Relevance. The relevance of the research is determined by the need for social protection and development of orphaned children, their successful socialization and integration into society, the formation of sustainable skills and readiness for independent living. Insufficient elaboration of the mechanisms of the educational process, upbringing and socialization, aimed at ensuring the stability of the social dynamics of pupils, can lead to subsequent maladaptation and difficulties in social and professional self-realization.

The purpose of the study is to study the learning characteristics of children raised in family education centers and to ensure the sustainability of their social dynamics, contributing to successful integration into society.

Materials and methods. In the course of this research, the main scientific methods were used: systematic, logical and sociological analysis. The empirical basis is based on the results of the author's sociological survey of children in the family education assistance centers of the Republic of Bashkortostan.

Results. The authors propose a comprehensive approach to learning, including not only academic training, but also the development of socio-psychological competencies necessary for successful integration into society. The article considers the role of the CSCE educational environment and specific working methods that contribute to the formation of children's skills of self-regulation, interpersonal interaction and longterm social stability. The study contributes to the understanding of the specifics of children's education in the conditions of the Central Educational System and offers an integrated approach to ensuring the sustainability of their social dynamics, taking into account both pedagogical and socio-psychological aspects.

Conclusions. The study revealed the following specifics in the learning process of pupils of family education assistance centers: periodic unpreparedness, lack of assembly, disorganization of students in the classroom; incomplete or poorly completed homework; lack of attention, passivity of students in the first lessons; lack of free access to Internet resources, which makes it difficult to find the necessary information and limits the use of modern technologies in the learning process. The results of the study can be used in the work of social assistance centers for families and children, educational institutions, as well as specialists

involved in social adaptation and child protection.

Relevance. TThis study addresses the intensive digital transformation of secondary education and the need to examine the social mechanisms governing the integration of digital tools into teaching and learning.

Purpose. The study aims to identify the features of the institutionalization of digital educational tools among high school students and the factors influencing their further integration.

Materials and methods. The study combined an analysis of Russian sociological research on institutional theory, the social construction of reality, and the digitalization of education with an empirical survey of 502 students in grades 10–11 enrolled in general education institutions in Moscow and the Moscow Region.

Results. The findings indicate a high degree of integration of digital technologies into the everyday educational activities of high school students, although their institutionalization remains incomplete. Most respondents demonstrate moderate or high levels of digital competence, view the digitalization of education positively, and regularly use digital tools, including artificial intelligence, in their studies. However, the prevalence and sustainability of these practices are not supported by an equivalent level of formal regulation. A significant proportion of students report using technologies regularly without unified rules governing their use.

Conclusions. Digital tools have become established elements of students’ educational practices, but their further institutionalization requires clearer and more consistent rules. Further integration therefore depends on reducing the gap between routine use and formal regulation.

Relevance. Digitalization is changing the organization of teachers’ work, but the introduction of tech-nology does not automatically replace established professional practices. Digital tools are often incorporated into existing forms of teaching, communication, and assessment, creating stable combinations of traditional and digital actions.

Purpose. The study aims to identify the features of hybridization in school teachers’ professional practices and to determine how combinations of traditional and digital work vary by teachers’ age and subject area.

Materials and methods. The empirical basis consists of a voluntary online survey of 380 teachers in general education institutions. The analysis covered the impact of digitalization on professional practices, areas combining traditional and digital forms of work and elements of activity that remain in a traditional form. Age and subject comparisons were used as descriptive analytical measures.

Results. Digital tools have been found to be particularly embedded in lesson organization and communication, while traditional forms of assessment of learning material remain largely intact. The age differences are apparent primarily in the ways of combining familiar professional actions with new tools, and subject specificity - in the intensity of use of digital channels of communication and individual forms of evaluation. The data show several models for educators' adaptation to a digital environment.

Conclusions. Hybridization can be seen as one of the main mechanisms of digital transformation of pedagogical practices, which ensures a sustainable combination of traditional and digital formats.

Relevance. In the context of the transformation of the socio-political landscape of Russia, the traditional hierarchical models of interaction between the state and religious associations are giving way to approaches based on the concept of public values management. The increasing socio-political influence of religious organizations makes it necessary to form new, partnership mechanisms for harmonizing interethnic and interfaith relations in order to ensure regional stability and prevent extremism.

The purpose of the study is to substantiate the management model of key stakeholders in the ethno-confessional space of public communications at the level of the subject of the Russian Federation.

Materials and methods. The theoretical and methodological basis was formed by the theory of stakeholders, the concept of social capital and the trichotomous model “religious organizations – state – civil society”. The research uses methods of system analysis, expert assessment and matrix mapping (modeling) of stakeholders.

Conclusions. It has been established that the most effective model of state-confessional relations in a secular state is the partnership model. The implementation of a holistic communication strategy based on digital platforms and crowdsourcing technologies is a prerequisite for the formation of social capital, the harmonization of interethnic relations and the reliable prevention of extremist manifestations in the region.

Relevance. The growing impact of environmental risks and the global sustainable development agenda significantly influences the professional self-determination of contemporary students. For future social workers, environmental issues acquire not only ideological but also professional significance, contributing to the development of eco-professional consciousness.

The purpose of this study is to identify the level and structure of eco-professional consciousness among undergraduate social work students and to examine its relationship with career preferences within the framework of the Sustainable Development Goals (SDGs).

The research employed a sociological survey method. A total of 174 undergraduate social work students participated in the study. Eco-professional consciousness was assessed through four components: cognitive, value-emotional, motivational-orientational, and conative. Data were analyzed using descriptive statistical methods.

The findings indicate that the majority of students recognize the connection between environmental issues and social vulnerability, consider the SDGs as a reference point in career decision-making, and demonstrate readiness to integrate environmental considerations into their future professional practice. Eco-professional consciousness is reflected in students’ orientation toward socially meaningful work, attention to employers’ environmental responsibility, and willingness to engage in social and environmental initiatives.

The results suggest that the development of eco-professional consciousness is an important factor shaping professional identity and career strategies of future social workers in the context of sustainable development.

Relevance. The relevance of the study is обусловлен by the scientific need for an in-depth examination of the mechanisms underlying the development of an individual’s subjectivity under conditions of emotional burnout, as well as by the practical demand for data that will form the basis for developing targeted psychoprophylaxis programs for emotional burnout in professional and non-professional environments. Emotional burnout syndrome remains one of the most significant problems in occupational psychology and clinical psychology, as its prevalence among professionals in “helping” professions and parents raising children with special needs is taking on the character of an epidemic.

The purpose of the study is to provide a theoretical justification and empirical verification of the criteria for subjectogenesis in professional and non-professional environments as factors in overcoming emotional burnout in individuals.

Materials and methods. Theoretical methods: bibliometric analysis, conceptual-categorical analysis. "Empirical methods"complex of psychodiagnostic techniques (V.V. Boyko's "Emotional Burnout" questionnaire, I.N. Efimova's "Parental Burnout" questionnaire, D.V. Lyusin's "EmIn test", Guilford's "Social Intelligence" methodology adapted by E.S. Mikhailova, Schwartz's values test adapted by O.A. Tikhomaditskaya, questionnaire "Strategies for coping with stressful situations" S. Hobfall in the adaptation of N.E. Vodopyanova, E.S. Starchenkova, questionnaire "Loss and acquisition of personal resources" by N.E. Vodopyanova, M. Stein). Statistical processing: descriptive statistics, comparative analysis (Mann–Whitney U-test, Kruskal–Wallis H-test), correlation analysis (Spearman’s r), multiple regression analysis (Forward stepwise method), structural-psychological analysis (A. V. Karpov). Sample: 360 faculty members of medical universities aged 24 to 55; 116 teachers from individual educational organizations aged 22 to 71; 88 mothers raising children with hearing impairments, aged 24 to 65.

Results. The correlation, comparative, and structural-psychological analyses revealed significant differences in the level of motivation, self-efficacy, job satisfaction, subjective well-being, reflexivity, and social and emotional intelligence among teachers and mothers with different levels of subjectogenesis develop-ment. It was established that external motives for professional activity predominate; significant correlations were found between indicators of success and job satisfaction, as well as cyclical patterns of reflexivity depending on professional and job status. It has been empirically proven that socio-psychological competence acts as a psychological mechanism for regulating emotional burnout.

Conclusions. Subjectogenesis in professional and non-professional environments is a step-by-step process that includes motivational-incentive, reflexive-semantic, and evaluative-productive stages. A competence-based model for preventing emotional burnout has been substantiated; it takes into account the stages of subjectogenesis and professional and job-related differentiation. General and specific structural-functional and integrative patterns of socio-psychological competence as a factor in overcoming emo-tional burnout have been identified.

Relevance. The article explores the phenomenon of volunteer burnout within the context of the institutional characteristics of their activity. Based on the analysis of modern domestic and foreign approaches, a shift in research focus from the personal characteristics of volunteers to institutional factors, in particular, to the profile of volunteer activity, is justified.

The purpose of the study is to investigate the analytical and structural features of psychic burnout among volunteers with different types of activity orientation.

Materials and Methods. The empirical sample comprised 194 volunteers. The diagnostic toolkit included the "MBI" questionnaire (C. Maslach, S. Jackson, adapted by N. E. Vodopyanova) and the emotional burnout diagnostics method by V. V. Boyko. Mathematical and statistical data processing was carried out using the StatSoft STATISTICA 10 software package.

Results. At the analytical level, it was established that the burnout symptom complex in non-career-oriented volunteers is characterized by the formation of the "Resistance" and "Exhaustion" phases while the "Tension" phase remains unformed, which manifests as a tendency to withdraw from the activity. Conversely, career-oriented volunteers, with a formed "Resistance" phase, demonstrate a latent process of "Tension" and "Exhaustion" phases formation, which expresses itself in the reduction of personal accomplishments. The trigger of burnout for respondents with a pragmatic motivational vector is the frustration of expectations: under conditions of routine labor, a deficit of expert recognition, and a mismatch between tasks and internal forecasts, their self-efficacy decreases significantly.At the structural level of analysis, it was revealed that the burnout structure of career-oriented volunteers is more integrated and consolidated (structure organization index, SOI = 283) than that of the non-career-oriented cohort (SOI = 54). The discovered moderate correlation between the structural rank indicators (r = 0.57 at p < 0.05) indicates their pronounced heterogeneity.

Conclusions. The obtained data prove that career-oriented volunteer activity acts as a significant latent predictor (determinant) of psychological burnout, specifying its structure, dynamics, and substantive content.

Relevance of the problem is due to the rapid growth of artificial intelligence systems’ use in all of modern human life areas. At relatively early stages of ontogenesis, modern youth not only acquire the habit of constantly using artificial intelligence in various aspects of their lives, but also become increasingly uncritical about digital agents’ products, developing total trust in them.

At the same time, numerous malfunctions in the intelligent systems’ algorithms determine the high importance of selective trust, user management and control of their work.

Рurpose. To study the problem of human trust in artificial intelligence, specifics of this phenomenon, factors and stages of its formation.

Results. The specifics of the phenomenon of an individual's trust in intellectual agents in comparison with trust in interpersonal relationships is analyzed. Special features of the formation of primary and per-manent digital human trust are presented. The technological and personal determinants of digital trust are revealed, as well as subjective importance for the user of managing AI actions in solving problems. The preferences of an individual in interaction with digital and real partners in different life situations are considered.

Conclusions. The specificity of digital trust is defined by the fact that an individual delegates tasks to such AI systems while simultaneously experiencing a sense of vulnerability and dependence on their reliability. The willingness to trust digital assistants is determined by both their technological characteristics and the user’s personal qualities, as well as their ability to analyze and manage AI actions. The use of digital systems to solve logical and cognitive tasks of the subject has become total. However, in situations of choosing privacy optimization strategies, users prefer interpersonal interaction over collaboration with AI companions.

Relevance. The relevance of this study is determined by the need to clarify cognitive mech-anisms associated with depressive symptomatology, in particular the characteristics of visual attention allocation during the perception of emotionally salient material. Despite a large number of eye-tracking studies on depression, the question of the specificity of visual attention to social and non-social stimuli depending on the level of depressive symptoms remains insufficiently explored.

Purpose. The aim of the study was to identify associations between the severity of depressive symptoms and oculomotor indicators of free viewing of visual scenes with different emotional valence and social context.

Materials and Methods. The study involved 50 participants aged 18 to 45 years without diagnosed psychiatric or neurological disorders. Eye movements were recorded using the “Neurobureau” hardware and software system. The stimulus material included social and non-social images with positive, neutral, dysphoric, and threatening valence. Depressive symptoms were assessed using the Beck Depression Inventory. Statistical analysis was performed using Pearson correlation analysis.

Results. The results showed that higher levels of depressive symptomatology were associated with reduced attentional engagement with positive social material and increased sustained attention to dysphoric social scenes. No significant associations were found for non-social stimuli.

Conclusion. The findings indicate social specificity of visual attention patterns associated with depressive symptomatology. Depressive symptoms are linked to a selective attentional bias toward emotionally congruent social material. These results may be useful for the development

of objective methods for the assessment and monitoring of depressive states.

Relevance. The systemic staffing crisis in Russian healthcare, exacerbated by the value gap between generations of doctors, requires a revision of approaches to educational work in medical universities. Less than 60% of medical graduates are employed in their specialty, and up to 40% of young specialists consider leaving the profession within the first years of work. Traditional administrative and financial measures for staff retention demonstrate limited effectiveness, as they do not solve the key problem – the lack of sustainable professional identity and meaningful connection with the healthcare system among modern graduates.

Purpose: to develop and substantiate a model for transforming educational work in medical universities, aimed at forming professional values and sustainable identity of future doctors as a tool for overcoming the staffing shortage.

Materials and Methods. The study included a theoretical analysis of the problem of staffing shortages and value gaps; an empirical study of value orientations of medical students using M. Rokeach's methodology (n=194); an analysis of the pilot implementation of the youth policy transformation project "MEDMOL" in medical universities in Russia (October 2024 – June 2025). Methods of systemic and comparative analysis, design, participant observation, and statistical data processing methods were applied.

Results. A systemic value gap was identified between the traditional values of Soviet-era doctors (service, collectivism, dogmatism) and the value orientations of modern graduates (self-realization, individualism, pragmatism). It was empirically confirmed that students' involvement in extracurricular activities statistically significantly affects the hierarchy of terminal and instrumental values, shifting the focus towards professional self-realization, independence, and responsibility. A three-component model of educational work transformation has been developed and tested, integrating the normative Standard of Youth Policy, the emotional brand "MEDMOL", and a multi-level mentoring system.

Conclusions. The key cause of the staffing crisis is not the quantitative shortage of graduates, but their value disorientation and weak professional identity. The transformation of educational work in medical universities should be carried out through the creation of a holistic educational environment, where the value messages of the standard are reinforced by the emotions of the brand and the living example of mentors. The developed model has received the status of an official Standard of the Ministry of Health of Russia and is recommended for implementation in 48 medical and pharmaceutical universities in the country.

Relevance. Professional training of teacher-psychologists requires not only theoretical knowledge in psychodiagnostics, but also the development of diagnostic thinking as a key condition for successful practice. The gnostic component of psychodiagnostics characterises the procedural side of psychological diagnosis formulation. The question of how knowledge of this component is associated with diagnostic task performance among future teacher-psychologists has not been sufficiently studied.

Purpose. To examine the influence of gnostic component knowledge on psychodiagnostic problem-solving success and, consequently, on the formation of diagnostic thinking in future teacher-psychologists.

Materials and methods. The study employed the "PsyCase" automated computer system. The sample comprised 80 students of the "Psychological and Pedagogical Education" programme (control group n = 40, experimental group n = 40). At the baseline stage, both groups solved tasks No. 1–2. The experimental group received thematic lectures on the gnostic component; the control group received no instruction. Both groups then solved tasks No. 3–11, followed by a control measurement on task No. 12 three weeks later. Statistical analysis used the Mann–Whitney U test and the Wilcoxon signed-rank test.

Results. No significant differences were found at baseline (p > 0.05). At the formative stage, the experimental group showed significantly shorter hypothesis formulation time (p = 0.003), conclusion time (p = 0.005), total task completion time (p = 0.002), and fewer diagnostic methods applied (p = 0.003), with equal accuracy across groups (p = 1.00). The Wilcoxon test confirmed significant within-group reductions in all time and quantitative indicators in the experimental group. At the control stage, between-group differences were maintained and increased.

Conclusions. Targeted study of the gnostic component of psychodiagnostics is associated with the formation of more structured, economical, and efficient diagnostic thinking, without reducing the accuracy of diagnostic conclusions.

Relevance. The professional training of future educational psychologists involves not only mastering psychodiagnostic methods but also developing a body of knowledge that enables meaningful interpretation of observed manifestations of students’ psychological development and behaviour. The semiotic com-ponent occupies an important place in the structure of psychodiagnostics, as it provides the informational and substantive basis for diagnostic activity. The relationship between knowledge of the semiotic component and future educational psychologists’ success in solving psychodiagnostic tasks remains insufficiently explored, which underscores the relevance of the present study.

Purpose. To examine the influence of knowledge of the semiotic component of psychodiagnostics on the effectiveness of solving psychodiagnostic tasks and, consequently, on the development of diagnostic thinking in future educational psychologists.

Materials and methods. The study was conducted using the PsyCase Automated Computer System. The sample included 140 students enrolled in the Psychological and Pedagogical Education programme. An experiment involving a control group (n=70) and an experimental group (n=70) was organised. At the baseline stage, both groups completed Tasks 1–2. The experimental group attended lectures on the semiotic component of psychodiagnostics, whereas the control group received no such instruction. Subsequently, both groups completed Tasks 3–11. A follow-up assessment was conducted three weeks later using Task 12. The Mann–Whitney U test and the Wilcoxon signed-rank test were used for statistical analysis.

Results. No statistically significant between-group differences were found at baseline (p>0.05). In the experimental group, statistically significant reductions in the time-related and quantitative indicators of psychodiagnostic task performance were observed between the baseline and follow-up stages (in all cases, p<0.001). At follow-up, the experimental group demonstrated lower time expenditure and identified fewer problems, hypotheses, methods, and diagnoses than the control group (p≤0.001).

Conclusions. Mastery of the semiotic component of psychodiagnostics is associated with the development of more efficient, selective, and economical diagnostic thinking while maintaining the accuracy of diagnostic conclusions.

Relevance. The relevance of the study is due to the widespread prevalence of school and social maladaptation among adolescents, as well as increased criminal activity. Among adolescents with deviant behavior, a significant proportion (up to 28%) are individuals with mental retardation [2], which determines the scientific and practical need to study the specifics of behavioral disorders in this type of dysontogenesis. Foreign studies also confirm that adolescents with intellectual disabilities demonstrate a high level of antisocial and delinquent behavior [19], with key predictors being emotional instability, impulsivity, and adverse social conditions [20].

Purpose. The aim of the study is to identify the specificity of the relationships between characterological features and the propensity for various forms of deviant behavior in adolescents with mental retardation.

Materials and Methods. Theoretical methods: bibliometric analysis, conceptual and categorical analysis. Empirical methods: the methodology for diagnosing the propensity for deviant behavior (SOP) by A.N. Orel [15], the Schmishek character accentuation questionnaire [10], and the G. Eysenck adolescent questionnaire [1]. Sample: 34 individuals (17 adolescents with mental retardation, 17 normotypic peers) aged 15–16 years. Statistical processing: Mann–Whitney U-test, Fisher's angular transformation, Pearson correlation analysis.

Results. Statistically significant differences between the groups were revealed in the indicators of propensity for aggression and violence (U = 915, φ* = 4.14, p < 0.01), propensity for weak volitional control (U = 1356, φ* = 3.76, p < 0.01), and propensity for delinquent behavior (U = 804, φ* = 5.16, p < 0.01). Specific relationships between characterological features (demonstrativeness, dysthymicity, emotionality) and forms of deviant behavior were established. A qualitative originality of the structure of interanalyzer connections in adolescents with mental retardation was revealed: unlike their normotypic peers, they show a breakdown or inversely proportional nature of connections between accentuations. The obtained data are consistent with foreign studies indicating a high prevalence of delinquent tendencies in adolescents with intellectual disabilities [19] and the role of emotional instability as a key risk factor [20].

Conclusions. Adolescents with mental retardation demonstrate a higher propensity for aggressive and delinquent behavior, as well as weakness of volitional control compared to normotypic peers. The structure of relationships between characterological features in mental retardation is characterized by a violation of the integrity of personal organization, which should be taken into account when developing correctional.

Relevance. Based on an analysis of the transcript of A.A. Ukhtomsky’s report “The Dominant as a Factor of Behavior” (1927) and his correspondence with the student E.I. Bronstein-Shur, the article reconstructs the doctrine of the physiological mechanisms underlying the education of moral behavior. The authors demonstrate that this report was the first consistent natural-scientific substantiation of morality in the history of science, wherein ethics is derived not from abstract philosophical categories but from objective laws governing the functioning of the central nervous system. In his report to students, and the following day in a personal letter to a student of Leningrad State University (LSU), A.A. Ukhtomsky explains that the dominant focus of excitation determines the vector of behavior and, like any dominant, obeys physiological laws (inertia, summation, irradiation, lability). Consequently, this dominant can be shaped through upbringing and self-education – and then, in a situation of moral choice, it is precisely this dominant that will determine the choice of behavior.

Relevance. Currently, society clearly demands the development of patriotic consciousness in the younger generation. Students, as the most mobile and creative part of society, are the primary transmitters of value systems for the future. This article examines students' perceptions of patriotism and methods for effectively fostering patriotic consciousness and its structural components in today's youth.

Purpose. To study the cognitive component in the structure of patriotic consciousness among modern students, as reflected in their perceptions, and to propose theoretical and methodological foundations for its development.

Hypothesis. Developing patriotic consciousness among students in a university's digital educational environment will be effective if: the structural components of patriotic consciousness and their measurable indicators are defined; and direct and indirect methods of socio-psychological influence on these structural components and patriotic consciousness as a whole, from the perspective of students, are identified.

Methods and materials. The study utilized a questionnaire designed by the author, containing cognitive, affective, and behavioral components corresponding to the structural components of representations. The applied mathematical-statistical method of prototype analysis by P. Vergès was employed, which allows for identifying the core and periphery of collective representations based on the frequency and rank (order) of association mentions. A total of 430 students from the Institute of Social Sciences and Humanities at Samara National Research University named after S.P. Korolev participated in the study.

Results. The core of the associative field of students' ideas about patriotism consists of lexemes associated with an emotional relationship to the Motherland: "love," "pride," "loyalty." These units are character-ized by the highest frequency and the lowest average rank, indicating their stability and primacy in students' consciousness. The transition zone is formed by associations such as "protection," "respect," "loyalty," and "culture," which are actualized at a higher rank. The contrast zone includes singular, but first-in-order associations ("soldier," "affection," "honesty," "propaganda"), reflecting alternative individual interpretations. Students believe that methods that function as soft power will be effective. It is important for young people to channel patriotic meanings through aesthetics and creativity, particularly through digital products, as this aligns with their language of self-presentation in social environments.

Conclusions. The cognitive component of students' patriotic consciousness contains emotionally charged ideas, based on their relationship to the Motherland, based on love, pride, and loyalty. The defensive and civic meanings of these ideas belong to the transitional zone, indicating their secondary, derivative nature relative to basic emotions. The presence of a variety of isolated associations in the contrast zone and periphery indicates the incompleteness of the process of semantic consolidation of the concept of "patriotism" among students. This is precisely the zone that requires psychological and pedagogical intervention. Patriotism has been found to have a high normative legitimacy in the minds of students. Modern youth prefer to use soft-pedaling methods to effectively develop patriotic consciousness among student youth.

Relevance. Despite the growing prevalence of student sports clubs and existing research in this area, there is a need to develop scientifically grounded approaches to organizing their operations—approaches that take into ac-count the specific type of physical activity, students' fields of study, age-related characteristics, motivation, and other factors. This would enable the formation of a qualitatively new approach to the organization and management of student sports clubs within the higher education system. In this context, a key task is to identify effective criteria for evaluating the performance of a student sports club. Traditionally, the effectiveness of club sports activities is analyzed based on the club's ranking metrics. Such metrics may include the number of participants, the number of sports teams, the number of events held, the existence and popularity of a website, etc. However, there is a lack of clearly defined criteria for other important performance indicators, such as student engagement in various types of physical activity, health assessment parameters, and criteria for monitoring students' physical fitness.

Purpose: to examine the criteria for evaluating the performance of a student sports club.

Research materials and methods. The study was conducted at the I.I. Ivanov Kursk State Agrarian University. The research methods employed included literature review, document analysis, and surveys.

Results. Based on an analysis of regulatory acts and scientific literature on student sports, as well as an exam-ination of the practices of various sports organizations, we developed a matrix to measure the quantitative and qualitative performance indicators of the student sports club. This matrix was aligned with the operational areas, primary goals, and specific objectives of Kursk State Agrarian University.

The key performance indicators for the Kursk State Agrarian University student sports club, based on functional characteristics, include quantitative criteria: the number of events held, training programs developed or adapted, and agreements signed (organizational function); the number of students meeting GTO standards, the number of events (competitions, tournaments, training camps), and the number of athletes selected for representative teams (training function); the number of preventive activities (lectures, workshops, training sessions, meetings); and the volume of media coverage, social media posts, and promotional materials distributed (promotional function). Qualitative performance indicators include monitoring, sociological surveys, and testing.

Conclusions. Designing the club's operations and forecasting its performance effectiveness is possible through the precise definition of performance indicators. Various authors have evaluated the quantitative and qualitative outcomes of student sports club activities. It should be noted that while quantitative indicators can be calculated and expressed in aggregate units (numbers, percentages, proportions, etc.), qualitative indicators analyze prop-erties, levels, subjective perceptions, and other aspects of specific parameters. In this context, it is important to identify criteria for evaluating the qualitative outcomes of a student sports club's activities. We anticipate that the matrix we have developed—designed to measure both quantitative and qualitative performance indicators based on the operational areas, core goals, and objectives of Kursk State Agrarian University—will facilitate a qualitatively new approach to organizing and managing the university's student sports club.

Relevance. The development of inclusion in Russia and the Republic of Belarus follows similar trajectories. Currently, inclusion in both countries is undergoing a process of institutionalization, characterized by the transformation of isolated empirical inclusive practices into a structured system of interactions that defines a methodological approach to inclusivity grounded in cultural values. According to experts, the changing attitudes of various social and professional groups toward individuals with health limitations and disabilities serve as an indicator of the effectiveness of inclusive policy implementation. This issue is of particular importance in the training of specialists who work with such individuals (e.g., future psychologists and social workers), as inclusive competence constitutes a key component of their professional expertise.

Purpose: To examine the social representations held by students in Russia and the Republic of Belarus regarding individuals with health limitations and disabilities.

Materials and Methods. The study involved 72 students from Kursk State Medical University (Ministry of Health of Russia), specializing in Clinical Psychology and Social Work. Additionally, 69 students from the Institute of Psychology at Maxim Tank Belarusian State Pedagogical University, majoring in Psychology, participated in the study. The free association method was employed for data collection.

Results. Associations reflecting the respondents' emotional attitudes toward individuals with health limitations and disabilities (e.g., "pity," "sympathy," "sadness," "compassion") predominate among Russian students. The second group consists of associations reflecting categories linked to the societal status of persons with health limitations and disabilities ("person," "wheelchair," "limitations"). These associations describe the external characteristics of such individuals. The third group of associations (9.41% of the total) reflects societal attitudes toward this cate-gory of citizens ("help," "care"). In the Belarusian sample, categories of associations linked to students' perceptions of the emotional aspect of interacting with persons with health limitations and disabilities also predominate. These social representations reflect the social status of people with disabilities, as well as social attitudes within the system of societal relations concerning this group. The associations are categorized as follows: 1) associations related to the social status of people with disabilities ("person," "limitation of capabilities"); 2) emotion-based associations ("pity," "anxiety," "fear"); and 3) attitude-based associations ("help").

Conclusions. The study revealed that the social representations held by students—future specialists in psychology and the social sector in Russia and the Republic of Belarus—regarding persons with health limitations and disabilities exhibit both shared and specific characteristics.

Similarities are evident in the presence of association categories in both the Russian and Belarusian samples that relate to respondents' perceptions of the emotional aspect of these individuals, as well as associations reflecting their social status and societal attitudes toward them. Differences appear in the classification of associations: emotion-based associations predominate in the Russian sample, whereas both emotion-based and status-based associations are prevalent in the Belarusian sample.