Introduction. Modern industry is  not just changing technologies, but transforming the philosophy of work and education itself, revising values, methods and foundations of  interaction. New approaches to  education predetermine the transformation of  the system towards adaptability, focused on achieving practical results and cooperation with the industry. In the international discourse, there is increasing talk about the transition to a new paradigm of Education 5.0, based on the understanding of the transformative role of education for both individual and collective prosperity, learning as a continuous process and focused on mature psychology, human-centeredness, ethics, sustainability and individual characteristics. 

Aim. The article is devoted to the analysis of the development of vocational education and training in terms of innovations, pedagogy, trends and value orientations of the new paradigm of Education 5.0 in the context of modern industry and technology. 

Methods. The constructivist, interdisciplinary and multi-paradigm approach allowed to  extrapolate socio-economic trends to  the education sector to  identify the valuetarget guidelines for the future development of vocational education and training at the systemic and institutional levels. 

Results. The key trends in the development of the modern labor market are summarized, the content of  the Education 5.0 concept, modern directions and elements of  the transformation of the vocational education system are defined. 

The scientific novelty lies in the generalization of the development trends of Education 5.0 and the identification of  conceptual aspects of  vocational education and training in the context of modern industry, skill development, and the workspace. 

Practical significance. The findings can be used to modernize the vocational education and training approaches, transform the content of  programs and training models, develop advanced training courses for teachers, as well as modernize the policy for the development of vocational education.

Introduction. The economic growth of the state largely depends on the effectiveness of the vocational education and training system (hereinafter referred to as VET). Changes in the VET system are most often fragmentary based on not always up-to-date data due to the lack of a holistic management system taking into account all components of the education system. The article is devoted to the analysis of theoretical ideas about the essence of management activity in general and education management in particular, the identification of system-forming contradictions and features in the VET management system in the context of its modernisation. 

The aim is to identify areas for improving management activities and the practice of its application in education. 

Methods. The study employed retrospective and content analysis of scientific publications available in the electronic libraries “PROFbiblioteka.by”, eLibrary, Scopus, and CyberLeninka, covering a period of 20 years and more, supplemented by the author’s managerial and pedagogical experience. To identify problems in the VET management system and develop proposals for its improvement, the expert assessment method was used. 

Results. Expert assessments confirmed the absence of unified approaches to the quality management system of VET, as well as the lack of a comprehensive set of criteria and indicators for assessing management effectiveness. The results of  a survey of  college teaching staff demonstrate the relevance of developing and implementing an integrated VET quality management system with a clear distribution of powers and responsibilities at the national, regional, and institutional levels. 

Scientific Novelty. The evolution of management concepts has been systematised and the specific features of state-administrative management of VET in the Republic of Belarus under modern conditions have been identified. The hypothesis about the need to move from managing individual components of the educational process to holistic management (of goals, processes, and results) aimed at improving the efficiency and quality of VET has been confirmed. 

The practical significance lies in the development of recommendations for the modernisation of the VET quality management system in the Republic of Belarus under current conditions.

Introduction. The problem of continuity of education for civil servants is becoming relevant in the situation of large-scale reform of Russian society. Formation of the personnel reserve of the civil service is becoming a key task designed to provide state institutions with highly qualified specialists capable of adequately responding to changes of the external environment. 

Aim. The purpose of the article is to develop and justify a comprehensive model of continuity between VET and higher education as a key tool for improving the quality of training of personnel for the civil service. 

Methods. The study used methods of analysing regulatory documents, systematising relevant legal information, scientific and methodological sources, and pedagogical modelling. 

Results. The article presents a model of continuity between secondary vocational and higher education in  the training of  civil servants, which includes five interconnected components: (1) conceptual (approaches defining the features of the model); (2) target (the goals and objectives of developing and implementing the model); (3) content-related (selection of disciplines and modules aimed at forming the required competences); (4) organisational (tools of the model); (5) monitoring (methods for tracking the effectiveness of the model and identifying its limitations). 

Scientific novelty. The content of continuity of educational programmes is disclosed as a step-by-step process of forming a personnel reserve of civil servants, taking into account the indicators of personal development of students. 

Practical significance. The results of the study can be used by professional educational organisations to carry out work on identifying and selecting potential applicants for specialised training areas for civil service; professional educational organisations and universities to design successive integrated educational programmes.

Introduction. The socio-economic instability of  single-industry towns, often built around scientific, military-industrial, or nuclear enterprises, poses a threat to national security, undermines the functioning of the national innovation system and the country’s key industrial sectors. Preserving a labour market with a workforce of the required qualifications remains a key factor in the well-being of such towns. End-to-end personnel training at the interface of secondary vocational education (SVE) and higher education (HE) can help sustain the labour market and reduce youth outmigration. 

Aim. To determine the factors and prerequisites for creating end-to-end training of personnel for town-forming enterprises at the SVE–HE interface. 

Methods. The study employed content analysis of  scientific publications and online informational and analytical materials, as well as analysis of educational programmes implemented by universities and vocational colleges in single-industry towns. 

Results. The demand for systems of end-to-end personnel training at the SVE–HE interface has been confirmed through an analysis of existing practices of workforce training for town-forming enterprises. Based on the analysis, the main directions of interaction between labour market participants and educational institutions in  single-industry towns have been identified. 

Scientific novelty. The study substantiates the feasibility of a new approach to training personnel for town-forming enterprises. It consists in close interaction between two levels of professional education, namely SVE and HE. 

Practical significance. The obtained results can be used to substantiate design methods and management models for systems of end-to-end training of personnel for single-industry town enterprises.

Introduction. Education systems are constantly undergoing change, which leads to the accumulation of  contradictions resolved through reform. Particular attention should be paid to situations where the need for reform arises not only from internal but also from external causes. There is often a gap between the results achieved during reform and the initially declared goals, which necessitates adjustments to both the methods and the content of the changes. 

Aim. To analyse Russian researchers’ approaches to assessing the new national system of higher education in the Russian Federation. 

Methods. A review of publications by Russian researchers from 2023 to 2025 presenting approaches to  assessing the introduction of  a new national higher education system in the Russian Federation. 

Results. Approaches to  assessing the directions and consequences of  reforming the Russian higher education system have been systematised. Despite a diversity of opinions regarding the challenges of  forming the new system, the studies emphasise the prospects of creating a Russia-centred model for the training of qualified personnel. 

Practical significance. The findings can be used by education management specialists, university administrators, and experts to improve the effectiveness of higher education in meeting the staffing needs of the national economy.

Introduction. The technological sovereignty of the country can be achieved through the coordinated development of the higher education sector in line with the requirements of industrial modernisation and the conditions that stimulate innovation in Russian regions. 

The aim of the study is to provide a rapid assessment of the adaptability of the higher education system to new economic realities in the context of institutional cooperation among authorities, universities, young people, and enterprises, and to  identify directions for its integrative improvement within the framework of  the evolutionary spiral of development. 

Methods. For a rapid assessment of universities’ adaptation to economic needs an index was used to track the dynamics of university human resources, the demand for STEM and non-STEM fields, and graduate employment. 

Results. Based on a comparison of institutional cooperation trends aimed at developing the human resources required to achieve economic and technological sovereignty, industrially developed regions with coordinated development were identified, as well as  territories showing gaps in  their evolutionary development spiral. A  ranking of  industrially developed regions was compiled according to the higher education system’s adaptability index. 

Scientific novelty. The novelty of the proposed assessment tools lies in the calculation formula of the adaptability index, which incorporates such indicators as the availability of  university teaching staff, the demand for STEM and non-STEM specialties, and the need of industrial enterprises for graduates to fill high-performance jobs. 

Practical significance. The proposed assessment tools make it possible not only to rank regions by the adaptability level of their higher education systems but also to promptly measure performance and make informed decisions to improve the implementation of federal and regional educational, innovation, scientific, and technological policies.

Introduction. The modern development of  the higher education system in  Russia is driven by the need for effective technological and economic growth of the country, aimed at  technological leadership and sovereignty, as  well as  external and internal challenges (shortage of qualified personnel, geopolitical changes, technological shifts). Practical orientation and fundamental training are becoming the key characteristics of the new model of higher education. 

Aim. To substantiate the conceptual base for designing higher education programmes based on the analysis of existing domestic methodological approaches and educational practices of foreign countries (China, USA). 

Methods. The study used content analysis of  regulatory documents, scientific and methodological publications, and expert evaluation of  thematic materials obtained from open information sources. 

Results. The study formulates principles that guide the didactic analysis of  Russian higher education programmes and proposes groups of  analytical criteria (axiological, substantive, instrumental). These criteria help ensure that, at the design stage, the goals (learning outcomes) set in the programmes are balanced with the conditions required for their effective achievement during implementation. 

Scientific novelty. The study proposes methodological approaches to  the didactic analysis of  higher education programmes that make it  possible to  justify differences in programme duration and content within the emerging new model of Russian higher education. 

Practical significance. The proposed principles can serve as  a methodological basis for the work of  educational programme designers and accreditation experts, as  well as for improving the regulatory and methodological support of educational processes in universities.

Introduction. The Fourth Industrial Revolution, the emergence of a new technological paradigm, and the challenges of technological sovereignty facing Russian society highlight the need for the transformation of modern universities. At the same time, the prospects for the development of pedagogical universities responsible for training teaching staff for the emerging knowledge economy have not been sufficiently studied. 

The aim of the article is to analyse the institutional (organisational) structure of Russian pedagogical universities to identify their potential and limitations as a platform for development, and to model the drivers of their transformation in the transition to the fifth and sixth technological paradigms. 

Methods. In the course of the study, open data from the websites of pedagogical universities under the jurisdiction of the Ministry of Education of the Russian Federation were analysed and systematised, as  well as  reporting, analytical, and statistical documents of the Ministry of Education and the Ministry of Science and Higher Education of Russia. 

Results. Opportunities for developing an  institutional (organisational) structure and drivers for its development were identified, which can ensure the integration of pedagogical universities into technological development processes and contribute to achieving the country’s technological sovereignty. 

The scientific novelty lies in the substantiation of the need to develop an independent model for the development of pedagogical universities and the identification of promising transformations of their institutional structure in response to the challenges of technological development. 

The practical significance is  determined by  the possibility of  applying the obtained results to improve the anticipatory training of future teachers in the context of technological sovereignty in Russia.

Introduction. The article examines the transformation of the continuing professional education (CPE) system as  a response to  changes in  market demand for educational services. 

Aim. To identify current trends in the transformation of the CPE system and to determine the most significant directions of its development. 

Methods. The study is based on an analysis of statistical data on the development of the CPE system across federal districts, economic sectors and levels of education. Sources included forecast data on  the size of  the employed population, as  well as  indicators of learner dynamics across different types of programmes. 

Results. By  2024, the overall number of  learners enrolled in  CPE programmes had stabilised, accompanied by a decline in the growth rates of participants in professional development programmes to zero or negative values. At the same time, a steady increase was recorded in  the number of  participants in  professional retraining programmes. Since 2020, an  active “other organisations” sector has been emerging, in  which CPE programmes are delivered directly within enterprises. A correlation has been identified between sectoral performance and the share of employees undertaking training. 

Scientific novelty. The study identifies key patterns and new forms of transformation within the CPE system, including the expansion of corporate training and the formation of  interregional learner flows. A  methodology has been developed for assessing the level of CPE development at regional and sectoral levels. 

Practical significance. The findings may be  used to  design targeted measures for state and corporate support of the CPE system, including mechanisms for incentivising employers, improving cooperation between businesses and educational organisations, and enhancing monitoring and forecasting of the state of CPE.

Introduction. The rapidly developing consumer society, on the one hand, and the Russian Federation’s focus on import substitution, on the other, point to a contradiction whose resolution could either slow down or, conversely, accelerate scientific and technological progress. The main problem with ensuring technological sovereignty is  the acute shortage of qualified personnel. At the same time, the fourth industrial revolution has armed the economy and industry with innovative tools, the implementation of which is  intended to  replace a  wide range of  workers and specialists. Displaced personnel, unable to compete with machines and computer programmes, must find a place in the digital economy that allows them to satisfy their needs in socially acceptable ways, i.e., by earning a living through honest labour. This is yet another contradiction that requires resolution. These circumstances demonstrate the need to  develop a  new strategy for personnel provision for technological sovereignty. 

Aim. The purpose of this article is to describe the problem area based on a philosophical and economic rethinking of strategic approaches to organising personnel provision for Russia’s technological sovereignty. 

Methods. The study employed analysis of  scientific research, regulatory documents, statistical data, public opinion survey results, expert assessments, and public statements by officials; comparison of domestic and international experience. 

Results. The study undertook a critical rethinking of the philosophical and economic foundations of staffing for technological sovereignty. 

Scientific novelty. Against the backdrop of rapidly growing interest in the issue under consideration from specific subject areas of scientific knowledge (pedagogy, industrial economics, labor psychology, management, etc.), the authors for the first time turned to  an analysis of  the broadest possible context of  the new educational reform – the philosophical and economic foundations of staffing for technological sovereignty. 

Practical significance. The research results presented in the article can serve as strategic guidelines in  the development of  an educational reform and the modernisation of approaches to the formation of personnel policy.

Introduction. The development of the country’s transit potential and spatial connectivity, as well as the implementation of breakthrough projects in railway, road, maritime (river) and air transportation, depends on effective forecasting and planning of staffing costs for transport enterprises and organisations, and on the assessment of risks affecting the achievement of development goals. 

The aim is  to identify the main development trends of  transport-sector universities in  order to  form scenario conditions and the key parameters for forecasting the development of sectoral personnel training. 

Methods. Quantitative research using proprietary digital platform solutions, expert evaluation, verification and validation of  data, comparison and correlation, and mathematical modelling. 

Results. It  has been found that analysing the scale and structure of  staff training, as well as changes in the nomenclature of higher and secondary vocational education programmes, makes it  possible to  assess the development trends of  the personnel training system for the Russian transport sector and to  identify problem areas for subsequent optimisation processes. 

Scientific novelty. A  statistical basis has been established enabling comprehensive analysis of personnel training for transport enterprises, and an industry-specific model for collecting, processing and analysing data on the personnel training system for the Russian transport sector has been proposed. 

Practical significance. The results can be used to develop programmes for optimising the network of educational organisations subordinate to the Ministry of Transport of the Russian Federation.

Introduction. A comprehensive analysis of problem situations in the decision-making process makes it possible to find optimal solutions; therefore, group decisions are generally more effective than individual ones due to the diversity of proposed options. To intensify the search for solutions, it is advisable to supplement the group with a virtual participant—an artificial intelligence (AI) system. 

Aim. To determine the content of requests addressed to AI within the algorithm of group decision-making, in order to enhance the efficiency of the learning process and to develop students’ competencies in interacting with AI. 

Methods. To identify and structure the directions and ways of using AI in the learning process, the methods of constructing mind maps and morphological matrices were applied. 

Results. It was demonstrated that in study groups within disciplines that fully or partially utilise decision-making models, it is beneficial to use AI tools, which increases the effectiveness of learning and allows students to acquire competencies in using various AI models. 

Scientific novelty. A mental model for the use of AI in the educational process is proposed, which defines the types of AI queries formulated by the instructor or students at each stage of the decision-making algorithm. 

Practical significance. The results demonstrate the potential for integrating AI into the decision-making process both in educational settings and in solving practical problems in the real sector of the economy.