Vol 15, No 2 (2026)

An analysis of the temperature regime and air humidity was carried out in ecotonal pine-broadleaf forests of the suballiance Tilio cordatae – Pinenion sylvestris on the Ufa Plateau (UP) and in the central part of the Southern Urals (MFZ – mountain forest zone of the Republic of Bashkortostan (RB)) based on data from temperature and humidity sensors (2022–2023) and the ERA5-Land reanalysis. The mean daily air temperature on the UP was on average 1,24°C higher than in the MFZ according to logger data and 2,3°C higher according to the ERA5-Land reanalysis. A high correlation between logger observations and reanalysis data was detected (R = 0,97–0,98). However, the air temperature measured by sensors was on average higher than the ERA5-Land estimates by 1,7°C on the UP and by 0,67°C in the MFZ. During extreme periods, discrepancies reached up to 13°C, which is associated with the buffering role of the forest canopy, the influence of the snow cover, and microlandscape features such as slope exposure and steepness. Relative air humidity at both sites showed very similar average values (74,3% on the UP and 74,0% in the MFZ) and a high synchrony in seasonal dynamics. The highest values were observed in November (up to 90%), while the lowest values occurred in May (about 50%). During the cold season, humidity remained high due to low temperatures and stable snow cover, whereas in spring its variability increased. Soil temperature in winter remained close to 0°C, indicating the strong insulating effect of the snow cover. In spring and summer, soil on the UP warmed more rapidly and reached higher values (up to +17…+18°C) than in the MFZ (up to +15…+16°C). These differences are explained by variations in slope exposure, relief, and conditions of solar radiation input. The obtained results demonstrate the important role of microlandscape factors and forest canopy in shaping the microclimatic regime of forest ecosystems. The obtained results highlight the key role of local factors (microrelief, forest canopy) in the formation of microclimate, which must be taken into account when predicting the response of forest ecosystems to global climate change, especially in ecotone communities sensitive to climate fluctuations.

This study presents a comprehensive hydrobiological characterization of two watercourses important for the Northern Azov region – the Mius River and the Kalchyk River (a tributary of the Kalmius). Fieldwork was carried out in July–August 2025. On the Mius River, sampling was performed at stations in the city of Miusinsk and the village of Dmitrovka; on the Kalchyk River, at stations in the village of Kremenevka and the city of Mariupol. Taxonomic composition, abundance and biomass of phytoplankton, zooplankton and zoobenthos were analysed. Phytoplankton of the Mius River comprised 47 taxa of microalgae and cyanobacteria, with green algae predominating; the Kalchyk River contained 36 taxa, dominated by diatoms. Zooplankton diversity was relatively low: 9 taxa in the Mius and 17 taxa in the Kalchyk. Substantial differences in the structure of algal communities and zooplankton assemblages were detected among the study sites, most pronounced in the Kalchyk near Mariupol. Zoobenthos included representatives of Oligochaeta, Polychaeta, Gastropoda, Insecta and Crustacea. Water quality assessment using the saprobic index placed the surveyed reaches of the Mius and Kalchyk rivers in the β-mesosaprobic zone (water quality class III), corresponding to moderate pollution.

This article analyzes for the first time the variability of morphometric parameters of the Red Data Book species Dentaria sibirica (O.E. Schulz) N. Busch (= Cardamine altaica Lippmaa). This species belongs to the rhizomatous herbaceous polycarpic plants. Individuals were studied in the flowering phase in 2024 in the Altai Republic in samples of 30 generative individuals under the canopy of a mixed forest in three coenopopulations (CPs). Previously, the condition of individuals of this species in local populations has not been studied. This paper presents an analysis of the variability of morphometric parameters in individuals from CPs under different environmental conditions. Individuals from CP1 grew in a habitat with anthropogenic impact (soil cover disturbance during power transmission line construction). The habitat of specimens from CP2, located at the edge of a forest on the southern slope of the mountain, was characterized by the highest illumination. Our studies revealed high variability in most morphometric traits and plasticity in an important parameter of photosynthetic surface area size–leaflet length. The value of this trait was significantly lower in specimens under higher illumination conditions in CP2. Correlation analysis revealed that specimens with longer shoots in the CP1 sample had longer leaflets and a greater number of flowers per raceme. An examination of the clump of specimens (oval-shaped) revealed that, under undisturbed conditions in CP3, D. sibirica had more partial shoots in the clump than in the CP1 habitat after anthropogenic impact. A study of the clump structure revealed that, in samples from all three CPs, an increase in vegetative shoots had a greater effect on clump area than an increase in generative shoots (R² = 0,52; p = 0,00001 and R² = 0,36; p = 0,0004, respectively). The obtained data can be used to compile databases of rare species in Russia and Altai Republic to develop conservation measures for this rare species.

This article presents the results of a study examining the impact of increased turbidity caused by dredging on zooplankton communities in the upper reaches of the Cheboksary Reservoir. Using the aniline blue staining method, direct quantitative estimates of aquatic organism mortality across a suspended solids concentration gradient were obtained for the first time for this water body. Traditional indicators of total zooplankton abundance and biomass were found to show no statistically significant differences between zones and do not correlate with turbidity, whereas mortality rates demonstrate a clear positive relationship with suspended solids concentration. The most informative indicator of anthropogenic stress is the proportion of dead individuals calculated based on biomass (correlation coefficient with turbidity r = 0,65). Selective mortality of cladocerans and copepods was observed, while rotifers exhibited high tolerance. The recorded turbidity levels did not exceed established fisheries standards; however, a statistically significant increase in zooplankton mortality was observed, demonstrating the community's high sensitivity to even moderate increases in suspended solids concentrations. The obtained results support the possibility of integrating methods for differentiating living and dead organisms (in particular, viable staining) into environmental monitoring of dredging impacts to identify hidden forms of aquatic community suppression that are not detectable by other methods.

The Murmansk Region is home to numerous industrial enterprises engaged in the extraction of minerals, which increases the pressure on the sensitive and fragile aquatic ecosystems of the North. Lake Imandra is the largest body of water in the Murmansk Region. Environmental monitoring with bioindication studies has long been conducted on the lake. This study examines the use of the Allium cepa L. test system for biotesting water samples from Lake Imandra monitoring stations. Water from the transit stations of Erm Island, Shirokaja Salma Passage, Zasheyechnaya Bay, the Kola Nuclear Power Plant water intake (western shore of Zasheyechnaya Bay), and a reference point from Kunchast Bay served as test samples. Chromosomal aberrations were observed in root meristem cells without changes in the mitotic index in all samples compared to the control, as well as in the Kola Nuclear Power Plant water intake station compared to other stations except Erm Island. When comparing the results with previously obtained data, bioindication studies and chemical analysis, a general trend of long-term influence of man-made factors on the ecological state of Lake Imandra was revealed.

This paper presents the results of an analysis of the volumes of Early Neolithic vessels from the Middle Volga region, obtained through the application of an original specialized software package. The aim of the study was to obtain precise quantitative data on the capacity of ceramic pottery and to interpret it in the context of the functional differentiation of the Yelshanka culture. The research is based on the application of a software package written in Python, which implements accurate numerical integration methods for digitized vessel profiles (disk, truncated cone, trapezoidal, Simpson's, and spline integral methods). Profiles of 30 reconstructed vessels from 12 archaeological sites in the region were analyzed. The obtained volume values range widely–from 0,05 to 19,2 liters–indicating a high degree of functional specialization of pottery already in the Early Neolithic. The statistical representativeness of medium-volume forms (2–6 liters), presumably associated with everyday household practices, has been established. The calculation results were automatically classified according to Yu.B. Tsetlin's functional scale, linking them to categories of vessel mobility and purpose. The reliability of the methodology was verified by a physical experiment, which showed a discrepancy of less than 3% between the calculated and empirical data. The study confirms the effectiveness of an integrated approach combining precise volume calculation, functional classification, and morphological analysis for the study of Neolithic ceramics and the reconstruction of economic models of ancient populations.

It is generally accepted that the first British-Russian diplomatic contact, which took place on the territory of the British Isles in the middle of the 16th Century, is related to England. Nevertheless, the initial place of stay of the head of the Russian embassy, Osip Grigorievich Nepea, in Britain was not England, but due to tragic circumstances, the Scottish kingdom. The ship ‘Edward Bonaventure’, carrying representatives of the Russian diplomatic mission on the way to London, sank off the coast of the Scottish bay Pitsligo on November 10, 1556. Osip Nepea was lucky to be among the few who escaped death and reached the Scottish coast. Until now, in historiography, this circumstance, like the first Scottish-Russian diplomatic contacts, has not been given due attention. The article, based on documentary material, examines the features of the manifestation of interest of Scottish diplomacy in the process of developing Anglo-Russian relations. The reasons for the long-term preservation of the Scottish «outside view» in relation to Russia and the presence of only indirect ties between the ruling dynasties of the two states are noted. As an important consequence of this circumstance, the unpopularity of the Russian direction among the natives of Scotland, who were distinguished by migration activity to the European continent in the early New Age, was highlighted.

The article examines the history of Samara women's gymnasiums during the late Russian Empire. The author, relying on archival materials and published sources, traces the emergence and development of female gymnasium education in the city of Samara. Historical, biographical and statistical methods used in scientific research have made it possible not only to restore scattered information about the activities of the heads of women's educational institutions, but also to systematize data on the work of pre-revolutionary Samara gymnasiums. Considering the main duties of gymnasium heads, the author focused on studying their role in choosing suitable classrooms, which was one of the important details in organizing the correct educational process. In addition, according to the researcher, an equally important task for the head of the gymnasium was to create favorable conditions for the pupils within the walls of the educational institution, therefore the author is studying the issue of charitable assistance organized by the gymnasium administration for its students. The analysis of historical materials made it possible to conclude that the heads of Samara gymnasiums had a significant influence on the formation of women's secondary education in the Samara Region in the second half of the XIX – early XX century.

There is a growing interest in historical and biographical research in modern historiography. One of the aspects of this issue is the study of the family history of scientists and, in general, the phenomenon of scientific dynasties. The article traces the fate of the family and the origin of Nikolai Akimovich Gaisky (1884–1947), a Soviet microbiologist and epidemiologist, Doctor of Medicine, winner of the Stalin Prize, who made a significant contribution to the study of tularemia and plague, as well as the development of vaccines against these infections. The publication attempts to implement two research objectives: to expand the genealogy of the scientist N.A. Gaisky, establishing the personalities of his brothers and sisters, as well as to reconstruct the fate of the Gaisky family, thereby illustrating the class features of the everyday life of Samara philistinism in the early 20th century. In implementing these tasks, the main features of the historiography of the problem were analyzed, as well as unpublished documents from the Central State Archive of the Samara Region. As a result of our research, the names of the brothers and sisters of the future scientist have been established, and some aspects of the daily life of members of a petty-bourgeois family have been shown: financial status, health status, education, guardianship of young orphans, etc.

Overcoming the famine 1921–1923 demanded a colossal strain on the entire state apparatus. However, due to the total devastation caused by prolonged hostilities, as well as the complete economic and political blockade established by the Entente countries, the Soviet government did not have sufficient resources to quickly and effectively overcome the catastrophic disaster. The way out was found in the involvement of public and religious forces, both within the country and abroad, in the cause of helping the starving. The Muslims of Soviet Russia could not remain aloof from a just and charitable cause, moreover, most of them themselves lived in famine-stricken governorates. The Muslim clergy readily responded to the appeal of the central authorities and took an active part in the relief campaign to the starving. Under the Central Spiritual Administration of Muslims, the commission for helping the starving (Pomgol) was created. Neighboring Islamic countries, themselves in an extremely difficult economic and political situation, also did not stand aside and provided all possible aid to the population of the affected Soviet governorates without any conditions and differences of religion. This article aims to summarize the material identified and available for study on the work of both domestic Muslim organizations to help the starving, and foreign Muslim communities, and Islamic countries, as well as to identify the main directions of research into the history of Muslim assistance to the starving in Soviet Russia in 1921–1923.

The article is devoted to the study of the interconnection between the Kazan and Vyatka governorates in the context of the development of education and enlightenment among the Tatars in the 19th century. It examines the processes of the formation of the national education system through the example of the network of mektebs, madrasas, parish schools, and evening courses, as well as the development of educational thought amid the socio-cultural transformations of the Russian Empire. Particular attention is paid to the influence of demographic and territorial characteristics: the Kazan Governorate, with a high concentration of Tatars, developed an extensive educational infrastructure, whereas the Vyatka Governorate, with a smaller Tatar community, adapted Kazan’s experience to local conditions. The study analyzes the role of Kazan as a center for teacher training and the dissemination of educational literature, as well as the importance of Kazan University in shaping educational practices in the Vyatka Governorate. The scientific novelty of the research lies in a comprehensive analysis of the interaction between the governorates, identifying gaps in the study of Tatar educational thought of the 19th century, and clarifying the influence of various socio-cultural factors on educational processes. The results open new opportunities for further historical and pedagogical research in the history of education, enlightenment, teacher training, and cultural connections in the Volga and Kama regions.

The digital transformation of society leads to fundamental changes in all spheres of human activity, including education. The system of higher pedagogical education faces the need, on the one hand, to respond promptly to technological challenges, and on the other hand, to preserve the anthropological core that ensures the holistic development of personality and the realization of students’ individual potential through education. In the context of digital transformation of education, the key vector for modernizing teacher education, along with the development of digital competencies, is strengthening the role of the Humanities in the targeted development of metacognitive, cognitive, and communicative abilities of pre-service teachers. In the era of AI metacognitive abilities – «thinking about thinking» – are a key mechanism for countering «metacognitive laziness». The integration of digitalization and the Humanities is considered a methodological foundation for the target orientations of education in the era of Artificial Intelligence and anthropomorphic models. The effects of using AI tools in education remain insufficiently studied. The issue of harnessing the potential of AI in education and minimizing associated risks is an important interdisciplinary research problem. This problem determined the aim of the present study to assess the impact of AI tools on metacognitive, cognitive, and communicative abilities of pre-service teachers in order to substantiate effective pedagogical approaches, methods, and techniques for Teacher Training in the era of digital transformation. Within the framework of this study, a questionnaire on the impact of AI technologies on the metacognitive, cognitive, and communicative abilities of students in Teacher Education programmes was developed and implemented; recommendations aimed at updating the content, forms, methods, and assessment procedures in the context of digital transformation of education are presented; the necessity of strengthening the role of the Humanities in developing pre-service teachers’ metacognitive («thinking about thinking» abilities), cognitive, and communicative abilities is substantiated to ensure personal and professional growth, continuous self-development throughout life, as well as multifunctional variability of professional activity in situations of uncertainty in a dynamically changing world. The experimental sample consisted of 70 students in pre-service teacher education programmes (Years 1–4).

The relevance of the study is due to the need of society for people who are ready to independently, productively, and creatively carry out socially approved activities for the benefit of the development of an individual, social groups, the human community as a whole, and the natural environment, to ensure a sustainable and prosperous future. The article presents the experience of teaching students of Orenburg State University to be creative and active in the process of studying the academic discipline «Fundamentals of project activities. Public projects». The article discusses the practice of planning, developing, and implementing student projects, the content of which is aimed at helping others, eliminating or mitigating existing social problems, and making a positive and transformative contribution to the development of society. The article presents the typology and content of projects prepared by students individually and as part of a team of participants. It has been established that project work is a creative form of student activity, emphasizing the individuals desire to implement educational, informational, preventive, environmental, historical-cultural, and health-promoting project initiatives. It is noted that the realization of the benefits of the achieved final goal for others, as well as its personal and social significance, enhances the importance of the project outcome for each student, which is reflected in their level of independence, activity, and creativity.

This article examines the development of unified approaches to the design and implementation of research activities at pedagogical universities under the jurisdiction of the Russian Ministry of Education. The relevance of the study stems from the national objective of creating a unified educational space for the country, in which the integration of pedagogical universities' research resources plays a key role. The aim of the study is to analyze the design of research activities at pedagogical universities under the jurisdiction of the Russian Ministry of Education from the perspective of developing unified approaches to implementing research to address issues in educational practice (using pre-professional pedagogical education research as an example). The study utilized monitoring methods and tools to collect, analyze, and summarize information on the implementation of research activities at pedagogical universities under the jurisdiction of the Russian Ministry of Education. Abstract analogy was also used to analyze research practices and develop unified approaches to shaping the research agenda. The study found that a collective approach to designing research activities at universities enables the formation of a unified research field and unified approaches to implementing research in higher pedagogical education. A study of research planning processes in pre-professional pedagogical education demonstrates that collaboration between pedagogical universities and the coordination of research approaches to addressing issues related to the psychological and pedagogical preparation of schoolchildren fosters a unified vision for the future of educational research. This strategically important area (specialized pre-professional pedagogical training for schoolchildren), implemented by pedagogical universities, demonstrates the importance of pooling resources to address significant research challenges in implementing priority areas for the development of the national education system. The study reveals that defining unified approaches to research planning fosters a shared understanding and contemporary understanding of the process of creating a unified educational space within the higher pedagogical education system. The study demonstrates that collaborative efforts aimed at organizing research interactions among entities within the higher pedagogical education system ensure the implementation of unified approaches within the higher pedagogical education system, thereby strengthening the country's educational unity.

The article examines the interrelationship and contradictions between the growing demand for specialists in the technical field and the decline in the level of student preparation in geometry. The concept of geometric competence as an element of mathematical competence is analyzed, and the structure of geometric competence, consisting of five components (Cognitive, Operational-Activity, Visual-Spatial, Applied, and Motivational-Activity), is considered, with each component playing a crucial role in the formation of geometric competence. For the successful formation of a student's geometric competence, the following principles are proposed and examined: a systematic approach, the principle of scientific rigor, the principle of visualization, the principle of connecting theoretical knowledge with practice, the principle of motivation, the principle of geometrization, the principle of unity of logical and figurative thinking, and the principle of differentiated instruction. Furthermore, pedagogical conditions that facilitate the implementation of these pedagogical principles are also considered for the successful formation of geometric competence. These include creating a supportive educational environment, developing interdisciplinary connections, applying project-based and research-based work, combining traditional and digital teaching methods, integrating educational game technologies, and providing continuous monitoring and corrective support for the level of geometric competence formation. The article also discusses the phased implementation of methodologies into the educational environment, which allows for the gradual and consistent development of a student's geometric competence.

The aim of the article is to demonstrate the results of the development of the natural science museum collections of the Pedagogical University as a means of expanding the educational space. The main research method was a systematic approach to analyzing the statistics of events conducted using the natural science collections of the herbarium and the Anatomical Museum of the Faculty of Biology of the Herzen State Pedagogical University of Russia from 2022 to 2025. Events held using the resource base of natural science museum collections demonstrate a high demand potential (from 2022 to 2025, growth dynamics by 293%) and reach the maximum target audience (61% schoolchildren, 26% students, 13% teachers, parents, visitors, etc.). Career guidance events took the leading place (36%) and excursions (27%). The conducted research confirms and demonstrates the relevance of the development of the natural science museum collections of the pedagogical university and the effectiveness of the adoption of the concept of «open education». The paper lists specific events and shows their relevance, which can be used in the educational process of a pedagogical university. The analysis of the frequency, orientation and target audience of the events has shown a positive trend in the use of a unique, non-formal educational environment. The development of the «open education» concept, which includes museums in the educational process, has been facilitated by the introduction of smart technologies into the learning process and the integration of scientific knowledge with the education system. Active work in this area supports the continuity of educational levels and increases the motivation of students.

The authors consider the demonstration exam as an important stage in the professional training of future educators. The effectiveness of an interdisciplinary approach in shaping the concepts and content of lessons with preschool or primary school children, which are the products of educational activities demonstrated in the exam, is justified. Vectors of interdisciplinarity are presented in terms of the use of material that combines various areas of preschool education, as well as the content of primary school subjects. A number of thesauri of art are provided, theoretically defining the forms of integrating the artistic component with other components in the demonstration exam. The function of the interdisciplinary approach is clarified in the context of the issue of the demonstration exam in a pedagogical university. The alignment of the competencies being developed in students with the outcomes of their coursework at the pedagogical university is shown. The topics most successfully implemented by students in relation to lesson development are highlighted, primarily those related to ecology and introducing children to various professions. In the context of the interdisciplinary approach, the concept of the 'demonstration exam' is clarified, namely, it is proposed to consider it as a form of integration of professionally significant types of student activities, reflecting the transition to a qualitatively new level of their professional training through the ability to apply various types of art in classes with preschool and primary school children in their interrelation.

Since ancient times, humanity has selected plant and animal individuals whose productive or aesthetic qualities best suited society's needs. Following the discovery of the genetic laws of inheritance, a number of scientists advanced the idea of selecting and preserving the genetic material of the most outstanding individuals within the human population. Research advances in areas of genetics such as biotechnology and genetic engineering are currently permeating all spheres of society, improving the quality of life for individuals. However, the increasing number and widespread use of these methods simultaneously contribute to heightened public anxiety regarding the ethics and legality of their application to human beings. Bioethics, which develops norms and rules for the application of genetic engineering methods in medicine and biotechnology and evaluates eugenic programs, is called upon to regulate these issues. Based on the principles of bioethics, international organizations regulate the activities of research teams on the development of cloning methods, including for humans. Education should play an important role in explaining the results and achievements of science at the current stage of societal development. This is why both the Federal Work Programs for the Academic Subject «Biology» and the Professional Standards for Biological and Medical Specialties, Special Education and Psychology areas, contain requirements for the development of graduates' bioethical knowledge.

This article proposes a systematic development of the ontological foundations of a multi-paradigmatic model of pedagogical support (hereinafter referred to as PS) for the professionalization of postgraduate students. The analysis is conducted from the perspective of a synthesis of the philosophy of science, higher education pedagogy, sociocultural activity theory, psychological and pedagogical paradigms, professionalization theory, and contemporary concepts of pedagogical support. The multi-paradigmatic model is initially based on ontological pluralism: the recognition of a multiplicity of correlative ontologies (realistic, constructivist, relational, procedural, etc.) that coexist and interact in academic practice. It is argued that the complexity and multi-layered nature of the professionalization process require the theoretical integration of several paradigms (activity-based, competence-based, anthropological, pragmatic, etc.) for ontological and methodological analysis. The article identifies key ontological prerequisites (the relational and procedural nature of professional development, the stratification of the ontological field, multimodal reality, etc.) for designing this model. Based on these foundations, methodological implications for the design of postgraduate educational programs, supervision, assessment, and empirical research into the effectiveness of postgraduate programs are formulated. The article proposes a multi-level architecture for the postgraduate program model for professionalization of postgraduate students and a program for empirical validation. Particular attention is paid to issues of methodological correctness, ethics, and the institutional organization necessary for implementing a multiparadigmatic approach in the educational process of postgraduate programs. The problems of paradigm reconciliation, the risks of reductionism and relativism, and practical recommendations for implementing a multiparadigmatic approach in the institutional practice of postgraduate programs are discussed.

This article presents a theoretical and methodological study of mediative culture as a systemic phenomenon of the educational environment, defining the value-normative foundations of dialogic interaction in the context of the increasing conflict potential of the modern educational space. Based on a comprehensive analysis of the regulatory framework of the Russia (2010–2026), the strategic objectives of the mediation component of state policy, encompassing institutional, organizational, personnel, value-semantic, and monitoring dimensions, are identified and classified. A comparative conceptual analysis substantiates a methodologically significant distinction between the concepts of «mediation competence» (an individual and professional resource of a teacher) and «mediation culture» (a systemic property of an educational organization). A three-level operational model is proposed and verified, demonstrating the dynamics of the transition from individual mastery of mediation techniques through the institutionalization of practices to the formation of a sustainable culture of dialogue. Existing diagnostic tools and programs for continuing professional education were analyzed, identifying their systemic limitations associated with the reduction of cultural phenomena to competency-based indicators. The need to integrate competency-based and institutional approaches when designing didactic support for mediation training for teachers was demonstrated. The study's results have scientific and practical significance for developing regional education development strategies, modernizing professional development programs, and improving mechanisms for monitoring the quality of the educational environment.