of speech initiation. The study was conducted in the territories of Zaporizhzhia and Kherson regions of the Russian Federation. The experimental sample included 80 children aged 2 to 4 years. The main methods of the study included child development diagnostics (speech development, emotional-volitional sphere, physical development, cognitive sphere) and statistical data processing. As a result of the diagnostic work, it was found that 52% of non-speaking or minimally speaking children had insufficient mobility of the articulatory apparatus, slight delays in physical indicators, but relatively high levels of memory, attention, and task concentration; 20% of diagnosed children did not have an adequate level of speech development for their age due to parental overprotection, prohibitions on active play, and fears from older siblings about overloading the child physically; 12% of the tested children had congenital developmental disorders (neurological disorders); 16% of children exhibited underdeveloped fine motor skills and coordination, as well as difficulties with static and dynamic articulatory exercises. Considering the lagging developmental indicators affecting speech initiation, consultative assistance was provided to parents: all children were assigned an individual articulatory and massage complex; attention was given to the child’s physical development according to age (spatial praxis and gnosis); imitation games and object play aimed at sound imitation were prescribed; significant emphasis was placed on developing fine motor skills and finger games.

The digital transformation of education requires a rethinking of approaches to developing students' research potential. Modern research has shown that traditional teaching methods are giving way to interdisciplinary skills that become catalysts for scientific activity (Dede, 2023; Goleman et al., 2024; UNESCO, 2025). The purpose is to study the relationship between the level of research potential in university students and the development future skills in them. Methods. The study involved 162 students of universities in the South of Russia aged 17-24, including 36 male and 126 female students. The research methods are psychological testing and questionnaires. Methodological tools: a technique for assessing a student's research potential (N.V. Bordovskaya et al.). The following future skills were studied: emotional intelligence (Hall); cultural intelligence (K. Early and S. Ang); readiness for cooperation in joint activities (V.V. Kurunov, N.A. Ainulina); cognitive flexibility (S.S. Kurginyan, E.Yu. Osavoliuk); self-control (T.O. Gordeeva et al.); digital literacy (author's questionnaire). Statistical data processing included descriptive, correlation and comparative analysis (nonparametric criteria). Results. Reliable relationships were revealed between research potential and cognitive flexibility, readiness for cooperation, digital competence, cultural intelligence and emotional intelligence (p≤ .05). According to the level of research potential, the participants were divided into three groups - with a low, average and high level. Participants with high and medium levels of research potential, in contrast to participants with a low level, have more pronounced emotional intelligence, willingness to cooperate, cultural intelligence and creativity (p≤ .05). The largest number of reliable relationships between research potential and future skills was found for students with an average level of research potential. Conclusion. In students with a high level of research potential, its development is based on professional hard skills. In students with an average level of research potential, its development is most optimal due to the soft future skills.

Social media allows for interaction with friends, partners, family, teachers, and strangers, fostering processes of social comparison. In adolescence, the process of self-discovery is critical as we become more aware of the effects of our behavior on our environment, based on the feedback from others. This study analyzes the effect of content consumed by adolescents on the formation of self-concept and evaluates gender differences in this process, based on parental mediation in the context of social media. The methodology is quantitative, with a non-experimental cross-sectional design, where mediation and moderated mediation analyses are conducted. The three scales applied were Likert-type: to identify content on digital social media, to assess parental mediation, and to analyze the formation of self-concept in adolescents. The sample consisted of 458 adolescents from Havana, attending junior secondary school. The main results identified that the content consumed by adolescents is what influences their use of these platforms. Motivational, personal life, and fashion-trend content showed a positive relationship with the self-esteem and physical appearance dimensions of self-concept, while political-scientific content had negative effects on academic self-perception. Furthermore, it was confirmed that active parental mediation had a moderating effect on the relationship between social media use and self-concept, and that this effect varied by gender. It was concluded that, in adolescence, individuals seek to define themselves, and self-assessment content is articulated from different spaces of belonging, with the digital space being one of them.

The relevance of the study of cyberdependence in minors is related to the fact that their development is taking place in a deeply digitalized social environment, where Internet communications have become an integral part of educational, interpersonal and recreational activities. Of particular interest is the relationship between adolescents' cyberdependence and other psychological correlates of digital involvement and, in particular, with the experience of loneliness as a stable internal state reflecting dissatisfaction with interpersonal relationships and lack of emotional support. The purpose of the study was to identify possible correlations between the level of cyber dependence and psychological characteristics of adolescents, including loneliness, authoritarianism, suspiciousness, friendliness, and other parameters of interpersonal interaction. The study sample consisted of 89 students (47% boys/youth) of Russian public comprehensive schools aged 13 to 18 years old. The following methods were used to assess the level of cyberdependence and personality characteristics of adolescents: the method of subjective feeling of loneliness, the method of diagnosing cybercommunication addiction, and the method of diagnosing interpersonal relationships (T. Leary). The data analysis included descriptive statistics and Spearman correlations. Main results. High levels of cyber addiction were detected in 58% of the sample. The cyber addiction indicator showed a significant positive correlation with the feeling of loneliness, as well as with authoritarianism and suspiciousness. At the same time, a negative correlation was recorded between the level of cyber addiction and friendliness. This indicates that high involvement of adolescents in the digital environment may be associated with emotional isolation and limitations in live interpersonal communication. Conclusion. The obtained results allow us to talk about the importance of preventing digital risks through the development of live communication, the formation of self-regulation skills and emotional support from the family and school. At the same time, an increased level of cyber addiction in adolescents is largely a form of necessary adaptation in the context of digitalization of education and life, especially against the background of emotional vulnerability and social loneliness.

Modern research demonstrates the significant impact of digitalization on cognitive processes and personal qualities. In this paper, we will consider the neuropsychological characteristics of regulatory functions in adolescents, both playing and not playing computer games, as well as experiencing adaptation and learning difficulties. The analysis is carried out from the position of the vertical vector, which connects the first and third functional blocks of the brain. Regulation problems will be considered in the context of deviant behavior, including nonconformity to social norms, harm to oneself or others, and social maladjustment. Sometimes problems with the brain's self-regulation have clear clinical manifestations, while in others they do not allow a diagnosis to be made but lead to behavioral problems. Subjects: 80 adolescents playing (N=40) and not playing computer games (N=40), experiencing adaptation and learning difficulties. A general neuropsychological examination was conducted according to the traditional scheme of Luria, which was aimed at diagnosing global and specific mental functions (b1304, b1641-1643) according to the ICF. The important results of the study are the establishment of the absence of differences between the study groups in the parameters &quot;Impulse control&quot; (F=34.7; p=0.62), &quot;Organization and planning&quot; (F=14.3; p=0.84), &quot;Time management&quot; (F=27.5; p=0.73), &quot;Cognitive flexibility&quot; (F=31.2; p=0.82). Low rates were found for the parameters under study, which may be due to age characteristics and a small sample. The results confirm modern trends in neuropsychology, showing the impact of digitalization on the regulatory functions of adolescents. It is impossible to unequivocally state the negative impact of digitalization, since the regulatory functions continue to operate, but in a modified form. A decrease in criticism of one's own mistakes and psychological deficits was also noted, which requires the integration of knowledge and experiences for adequate awareness of one's difficulties. The study was supported by the grant of the Russian Science Foundation No.24-18-00675, https://rscf.ru/project/24-18-00675

Relevance. Currently, the level of teenagers' involvement in social networking is increasing. Sexual harassment on the Internet (online sexual grooming or cybergrooming) poses a serious risk to the mental development of young people. Purpose of the study is to typologize the ways in which minors and adults interact in the process of online sexual grooming. Research methods and sample. Methods: questionnaire survey, cluster analysis. Sample: 166 female respondents, the average age was 20.18. The respondents answered the questions of the questionnaire about the period of their minority. Main results. As a result of hierarchical cluster analysis, four strategies of interaction between sexual groomer and victim were identified. These strategies statistically correspond to two bases: on the explicitness of psychological influence (openness - manipulativeness) and on the nature of the planned interaction (contact - virtuality). The first type of behavior involves “open groomers” targeting virtual interaction with the victim, engaging them in the creation of child pornography and sexting. The second type of interaction is manifested through “open groomers” aimed at physical interaction with the victim. They are characterized by the direct act of sexual harassment without attempting to establish social contact. The third type of interaction reflects “hidden groomers” (manipulators) aimed at virtual interaction with the victim by gradually establishing a trusting relationship. The fourth type of interaction represents “hidden groomers” (manipulators) aimed at physical interaction with the victim. This is a persistent approach, to enter into emotional contact with victim, gradual sexualization of communication and focus on a direct meeting with the object of abuse. Conclusion. The main results of this study will make it possible to create methods of psychological prevention of involving minors in the creation of child pornography and to form skills of psychological resilience in the situation of sexual harassment in the virtual and physical world.

Rapid transformations in contemporary preschool childhood, driven by technological advancements—such as the widespread use of digital devices and constant video surveillance in preschools—have become integral to children's daily lives. Accelerated by commercial interests, these changes demand continuous reassessment of how new technologies influence psychological development. This includes identifying not only potential benefits but also risks that developers may have overlooked. This paper discusses the field of risks for the mental development and self-awareness of preschool-aged children. It draws on (a) psychological counseling cases, in which video surveillance was associated with undesirable effects on personality development in children, and (b) a study of parental perceptions of constant video monitoring in preschool settings, as well as the attitudes of educators and staff in private preschools toward continuous surveillance (Burlakova & Vershinskaya, 2025). Special attention is given to how constant surveillance shapes children’s evolving perceptions of the world, interpersonal relationships, and their own sense of self and the Other. In such environments, adults may unintentionally instill fears or distortions in children’s imaginations, sometimes resulting in paradoxical behaviors—precisely those behaviors parents had hoped to prevent through surveillance. A central concern is the transformation of the parent–child relationship. Children, while being constantly observable in the parents’ absence, may also feel emotionally abandoned by adults who increasingly trust the camera over the child’s own emotional expressions. Educators, too, report that surveillance affects their professional roles and communication with parents. Analyzing perspectives on permanent child surveillance from different social standpoints helps to clarify the spectrum of psychological risks. The findings suggest that an integrated approach—drawing on developmental, social, pedagogical, and clinical psychology—is essential for understanding the broader impact of constant video surveillance on a child’s personality development.

Relevance:
Generative AI (GAI) tools such as code assistants are increasingly integrated into educational settings. While they have the potential to support learning, their impact on self-regulation—students’ ability to plan, monitor, and reflect on their learning—remains understudied, particularly among younger learners. Research Objective:
This study explores whether and how self-regulation develops in 7th grade students using GAI tools in programming tasks, in the absence of explicit pedagogical strategies for AI integration. Methods and Sample:
The study used a case study methodology involving four 7th grade students participating in a three-month extracurricular Python programming course. Students had unrestricted access to the Blackbox AI extension in Visual Studio Code but received no specific instruction on how to interact with it. Data were collected through 36 classroom observations, &amp;quot;think-aloud&amp;quot; protocols, and mini-interviews. Self-regulation was analyzed using an adapted framework covering planning, process monitoring, understanding, metacognitive reflection, and self-explanation. Main Findings:
Four distinct self-regulation profiles emerged. Students with high intrinsic motivation demonstrated critical use of AI as a supportive tool, actively verifying its suggestions and integrating them into their problem-solving. Others showed fragmented or minimal self-regulation, either over-relying on AI or rejecting its utility altogether. One student displayed strong self-regulation without using AI, highlighting that AI is not a prerequisite for developing these skills. Conclusion:
Generative AI can support the development of self-regulation if used as a reflective partner rather than a shortcut to solutions. However, without structured strategies, its impact is inconsistent and highly dependent on students’ prior learning behaviors and motivation. These findings emphasize the need for intentional pedagogical design to ensure meaningful and equitable AI integration in programming education.

Relevance: In the context of the global environmental crisis, the role of interactions in the digital space becomes transcendent, as generators and disseminators of content that can effectively contribute to or hinder environmental stewardship. Pro-environmental behaviors online emerge as a key tool for promoting sustainability. This study analyzes how digital capital and environmental values ​​interact to foster such online behaviors in the university community, a strategic group due to its social and technological influence. Objective: To analyze the mediation of environmental values ​​in the relationship between digital capital and pro-environmental online behaviors among university students. The aim is to characterize these three categories (digital capital, pro-environmental online behaviors, and environmental values), assess the possible mediation of the latter in the relationship between the first two, and explore the influence of certain sociodemographic and contextual variables. Research Methods and Sample: A 55-item online questionnaire was administered to university students, which included sociodemographic data and three instruments tailored to the study categories (digital capital, environmental values, and online pro-environmental behaviors). The quantitative methodology allowed for agile and broad-ranging data collection. Results: The research is ongoing. Based on the analysis of the initial (partial) results, a positive correlation is expected to be found between digital capital and online pro-environmental behaviors, significantly mediated by environmental values. This is the first research hypothesis. Contextual variables (gender, university degree, and university) are also expected to modulate these relationships, revealing differences in the adoption of sustainable practices. This is the second hypothesis. Conclusions: This study provides relevant empirical evidence for the subsequent design of effective interventions in the university setting, promoting digital citizenship committed to the environment.

This research explores the relationship between problematic social media use, emotional intelligence on the internet, parental mediation strategies, and body awareness in adolescents. The study is based on the premise that excessive social media use can negatively affect mental health and self-image, particularly in adolescents. It analyzes how emotional intelligence and parental intervention can modulate these effects. The study involved 636 Cuban secondary school students (55.2% female, aged 12-15). Validated scales were used to measure problematic social media use (SMD), emotional intelligence on the internet (EIEI), parental mediation, and body awareness (ASMC). The data were analyzed using latent profile models and multiple mediation, employing tools like Jamovi and SPSS. Four latent profiles were identified, highlighting that adolescents with high emotional intelligence and low problematic social media use showed less concern about appearance. Active mediation (critical dialogue) was the most effective parental strategy for reducing negative body awareness, especially in females. Restrictive or authoritarian styles were less effective. Additionally, gender was found to modulate the application of these strategies, with significant differences in their implementation and effectiveness. In conclusion, the study emphasizes the importance of fostering emotional intelligence and active mediation to mitigate the negative effects of social media on adolescent self-image.

Relevance: Academic performance is one of the indicators that allows us to evaluate the progress of the teaching-learning process. It can be mediated by multiple factors, including digital literacy. On the one hand, the ever-increasing advancement of digital technologies can enhance the learning process. On the other hand, this demands the development of new skills, not only to manage devices but also to guide their use toward the construction of knowledge. Objective of the study: To analyze the relationship between digital literacy, cultural capital, and academic performance in students in regular secondary education and art education. Research Methods and Sample: A quantitative transactional correlational methodology is used. The population is composed of students from three regular basic secondary schools and three art education music secondary schools in the municipalities of Plaza de la Revolución, Cerro, and Marianao. A representative sample is used. Results: A systematic and high-frequency use of digital technologies is observed; however, the level of digital literacy achieved by secondary school students is moderate. The skill students recognize as most developed is communication, that is, the ability to read, write, speak, and listen online. On the other hand, they identify poorly developed skills, including: critical thinking (solving problems, analyzing in depth, and frequently questioning through digital media), copyright (understanding and respecting digital and online copyright laws), connection (actively participating and contributing to the global community by helping people online), and creativity (being creators of online content, not just consumers of knowledge). Conclusion: There is a statistically significant relationship between digital literacy and academic performance.

This study is devoted to the problem of teaching foreign languages and the simultaneous development of information perception channels. We used a wide range of research methods, such as: theoretical and constructive analysis, synthesis, generalization, comparison, opposition, modeling, classification, etc.; methods of mathematical statistics in data processing. The main result of the work is the development of theory and practice of teaching foreign languages based on the principle of differentiation. The effectiveness of the experimental training with AD method is confirmed by the fact that the number of students with a high level of foreign language competence formation in the intervention group (IG) is 14.55% higher than in the control group (CG); that the average coefficient of learning material assimilation in the IG is higher than in the CG by 0.8. In IG, at the control stage, the number of students having difficulties in performing tasks focused on non-main channels of information perception decreased by 37%, that is, 37% of students began to use equally effectively all three channels of information perception. In CG, such changes were not recorded. The AD method of teaching foreign languages based on the use of the leading channel of information perception contributes to a more successful formation of foreign language communicative competence of students and creates conditions for the development and improvement of perception skills in education process.

The accelerated rhythm of life, information overload, instability of family relationships and a decrease in the quality of interpersonal communication contribute to increased anxiety, difficulties in expressing emotions and communicating. Children's immersion in gadgets and virtual entertainment limits live interaction with others, which negatively affects the development of their emotional sphere and the ability to empathize with others. The purpose of the study is to develop and implement a system of conditions that ensure the emotional development of a preschool child as one of the factors of his mental health. The following psychodiagnostic techniques were used: &amp;quot;Emotional identification.&amp;quot; And Izotov), the questionnaire &amp;quot;The nature of manifestations of empathic reactions and behavior in children.&amp;quot; (A.M. Shchetinina), the projective test of personal relationships, social emotions and value orientations &amp;quot;Houses&amp;quot; (modified by O. A. Orekhova). The study involved 27 older preschool children aged 5-6 years. Of these, 16 are girls and 11 are boys.  During the diagnosis, the students showed a low level of development of key components of emotional intelligence: the ability to recognize and name emotions; empathic reactions; skills in managing their own emotions and building harmonious relationships with others.  The low level of development of key components of the emotional sphere directly affects the psychological health of pupils. The inability to recognize and name emotions, weak expression of empathic reactions, as well as signs of increased anxiety and difficulty in establishing trusting relationships may indicate the risks of developing emotional dysfunctions, such as self-doubt, isolation, conflict, or increased vulnerability to stressful situations.  Thus, the diagnostic results emphasize the importance of timely identification of problems in the development of emotional intelligence and their prevention in order to ensure the psychological well-being and sustainable emotional health of older preschool children.

In a world where audiovisual media have become widespread, the role of grandparents as mediators in the consumption of these contents becomes fundamental. Intergenerational interaction has a significant impact on the emotional and educational development of young children, who are curious, creative, and are at a crucial stage for the formation of their identity and values. This study aims to investigate how grandparents can act as mediators in audiovisual consumption and how this mediation influences the formation of values during early childhood. A qualitative analysis was conducted through interviews with 30 families and 30 grandparents selected in San Antonio de los Baños, Artemisa, Cuba. Their experiences in mediating screen use and the family dynamics associated with these practices were explored. Additionally, orientation workshops for grandparents were held, where effective mediation strategies were developed, assessing the results based on initial surveys of grandparents, interviews with families, and a final survey to evaluate the impact of the workshop. Grandparents play an essential role in guiding their grandchildren's audiovisual consumption, promoting meaningful interactions. Shared activities, such as watching programs together or discussing their content, foster communication skills and cultural values. It was observed that grandparents create a safe environment for learning and curiosity. They are key educators who enrich the audiovisual consumption experience during early childhood. Strengthening their role as mediators can have a positive impact on children's overall development, highlighting the importance of intergenerational relationships in contemporary education. This study emphasizes the need for policies that support and recognize this vital function within the family context.

In the conditions of modern multicultural society, the demand and importance of learning foreign languages is increasing. Language is an important means of intercultural interaction and a tool for overcoming cultural differences. With the development of technology, the emphasis in language learning has changed. Today, language is seen as a means of professional growth and achieving personal goals. Innovative methods of teaching foreign languages become especially relevant due to their ability to increase the efficiency of the educational process and meet the diverse needs of learners. The use of online platforms, specialized language applications and the latest pedagogical approaches opens up a wide range of perspectives for teachers and learners. It should be emphasized that the expectations and needs of today's students lie in the desire to master foreign languages in a new interactive, engaging and playful format. This has led to the transformation of game technologies into educational tools and platforms that are used by developers to improve, optimize and enhance the learning process. The aim of the research is to study the influence of modern technologies and innovative methods on the process of teaching foreign languages. This article considers the most effective approaches and their practical application in the educational environment. The possibilities of personalized learning are analyzed, which allow to adapt the educational process to the individual needs of each student. The key advantages and challenges of introducing new methodologies are described, as well as the prospects for the development of educational technologies in this area The methods and sample of the study include the study of existing methodologies and tools used in schools aimed at introducing innovative approaches. The review of available online platforms, comparison of gamification and gamification techniques made it possible to develop interactive lessons in a secondary comprehensive school with students (grades 8-9) of different levels of English language proficiency. The results of the study showed that the use of online platforms and gamification and gamification techniques significantly increases students' motivation and improves their language skills. The use of innovative teaching methods makes it possible to optimize the learning process, to find and take into account the individual needs of each teenager. The described technologies open new horizons for effective language learning, allowing to adapt learning to the individual needs of students. The study emphasizes the need for further development and integration of these approaches into educational practices.

Despite the growing popularity of New Media Art (NMA) among older adolescents, the aesthetic experience (AE) they get when interacting with this kind of art and its influence on their attitudes towards technology remains understudied. The study aims to identify differences in the AE of NMA depending on the frequency of visits to multimedia museums, as well as to identify the contribution of the AE of NMA to a positive attitude towards technology. Hypotheses: (1) the AE of NMA varies depending on the frequency of visits to multimedia museums, (2) the AE of NMA is a predictor of a positive attitude towards technology (technophilia and technorationalism). Research methods. Aesthetic Experience Questionnaire for NMA: this questionnaire includes six subscales, average Cronbach's Alfa for all scales is above 0,80; χ2/df = 2,56; CFI = 0,991; RMSEA = 0,041. Technology Attitude Scale (Soldatova et al., 2021). The first hypothesis was tested on a sample of 461 adolescents (Mage = 17.70, 209 boys, 236 girls), and the second hypothesis was tested on a sample of 227 older adolescents (Mage = 17.70, 52 boys, 175 girls). Main results. ANOVA revealed a significant effect of frequency of visits to multimedia museums on overall AE scores (F = 9.325, p = 0.000). Post hoc comparisons of three groups (no visits in the past year, up to 3 visits, and 3–8 visits) revealed significant differences in AE: those who often visit multimedia museums have higher AE of NMA. The results of regression analysis showed that AE of NMA directly predicts technophilia: β = 0.151, R² = 0.023, p = 0.040 and technorationalism: β = 0.184, t = 2.534, R² = 0.034, p = 0.012. The reverse model was nonsignificant. Conclusion. Visiting multimedia museums enhances the AE of NMA. The AE of NMA fosters a positive attitude towards technology.

The relevance of the study is that the development of the emotional sphere of children is not given proper attention in preschool educational institutions, giving preference to intellectual development. It has been established that preschool children have difficulties in identifying and expressing emotions in the emotional sphere, which leads to conflicts. There is also a lack of empathy as an opportunity to perceive and analyze the emotional state of another child through communication, participation in joint games, and friendship. The purpose of the research is to study the emotional sphere of a preschooler and develop a developmental program for psychological support. Research methods and sampling. In the process of diagnosing the emotional sphere of children aged 5-6, the following were investigated: understanding the emotional state; features of emotion identification; identification of the ability to empathize in children. Based on the primary diagnosis, a developmental support program has been developed with the help of art, game and fairy-tale therapy. The study involved 100 preschool-age children. Main results: the development program we have tested can help improve the results of children with a low level of emotional sphere and bring the results to higher levels. In order to confirm the assumption, we conducted a statistical analysis. Such indicators as &quot;understanding people's states&quot; (T = -4.796; P&lt;0.001), &quot;emotional identification&quot; (T = -4,000; P&lt;0.001), &quot;recognition of emotional states&quot; (T = -4.690; P&lt;0.001) have significantly significant differences. Conclusion. The use of a psychological support program in working with children can help improve the average group indicators of psychoemotional health. Children better understand emotional states, identify, reproduce and recognize the states of others. The possibility of developing this field on the principle of &quot;from simple to complex&quot;, taking into account the individual capabilities of preschool children, has been confirmed

Nowadays, the continuous use of the Internet, online platforms and even social media is even more necessary in view of the online teaching that still continues for large groups in the university environment. The aim of the present study was to present the results of the application of a questionnaire to assess Internet addiction by analysing its relationships with other psychosocial and educational variables such as self-esteem, motivation, perceived self-efficacy and social skills. The participants were 102 adolescent students, most of them female. An ex post facto design was used. Among the results obtained, it can be noted that statistically significant relationships were found between Internet addiction in students and psychosocial and educational variables or factors such as motivation and self-esteem. The greater the need for success and recognition, the greater the use of the Internet, at least in terms of social media, as well as for better self-esteem and coping with negative emotions. We can conclude by pointing out the importance of an evaluation of these constructs to optimise time management with the prevention of possible Internet addiction, prevention of technological stress and to promote an improvement in emotional management and self-esteem also in the educational sphere.

Online interaction with clients is associated with certain problems, aspects of which are noted in scientific research, and knowledge of which is important for adequate interaction with clients. However, there are no attempts to analyze influence of Internet outside targeted influence of psychologists in online format, which is spontaneous, unregulated and can both complement and contradict the implemented goals. Positive aspects of spontaneous psychological assistance of Internet are social support, various online communities, forums providing the opportunity for communication and support for people with common problems, for example, social isolation or loneliness. These are opportunities to develop psychological assistance skills in online courses creating new forms of behavior and knowledge, contributing to increased self-esteem and self-confidence. Also, Internet allows people to express themselves, contributing to mental health, and is a sphere of entertainment and relaxation, entails civilizational and spiritual transformations, defining subject’s aspirations and values. The negative side for psychological services’ clients is the specificity of communication, limiting real contacts, simplifying relationships, preventing the development of skills for deep emotional interaction, reducing ability to self-regulate. Active Internet users often experience emotional instability, depression, loneliness and misunderstanding, various negative manifestations of behavior - from aggression to suspicion and resentment, deterioration of intra-family relationships, development of depression, etc. Negative aspects of uncontrolled influence of theInternet also include involvement of users in destructive groups that standardize their views and behavior. In this case, Internet’s influence has manipulative character. Minimizing negative consequences and enhancing positive impact of Internet requires comprehensive approach, including improving media literacy, developing critical thinking, and forming responsible attitude toward digital technologies. Psychologists must be prepared to work with problems arising from Internet’s usage and apply its capabilities to improve effectiveness of their work.

This study presents the results of a research project on the notion of technology and its contribution to the development of socio-emotional competencies. This study presents an approach to implementing these competencies in the teaching and education process for adolescents with physical and motor disabilities in the context of special education. The objective of this research is to analyze how the use of technology contributes to the development of socio-emotional competencies in adolescents with these characteristics. The research employs a qualitative, documentary, and exploratory methodology. It was conducted at the Marta Abreu Regional Special School in the municipality of Santa Clara, Villa Clara province, Cuba, which specializes in serving students with physical and motor disabilities. Based on the results of the research, it was possible to determine the effectiveness of using technology in the teaching and education process as an enriching alternative for learning. The study provided an insight into the relevance of technology use within the field of special education, determining the effectiveness of its application in the teaching-learning process of adolescents with physical and motor disabilities. This study provides a significant contribution to their personal growth and development of life skills and abilities.

The current stage of preschool education development is characterized by active digital transformation processes, which require rethinking traditional pedagogical approaches. In this context, STEAM education is particularly relevant, which is an integrative model that allows effectively solving the problems of developing the personal potential of preschoolers and can be considered as a universal tool for achieving target guidelines in accordance with the requirements of the Federal State Educational Standard of Preschool Education (FSES DO, 2013). The implementation of the STEAM education model is based on the principles of developmental learning and the scientific position of L. S. Vygotsky that properly organized learning "leads" development, promoting free development, creative initiative, independence, and an active cognitive position of the child. It is the actions of the learners themselves that are needed, actively and enthusiastically manipulating and experimenting with the modern object-space environment through the organization of project and experimental-research activities (N.E. Veraksa, A.N. Veraksa, 2010; 2019; Volosovets et al., 2019). The aim of the study is to develop and approbate a model for the development of preschoolers' personal potential in the conditions of STEAM-education, aimed at transforming traditional play activities into integrative forms of children's activity (game-research, game-project, etc.). Research methods and techniques. Modeling of structural components of STEAM-environment for preschool education, ECERS-R scales, diagnostic complex for creativity assessment (modified LEGO-construction method, “Sun in the room” test by V. Sinelnikov and V. Kudryavtsev). Kudryavtsev), a map of subjective manifestations of the child (activity, autonomy, creativity), the method “Normative map of development” by N.A. Korotkova and P.G. Nezhnov, the independence profile by A.N. Atarova, methods of observation of research behavior, expert evaluations. Contingent of subjects: The empirical base of the study included 90 older preschool children (5-6 years old) from 4 preschool educational organizations in Kazan. Conclusion. The developed model provides individualization of educational trajectories, disclosure of creative potential, formation of the basics of digital literacy, development of cognitive functions and includes four interrelated components: content (modules “Didactic system of F. Froebel”, “Experimental system of F. Froebel. Froebel's didactic system”, ‘Experimentation with animate and inanimate nature’, ‘LEGO-construction and robotics’, ‘Mathematical development’, ‘Cartoon studio &quot;I create the world&quot;’); spatial (hybrid subject-developmental environment, digital laboratories, transformable play space), methodological (project activity technologies, research teaching methods) and personnel (training program for teacher-facilitators, mentoring system). The effectiveness of the model is confirmed by empirical data.

Digital technologies, digital communication, digital text - are being actively introduced into speech therapy practice. Distance learning and the use of digital technologies in children's learning, including the use of digital texts in various formats: audio texts, interactive texts, are becoming increasingly popular. If audio texts are limited in terms of multimedia, interactive digital text has the broadest characteristics: interactivity, intertextuality, multimodality. It is a fundamentally new type of text that can be considered as a participant in a dialogue with the reader. Its specificity engages the reader in active interaction with the text and increases the reader's interest. The authors conducted a pilot experimental study in groups of 6-7 (N1=20) and 14-15 (N2=20) year old children with general underdevelopment of speech. The features of comprehension of digital audio texts and the nature of interaction with interactive elements of the digital text were studied. The study showed that comprehension of digital texts and mastery of their interactive digital elements in children with speech disorders are not formed spontaneously. The use of digital texts of different formats in speech therapy work requires knowledge of their features and the use of special methods and techniques. The survey conducted among Master's students of the Department of Speech Therapy of the Moscow State University (N3=64) showed their high interest in the use of digital technologies, but insufficient level of familiarity with their properties.

Annotation. In today's digital world, television is still a sought-after way of entertainment for children. Television shows are a valuable source of information and help to organize the free time of young viewers. Watching cartoons brings every child pleasure and allows them to immerse themselves in a magical world of fantasy. Rich visual effects, exciting characters, musical accompaniment and lively emotions of characters - these are the strengths of television. Television has a significant impact on the formation of a child's personality, contributing to the development of their intellect and broadening their horizons, as well as fostering a sense of beauty and forming an understanding of the surrounding reality. The use of Tatar animation has a multifaceted impact on the formation of ethnocultural identity of older preschoolers, affecting the awareness of national belonging, improvement of speech skills, mastering moral and ethical principles, social adaptation and exposure to cultural heritage. This study analyzes Tatar animation tapes that can be integrated into the educational process of preschool educational organizations in order to cultivate national-cultural reference points. Cartoons created in the Tatar language are an important tool in upbringing and education, contributing to the formation of national-cultural values in older preschool children, which has a positive impact on their personal development and integration into society. Tatar cartoons, like any national product, have great potential for the formation of important national-cultural values in children: love for their native language and culture, respect for history and traditions, moral values, family values, patriotism and love for the homeland, interethnic harmony and tolerance, etc., which has a positive impact on their personal development and integration into society. Animated cartoons are a useful means of learning the Tatar language and familiarizing with the cultural wealth of Tatarstan. Within the framework of interaction between the teacher and preschoolers with the use of animation, children acquire the skills of: listening to Tatar speech, learning basic grammatical rules, expanding the vocabulary of the language under study, participating in dialogues and creating monologues, engaging in interactive games, familiarization with song and poetic art in Tatar. Modern digital educational initiatives generously enrich young citizens with knowledge of their native language, as language is the main way for a child to comprehend the cultural heritage of the nation and the treasury of folk wisdom.

The semantic sphere is related to behavior regulation thus it is essential to study the personal concept meanings of adolescents who actively use social media. The aim of the study was to analyze the meaning of the existential concept of happiness in adolescent girls with varying severity of problematic social media use. Method. The classroom-based self-report online survey of 86 female school students aged 15 was carried out in the Moscow region, using Problematic Facebook Use Scale – PFUS and psychosemantic Relationship Color Test – RCT. Cluster analysis was used to form two groups. Group A (76.7%) with high scores on PFUS, and group B (23.3%) with low scores. Spearman's coefficient (r) was used for RCT analysis to identify the correlations between the concept of happiness and other concepts. Results. Correlations of the concept of &amp;quot;Happiness&amp;quot; that were common for both groups: &amp;quot;Joy&amp;quot; (A:r=0.613; B:r=0.412), &amp;quot;Pleasure&amp;quot; (A:r=0.304; B:r=0.500), &amp;quot;Indifference&amp;quot; (A:r=-0.454; B:r=-0.652), &amp;quot;Loneliness&amp;quot; (A:r=-0.358; B:r=-0.455). Group A. There were direct correlations of &amp;quot;Happiness&amp;quot; with &amp;quot;Love&amp;quot; (r=0.496), &amp;quot;Wealth&amp;quot; (r=0.454), &amp;quot;Dream&amp;quot; (r=0.397), &amp;quot;Future&amp;quot; (r=0.326) and inverse correlations with the concepts: &amp;quot;Resentment&amp;quot; (r=-0.390), &amp;quot;People I don't like&amp;quot; (r=-0.349). Group B. There were direct correlations of &amp;quot;Happiness&amp;quot; with &amp;quot;Me in the future&amp;quot; (r=0.690), &amp;quot;Present&amp;quot; (r=0.625), &amp;quot;Man&amp;quot; (r=0.527), &amp;quot;My family&amp;quot; (r=0.410), and inverse correlations with &amp;quot;Evil&amp;quot; (r=-0.498), &amp;quot;Wealth&amp;quot; (r=-0.490), &amp;quot;Social media communication&amp;quot; (r=-0.434). The presented results suggest that the intentional side of happiness may be reflected differently in both groups. Group A focuses on romantic relationships, obtaining material benefits, and expectation of events, while Group B focuses on living in the present and self-realization. Conclusions. Perception of happiness among adolescent girls has differences that depend on problematic social media use scores. It is important for professionals to educate adolescent girls on how to use social media in a healthy way, based on age-specific values and personal life meanings.

The high internality is associated with personal maturity. High externality, contrarily, is a sign of irresponsibility. However, an individual's understanding of the factors affecting his life needs a balance. Thus, self-reliance while paying attention to the external factors is the key to psychological well-being. Research aim is to reveal the interrelation of specific aspects of internality in different life spheres with addictions predisposition. Methods: questionnaires &amp;amp;amp;quot;Predisposition to various addictions” (G.V.Lozovaya) and &amp;amp;amp;quot;Level of subjective control&amp;amp;amp;quot; (E.F.Bazhin, E.A.Golynkina, A.M.Etkind), Spearman’s correlation coefficient. Sample: 81 college students (15-19 years old). Some correlations of addictions predisposition with the specific internality features in different life spheres have been found. We consider direct relationships as risk, and inverse ones - as protective factors toward addictions. It has been revealed that general internality appears as a protective factor toward the general addiction predisposition, and, particularly, to television and computer and internet addictions. However, an increase in general internality is a risk factor for workaholism and healthy lifestyle addiction. The most common risk factor is internality in the family sphere (the risk of alcohol, television, food, medicaments, sexual practice addictions and workaholism). In the second place is internality in the sphere of failures (television, medicaments, sexual practice addictions and workaholism risks). Increasing internality in the work sphere increases the love and food addiction risks. The internality in interpersonal relationships increase is associated with a medicaments addiction tendency. The internality in the health sphere increase is associated with healthy lifestyle addiction predisposition. The results indicate compensatory mechanisms that complement or replace ideas about the ability of personal control over various aspects of the life and taking responsibility for them. In this case, addiction predisposition indicates not only the overestimation of a particular stimulation or activity for a teenager, but also the risk of losing a sense of measure.

Аbstract: The purpose of the study is a comprehensive analysis of scientific and technical literature on the use of virtual (VR) and augmented (AR) reality technologies in the education system, especially in elementary schools. The task was to delve deeply into the specifics of using these innovative technologies in the context of the methodological training of future elementary school teachers. The methodological basis of the research was based on traditional theoretical methods of scientific knowledge, including analysis, synthesis and comparative analysis of the data obtained. The results of the study showed the significant potential of VR/AR technologies in the transformation of the educational process. First, a detailed analysis of the historical development of VR/AR technologies was carried out, starting with the first prototypes and ending with modern high-tech solutions. This made it possible to trace the evolution of technical capabilities and determine the prospects for further development in the field of education. Secondly, a comprehensive study of the technical aspects of the implementation of VR/AR technologies was conducted, including a description of various types of equipment (virtual reality helmets, projectors, touchscreens, software for creating and managing virtual and augmented environments), their functionality and limitations. The article presents the results of numerous studies on the effectiveness of VR/AR technologies in various fields of education, including an analysis of the impact on student motivation, the quality of learning, and the development of various cognitive skills. Both positive and negative aspects of the implementation of these technologies were considered, including issues of accessibility, cost of equipment and the need for special training of teachers. The research results can be used to develop innovative VR/AR textbooks and teaching aids aimed at training qualified teachers who are able to effectively use new technologies in their professional activities.

Parental influence on children's digital environment causes problems in the system of intra-family relations. Each parent has his own scheme of development of a health of child, however, when a child has a developmental deviation, special rules begin to apply or her not only in real life, but also in the digital. Objective: to investigate the peculiarities of parents' perception affected by the gadget at schoolchildren; to compare the opinions of parents of children with behavioral disorders and parents of children without behavioral disorders. Methods and sampling: medical psychologists of the FSBSI MHRC developed a questionnaire “Child with a gadget through parents' eyes”, which includes 38 questions concerning parents' attitudes towards children's use of gadgets; parental questionnaire LoPF-Q 6-18 PR. 94 participants took part in the study. Parental questionnaires were divided into 2 groups based on LoPF-Q 6-18 PR scores: 1 - parents who noted more 60T points in their children; 2 - parents who noted less than 60T points. Each group was divided into 4 subgroups: A - parents under 29 years; B - parents of age 30-39; C - parents of age 40-49; D - parents of age 50 years and older. Results: The most worrying area for parents remains education; group 1B notes the importance of digital technologies in the child's life, noting their impact not only on education, but also on other areas of activity of child; group 1A sees the least benefit in technology for the child; the problematic areas for children in group 1 are socialization and cognition. For a parent, the child's health always comes first and, as long as everything is in order, he or she doesn’t think about limitations, however, the disruption of healthy development makes the responsibility shift to the gadget, although it is just a tool in the hands.

Relevance: The current Federal State Educational Standards for primary general education In Russia impose significant requirements on students' social meta-subject educational outcomes, which include communicative universal learning actions in the context of organizing joint activities. Mastery of these actions, which represent key developmental components emerging within the educational activity system, plays a significant role in students’ successful adaptation to subsequent levels of education and to other types of activities, such as experimental-research in middle school and project-research in high school. Despite substantial research into the features, mechanisms, and patterns of organizing and developing joint activity among children at various stages of school age, there remains a lack of diagnostic tools in educational practice that can assess both the level and the developmental dynamics of these educational outcomes. Objective: To develop a modern digital diagnostic tool for assessing communicative universal learning actions at the primary school stage. Methodology: The methodological foundation of the proposed diagnostic method includes the socio-genetic method developed within the scientific school of V.V. Davydov – V.V. Rubtsov, as well as a criterion-oriented approach to the development of psychological and pedagogical tools. Project Results: A prototype of the digital diagnostic method “Balancer” has been developed (a multi-user web application accessible via the Internet). Conclusion: The developed model for diagnosing universal communicative learning actions in the context of organizing joint activities will enhance the psychodiagnostic toolkit available to educational psychologists. It introduces a methodology based on the fundamental principles of the activity-based systems approach, which underpins the modern Federal State Educational Standards, thereby significantly improving the capacity to assess meta-subject educational outcomes outlined in these standards.

The study examines the advantages and difficulties associated with balanced bilingualism by identifying the connection between activity regulation functions and executive cognitive functions in primary school children at an early stage of English language learning. Among the social contexts that modulate the relationship between bilingual language use and cognitive outcomes, conditions generating “language entropy” are considered as a measure of the complexity of social contexts of language use. The study involved 150 primary school children aged from 7.11 to 9.10 (M=8.37, SD=0.43). These included 75 primary school children with balanced bilingualism and 75 monolinguals. The following methods for neuropsychological assessing executive functions were used: Go-No-Go Task, Verbal Fluency Test, Counting Test, Problem Solving Test, Verbal Memory Test, Visual-Spatial Memory Test; computerized tests from the psychologists’ toolkit software “Moscow State University Practice”: Stroop Test, Shulte Tables, Dots. Activation regulation indicators (slow tempo, fatigability, impulsivity, hyperactivity, and tendency to perseveration) were observed during all the trials. The mathematical and statistical analysis comprised Structural Equation Modeling implemented with IBM SPSS Statistics V22.0. It has been established that bilingualism in primary school age in an educational situation is a predictor of transformations in the regulatory system, triggering self-organization of subsystems of regulatory processes at the cognitive level. At the same time, it generates certain difficulties in conditions of language entropy at an early stage of English language learning with a high regulatory load. In the educational situation of teaching language to primary school children with different linguistic status, tempo characteristics of activity regulation with the leading participation of attention act as predictors of regulatory functions at the cognitive level. Bilingualism enhances attention control processes due to the fact that the developing multilingual system requires increased attentional resources to control the target language.

Background. Obesity in adolescents is accompanied by a decrease in the quality of life (QOL) due to food restrictions, low self-esteem and social stigmatization. The effect of a low-calorie diet on the quality of life of adolescents with obesity is not well studied. Aim. To assess changes in QOL in adolescents with obesity due to inpatient low-calorie diet. Materials. The study enrolled 40 adolescents aged 12-17 (14 [13; 15.5]) years with obesity (BMI SDS ≥2.0): 17 boys/23 girls. Adolescents were hospitalized in a specialized center for 10 days and received a low-calorie diet (1668 kcal/day) with reduced carbohydrate intake. QOL was assessed using the PedsQL 4.0 Generic Core Scales questionnaire on days 1 and 10 of treatment. Results. The emotional scale score of QOL was negatively correlated with age (r=-0.348, p&amp;lt;0.05) and fat mass (r=-0.345, p&amp;lt;0.05). In girls, the social scale score was negatively correlated with the severity of obesity (BMI SDS, r=-0.464, p&amp;lt;0.05). During the treatment period, the body weight of adolescents decreased by 4.4 [3.8; 5.4]% (in boys by 4.3 [4.0; 5.4]%, in girls by 4.5 [3.8; 5.7]%, p&amp;gt;0.05). At the end of diet therapy, patients improved on the scales of physical (76.5 [65.6; 84.4] vs 78.1 [68.7; 87.5], p=0.03 on days 1 and 10, respectively) and social (75.0 [55.0; 90.0] vs 85.0 [70.0; 90.0], p=0.001) functioning, as well as an overall QOL score (66.1 [56.7; 73.5] vs 74.7 [59.7; 80.8], p=0.001). The increase in scales scores for girls was statistically significant, in contrast to boys. Conclusion. Improving the QOL at the inpatient stage of treatment is a favorable prognostic factor. Weight loss significantly improves the QOL in adolescent girls with obesity.

Relevance The research of psychological resources for the personal and professional development among teachers and students in the era of information technology is becoming particularly relevant due to the need for scientific study and substantiation of digital means of updating teachers' psychological resources aimed at creating a variable information and educational environment. The specifics of the interaction among subjects of professional and educational activities with the digital environment have not been sufficiently studied, and their impact on mental development cannot be assessed unambiguously. The purpose of the study The research is aimed at conducting scientific analysis, experimental study of psychological content, systematization and conceptualization of digital technologies for determining the conditions and means of creating a developing information and educational environment. Research methods and sampling The methodological toolkit includes an analysis of research on the use of digital technologies in education, the study of the psychological potentials of digital technologies as resources for the education subjects' personal and professional development. Sample: Moscow school teachers (n=100). Main results A psychological analysis of over 20 digital technologies, focusing on the relevance of their use as teacher's professional resources, optimizing interaction and mental development in the teacher-student system was carried out. The positive and negative aspects of digital technologies influence on personal and professional development are experimentally identified. The classification of modern approaches to creating a variable information and educational environment in accordance with the content embedded in the concept of resourcefulness is proposed. Conclusion The concept of resource-predictive determination and the technology of updating the teachers and students' personal and professional development with an emphasis on forming the attitudes towards the digital environment as having significant value in modern education are proposed as development prospects.

Functional diseases of the gastrointestinal tract have a high prevalence, including in childhood and adolescence. The dominant nosologies are functional dyspepsia syndrome (FDS) and irritable bowel syndrome (IBS). Psychiatric disorders are considered as the leading factor with a negative impact on quality of life in these patients. Objective. To study the quality of life and mental health in adolescents with functional dyspepsia and irritable bowel syndrome. Material and methods. 182 students of the College of Pharmacy (15-19 years old) were examined. The questionnaire on functional gastrointestinal disorders according to the Rome criteria IV (QPGS-RIV) was used to diagnose FD and IBS. Quality of life was assessed using the PedsQL questionnaire. The Strengths and Difficulties Questionnaire (SDQ, R. Goodman) was used to study mental health. Statistical processing of the data was performed using Mann-Whitney and  criteria. Values of p &amp;lt; 0.05 were considered statistically significant. Results. FD was diagnosed in 13.2% of the subjects, who showed a decrease in the quality of life, both in the summarized total score (p=0.001) and in many scales of the PedsQL questionnaire. Interpretation of R. Goodman's test showed that 33.3% of adolescents with PD had mental health disorders (8.9% of those without PD; p=0.001). At the same time, those examined with deviated mental health had the lowest quality of life indicators on all scales of the questionnaire, except for emotional functioning. Reduced emotional functioning was noted in all children with functional dyspepsia. IBS was detected in 6.6% of adolescents, and they showed an insignificant decrease in quality of life (p=0.071), but it affected only emotional functioning (p=0.017). Mental health impairment was found: they were more likely to experience problems in socializing with peers (p=0.010) and emotional symptoms (p=0.003). In children with IBS, 25.0% showed deviant mental health, and summed with borderline mental disorders (33.3%), this was higher than in subjects without IBS manifestations (p=0.005). Conclusion. Adolescents with PD and IBS showed lower and associated indicators of quality of life and mental health.

In the digital age, social networks have transformed interaction, communication, and access to information, establishing themselves as new spaces for socialization where individuals, especially younger ones with high usage rates, spend much of their lives. Adolescents, in particular, use these spaces excessively. Given that one of the factors defining much of their adult lives revolves around their professional careers, it is essential to consider that, as in many other processes, digital socialization may play a significant role in their decisions about which profession to choose. The objective of this study is to characterize the process of career choice through digital socialization spaces on social networks among a group of 11th-grade students in the municipality of Guanajay, Artemisa. A quantitative methodology was employed, using a questionnaire designed for this research to collect the necessary data. The results indicate that YouTube and Instagram are the most-used platforms for gathering information about career choices. YouTube channels and Instagram Reels stand out as the preferred spaces for accessing such content on these platforms, highlighting a preference for dynamic and audiovisual formats. Additionally, the study found that students prioritize practical and tangible aspects such as salary potential, job content, and career opportunities over factors like social relevance.

Adolescents need 8-10 hours of sleep, but most do not achieve this norm. Changes in circadian rhythms and the use of electronic devices reduce the duration of nighttime sleep. Heredity plays a significant role in forming individual sleep patterns, with a heritability coefficient of up to 49%. Polymorphic variants of neurotransmitter genes may serve as markers for sleep disorders. The monoamine oxidase A (MAOA) gene is considered a candidate for the development of pathologies, including short sleep duration, as it regulates the levels of monoamines. Monoamine oxidase A breaks down serotonin, norepinephrine, and dopamine, and polymorphisms in MAOA are associated with high impulsivity and antisocial behavior, which can significantly impact psychological health. Understanding these genetic influences can provide insights into the psychological effects of sleep deprivation on mood and behavior. The aim of this study was to analyze the frequency of genotypes rs1137070 MAOA in adolescents with varying nighttime sleep durations. The study involved 896 European adolescents. Genotyping was performed using PCR-RT. In the codominant model, the most common genotype is C/C+C0 among adolescents who slept more than 6 hours, while the genotype T/T+T0 increased the risk of short sleep (p=0,03). In the dominant model, the combination of C/T and T/T+T0 showed a significant increase in the risk of short sleep duration (p=0,02). The log-additive model was the most suitable (AIC=614,6), showing that an increase in the number of T alleles is associated with an increased risk of very short nighttime sleep (p=0,0081). We suggest that the regulation of neurotransmitter production due to the presence of the T allele at rs1137070 may disrupt normal sleep/wake cycles. The association of this allele with video game addiction may explain the late onset of sleep. These findings highlight the need to understand genetic influences on sleep for improved psychological well-being in adolescents.

Relevance This article addresses modern addictions in the digital age, a growing phenomenon linked to the excessive use of social media, video games, and apps. These addictions, which activate the brain's reward systems, have reconfigured the dynamics of dependence, affecting the mental health and well-being of users. Its relevance lies in the integration of multidisciplinary perspectives (psychoanalysis, behavioral, cognitive, and humanistic psychology, neuroscience, and sociology) to understand this phenomenon in a constantly evolving technological and cultural context. Purpose of the Study The objective is to analyze digital addictions from a comprehensive perspective, exploring how psychological, neurobiological, and cultural mechanisms contribute to technology dependence. The study seeks to understand how digital platforms, through strategies such as variable reinforcement and gamification, encourage addictive behaviors, and how these impact users' mental health and daily lives. Research Methods and Sample The article is based on a theoretical and conceptual analysis, integrating theories from psychology (Freud, Skinner, Rogers), neuroscience (reward systems and dopamine), and sociology (Debord's spectacle culture). It uses examples from platforms such as Facebook, Instagram, and video games to illustrate addictive mechanisms. Main Results Digital platforms use variable reinforcement (likes, notifications) to keep users in a cycle of addictive behavior. Dopamine and the brain's reward systems explain tolerance and the need for ever-increasing stimuli. Spectacle culture and gamification foster dependence, while the lack of meaning and the search for validation exacerbate addictive behaviors. Conclusion Digital addictions are a complex phenomenon that requires a multidisciplinary approach for understanding and treating them. It is crucial to develop prevention and intervention strategies that consider psychological, neurobiological, and cultural aspects, as well as to update diagnostic manuals to include these behavioral addictions.

In recent years, there has been an increasing number of studies proving that digital technologies provide students with more advantages than traditional forms of education. There are well-known works proving the positive impact of digital technologies on pattern recognition, the development of visual memory, visual intelligence, etc. The purpose of the study: to study the features of mental performance and productivity of attention of adolescents studying in a digital and traditional educational environment. The study involved 120 adolescents aged 13-14 years enrolled in two types of educational institutions: schools using traditional (N=60) and digital learning (N=60). Observation and conversation, diagnostic standardized techniques for studying cognitive processes were used as empirical methods. Mathematical statistics methods (Mann-Whitney U-test) were used to process the results. As a result, we found that students from a digital school are able to hold their attention for a longer time when performing a certain task (attention stability) than their peers from a traditional school. However, students from the traditional education system showed a higher level of concentration. That is, in the presence of interference, they made fewer mistakes than the students from the digital school. When analyzing the mental performance of students using the Kraepelin method, the following results were obtained. In a digital school, the number of teenagers with a high level of performance is higher than in a school with a standard education system. In addition, the ability to perform the maximum number of operations per unit of time among students from a digital environment is higher than that of students from a traditional educational environment. Conclusions: students from the digital educational environment are characterized by a higher level of attention stability and less rapid mental fatigue; students from the traditional educational environment are characterized by higher concentration or accuracy of attention.

Relevance:
With the ongoing digitalization of education, it is crucial to study the practical use of digital resources and technologies in the professional activities of preschool educators—covering educational, informational, and self-educational areas. Understanding how to integrate digital tools into preschool education enables the creation of effective methods that consider children’s developmental stages and teachers’ skills. Research Aim:
This study aimed to examine the practical aspects and effectiveness of digital resource use by preschool educators and to develop methodological recommendations for establishing an optimal digital educational environment in preschool institutions. Research Methods and Sample:
The research involved 47 preschool organizations across 8 Russian regions, including 623 educators and 1,158 parents. Methods included experimentation, pedagogical observation, surveys, and statistical analysis. Main Results:
Key trends and challenges in using digital resources in preschool education were identified. Factors affecting the successful integration of digital technologies were determined, and criteria for assessing the pedagogical appropriateness of digital tools were developed. Conclusion:
The study provided a comprehensive view of how digital resources are used by preschool educators. A broad range of digital tools is applied, primarily in educating parents (legal guardians) rather than direct work with children. Teachers’ digital skills often surpass their actual use in practice. When certain conditions are met, digital tools can significantly enhance preschool educators’ professional activities and improve educational outcomes. Respondents noted barriers such as inadequate technical equipment, lack of methodological support, limited time to learn new tools, and concerns about children’s health. The developed recommendations were positively received by 92% of educators and 87% of parents, confirming their practical value.

In the report, the authors will present the results of research on the use of digital resources and technology in different areas of professional activities of preschool teachers: educational, educational, self-education. In the conditions of rapid digitalization of society, the system of preschool education cannot stay away from technological innovations. The introduction of digital resources in the educational process of preschool institutions is an inevitable and necessary stage in the development of modern education. The main purpose of the presented research was a comprehensive analysis and evaluation of the effectiveness of the use of digital resources and tools in the professional activities of preschool teachers with a focus on the practical aspects of their use. Parents' attitudes towards the digitalization of preschool education were also studied. The study provided a comprehensive view of the practice of using digital resources and tools in the professional activities of preschool teachers. The study revealed a fairly wide range of digital tools used in preschool education. Digital tools and resources are more widely used in the sphere of educating parents (legal representatives) of pupils and more cautiously in direct work with children. At the same time, teachers' digital skills are more widely used in their professional activities. The study confirmed the central role of the teacher in the process of digitalization of preschool education, as well as some inertia and conservatism of teachers in the integration of digitalization processes in education. It is the teacher's competence, creativity and pedagogical skills that determine the effectiveness of using digital resources in the educational process. The results of the study show that the digitalization of preschool education is an inevitable and potentially productive process, but it requires a meaningful approach and consideration of the specifics of this stage of education. If a number of conditions are met, digital resources and tools can significantly enrich the professional activities of preschool teachers and contribute to a more effective solution of educational tasks. According to respondents, the main barriers to the introduction of digital technologies in preschool education are: insufficient technical equipment, lack of methodological support, lack of time to master new tools, and concerns about the negative impact on children's health. It is noteworthy that many of these problems can be solved through a systematic approach to digitalization of education and professional development of teachers.

Relevance The rapid digitalization of modern society significantly affects children's psychological well-being. While digital technologies provide new opportunities for education and personal development, they also pose potential psychological risks, such as increased anxiety, social isolation, and digital addiction. Understanding these impacts is essential for fostering a balanced approach to children's digital experiences. Research Aim This study aims to analyze the effects of digital technologies on children's psychological well-being, identifying both positive contributions and potential risks. The research seeks to develop recommendations for minimizing negative consequences while enhancing the developmental benefits of digital content. Methods and Sample The study employs a mixed-methods approach, combining qualitative and quantitative research methods. Data collection includes surveys and structured interviews with 300 children aged 8–16, their parents, and educators. Psychological assessments are conducted to evaluate the impact of screen time, digital communication, and content exposure on children's emotional and cognitive states. Key Findings The results indicate that moderate and purposeful use of digital technologies contributes to cognitive growth, creativity, and social interaction. However, excessive screen time correlates with increased anxiety, attention deficits, and reduced emotional intelligence. Additionally, personalized digital content significantly influences children's engagement and learning outcomes. Conclusion While digital technologies offer substantial developmental opportunities for children, unregulated use can lead to adverse psychological effects. This study emphasizes the importance of digital literacy, parental mediation, and content regulation as key strategies for ensuring children's well-being in the digital age.

The multiplicative concepts formation remains a relevant research area: school students of all ages encounter well-known difficulties with the simultaneous coordination of two independent parameters. Our previous analysis of the equilibrium concept origin (within Davydov’s approach) has led to an understanding of the necessary orientation procedures as an essential part of students’ actions (the evaluation of “load”, as each weight’s contribution to the overall balance in order to make the lever balanced) and appropriate modelling means to support these actions (a token for each step of a weight unit from the fulcrum), as well as the key task for students’ initial steps in the matter: the scattered-weight task (weight units attached to several positions along a lever). Our current report focuses on further development of the learning situation towards a new grade of functionality of the concepts being formed. The task of balancing units of “secret” new weight was designed to challenge students with the necessity to consider new “load” units simultaneously with the known “load” units in order to achieve balance. Thus, they were required to develop new ways of solving this problem using two types of tokens. As an extension to the previously designed digital simulation of a lever, tasks with the unknown weights were added to the computer task series. We conducted an experimental teaching series of 6 lessons with a sample of 82 fifth-grade students. Their classroom discussions and logs of their computer-supported problem-solving were used to track their progress, which appeared to follow the outlined trajectory. The ability to adapt their operations with tokens to new tasks at each step of learning situation development and thus successfully solve novel problems (in particular, the unknown weight task) we consider to be the most significant indicator of conceptual growth.

The integration of digital touch technology, particularly tablets such as iPads, into early childhood education has become increasingly prevalent worldwide. This trend has not bypassed Saudi Arabia, where educational institutions are rapidly adopting these technologies to enhance learning experiences. However, the impact of such technologies on children's development, especially in culturally specific contexts like Saudi Arabia, remains an area ripe for investigation. This study aims to explore a crucial aspect of this phenomenon: how digital touch technology influences children's emotional development in a Saudi Arabian classroom setting. Drawing upon cultural-historical theory, particularly Vygotsky's concepts of perezhivanie and the social situation of development, this research seeks to understand the intricate relationship between digital technology use and children's emotional engagement in learning. The concept of perezhivanie, which refers to the way a child becomes aware of, interprets, and emotionally relates to a given situation, provides a unique lens through which to examine children's interactions with digital devices. Similarly, the social situation of development, which emphasizes the role of social and cultural contexts in shaping a child's development, offers a framework for understanding how the Saudi Arabian educational context influences these interactions.

Despite significant successes in the fight against tuberculosis in our country, this disease remains an urgent problem of modern healthcare. One of the important aspects of the comprehensive treatment of respiratory tuberculosis (RT) in children, it is important to maintain psychological well-being at the stage of inpatient treatment, since hospitalization, the duration of which varies from 6 to 18 months for various clinical and epidemiological characteristics of the disease, and in some cases exceeds these periods, has a stressful effect on patients. It is of scientific and practical importance to identify correlates of psychological maladaptation during hospitalization in order to develop effective programs for psychological support of patients. The aim of the study was to study the relationship between frustrating behavior and the psychoemotional state of children with RT in a hospital situation. The sample consisted of 76 children aged 7-12 years with RT who were admitted for inpatient treatment at the Central Tuberculosis Research Institute. The following methods were used: the Rosenzweig Picture Frustration Study (P-F Test), the Children's Depression Inventory (CDI), Strengths and Difficulties Questionnaire (SDQ), The Children’s Form of Manifest Anxiety Scale (CMAS). According to the results of the study, children had increased levels of anxiety, symptoms of depression, and difficulties in psychosocial adaptation: emotional problems, behavioral problems, and problems with peers. The frustrating behavior of most patients was characterized by an increased level of impunitive reactions. The greatest number of symptoms of psychological maladaptation in patients was associated with an extrapunitive direction of frustration reactions with a fixation on self-defense. The results of the study can be used in the development of individualized psychological support programs for children with TOD in the hospital, taking into account the peculiarities of patients' response in situations of frustration in order to increase their adaptive capabilities.

Relevance: In recent decades, along with the emergence of digital social media, the prevalence of psychological disorders in adolescents has increased. Further studies are needed to explore protective factors for their well-being. One of these is parental mediation. Objective: To understand the relationship between social media use and the mental health of Cuban adolescents and the mediating effect of parental mediation on this relationship. Research Methods and Sample: The sample consisted of 281 adolescents. The majority were female (N = 149, 53%) and their ages ranged from 13 to 18 years (M = 15.4, SD = 1.62). Participants were grouped according to their social media use using Latent Profile Analysis. Comparisons of the profiles obtained with gender and mental health were performed using Chi-square and Kruskal-Wallis tests, respectively. Dual moderated mediation models were used to test the mediating effect of parental mediation between social media use and mental health; gender and age served as moderators. Results: Significant differences were found in the six latent profiles obtained according to adolescents' gender and mental health. Profiles with more problematic employment were significantly associated with female gender and greater mental health issues. Only active mediation guaranteed the mediating effect between digital social media use and mental health. Moderating effects were found for gender and age. Conclusion: Social media use affects adolescents' mental health. Active mediation is the most effective strategy. Females are more vulnerable and have higher levels of mediation.

The relevance of the study: to form a value-based attitude towards maintaining, strengthening and developing one's own health among adolescents. The aim of the study: to identify differences in the structure of conscious attitude towards a healthy lifestyle among adolescents during different educational models. Research methods: overview-analytical, psychodiagnostic: questionnaires "Study of perceptions of a healthy lifestyle", self-assessment of lifestyle (O.V. Vasilieva, E.V. Zhuravlev); "Students' perceptions of health and a healthy lifestyle" (Y.V. Novozhilova et al.); test "How do you feel about your health?" (G.S. Nikiforov). Sample: 80 adolescents from secondary schools No. 1 and No. 7 in Minsk. Results: thanks to the psycho-pedagogical activities conducted in the experimental school, students have developed the understanding that a healthy lifestyle depends more on the individual's own activity rather than being a given (85.7%); that health is achieved through a healthy lifestyle (42.5%); as abilities for development (43.2%). It was found that the absence of educational and psychological activities aimed at promoting healthy lifestyle among students leads to a lower number of students taking personal responsibility for their lifestyle (30.2%) compared to students in a school where such program is presented (43.2%). The prevailing view among girls (44.7%) of a healthy lifestyle is based on personal preventive measures aimed at maintaining or strengthening health, while among boys (46.7%) it is seen as the ability for personal growth and self-improvement. Conclusion To help adolescents understand that a healthy lifestyle is related to personal responsibility and is connected not only to ecology, heredity, and the absence of bad habits, but also to continuous self-development, it is necessary to implement multi-component health promotion programs in schools. It is important to consider gender differences that influence the formation of perceptions about health and a healthy lifestyle.

Relevance. Non-specific back pain is a pressing health problem among adolescent and young adult populations in many countries around the world. The significance of the problem is due to the frequent comorbidity of back pain (in various parts of the spine) with pathological Internet use. Research objective. To study the prevalence and structure of recurrent back pain (dorsalgia) and its associations with various types of online behavior and Internet content consumed in adolescents and young adults in Tuva. Research methods and sample. Object of the study: random samples of the adolescent and young adult population (12-14, 15-18 and 19-21 years old) living in the Republic of Tuva. A total of 2,853 people were included in the screening questionnaire and three psychometric instruments (CIAS Internet Addiction Scale), questionnaires to verify addiction to social networks and gaming addiction, and smartphone addiction. To identify recurrent back pain and verify the type of its course, a screening questionnaire developed by S. Yu. Tereshchenko was used. The Statistica program was used. Main results. A higher frequency of pathological (21.6% and 8.8%) and non-adaptive (50.7% and 41.8%) Internet use was revealed in individuals with dorsalgia than in those without it. Both Russians and representatives of the Tuvan ethnic group, with dorsalgia of various localizations, were distinguished by a higher frequency of such types of Internet content as addiction to computer games, social networks, mixed Internet addiction, and Tuvans with back pain were more often characterized by undifferentiated Internet addiction and smartphone addiction than their Russian peers. Conclusion: The high prevalence of back pain and its associations with Internet-addicted behavior indicates the need to develop preventive measures aimed at early diagnosis and prevention of maladaptive online behavior and associated pain syndromes (including back pain)

Relevance. Tension headache (TH) is widespread in adolescent and young adult populations in many countries, often associated with Internet addiction and a high risk of chronic course in this contingent. Purpose of the study. To study the prevalence and associations of TH with various types of Internet use: adaptive (АIU), non-adaptive (MIU), pathological (PIU) and the characteristics of the consumed Internet content in adolescents and young people of Tuva of different age, gender and ethnicity. Research methods and sample. Object of the study: random samples of the adolescent and young adult population (12-18 and 19-21 years old) living in the Republic of Tuva. An online survey was conducted using a Google Forms screening questionnaire, a headache questionnaire and 3 psychometric questionnaires. The indicators were analyzed in the general group of the examined (n=2416) taking into account the presence (n=348) and absence (n=2068) of TH, in groups differing in gender, age and ethnicity (Tuvinians, Russians). The Statistica program was used. Main results. The prevalence of TH was established among all the examined (14.2%) with a predominance in Russians (22.6 and 12.9%), girls (15.7 and 12.2%) and the age group 15-18 years (15.6, 13.6 and 4.5%). Close associations of TH with maladaptive types of online behavior (with PIU and MIU), mixed and undifferentiated forms of PIU, with addiction to smartphones, computer games and social networks were revealed. A significant role of these indicators as predictors of the development of TH in groups of subjects with different age, gender and ethnicity was established. Conclusion: It is necessary to further study the prevalence and comorbid associations of TH with maladaptive Internet use in adolescents and young people of Tuva to optimize corrective and preventive measures among Tuvan Internet users in order to preserve their health.

One of the most important tasks of a modern preschool educational organization (PEO) is interaction with the families of pupils, including on the issue of preschooler's motivational readiness for a new stage of education. To determine the level of motivational readiness of senior preschool children for school, a survey of parents was conducted, which showed the following results. High level of readiness - 36.7% of children, average - 58.3%, low - 5%. The following were named as formats of events to increase motivational readiness: preparing children for school by a future teacher - 44.7%, open day 39.5%, a virtual tour of the school was chosen by 15.8% of parents. Innovative educational technologies make it possible to solve this problem with interest and comfort for all participants in educational relations. As this technology we considered virtual reality. Students and their parents are offered to take a virtual tour of the school museum created in memory of the famous cosmonaut Yuri Gagarin of Magnitogorsk. The journey begins with an introduction to the museum and its attributes, historical artifacts: a stand with the history of the school, the biography of Yuri Gagarin, a model of the lunar rover and others. The virtual traveler, clicking on one of the specified points, receives the corresponding information about the object, thereby receiving information about the school, its heroes, past and present, there is a motivation to visit this institution in real time, which means there is a desire to come to school. Thus, the technology of virtual reality, namely a virtual tour of the school for parents and children, can solve the following problems: motivation for the cognitive activity of senior preschool children, the formation of interest in school and the learning process in it.

Gifted children, with their heightened sensitivity and need for intellectual stimulation, are uniquely vulnerable to the digital environment's influence. In Russia, as digital access expands, understanding its impact on their socialization and emotional well-being is critical, addressing both opportunities and risks. This study aims to determine specific features of the digital environment's influence on socialization and emotional well-being in Russian gifted children. Research methods included: Rogers and Diamond's Social Adaptation Assessment Technique, Spielberger-Khanin Anxiety Scale, Sociometry, and Torrance Tests of Creative Thinking (TTCT). The sample comprised 60 gifted children (10-14 years, Republic of Tatarstan), identified via TTCT and teacher assessments. A control group of 60 non-gifted peers was included. Results showed that 45% of gifted children exhibited lower social adaptation (vs. 25% in the control group), indicating difficulties in connecting and adhering to norms. The Anxiety Scale revealed higher trait anxiety in 60% of gifted children (vs. 35%), linked to perfectionism. Sociometry indicated 30% of gifted children had lower social status, preferring online communities (vs. 15%). TTCT analysis showed creative digital activity correlated with flexibility (r=0.45, p&amp;amp;amp;lt;0.05), while excessive social media use correlated with lower originality (r=-0.38, p&amp;amp;amp;lt;0.05). A correlation was established between social media time and anxiety (r = 0.65, p &amp;amp;amp;lt; 0.01). In conclusion, the digital environment has a complex, ambivalent influence. It offers opportunities for creativity and connection, but also risks social isolation and anxiety. Programs promoting digital literacy, healthy digital habits, social skills, and creative tool use are crucial. Different digital activities impact giftedness and emotional state uniquely.

Background: The internet plays a crucial role in influencing youth development, especially by shaping their learning, values, social skills, and identity. This study is an attempt to explore the impact of internet usage on youth development through the lens of the Developmental Assets Framework developed by the Search Institute, which identifies 40 internal and external assets that support positive youth growth. Methodology: Semi-structured interviews were conducted with 14 students aged 15-29 from GITAM (Deemed to be University), Visakhapatnam, selected using the purposive sampling method. Thematic analysis, given by Braun and Clarke, was used to explore how participants’ internet usage patterns influence the development of the assets identified in the framework. Results: Both positive and negative internet usage activities impacting the developmental assets were identified. The most common assets observed to be impacted are commitment to learning, positive values, social competence, and empowerment and boundaries. Conclusion: Using the Developmental Assets Framework, this study reveals the dual impact of internet usage on youth. While the internet helps in learning and personal growth, it also introduces risks that can hinder development. The study highlights the importance of clear boundaries and support systems. To maximize the benefits of internet usage, educational institutions, families, and communities should collaborate to create environments that encourage healthy digital habits and promote positive developmental outcomes.

Objective: To develop and evaluate an Artificial Intelligence (AI) system designed to predict suicide risk on social media by analyzing posts that identify linguistic patterns indicative of emotional distress. Design: This observational study will analyze textual data from social media platforms using Natural Language Processing (NLP) and machine learning methodologies. The system will be trained with labeled historical data to predict suicide attempts. Subjects: Social media users whose posts reflect signs of emotional distress or suicidal ideation. Data will be collected anonymously, respecting the platforms' privacy policies. Methods: The AI ​​system will analyze textual content to identify keywords and patterns associated with suicide risk. The machine learning algorithms will be validated by comparing the results with manual assessments performed by mental health experts. Main outcome measures: The accuracy, sensitivity, and specificity of the model in predicting suicide risk, as well as the response time from detection to alert, will be evaluated. Results: The AI ​​system demonstrated high accuracy in suicide risk prediction, successfully identifying critical linguistic patterns in social media that facilitate early detection. Conclusions: The application of AI to social media for suicide risk prediction represents a significant advance in prevention efforts. By enabling rapid and accurate interventions, these tools have the potential to save lives. Their integration into mental health support platforms and emergency services is recommended.

Studies on cultural consumption among people with sensory disabilities and Autism Spectrum Disorder (ASD) are practically nonexistent in Cuba. This lack is the reason why two studies were conducted to explore the cultural consumption of people with hearing disabilities and ASD. The results contribute to the Animaseñas (Animados ICAIC) project—in partnership with the Federico Maldemar Universe—and the Digital Socialization project (Faculty of Psychology, University of Havana). The study conducted with schoolchildren with hearing disabilities was a qualitative study with a phenomenological design, employing semi-structured interviews, complemented by pictograms and drawings. The sample was a non-probabilistic sample of a typical case: 18 students from a specialized school in the Cuban capital, and four experts. The study on cultural consumption among people with ASD was based on a concurrent mixed design, using online questionnaires and semi-structured interviews. The nested mixed sample; The study consisted of 35 family members of individuals with ASD and three key informants. This study reveals limited access to cultural spaces for socialization, primarily mediated through schools. Significant use of screens is observed during free time, both for communication and entertainment. The most frequently used social media platforms are Facebook, WhatsApp, YouTube, and Instagram. Based on the results obtained, a series of recommendations are intended for institutions that directly impact cultural consumption among the deaf community of children and individuals with ASD.

The Animaseñas project was launched in 2022 with the aim of promoting audiovisual and artistic accessibility for cultural products. Since then, more than 100 works produced by Animados ICAIC have included Cuban Sign Language. The "La Peña de Federico" project is the result of a partnership between the Animaseñas projects and the Universo de Federico Maldemar project. This space showcases animated films produced by the production company Animados ICAIC, adapted for hearing impairments, and combined with other activities such as theater, games, songs, and more. It promotes values ​​of equity and inclusion, as well as mediation of screen time for families. Based on the Peña's structure, the television program "Fede TV" was created, which aired its first season on Cubavisión during the summer of 2023. It also showcases animated films produced by the production company Animados ICAIC, adapted for hearing impairments, and promotes universal values ​​such as equity, inclusion, friendship, respect, and more. In its second season, a program was dedicated to excessive screen time. These projects (Animaseñas, Federico's Peña, and Fede TV) are developed and supported by research projects involving university students. Research is conducted on the reception of the Peña and the Fede TV program, on cultural consumption by people with sensory disabilities, and on the mediation of screen time. A systematic link is maintained with the school for children with hearing disabilities, who provide suggestions and opinions that enrich each project. The results are presented at events and in scientific publications. Exchanges are also held with professionals and producers from other institutions and training centers through courses and specialized visits.

The Family School "Families and Video Games" aims to facilitate the process of family mediation regarding video game use. It is based on previous research supervised by the author, as well as on her doctoral thesis, which demonstrates the insufficient mediation by families and schools regarding the audiovisual consumption of Havana schoolchildren. Based on these difficulties and demands, a psychoeducational program was designed, comprised of several actions, including the proposal presented here. The Family School was initially partially implemented, validated by experts, and the final version was revised based on the recommendations. It consists of nine group sessions that address topics relevant to the family mediation process. It includes an implementation manual that includes a description of each session, the necessary resources, and the procedure for initial, process, and final evaluations. For its implementation, face-to-face group sessions are prioritized, although it can also be delivered virtually or in a hybrid format. Various techniques will be used to develop the family school: graphic techniques and group discussion techniques, including dramatic representations. Participants will be provided with information related to the mediation of screen time and video game use in various formats: texts, infographics, website links, videos, etc. These include products generated as part of the audiovisual project "Families, Screens, and Video Games," which include graphic materials, a commercial, and television programs about free time, mediation, and video game screen use. The design of the family school is tailored to trends found in the Havana context and among schoolchildren, but can be modified if applied in other locations and stages of development.

The study of psychological phenomena associated with the use and impact of digital technologies, as well as the provision of psychological services through these tools, are currently a necessity for psychology professionals. Cyberpsychology is emerging as a new field of research that seeks to address these problems by studying the relationship between human beings and cyberspace. This is a growing field of study worldwide; therefore, it is essential to define it from a historical-cultural perspective in order to develop and promote it in Cuba. The increasing use of digital devices and internet access has changed the way people think, behave, relate, and communicate. This paper will address the development of cyberpsychology over time, beginning with the background to its emergence and its main approaches. It will also analyze different perspectives from positivism, phenomenology, hermeneutics, and dialectics. Hence, its objective is to analyze the evolution of cyberpsychology and its current context. Cyberpsychology is shaped by the psychological approach taken and the historical period in which this relationship is studied. From the cognitive approach to the historical-cultural approach, each perspective provides a unique view of the phenomenon. This work makes it possible to understand the contradictions and changes over time, as well as the relationship between digital technology and society. It also provides a solid foundation for understanding the importance of studying this topic in the current context.

1. Classical Piano and Digital Technologies Classical piano and digital technologies do not contradict each other, but rather complement each other harmoniously. The piano combines historical traditions with principles of digital thinking, which are reflected in the clear gradation of sounds in the twelve-tone system. 2. The Music of J. S. Bach in the Digital World The music of J. S. Bach, a true innovator of his time, remains relevant in the digital era. Students are particularly interested in using tools like Google’s Bach Doodle (2019), which allows them to compose simple melodies and let the algorithm harmonize them in Bach’s style. Modern digital instruments—such as virtual organs and harpsichords— make his music more accessible through new interpretations. Children especially enjoy practicing on digital pianos, switching between different virtual instrument timbres— harpsichord, organ, strings. This makes learning more engaging and helps them better understand Bach’s stylistic nuances. However, the live sound of an acoustic grand piano remains irreplaceable due to its rich overtones and subtle nuances of touch. The optimal approach is to combine digital and traditional instruments for a comprehensive music education. 3. The Value of Studying Bach’s Inventions Bach’s Inventions are not merely short educational pieces— they are essential tools for developing musical intelligence. They enhance technique, ear training, coordination, thinking, and artistic taste, preparing students for performing complex classical works as well as for improvisation and composition. Studying polyphony trains attention to detail, which is beneficial not only in music but in many areas of life. Musical intelligence also supports the development of cognitive abilities, emotional intelligence, motor skills, and social interaction. 4. Tradition and Personality in the Digital Age Bach’s music helps us reflect on the past, understand the present, and look to the future. It carries universal values and beauty that remain relevant and accessible to today’s children. Conclusion The integration of classical piano and digital technologies creates new opportunities for the development of gifted children. Bach’s music helps them find a balance between the past and the future, revealing the depth of traditional art in the digital age.

Nowadays, the transition to digital technologies and AI in education is ubiquitous. Due to fast spread of artificial intelligence human translators and language learners have to compete with computers. Utilizing AI in language acquisition has culminated in numerous heated discussions. AI skills in acting out a meaningful dialogue are far from spoken language. AI can grasp the main idea of simple language units and even respond to them, but AI is limited to literal interpretation and translation. A computer translator can know the definition of a word; however, it doesn’t understand the context. AI is devoid of critical thinking and “feeling of a word” adherent to a real speaker. Creative attitude to lexis is one of the idiosyncratic features of linguists allowing to converse with interlocutor and brainstorm bright ideas. This is the stepping stone to spelling rules, stylistic devices, rhetoric algorithms. The aim of the study is to define the association of students’ academic performance and utilizing digital technologies in preparation for linguistic assignments and translation. The sample consists of 100 students of Southern Federal University and Don State Technical University. Our respondents are Bachelor’s’, Master’s students of various majors. We administered the author’s questionnaires of motivation to learning English as a foreign language. The essential methods are: analysis of academic performance, deduction, induction, statistical methods (Mann-Whitney test, Fisher’s phi-test). The academic performance assessment reveals that 45% respondents have excellent grades, 22% are good learners, and 33% are mediocre students. Superb respondents show independent study without AI implementation, while slow learners are proponents to use AI in submitting papers and translation of authentic English content. As a result of the study, the author proves the interplay of the desire to apply artificial intelligence technologies and the low academic performance of students in the preparation of their language assignments.

This study represents the second phase of research previously presented at last year’s conference. The purpose remains the identification of self-aggression markers in the online behavior of young individuals. At this stage, 78 young people, primarily students aged 18 to 25, have been examined. The battery of research methods included the MMPI test, the Buss-Perry Aggression Questionnaire, the Beck Depression Inventory, and content analysis of the participants’ social media profiles (often private content). During this second phase, anamnesis data was collected, and in most cases, face-to-face clinical and psychological conversations were conducted. The study is being carried out with the participation of Elena Kapelyukh, a student from the Clinical Psychology Department of the Dubna State University. Below are examples of content elements that were identified as online markers of self-aggressive behavior: Statements: “pathological liar,” “all roads lead to death,” “I am worse than anyone you know,” “the butterfly suffers on the pin,” “I pretend that everything is fine… while dying inside,” “loving a disgusting world is an art,” and others. The most frequently observed anamnesis characteristics among participants included: authoritarian upbringing (16 participants), alcohol abuse by one or both parents (13 participants), social isolation and lack of family support (11 participants each), a family policy of suppressing negative emotions (10 participants). Less frequently reported factors included: parental conflicts involving physical aggression, and the presence of serious somatic or mental illnesses (4 participants each). Preliminary conclusions The most intriguing findings regarding online markers of self-aggression among students relate to preferences for the color black. It is important to note that black clothing is currently a widespread fashion trend among young people. Moreover, clinical observations suggest a certain “trend” of depression and anorexia.

Lower family socioeconomic status is widely recognized to have detrimental effects on child well-being and development; however, the extent of this impact across various dimensions remains debated. This study investigates the relationship between parental education and the cognitive and socioemotional dimensions of child development, as well as the mediating role of leisure activities such as screen time, shared book reading, and attendance at cultural activities like museums and theatres. The study involved 1288 preschool children (M = 70.4 months, SD = 4.53) and their parents. Children's executive functions, non-verbal intelligence, emotion comprehension, and sociometric status were assessed, while parents provided information on their educational levels and details about their children's leisure activities. The assessment of direct and indirect effects through path analysis revealed several findings. First, parental education significantly contributes to children's verbal working memory (ß = 0.18, p < 0.001), cognitive flexibility (ß = 0.07, p = 0.022), non-verbal intelligence (ß = 0.1, p = 0.003), and emotional comprehension (ß = 0.08, p = 0.004). Second, no significant relations were found between parental education and children's sociometric status, visual working memory, or inhibitory control. Third, shared book reading and lower screen time notably reduced gaps in verbal working memory attributed to differences in parental education. Furthermore, museum attendance (ß = 0.03, p < 0.001) and theatre attendance (ß = 0.03, p < 0.001 for verbal working memory; ß = 0.02, p = 0.009 for emotional comprehension) emerged as significant mediators in these relationships. Thus, infrequent reading, high screen time, and limited cultural participation may contribute to disparities in children's achievements and psychological well-being throughout development.

Modern man's life is dynamic. The number of urban residents is growing, including families with school-age children. This sets the task of creating conditions for learning and leads to the opening of new schools. If a family moves with a child, then not only adults, but also children need to adapt to new living conditions. The child needs to learn how to manage his activities in new conditions, i.e. the child must be able to carry out its self-regulation. A survey conducted in the &amp;quot;teacher–parent-student&amp;quot; triad showed that younger students have difficulty adapting to new learning and living conditions. Teachers note that it is difficult for children to establish communication in a new classroom, they are afraid to answer in the lesson, which does not allow the teacher to objectively assess the level of knowledge. Teachers also believe that they are experiencing difficulties at work: they have changed their place of residence and work themselves, have not fully joined the new team, and do not know the children and their parents well. Parents notice that children tend to spend more time at home with their family. Children prefer to communicate with new friends through instant messengers rather than in the real world. The survey of children showed that they think about a high level of formation of their own skills to independently build their activities to achieve their goals, which is partially confirmed when solving computer diagnostics problems. The results of the study show that it is relevant for the psychology of education to solve the problem of preparing children for life in a changing world.

Artificial Intelligence (AI) is a discipline that seeks to create systems capable of performing tasks that normally require human intelligence, such as learning, reasoning, or creativity. It offers opportunities to improve the quality and efficiency of education, hence the question that guides this study: Strength or weakness? 20 scientific articles referring to the use of AI were analyzed, from different countries; Spain (35%), Ecuador (20%), Peru (10%), Colombia (10%), Guatemala (10%), Venezuela (5%), the Basque Country (5%), and Nicaragua (5%). The research consulted was carried out in the years 2024 (20%), 2023 (45%), 2022 (20%), 2021 (10%), and 2019 (5%). The results show a similar number of advantages (9) and disadvantages (10) of AI, which are described in greater depth below: The most frequently associated advantages and opportunities are; Personalization (18.3%), Improving the quality of education (18.3%), Motivation (15.5%), Feedback (14.1%), Innovation (11.3%), Collaboration (5.6%), Promoting the development of skills (4.2%), Strengthening research (1.4%) and Facilitating teacher management (1.4%). Regarding threats, disadvantages and/or challenges, we find: Ethical concerns (31.5%), Inequalities (13%), Lack of training for teachers on these issues (13%), Unemployment (11.1%), Lack of resources to use it (11.1%), Dependency (5.6%), Digital gaps (5.6%), Dehumanization (3.7%), Discrimination (3.7%) and Isolation (1.9%). In conclusion, while the benefits that AI brings to the teaching-education process are valued, fears and resistance to its use in education are expressed. Most of the perceived disadvantages are associated with the fear of teacher displacement or replacement. Efforts must be made to inform and prepare teachers on these topics to take advantage of the opportunities this resource provides.

The relevance of this research lies in the need to understand how digital innovations affect the psychological aspects of giftedness. The goal of this research is to analyze the psychological aspects of giftedness in the context of the digital age, specifically: 1. To identify the impact of digital technologies on the development and support of gifted children. 2. To evaluate the ways in which highly gifted children adapt to new conditions and the technologies used. 3. To investigate the interactions of gifted individuals in the digital space and how this interaction influences their psychological state and development. To achieve these objectives, the following research methods were used: 1. Qualitative methods: in-depth interviews with gifted children, their parents, and teachers to determine how the digital environment impacts their development and self-perception. 2. Quantitative methods: surveying using specially developed scales and questionnaires to assess levels of stress, happiness, self-esteem, and adaptation to the digital environment. 3. Content analysis: studying materials from social networks and forums dedicated to the topic of giftedness and adaptation in the digital age. The sample for the study consisted of 200 gifted children, 50 parents, and 50 teachers. The main findings are as follows: 1. The research showed that digital technologies provide gifted children with unique opportunities for self-development and self-expression. 2. Gifted children often experience high levels of stress related to competition and the need to meet high expectations. 3. The virtual environment allows gifted children to find like-minded individuals and build social networks but also leads to isolation and feelings of rejection. 4. Adaptation to the digital environment is reflected in the ability to use technology to achieve personal and professional goals. In conclusion, it can be stated that the digital age significantly transforms the psychological aspects of giftedness, offering both new opportunities and serious challenges.