Relevance. Professionally oriented volunteering is a supra-situational activity and, due to its high intensity, high demand, and irregular schedule, contributes to increased psycho-emotional stress in interactions with others, depletion of personal resources, and the development of emotional burnout. The specific social attitudes of medical volunteers toward its implementation in extreme situations act as both catalysts and inhibitors.

Purpose. To examine the structural organization of social attitudes in interpersonal interactions among "burned-out" medical volunteers working in emergency situations.

Materials and Methods. The total sample size consisted of 194 medical volunteers aged 18 to 26 years, with one to eight years of experience. Of these, the experimental and control groups included 97 professionally oriented and 97 non-professionally oriented medical students. Standardized questionnaires were used to assess emotional burnout and the components of the social attitudes and interpersonal interaction structure, and mathematical statistics and structural psychological analysis were used to process the results.

Results. The characteristics of social attitudes and interpersonal interactions among professionally and non-professionally oriented medical volunteers working in emergency situations were empirically identified. Professionally oriented medical volunteers, who have a lower burnout score than non-professionally oriented volunteers, have a greater integration of the motivational-need and behavioral components, while professionally oriented volunteers have a greater integration of the cognitive and emotional components. This should be taken into account when developing a burnout prevention program.

Conclusions. The significantly higher burnout rate among non-professionally oriented medical volunteers in the context of extreme volunteering, coupled with a more structured social attitudes toward interpersonal interactions than among professionally oriented volunteers, serves as an adaptive response. The leading role in its occurrence among non-professionally oriented medical volunteers belongs to the emotional and cognitive components of their social attitudes, while the motivational-needs and behavioral components play a key role in overcoming it among professionally oriented volunteers.

Relevance. In modern science, patriotism is considered a complex, multi-component phenomenon undergoing transformation in the consciousness of youth. Existing research reveals contradictions between declared support for patriotism and personal self-identification, as well as regional and professional differentiation of patriotic attitudes, which necessitates a shift from simplified models to differentiated approaches in studies of patriotism.

Purpose. To conduct a structural and typological analysis of the patriotic attitudes of student youth to identify their latent components and qualitatively different types of perceptions of patriotism.

Materials and Methods. The empirical base consisted of 104 argumentative essays by students from universities in the Siberian Federal District of Russia (Krasnoyarsk Krai, Kemerovo and Irkutsk Oblasts, Republics of Tyva and Khakassia). The methodology included content analysis of the texts with subsequent factor analysis of the data to identify structural components and cluster analysis to build a typology.

Results. Factor analysis revealed three stable structural components of patriotism: collective-emotional solidarity, civic-practical orientation, and cultural-historical continuity. Cluster analysis identified three types of perceptions: rational-practical (focus on actions), integrative (balanced), and distanced (low involvement). A low representation of the integrative type and an absence of critical reflection on the past in the structure of perceptions were revealed.

Conclusion. The results confirm the multi-component nature of patriotism and demonstrate its heterogeneity among the student population. The obtained data allows for the development of differentiated approaches to the formation of patriotic identity in the educational environment, which is of practical importance for improving the system of patriotic education in universities.

Relevance. The modern world is following the path of globalization, supporting this process, modern Russian higher education is characterized by polyethnicity. The main goal defining this process is the formation of a healthy personality capable of creative self–development and exercising ethno-cultural and civic self-determination based on national traditions, values of Russian and world culture. This implies the need to solve a number of tasks: creating conditions for learning and understanding the cultures of other peoples, fostering tolerance in interpersonal relationships with people belonging to different ethnic groups and races, while preserving the identity of each culture and ethnic group separately. Understanding this provides the basis for studying the psychological mechanisms of interpersonal interaction between different ethnic groups, searching for various ways to form a culture of interethnic communication, readiness and ability for productive intercultural interaction in a multiethnic educational environment.

Purpose: to investigate the psychological mechanisms of interpersonal interaction of students in a multiethnic educational environment.

Materials and methods. Theoretical analysis of scientific data; empirical methods: methodology "Method of diagnosis of basic semantic attitudes"; methodology "Diagnosis of communicative attitudes"; methodology "Diagnosis of socio-psychological attitudes of personality in the motivational-need sphere"; methodology "Types and components of tolerance -intolerance"; "Questionnaire of interpersonal relations"; methodology for measuring ethnocentrism; methods statistical data processing.

Results. Russian students tend to establish close sensual relationships, are careful when establishing close intimate relationships, and when choosing people with whom they create deeper emotional relationships. The intensity of their behavior is more focused on the need to establish and maintain good relationships with others, to create close emotional bonds with others. Unlike international students, who tend to seek out and avoid people, they are careful when establishing close intimate relationships, when choosing people with whom they create deeper emotional relationships.

Conclusions. The system-forming role in the structure of psychological, socio– psychological attitudes and interpersonal interaction among foreign students is assigned to the setting mechanism – the "factor of intolerance", among Russian students - to interpersonal relations: "the factor of intensity of behavior aimed at satisfying the need to establish and maintain relationships with others".

Relevance. The current social situation of society development turns us to traditional Russian values, which play a key role in the formation of future teachers’ critical view of the world and the ability to quickly respond to new challenges. In conditions when moral guidelines become blurred, teachers must have in-depth knowledge of traditional values to form the morality of students. The digital world, for all its undeniable advantages, is also a source of a wealth of information, including information that can distort or degrade traditional values. Future teachers must be prepared to critically analyze information, recognize attempts at manipulation, and instill digital literacy skills in their future students, building on a solid foundation of traditional values.

The purpose of the study: identifying the understanding of future teachers' values in comparison with the list of traditional Russian values.

Research material and methods: theoretical analysis of literature; methods of psychodiagnostics: questionnaires, M. Rokich's value orientation method, PVQ-RR Portrait Value Questionnaire (Russian version – PVQ-R2); methods of mathematical statistics: Mann-Whitney significant difference coefficient, Spearman correlation coefficient. The sample of respondents consisted of 103 students aged 18 to 20 who were studying at the Moscow State Pedagogical University in the field of Pedagogical Education.

Results and conclusions. The results obtained indicate that future teachers are dominated by traditional Russian values. Based on a deep understanding of traditional values, they can help students to comprehend their role in society and their responsibility for its further development, inspiring them not only to study the past, but also to actively participate in preserving and enhancing the cultural heritage, which in turn strengthens national identity and civic engagement.

The results of this study can be useful for specialists who are engaged in educational and cultural activities at universities, as well as for developing programs aimed at self-improvement of personal qualities necessary for effective work in a modern school.

Relevance. The problems of subjectogenesis have been of interest to researchers for many years, but recently more and more attention has been paid to the issue in terms of the stages of professionalization, the influence of various professional environments and conditions of professional activity, as well as criteria for evaluating its formation, constructive and destructive models of its formation. Our focus is on higher school teachers in the context of continuous pedagogical activity.

Purpose. To identify and measure the level of formation of criteria for the subjectogenesis of higher school teachers.

Methods and materials. Theoretical analysis of scientific publications on the research topic; empirical - psychodiagnostic methods: questionnaire of socio-psychological adaptation of personality by K. Rogers and R. Diamond; Scale of subjective well-being (G. Perrudet-Badoux) (adaptation by M.V. Sokolova); questionnaire "Style of self-regulation of behavior" by V.I. Morosanova; the methodology for determining the level of reflexivity by A.V. Karpov; The scale of psychological well-being by K.Riff (Shevelenkova, Fesenko), the Scale of subjective happiness by S. Lyubomirsky translated by D.A.Leontiev, the scale of life satisfaction by E. Translated by D.A.Leontiev, Motivation in pedagogical activity; methods of statistical processing of the collected data.

Results. During the diagnostic process, empirical data was obtained on the peculiarities of modern teachers' attitudes towards motivational factors that have a different impact on the success of their professional activities. An empirical study of the assessment of criteria for the formation of stages of subjectogenesis among higher school teachers has been implemented. The study of subjective well-being and the system of self-regulation among higher school teachers revealed a low indicator. The self-regulation system is characterized by an average level of planning, programming, flexibility, evaluation of the results of achieving the goal and independence with low indicators of the level of severity of modeling the conditions for achieving the goal. The average level of reflexivity development has been revealed. Insufficiently developed reflexive abilities related to the analysis of one's activities and communication contribute to the development of anxiety and depression, emotional and moral disorientation and reduction of professional responsibilities, contributing to the emergence of a state of burnout in teaching. In the logic of the study, the indicators of the "norm" are investigated. Its quality is socio-psychological adaptation and "deviations" in the formation of subjectogenesis, its quality is the "state of burnout". As a result of factorization of the structural components of the state of burnout, socio-psychological adaptation and criteria of subjectogenesis, three main factors were identified. For higher school teachers, the first factor consists of the structural components of burnout, as well as the overall burnout index. The second factor includes subjective well-being as a criterion for the influence of burnout, which acts as a mechanism for regulating the state of burnout among higher school teachers. The third most important factor is represented by reflexive mechanisms. Thus, considering self–regulation, reflexivity, motivation, and subjective well-being as a system of criteria allows us to comprehensively assess how successful the process of becoming a person as a subject of one's own life is - an active, conscious, and satisfied author of one's life path.

Relevance. The analysis of scientific literature demonstrates the relevance of studying the impact of screen time on human mental health, and the importance of an in-depth approach. Despite a large number of studies confirming the negative impact of frequent use of digital devices on the development of psychopathologies, many of the clinical manifestations still remain unexplored.

Purpose – to establish the existence and determine the nature of the relationship between the amount of time spent using digital devices and the psychological characteristics of a person.

Materials and methods. The study was conducted on a sample of 150 students from Kursk State Medical University (Kursk, Russian Federation). The average age of the study participants was 19.25 years (σ=0.86). The proportion of women was 64.67%, men - 35.33%. The subjects were given access to a set of necessary tools, which consisted of an anonymous questionnaire and 5 standardized psychological tests (the Beck depression scale, the Beck anxiety scale, the integrative anxiety test, the adult ADHD diagnostic scale, and the symptomatic questionnaire). The statistical analysis of the obtained results was performed in the Microsoft Excel program. The reliability of the psychometric scales was assessed based on the Cronbach's alpha coefficient. The linear correlation and the significance of the results were calculated according to Spearman.

Results. The data obtained demonstrate a weak relationship between the duration of gadget use and the above-mentioned psychological characteristics, which suggests that there is no influence of the digital field on the development of depressive, anxious, sensitive traits, and somatic manifestations, which requires further study. There are the most significant, strong direct connections between depression, anxiety and the considered psychological personality traits, which allows us to suggest the predominant role of anxiety and depression in the formation of the analyzed characteristics.

Conclusion. Due to the fact that the relationship between the studied indicators was identified, but had a weak force, further research should be directed to studying the relationship between mental health parameters and the specific needs of using gadgets in everyday life.

Relevance of studying the influence of the psychological environment on academic achievements is due to a number of clinically and socially significant factors. On the one hand, educational systems are striving to improve the quality of knowledge and equal opportunities; on the other hand, there is a growing understanding that traditional methods of influence (increased academic load, control mechanisms) have limited effectiveness without taking into account the emotional and psychological well-being of students. In the context of a modern school, where students face multiple stressors (social competition, pressure from grades, family difficulties, and information overload), creating a supportive psychological environment is seen as a preventive and resource-saving strategy that can enhance adaptability and academic productivity.

Purpose of this study is to empirically assess the relationship between the level of supportive psychological environment and students' academic performance, as well as to determine the contribution of this factor while controlling for socioeconomic status (SES) and gender.

Materials and Methods. The cross-sectional study used simulated (synthesized) data from a sample of N = 200 students (grades 6–9, approximately 12–15 years old). A self-developed 6-item scale (Likert scale 1–5) was used to measure the psychological environment, and the scale had high internal consistency (Cronbach’s α = 0.905). The academic achievement indicator is represented by the grade point average (GPA) on a 1-5 scale. The SES index (1-5) and gender (boys/girls) were used as control variables. The statistical analysis included descriptive statistics, correlation analysis (Pearson coefficient), independent t test, and multiple linear regression (OLS). The significance level was set at α = 0.05.

Results. It showed a stable positive relationship between the level of a favorable psychological environment and academic performance: r = 0.478 (p < 0.001). When the sample was divided into groups with high and low levels of psychological environment, the differences in the average level of academic performance were statistically significant (t ≈ 4.545, p < 0.001). In multiple regression, the contribution of PsychEnv remained significant when controlling for SES and gender (β = 0.384, p < 0.001), while SES also predicted academic performance (β = 0.215, p < 0.001), and gender was not a significant predictor. The model explained approximately 31.1% of the variability in academic performance (Adjusted R2 = 0.311).

Conclusions. Creating a favorable psychological environment at school is associated with improving students' academic performance and is an important resource for educational practice. Practical recommendations include teacher training programs in the field of supportive pedagogy, the development of social and emotional learning programs, and the formation of school practices aimed at strengthening interpersonal relationships.

Relevance. To identify and analyze key psychological and pedagogical factors that determine the motivation of medical university students to participate in research activities carried out within the framework of teaching the discipline "Pathophysiology" at Kursk State Medical University (KSMU).

Materials and Methods. The empirical study was conducted on the basis of the Department of Pathophysiology of KSMU with the participation of 25 students of the Faculty of Medicine involved in scientific activities. The method of questioning was applied using the author's questionnaire, which includes 21 questions, structured according to the blocks of motivation, support, difficulties and consequences of scientific activity. The data was processed using Microsoft Excel 2016 and content analysis methods.

Results. The main motivation for participating in scientific activities was the desire to deepen their knowledge of pathophysiology (72%), as well as pedagogical support from scientific supervisors (17%). Only 11% relied on external incentives (rating points, scholarship). The most significant difficulties were: lack of statistical data processing skills (40%), emotional difficulties when working with laboratory animals (32%) and difficulties when writing scientific texts (20%). At the same time, 44% of respondents noted an improvement in time management, and 60% pointed to the development of critical thinking and improved academic performance. 75% of students plan to continue their scientific activities after graduation.

Conclusions. Students' motivation for scientific activity is formed under the influence of a complex of cognitive and pedagogical factors. The identified determinants and barriers are of practical importance for the development of educational strategies aimed at stimulating research activity at a medical university.

Relevance of comorbidity research in psychiatry is determined by several key factors. First, the presence of comorbid conditions significantly complicates the diagnostic process. Significant overlap in symptoms across various mental disorders can lead to differential diagnostic difficulties and even artificial comorbidity. Second, comorbid mental disorders are typically associated with a more severe course, poorer treatment response, increased risk of relapse, and a less favorable prognosis.

Рurpose. To study the comorbidity of post-traumatic stress disorder (PTSD) with other mental disorders, including affective, anxiety, psychotic, and addictive disorders.

Results. This article examines the comorbidity of post-traumatic stress disorder (PTSD) with other mental disorders, including affective, anxiety, psychotic, and addictive disorders. The high prevalence of comorbid conditions, their negative impact on the clinical course, treatment effectiveness, and social adaptation of patients, is highlighted. Epidemiological data, neurobiological mechanisms (reduced hippocampal volume, amygdala dysfunction, HPA axis dysfunction), and psychological factors of comorbidity, such as emotional dysregulation and avoidant behavior, are described. Particular attention is paid to the diagnostic challenges due to symptomatic overlap and the need for structured interviews. Therapeutic strategies, including pharmacotherapy and psychotherapy, are discussed, emphasizing the importance of an integrative approach. A conclusion is drawn regarding the need for transdiagnostic modeling and the integration of psychiatric care into the healthcare system.

Conclusions. The comorbidity of PTSD with other mental disorders is not only a common clinical phenomenon but also a complex problem requiring a comprehensive approach at the individual, systemic, and societal levels. Improving the understanding of the nature of these combinations, optimizing diagnosis and treatment, and developing preventive strategies are key tasks in modern psychiatry.

Relevance. Post-traumatic stress disorder (PTSD) is a severe mental condition that occurs after traumatic events and leads to persistent disturbances in emotional, cognitive, and behavioral functioning. The importance of its diagnosis is increasing in the context of socioeconomic crises, military conflicts, and the increasing number of victims of violence. Late detection of PTSD has serious consequences: somatic diseases, decreased ability to work, social maladjustment, and suicidal risk. Objective: To analyze current and emerging diagnostic methods for post-traumatic stress disorder.

Results. The main part of the review examines current diagnostic methods for PTSD: 1. Traditional clinical questionnaires and interviews, which have high validity but are limited by subjectivity and time consumption; 2. PTSD biomarkers: cortisol, GABA, proinflammatory cytokines, as well as neuroimaging (fMRI, EEG) and electrophysiological (skin conductance, heart rate variability) measurements; 3. Detection of attentional bias toward threatening stimuli through eye movement and pupil diameter analysis using eye tracking; 4. Use of digital diagnostic platforms (PTSD Coach, Coviu) for remote screening and monitoring of PTSD symptoms; 5. Machine learning models analyzing text, EEG, and genetic data to improve diagnostic accuracy.

Conclusions. Prospects for the development of PTSD diagnostics are linked to the integration of multimodal approaches, including biosensors for continuous cortisol monitoring, portable neuroimaging systems (infrared spectroscopy), and personalized AI-based algorithms. This also requires addressing methodological challenges such as standardization of methods, interpretability of models, and ethical considerations.

Improving PTSD diagnostics requires a combination of traditional and innovative methods to improve early detection, treatment, and patient quality of life.

Relevance. The article analyzes the social mechanisms of labor inclusion of combat veterans in the professional education system, which is of strategic importance for the labor market and educational policy in the context of the national project "Personnel" and the growing number of participants in the special military operation.

The study aims: to systematize and describe the mechanisms for attracting veterans to the professional education system as professors, lecturers, and administrative personnel, identifying their specific features, resource potential, and limitations.

Materials and methods. The work is based on structural-functional and institutional approaches, supplemented by an analysis of regulations, statistics from the Ministry of Education and Science and the Ministry of Labor, the results of surveys conducted by the Russian Public Opinion Research Center, and a questionnaire survey of employers in the education sector (Gosuslugi).

The results of the study show that today, inclusion mechanisms are implemented through quota admissions, retraining programs, coordination centers, and the pedagogization of combat experience, but they operate in a fragmented manner and require interagency coordination.

Conclusions. It is substantiated that universities act as key platforms for the institutionalization of veterans' labor inclusion; a model of delineation and complementarity of teaching and management mechanisms is proposed, creating a basis for the development of targeted programs for the recruitment, support, and professional reintegration of veterans in the educational environment.

Relevance. The current stage of educational development is characterized by the search for new formats that bridge the gap between students' theoretical preparation and the demands of the real labor market. A competency-based approach, which involves developing not only knowledge but also skills, abilities, and personal qualities, is becoming dominant.

In this context, the pedagogical technology "Service Learning" is of particular interest, purposefully combining classroom learning with socially beneficial activities. At the same time, the digitalization of all spheres of life has given rise to the phenomenon of online volunteering, which received a powerful boost during the pandemic and continues to actively develop.

The relevance of this study stems from the need for a scientific understanding of the integration of these two trends—the educational methodology of "service-learning" and digital volunteering practices. Analysis of this problem allows us to identify new educational resources and predict the development trajectories of higher education in the context of the emerging digital society.

Purpose. To describe the experience and, based on a scientific understanding of the integration of these two trends—the educational methodology of "service-learning" and digital volunteering practices.

Results. This article examines the innovative educational paradigm of "service-learning" in the context of the digital transformation of society. The focus of the study is on the phenomenon of online volunteering, which is analyzed not only as a socially significant activity but also as an effective pedagogical practice that develops key competencies for the future. Using specific projects in the Lipetsk region as an example, the integration of volunteer initiatives into the educational process of higher education institutions is demonstrated. The authors conclude that the synthesis of digital technologies, volunteer practices, and academic goals creates a powerful resource for the preparation of competitive and socially responsible specialists.

Conclusions. Online volunteering, when integrated with the concept of "service-learning," represents a new, highly effective educational practice. It addresses key challenges in modern education: the need to develop practice-oriented competencies, soft skills, and civic responsibility. The experience of the Lipetsk Region, where specific projects are being implemented at leading universities, clearly demonstrates how the digital environment can transform from a support tool into a fully-fledged educational environment. In this environment, students are not passive recipients of knowledge, but active subjects who, by solving real social problems using digital technologies, undergo an intensive course of professional and personal development. Further development of this area is envisaged in the deeper institutionalization of such practices, their inclusion in core educational programs, and the development of comprehensive assessment methods for developing competencies.

Relevance. The pedagogical effects of students' development of self-development competencies, motivation, physical activity, and a healthy lifestyle are determined by a number of factors, the most important of which is well-structured educational and training activities at all stages of sports training. The initial stage of training is particularly important, when students are introduced to the training process, master the basics of sports life, and adapt to the requirements of educational and training activities. However, coaches do not always fully commit to the initial stage of training, which influences students' decisions about continuing in sports sections and moving on to the next stage. Objective: To study the specifics of organizing the educational and training activities of young athletes (using the judo section as an example).

Materials and Methods. The study utilized document analysis and survey methods. The study was conducted at the Kursk Regional Sports School of Olympic Reserve and the Southwestern State University.

Results. The initial training stage includes: an introductory stage; a preliminary stage; and a baseline stage. The introductory stage is aimed at developing an understanding of judo as a martial art; the importance of techniques and tactics in combat interactions with an opponent; and functional development of the body to develop competencies in physical and psychological preparation for mastering judo wrestling skills. The preliminary stage is aimed at understanding the rules, norms, and principles of wrestling, mastering techniques and methods for their execution; and at teaching young judokas the basic elements of training and the specifics of training on mats and barefoot. The result of the initial stage is an understanding of judo philosophy through various types of sparring and the principles of interaction, the use of body resources, and moral principles when interacting with an opponent.

Conclusions. The initial stage of training achieves the following primary goals: creating a foundation for the success of young judokas, developing competencies in mastering judo techniques and techniques, developing physical qualities, realizing functional capabilities, and developing motivation and psychological resilience. An important role is played by the development of general physical fitness, developing competencies in the tactical components of combat and a set of exercises for psychological resilience and overall endurance.

Relevance. Effectively organized training in the early stages plays a crucial role in achieving athletic goals. It allows for the full development of the athlete's necessary physical qualities, skills, and abilities for successful athletic performance. Flexibility is an important physical quality in judokas, essential for effective athletic performance and the overall training process. Numerous studies have been devoted to the development of physical qualities in judokas at various stages of training. However, the development of flexibility in young judokas at the initial stage of training has received insufficient attention. According to experts, flexibility development is not given sufficient attention in training practices for various sports, and researchers define methods for improving it as "monotonous" and "ineffective," which highlights the need for a more thorough approach to researching this issue.

The aim of this study was to analyze methods for developing flexibility in judokas during the initial training phase.

Materials and Methods. The study was conducted at the Kursk Regional Sports School of Olympic Reserve. Coaches and athletes participating in the judo section participated in the study during the initial stage of training. The research methods used included document analysis and a survey.

Results. Judo coaches and teachers, as in other sports organizations, implement two preparatory stages in the context of supplementary education for children. The first, initial stage of training lasts two to three years. The educational and training stage lasts four to five years, involving the development of various elements of teaching, training, and the incorporation of game-based methods.

A literature review and discussions with coaches on methods for developing flexibility in young judokas during the initial stage of training revealed that researchers describe various methods aimed at developing flexibility during training (range-of-motion exercises using various weights, on apparatus, etc.; dynamic effort methods; conjugate impact methods, etc.).

Conclusions. The use of flexibility exercises requires consideration of a variety of requirements and recommendations based on training experience and the age characteristics of young judokas. When performing a set of flexibility exercises, a special requirement is for the coach to monitor and analyze the performance of physical exercises designed to develop flexibility, taking into account the age characteristics and individual personality traits of young judokas.