Materials

Relevance. The special socio-psychological vulnerability of adolescents in traumatic situations determines a need for timely assessment of its negative consequences. Our goal was to create a tool allowing to assess interactively online the mental state of adolescents affected by the hostilities, providing them with prompt feedback, recommendations and help in understanding themselves. Methods and sample. Chatbot "My Compass" is an innovative digital tool developed by teams of Federal Coordination Center for the Development of Psychological and Pedagogical Assistance in the Education System of the Russian Federation of the Moscow State University of Psychology and Education and of Center "Without Restrictions". Chatbot "My Compass" is a modification of a methodology standardized in 2024 designed to assess the state of adolescents affected by hostilities. It includes evaluation of maladjustment in five areas: psychophysiological, emotional, cognitive, behavioral, and communicative, and assessment of psychological resources for coping with stress. Diagnostic material and interpretations for the user were designed taking into account age peculiarities. In addition, the chatbot contains built-in result’s processing, as well as route maps with phone numbers and addresses for online and offline psychological assistance, pre-recorded videos with video instructions and techniques for psychological self-help. The chatbot maintains the user's interest in the diagnostic process through interactive presentation of the material with elements of gamification. Results. The chatbot has been functioning since autumn of 2024 and was accessed by more than 5,800 adolescents from regions affected by the hostilities. Results’ analysis showed that this tool assessed the adolescents' state with similar accuracy as traditional online and blank versions of methodology. Conclusion. Chatbot "My Compass" is a psychodiagnostic tool in smartphone, which is always at hands for adolescents allowing them to solve both diagnostic tasks and tasks of psychological self-education

Today's schoolchildren are increasingly delegating academic tasks to generative artificial intelligence, which creates risks of reduced autonomy and academic integrity, especially in the context of low learning motivation. The study, conducted by the Laboratory for Comprehensive Childhood Studies at VVSU (Vladivostok State University), aimed to identify the attitudes of 16–17‑year‑old students towards AI and their actual usage strategies. In March and April 2026, two focus groups were held with 12 students aged 16–17: 8 in Moscow (4 boys, 4 girls) and 4 in Vladivostok (2 boys, 2 girls). The transcripts were analysed using thematic analysis. According to the data, most students view AI positively as a source of information and a tool for structuring knowledge, while simultaneously recognising its role in diminishing critical thinking skills. At the same time, all participants actively use AI (ChatGPT, YandexGPT, GigaChat, and others) for tasks such as finding answers, preparing presentations, and even formulating prompts. The adolescents demonstrated high reflexivity, yet their actual learning practices often diverge from the declared value of independent thinking. Many admitted that they delegate homework and other intellectual tasks to AI. Moscow students more frequently expressed concerns about the “degradation of thinking”; their Vladivostok peers highlighted ethical and factual limitations of AI (unreliable quotations, data leaks). Schoolchildren from both cities pointed to the absence of systematic training in AI usage and the ambiguous stance of teachers, which further widens the cognitive‑behavioural gap. Pedagogical support is needed – primarily aimed at developing self‑regulation skills in students, as well as at training teachers to use artificial intelligence effectively within the educational process.

The pervasive integration of the internet into daily life poses a risk of compulsive use, particularly for young adults whose professional development relies on empathy and interpersonal skills. This study examined the correlations between internet addiction (IA) and facets of social competence among first-year humanities students. The sample comprised 62 students aged 16-19 years from Russian universities. Validated psychological instruments were administered: K. Young’s Internet Addiction Test (IAT), S. Chen’s Internet Addiction Scale (CIAS), A. Mehrabian and N. Epstein’s Balanced Emotional Empathy Scale, A. Shashenkova’s Socio-emotional Competence Questionnaire, M. Snyder’s Self-Monitoring in Communication Test, and O. Vlasova and M. Bereziuk’s Emotional Self-Awareness Inventory. Spearman’s rank correlation analysis was applied. Significant negative correlations were found between IA (both IAT and CIAS) and empathy (r = – 0.475, p ≤ 0.01; r = – 0.427, p ≤ 0.01), emotional self-awareness (r = – 0.33, p = 0.009; r = – 0.267, p = 0.036), and communication self-monitoring (r = – 0.294, p = 0.02; r = – 0.414, p ≤ 0.01). The strongest inverse relationship emerged with personal responsibility (r = – 0.603, p ≤ 0.01; r = – 0.368, p = 0.003). No significant association was observed between IA and the overall socio-emotional competence score. A weak positive correlation between IA (IAT) and socio-emotional awareness (r = 0.284, p = 0.025) suggests that increased online activity might enhance theoretical knowledge about emotions while simultaneously impairing their practical regulation. These findings indicate that internet-dependent students exhibit reduced emotional sensitivity, diminished capacity to recognize and manage their own emotions, poorer communication self-control, and a pronounced tendency to avoid responsibility. The pattern highlights the need for early preventive interventions in higher education to foster emotional and social skills, thereby safeguarding the core professional competencies of future humanities specialists.

Children grow up surrounded by digital technologies from their earliest years, placing new demands on early childhood educators. Understanding what future teachers need in order to educate children in a digital world is essential for designing coherent and effective initial teacher education programmes. The DigCompEdu framework (Redecker, 2017) identifies six key areas for teachers’ professional digital competence, yet there is still limited empirical evidence on how these competences evolve during initial training and which needs pre-service teachers perceive as most urgent. This study aims to analyse the attitudes, perceptions, and training needs of prospective early childhood teachers regarding Digital Competence, with particular attention to the requirements they identify to support young children’s learning and development in digital environments. A longitudinal research design was implemented with a cohort of first-year students enrolled in a Spanish Early Childhood Education degree. Over six academic years, a total of 464 pre-service teachers completed online questionnaires and a diagnostic test of Teacher Digital Competence (MRCDD, 2022). Data were collected and analysed to examine trends in attitudes, perceived competence, and self-reported needs throughout the training period. Findings indicate that pre-service early childhood teachers show consistently positive attitudes towards educational technologies, especially in areas related to communication and collaboration. However, participants identified persistent needs in the creation and use of digital resources, digital assessment strategies, and in the ability to guide young children’s emerging digital competence. These needs remained stable across the six years, suggesting that current training programmes do not fully address the pedagogical integration of digital technologies. The evidence highlights that positive attitudes are not sufficient. Future teachers require structured, pedagogically grounded preparation that connects technology with meaningful early childhood learning experiences. Strengthening initial teacher education is essential to equip educators with the competences needed to support children effectively in the digital age.

Digital technologies and especially using artificial intelligence (AI) in personalized learning offer new perspectives for the education of gifted students, focused on the variability of manifestations and trajectories of their giftedness development. The objective of this study was to analyze and summarize new scientific data on the specific educational needs of intellectually gifted students and the potential for effectively using new digital technologies to support and stimulate their interest in learning and improve their achievements. Thirty-one articles were assessed on this topic. The relevance of this study stems from the intensive implementation of digitalization in school education of various countries over the past five years and the significant growth in scientific publications about the impact of new technologies on gifted education. AI researches offer new insights into effective support for both successful gifted students and also for students with double exceptionality, characterized by both high intellectual abilities and various developmental disabilities, such as attention deficit hyperactivity disorders (ADHD) or autism spectrum disorders (ASD). Using AI can help overcome these students' limitations and also promote the development of their higher-order thinking skills, critical or problem-solving thinking, and progress social interaction skills. The most advanced form of learning adaptation is considered personalization, in which goals, content, pace, and methods are selected based on the individual needs, preferences, and interests of each student, who is directly involved in planning and self-assessing their learning activities. Personalized education is understood as a technology-based, student-centered process that recognizes the uniqueness of each student and adapts the goals, content, pace, and methods of learning to their specific needs, while supporting student choice and reflection. Personalized learning facilitates collaboration between students and teachers in the joint definition and development of learning plans. The success of these technologies depends on the professional training of teachers.

Relevance: Digital self harm (DSH) – the anonymous or pseudonymous posting of self derogatory content by adolescents – is an emerging phenomenon. Our data show that 18.2% of Russian schoolchildren (grades 6–11) are involved. DSH correlates with depression, low self esteem, and suicidal risk. However, its motivational structure remains understudied, particularly in the context of digital socialisation. Objective: To identify and systematise the motives for digital self harm in adolescents based on clinical case analysis and to clarify the role of the digital environment in shaping these motives. Methods & Sample: A systematic review of international and Russian studies (2017–2024) combined with an analysis of clinical cases of adolescents aged 12–17 (N=15) with verified DSH who sought psychological help (Russia, 2024–2026). Semi structured interviews and digital footprint analysis were used. Results: Three motivational clusters were identified. Communicative motives: attracting attention, testing friendship, seeking support when offline communication is lacking. Regulatory expressive motives: emotional release, self punishment, expressing depressive feelings. Instrumental manipulative motives: demonstrating “invulnerability”, provoking reactions, strengthening group status. The digital environment amplifies these motives by normalising self destructive content, algorithmically promoting emotionally charged posts, and creating an illusion of safety. Conclusion: Digital self harm is a multi motivated phenomenon reflecting unmet adolescent needs for recognition, belonging, and emotional regulation. Effective prevention should go beyond restricting online activity. Instead, it requires creating safe educational and family environments, fostering self regulation skills, critical digital literacy, and constructive ways of seeking support.

Relevance: Since 2022, intelligent chatbots (ChatGPT, DeepSeek, etc.) have rapidly become part of adolescents’ daily lives. By 2026, our data show that 93% of Russian adolescents aged 12–17 use AI every day. However, the long‑term effects on self‑awareness, empathy, and personal agency remain largely unknown. A new, subject–object type of communication is emerging – one that simulates live dialogue but lacks genuine sociality. Objective: To identify the opportunities and risks of bot‑mediated communication for adolescent personality development, focusing on the cognitive, socio‑emotional, and value‑based domains. Methods & Sample: We analysed global (Pew Research, 2025; Youth Endowment Fund, UK) and Russian (RIA Novosti, 2025) data, complemented by an online survey and semi‑structured interviews with adolescents aged 12–17 (N = 500, Russia, 2026). Results: 93% of adolescents use AI daily – 85% for learning and 12% for psychological support. 35% find talking to a chatbot similar to talking to a friend; 40% follow chatbot advice without concern; one in eight turn to bots because of loneliness. Key risks include cognitive laziness, reduced empathy, anthropomorphisation of algorithms, conformism, and diminished agency. Key opportunities include 24/7 personalised assistance, lower barriers to seeking support, and the possibility of practising academic skills through guided interaction. Conclusion: Bot‑mediated communication represents a fundamentally new form of interaction that creates an illusion of sociality. The main danger is not the technology itself but its uncritical use, which can create an environment that lacks the essential conditions for healthy personality development. Fostering critical digital literacy, restoring the value of in‑person communication, and designing evidence‑based educational programmes are urgent priorities.

Relevance. The digital environment has become the primary, not just an additional, reality. The virtual self has become a significant part of self-concept. Adolescence is a sensitive period for identity formation. Society holds an anxious view of the internet that ignores the potential of the digital environment. Data on how the virtual world affects adolescent well-being are needed. Aim. To identify the relationship between parameters of the virtual self and the psychological well-being (PWB) of adolescents. Methods and sample. Measures: K. Ryff's Psychological Well-Being Scale, the Internet User's Personality Virtualization Index Questionnaire (E.O. Rasina, 2023), and the Virtual Identity Status Assessment Questionnaire (M.V. Klementieva, 2024). Statistical methods: correlation, regression, and cluster analysis. Sample: 32 adolescents aged 15–16, students of a secondary school. Results. The overall virtualization index was not related to overall PWB (ρ = -0.028). However, immersion in the virtual environment correlated negatively with PWB components (positive relationships, autonomy, self-acceptance). The meaningfulness of virtual identity correlated positively with overall PWB (ρ = 0.432) and its components (personal growth, purpose in life). The regression model explained 45.5% of the PWB variance: immersion was a negative predictor, while engagement was a positive predictor. Cluster analysis identified three profiles: 1) «well-being with low virtualization» (37.5%); 2) «paradoxical» – high virtualization and high PWB (21.9%); 3) «vulnerable» – moderate virtualization, low PWB (40.6%). Conclusion. Low well-being is associated not with virtualization itself, but with its combination with low meaningfulness and an unformed identity. High virtualization can be adaptive if accompanied by meaningfulness. Support strategies aimed at developing a meaningful virtual identity in adolescents are needed.

The integration of digital technologies into education has significantly transformed teaching and learning processes in the 21st century around the world. Innovative tools such as artificial intelligence (AI) have become widely used to support and education of gifted schoolchildren who demonstrate exceptional abilities and often require more advanced and flexible learning environments to reach their full potential. To address this challenge, schools have increasingly adopted digital tools such as AI to create more personalized and stimulating learning experiences beyond standard curricula. This allows students to progress at own pace, explore interesting for them subjects, and solve problems creatively. The relevance of the study is related to the need to understand how teachers and students perceive digital innovations such as artificial intelligence. The aim of the study is to identify the advantages and disadvantages that teachers and students perceive the use of artificial intelligence to brink to them and to the general education system as a whole. Research methods: twenty two scientific articles for 2022-2025 from different countries referring to the use of AI in gifted school education were selected and analyzed. Main results. One of the most promising advantage of AI for both teachers and gifted students is the aptitude to practice differentiation more effectively, taking into account the unique characteristics of each student, with resources that match their readiness. Teachers can generate an idea for an assignment or project, input a rough scheme, and then receive several versions of the same material, each designed for different ability levels or degrees of challenge. These methodologies also assist teachers in solving the problem of asynchronous development of gifted schoolchildren. The Conclusion. Generally, gifted students and their teachers have expressed a perception of AI as being beneficial as well as having potential risks depending on the situation.

This article explores the approaches to psychological assistance for children aged 5-10 Zambia, highlighting the unique challenges and strategies employed in Zambia. Zambia, facing socioeconomic hardships and limited resources, focuses on integrating mental health care into schools and tailoring interventions to the local context. This study assesses the current state of services from the perspectives of parents, teachers, and specialists(psychologists,sociologist and government officials). A cross-sectional survey was conducted with 151 parents, 150 teachers, and 150 specialists across Lusaka- Zambia. Data were analysed using the AAAQ Framework (Availability, Accessibility, Acceptability, Quality) (WHO, 2017) and cluster analysis to identify convergence and divergence across respondent groups. Results:- Availability- Parents: 60% were aware of services, but 50% rated availability poor; only 21% sought support. Teachers: 40.7% aware; 41% have full-time psychologist/counsellor at their school; 52% conduct screenings. Accessibility- Lack of information was the top barrier: 45.7% parents, 60% teachers, 81.3% specialists. Absence of nearby specialists was another major challenge follwed by Cultural stigma. Lack of parental cooperation was noted by teachers as a serious issue. Acceptability-Cultural sensitivity was low and parents: 50.3% dissatisfied with school support, but 75% willing to participate. Quality The quality of psychological help was moderate-low: parents 2.4/5, teachers 2.8/5, specialists 2.7/5. Early identification was weak: specialists 20% often/42% sometimes; teachers 22% often/46% sometimes (mostly via observations, not tools; 74.7% teachers use parent/teacher observation). Teacher training gap: 53% of teachers received some training; 90% want more. Positive outcomes: 64% teachers saw child improvements post- psychological support. The data reveales that while there is strong awareness and willingness among parents, psychological support system in Zambia faces critical deficits in availability (too few specialists, no nearby specialists), accessibility (lack of information, and few places), acceptability (stigma), and quality (weak identification and training). The data obtained can be used to develop measures to improve psychological support services.

Digital media has become an integral part of childhood in the 21st century. This has been brought about by globalization and the vast technological advancement. The COVID 19 pandemic also made screen time for children and parents ok as countries went in lockdown with schools and work paces closed. According to Hartshorne et al., (2021), the COVID-19 pandemic was accompanied by increases in family screen media use. This study examines digital habits of Zambian children aged 5-10 through a survey of 151 parents in Lusaka. This study examined associations between screen time and social-emotional outcomes in Zambian children aged 5-10 years and evaluated the protective role of family screen rules. Data collected included daily screen time, screen purposes, family rules,communication with peers, social play patterns, and reactions to adult instructions. The data revealed that average weekday screen time of 2.17 hours outside school, with 54% children use more than 2-3 hours of screentime a day. Higher screen exposure correlated with reduced social-emotional skills, weaker social play, and poorer adult instruction responses, particularly for entertainment content. Findings underscore the need for clear family screen rules and culturally adapted limits (<2 hours recreational daily) to protect social-emotional development.

Relevance. The risks associated with widespread digitalisation in general and special education are widely discussed. Special education encompasses the provision of developmental support as an area of educational activity increasingly affected by digitalization. A shortage of personnel and the need to individualise educational programmes are leading to an increased demand for digital resources in this field. Nevertheless, selective evaluation of programmes and solutions reveals problems and, in many cases, the inadmissibility of using these programmes in special education and developmental support programmes, both with respect to the content of the software products and in terms of ethical aspects. In particular, the use of personal data and the alignment of the possible outcomes of using a software product or tool with the claims made in promotional materials and product descriptions for the target audience are considered. A contradiction thus arises between the high demand for high-quality digital solutions for special education and developmental support and the insufficient quality of the resulting products. Study Objective: To describe the ethical aspects that are significant for the use of digital educational tools in special education. Research Methods and Sample: literature review. Key Results: The ethical aspects that significantly influence the feasibility of using digital educational resources in special education include: a transparent policy regarding the use of personal data (biometric data); the ability to comply with sanitary regulations when using the product in the educational process; the alignment of the stated planned outcomes of special programmes with the product’s capabilities; and a description of the limitations that significantly affect the product’s effectiveness. Conclusion: The coordination and open positioning of ethical aspects can improve the quality of the products developed, as well as optimise developers’ costs and the expected effect on the quality of correctional and developmental care.

Relevance. For today's adolescents, the internet is not merely an information source or communication tool—it is a space for identity exploration, relationship-building, and self-realisation. While some young people use digital environments for creative growth, others engage in passive scrolling, and some become so immersed that they lose connection with offline reality. Given that adolescents are not equally vulnerable to digital risks, it is essential to identify which psychological characteristics distinguish these patterns of use. Purpose of the study. To identify psychological profiles of adolescent internet users based on creativity, risk of problematic internet use, and online identity. Research methods and sample. The pilot study included 100 adolescents aged 14–16. Measures: «Online Identity Aspects Questionnaire» (I. Bogdanovskaya & T. Flenina), «Creativity Test» (N. Vishnyakova), and «Internet Addiction Test» (K. Young, adapted by V. Loskutova). Data were analysed using hierarchical cluster analysis (Ward's method) and the Kruskal–Wallis H-test with Bonferroni-corrected post-hoc comparisons (SPSS 27.0). Main results. Four distinct profiles emerged (p≤0.05). «The Creatives» (35,0%) demonstrated high creative thinking and originality, moderate online identity integration, and low problematic internet use, primarily using the internet for self-expression. «The Drifters» (39,0%) showed comparable online identity and addiction risk levels but significantly lower creativity and originality. «The Instrumentals» (13,0%) reported low online identity scores, minimal addiction risk, and average creativity, treating the internet strictly as a functional tool. «The Obsessives» (13,0%) exhibited high motivation for online self-realisation, blurred offline/online identity boundaries, emotional absorption in digital environments, elevated problematic internet use, yet retained high originality, placing them in a risk group for virtual overinvolvement. Conclusion. Creativity, online identity, and problematic internet use interact to form qualitatively distinct adolescent profiles. These findings support differentiated prevention strategies: from fostering creative self-expression online to targeted support for at-risk groups.

-В мире музыкального искусства традиционной возможностью показать свои достижения и получить оценку своей работы является участие в очных конкурсах. С развитием цифровых технологий не так давно появилась новая форма - онлайн и заочные конкурсы, а также конкурсы, предполагающие смешанное участие. Все конкурсы делятся на любительские и профессиональные. -Возросший интерес к интернет конкурсам вызывает у музыкантов- педагогов неоднозначное отношение. Одни считают, что общедоступность интернет конкурсов снижает уровень и обесценивают звание Лауреатов и Дипломантов. Другие видят в виртуальном участии расширенные возможности: участие участников и членов жюри без привязанности к географическому месту, прослушивание записей выступления участников из других регионов для сравнения уровня подготовки своих учеников. И как следствие открытость работы жюри. - На данный момент нет возможности точно определить в процентах статистику роста интереса к виртуальному участию, в связи с глобальным увеличением количества интернет конкурсов, участников и вариантов номинаций. нет возможности точно определить в процентах статистику роста интереса к виртуальному участию. - В своей статье М. Г. Долгушина, И.А. Богомолова приводят некоторые цифры на примере белградского Internet Music Competition: дистанционное участие ежегодно возрастает более, чем в два раза.количество участников в номинации. Например, в номинации «Вокал» в 2011 г. участвовали 3 человека, а в 2012 г.- 38 человек; в номинации«Хор» в 2011 г.-4 коллектива,а в 2012 г.–10 коллективов.При этом постоянно увеличивается география участников. - Оценка возрастных категорий интернет конкурсов говорит о том, что школьники составляют более 80 % участников в большинстве номинаций. - Очное выступление требует разовой концентрации,с целью показать лучшее исполнение. В дистанционном формате исполнитель работает не со зрительным залом,а(если говорить о школьниках и студентах) учиться работать на камеру. Специфика такой работы в том, что камера фиксирует любую помарку, и иногда приходится играть на запись по несколько раз. Это в свою очередь воспитывает дополнительную сценическую выдержку и стрессоустойчивость.

Background. Recent years have seen growing interest in preschool mathematical development, driven by parental and educator enthusiasm for early instruction and evidence linking preschool math competence to later academic success. However, the focus typically remains on speed and accuracy in problem-solving, neglecting the often superficial methods children use to obtain results. The objective of the work is to identify indicators of the quality of formation of initial mathematical concepts (IMC) from the perspective of the CHAT approach. The method employed was an analysis of publications describing the indicators of the formation of IMC and the specific tasks revealing the presence of these indicators. Results. According to our research the basis of IMC is the action of commensuration (measuring off). The purpose of this action is either to determine whether one magnitude is sufficient relative to another (commensuration) or to measure off an amount of one magnitude equal to that of another (measuring off). Performing these actions requires three operations: 1. Identifying the magnitudes, 2. Identifying the required measure according to the task conditions, 3. Laying off each measure in the form of a mark, 4. Answering the question (“Is it enough?” or “How to make it equal?”) based on the number of marks. For the diagnosis of this action, the following magnitudes were selected: quantity of objects, length, area, and volume. Two types of tasks were designed: standard tasks and tasks that provoke formalism of initial mathematical concepts. Conclusion. The development of specific tasks assessing the above-described indicators of the quality of children's actions may contribute to a deeper assessment of the formation of EMC and to the development of methods for such formation.