Pugachevsky O.O. – сandidate of psychological sciences, associate professor, associate professor of the department of educational psychology and organizational psychology, DSTU (Don State Technical University)

Страницы / Pages: 5-13

Аннотация / Annotation:
This article explores the potential of AI assistants for modeling the zone of proximal development (ZPD). The need to adhere to psychological and pedagogical principles (individualization, gradual reduction of support, balance of assistance and independence) for expanding the ZPD is substantiated. Approaches to AI implementation (configuration, gradual inclusion, monitoring, role assignment) are described, limitations are noted, and practical recommendations are provided.

Ключевые слова / Keywords:
developmental learning, zone of proximal development, AI assistants, personalized learning, pedagogical principles.

Gubenkov A.O. – PhD in Law, Head of the Department of Fire Training and Activities of the Department of Internal Affairs in Special Conditions, V.V. Lukyanov Orel Law Institute of the Ministry of Internal Affairs of Russia, Orel

Zimin S.M. – Lecturer at the Department of Special Tactics of the Educational and Scientific Complex of Special Training, Kikot Moscow University of the Ministry of Internal Affairs of Russia, Moscow

Zhukov D.V. – Senior Lecturer at the Department of Fire Training, Krasnodar University of the Ministry of Internal Affairs of Russia, Krasnodar

Страницы / Pages: 14-21

Аннотация / Annotation:
The article deals with the actual problem of emotional burnout of students in a digital educational environment. The author conducts a comprehensive analysis of the specifics of the phenomenon of burnout in the context of modern learning, characterized by a high degree of mediatization, cognitive overload and transformation of social interactions.

Ключевые слова / Keywords:
emotional burnout, digital educational environment, distance learning, cognitive load.

Sadovnikova N.O. – PhD in Psychology, Associate Professor, Professor of the Department of Professional Pedagogy and Psychology, Ural State Pedagogical University

Barasheva E.A. – Lecturer of the Department of Philosophy, Psychology and Humanities, Ural Law Institute of the Ministry of Internal Affairs of Russia

Страницы / Pages: 22-32

Аннотация / Annotation:
The article analyzes existing approaches to understanding the concept of «emotional burnout» in foreign and domestic psychology. The concepts of H. Freudenberger, C. Maslach, A. Pines, A. Längle, V.V. Boyko, V.E. Orel, N.E. Vodopyanova and other researchers are considered. The key features of the phenomenon are highlighted: multidimensionality, processuality, and protective function. A systematization of theoretical models of burnout is presented.

Ключевые слова / Keywords:
emotional burnout, burnout syndrome, professional stress, depersonalization, emotional exhaustion.

Goncharova N.A. – candidate of Psychological Sciences, Associate Professor, Associate Professor of the Department of Pedagogy and Psychology, St. Petersburg University of the Ministry of Internal Affairs of Russia, St. Petersburg

Страницы / Pages: 33-42

Аннотация / Annotation:
This article examines resilience as a meaningful life perspective and cognitive structure that enables successful self-actualization. An empirical study revealed the average level of resilience among cadets at a Russian Ministry of Internal Affairs educational institution, the moderate nature of the components of engagement, control, and risk acceptance, and the ability to influence one's own life for the purposes of self-development and the use of accumulated potential.

Ключевые слова / Keywords:
resilience, personal development, engagement, risk taking, control, core beliefs, values.

Dyakov V.F. – PhD in chemistry, Associate Professor of the Department of Fire and Applied Training, Ural Institute of State Fire Fighting Service of the Ministry of Emergency Situations of the Russian Federation, Ekaterinburg

Страницы / Pages: 43-51

Аннотация / Annotation:
The article discusses the development of psychological readiness of cadets for professional activity in the educational environment of the departmental university of the Ministry of Emergency Situations of Russia. The expediency of understanding readiness as a dynamic, developing system of personal resources and competencies is substantiated. The key components of psychological readiness, as well as the factors of the educational environment that influence their formation, are identified and described.

Ключевые слова / Keywords:
psychological readiness, cadets, professional activity, stress tolerance, self-regulation.

Melnichuk V.A. – Candidate of Military Sciences, Associate Professor of the Department of Internal Affairs in Special Conditions at the St. Petersburg University of the Ministry of Internal Affairs of Russia, St. Petersburg

Страницы / Pages: 52-60

Аннотация / Annotation:
The article discusses the problem of psychological support for the training of specialists for work in an innovative economy. The purpose of the work is a theoretical analysis and generalization of approaches to the use of modern psychotechnologies for the formation of personal competitiveness competencies. The author substantiates a model of psychological support that integrates training technologies, digital simulators and methods of reflection development.

Ключевые слова / Keywords:
psychotechnologies, personality competitiveness, innovative activity, competence approach, psychology of learning, cognitive simulators, professional development.

Andreeva Yu.V. – Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Humanities and Natural Sciences, Russian University of Cooperation, Ufa, https:

Страницы / Pages: 61-68

Аннотация / Annotation:
Optimism acts as a personal quality of a teacher, which determines the establishment of cooperation, while its influence is mediated not only by values, but also by a cognitive-predictive style. This suggests differences in the strategies of cooperation between him and students with high and low levels of optimism, manifested in criteria such as the nature of feedback, readiness for educational and pedagogical cooperation.

Ключевые слова / Keywords:
pedagogical optimism, personality quality, cooperation, psychology, overcoming difficulties, interpretation of difficulties.

Konycheva Yu.D. – Candidate of Philological Sciences, Associate Professor of the Department of Psychology and Human Capital Development Financial University under the Government of the Russian Federation. SPIN-код: 5839-7388

Страницы / Pages: 69-77

Аннотация / Annotation:
This article analyzes, from the perspective of educational psychology, the process of radical transformation of the professional role of higher education teachers under the influence of digitalization processes and the accelerated introduction of artificial intelligence elements. Data from the author’s survey of teachers (N=64) regarding psychological difficulties and adaptive resources are presented. In conclusion, a conclusion is drawn about the need for systematic psychological and pedagogical support for the professional development of educators.

Ключевые слова / Keywords:
learning psychology, digitalization of education, transformation of the teacher’s role, professional identity, self-efficacy, psychological barriers, digital fatigue, emotional burnout.

Luzgin S.A. – Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Legal Psychology and Pedagogy, Faculty of Psychology and Probation, Academy of Law and Management of the Federal Penitentiary Service of Russia, Ryazan

Kuznetsov M.I. – Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Legal Psychology and Pedagogy, Faculty of Psychology and Probation, Academy of Law and Management of the Federal Penitentiary Service of Russia, Ryazan

Страницы / Pages: 78-86

Аннотация / Annotation:
The article analyzes the theoretical foundations and organization of the application of interacting methods of persuasion and suggestion in the psychological and pedagogical process with certain categories of convicts in places of deprivation of liberty. The experience of using the training originated in correctional labor institutions of the Perm region, was introduced in other regions, and proved its effectiveness in the resocialization of those serving sentences.

Ключевые слова / Keywords:
convicts, psychological and pedagogical training, suggestion and persuasion.

Altunin A.Y. – Senior Lecturer at the Department of Fire Training and Operations of the Department of Internal Affairs in Special Conditions, V.V. Lukyanov Orel Law Institute of the Ministry of Internal Affairs of Russia, Orel

Bulankov S.V. – lecturer at the Department of Tactical, Special, Fire and Physical Training, Tver Branch of the Moscow University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikot, Tver

Shalamov A.V. – Candidate of Political Sciences, Associate Professor of the Department of Internal Affairs in Special Conditions, Nizhny Novgorod Academy of the Ministry of Internal Affairs of Russia, Nizhny Novgorod

Страницы / Pages: 87-95

Аннотация / Annotation:
The article systematizes modern approaches to diagnosing the psychological characteristics of students in digital educational environments, and discusses the methodological principles and problems of adapting traditional methods. Special attention is paid to the risks of digital diagnostics.

Ключевые слова / Keywords:
psychodiagnostics, digital educational environment, artificial intelligence in education, multimodal analysis, educational analytics, psychometrics.

Gani S.V. – Candidate of Psychological Sciences, Head of the Methodological Support Sector for Psychological Services at the Federal Resource Center for Psychological Services in Higher Education, Russian Academy of Education, Moscow, ORCID: 0000-0003-1689-7548

Страницы / Pages: 96-106

Аннотация / Annotation:
The article presents the results of a study of the relationship between emotional intelligence and locus of control in students of 10th-grade psycho-pedagogical classes. It was established that intrapersonal and interpersonal emotional intelligence are differently related to internality: the intrapersonal component shows a positive association, while understanding the emotions of others shows a negative one. In the regression model, understanding one’s own emotions is the strongest predictor of internality.

Ключевые слова / Keywords: