Introduction. Over the past decade, there has been a  steady increase in  state and public attention to  the problems of  professional orientation in  Russia. The specifics of career guidance work with children and youth require the allocation of a new distinct area of career guidance, educational career guidance, which differs in its goals, content, principles, forms, and methods from other areas such as  advisory and influencing career guidance. 

Aim. To present a brief systematic description of educational career guidance as one of the modern paradigms of career guidance work. 

Methods. The author’s ten-year research work in this field was based on a wide range of theoretical and empirical methods, including conceptualisation, large-scale experimental work in various regions of the Russian Federation, pedagogical forecasting. 

Results. A holistic scientific concept of educational career guidance as a distinct professional orientation paradigm has been formed. A scientific description of the goals and results, principles, and tools of educational career guidance is presented. 

Scientific novelty. The differentiation of educational career guidance relative to other professional orientation paradigms—advisory and influencing—is substantiated. Deep interrelation of educational career guidance with the idea of lifelong learning is shown. 

Practical significance. A complex of effective forms and methods of educational career guidance has been formed. Innovative regional models ensuring effectiveness of  the support of  the professional self-determination of  children and youth are presented. An approach to solving the personnel problem in educational career guidance is outlined.

Introduction. Due to  the imposition of  sanctions and the development of  import substitution at  Russian enterprises, not only is  the nomenclature of  the equipment used changing, but in  many cases the technological processes are also changing. This is  a serious challenge to  adapt to  the new economic conditions by  realigning with compatible equipment and technologies.

Aim: to define the degree of readiness of  Russian educational organisations implementing secondary vocational education programmes to solve the problems of renewal and import substitution, based on the data obtained during an empirical study. 

Methods. Empirical data were collected using an electronic questionnaire form, which included 22 closed questions. The processing of the obtained primary results was carried out on the basis of cluster analysis. 

Results. It has been revealed that vocational education organisations are not adequately prepared to address the issue of updating equipment in the context of the achievement of technological sovereignty by the Russian Federation. The contribution of employers to  the process of  updating equipment in  educational institutions turned out to  be significantly less than expected. The use of  certain management strategies by  an educational organisation has little effect on  the quality of  its material and technical support. The key determinant is its location in a financially prosperous region and access to regional sources of financing. 

Scientific novelty. The nature and degree of  influence of  various factors on  the effectiveness of equipment renewal and import substitution processes in educational organisations implementing secondary vocational education programmes are revealed. The differences in  the created conditions and management strategies used by  educational organisations to  solve logistical problems (diversification of  financing channels, cooperation with employers, import substitution planning, personnel training) are characterised. 

Practical significance. A  set of  conditions and management strategies have been defined to  ensure an  increase in  the efficiency of  equipment renewal and import substitution processes. The current problem areas in the management of material and technical support of the secondary vocational education system are identified.

Introduction. The current stage of  the development of  the educational process is  associated with the active development of  various types of  digital tools, resources and services, under the influence of which methods and learning goals are transformed. Excessive attention to  digital educational tools, their convergent nature, insufficient scientific reflection on  the processes of  digital transformation and the uncertainty of terminology are factors due to which changes in the human (didactic) component of the educational process remain in the shadows. 

Aim: to substantiate the significance of born-digital pedagogical technologies as one of the central categories of modern didactics. 

Methods. A  set of  empirical and theoretical methods was used, including analysis of  literary sources, participant observation, problematisation, analysis and synthesis, classification and systematisation. 

Results. A  detailed description of  the phenomenon of  ‘born-digital pedagogical technologies’, which is in the relationship of convergence with digital products (Ed Tech) through which there are being realised is given. 

Scientific novelty. Approaches to  the classification of  born-digital pedagogical technologies are proposed. The idea of  instrumental and supra-instrumental borndigital pedagogical technologies is introduced. 

Practical significance. The possible bifurcation in the development of the teacher’s professional activity model in the context of digital transformation is demonstrated: either the preservation of the traditional multifunctional pedagogical position or its reduction to the role of an ‘operator’ of digital tools. The lack of attention to born-digital pedagogical technologies serves as a factor that amplifies the risk of such reduction.

Introduction. Since the start of the 2023–2024 academic year, all schools in Russia have implemented a career guidance minimum (grades 6–11). This unified model of professional orientation for schoolchildren is characterised by its relevance, accessibility, and overall alignment with the educational professional orientation paradigm. However, there are some deficits and contradictions in the existing concept of the professional orientation minimum that need to be addressed for its further development. 

Aim: to  analyse the strengths and weaknesses of  the current model of  the career guidance minimum and to  determine and justify possible directions for its future development based on the analysis. 

Methods. The study is based on a comparative analysis of the concepts of “educational professional orientation” and “career guidance minimum”, as  well as  empirical data collection through the study of literary sources, observation, and collection of expert opinions. The synthesis method and pedagogical design were also employed. 

Results. The study identifies risks and potential negative scenarios in the development of the career guidance minimum due to its complex and convergent nature. The study also identifies key directions for the short and medium-term development of the career guidance minimum, including the design of  variable models for supporting students’ professional self-determination, the introduction of formats such as cycles of professional testing and professional orientation networking, and the formation of elective mechanisms for completing specialised pre-professional classes based on pre-professional training. 

Scientific novelty of the study lies in its reflection on the newly formulated phenomenon of  the “career guidance minimum”, which has not yet been thoroughly explored in scientific literature. 

Practical significance. he  presented scientific results can be  used to  update methodological recommendations for the implementation of  the career guidance minimum in  the 2024-2025 academic year, as  well as  to facilitate discussion within scientific, educational, and career guidance communities.

Introduction. The research topic “Analysis of forecasting methods for development of the system of training qualified workers and middle-level specialists” is devoted to an important theoretical and practical problem of the applicability of the results of predictive research in making managerial decisions. 

Aim. To  consider the process of  forecasting the development of  the secondary vocational education in  a non-economic context; to  identify and clarify the complex of  non-economic, yet organisational and pedagogical parameters of  the state of  the specified system as objects of forecasting. 

Methods. A comprehensive analysis of the processes of modernisation of the secondary professional education was carried out using various forms of  statistical analysis, modeling, analysis of theoretical approaches, comparative analysis. 

Results. Nine main parameters of  forecasting the state of  secondary professional education system in  the process of  modernization are identified: priorities in  the value-oriented settings; the degree of practice-oriented educational system; variability of  educational programs and the educational process; openness of  the educational system of  a professional educational organization; quality of  education; prevailing ways of working with a contingent of students; the depth of digital transformation of the educational process; the level of integration of an educational organization into the socio-economic ecosystem of the region; the success of graduates in their professional activities. 

The scientific novelty lies in the proposed set of non-economic, organizational and pedagogical parameters of forecasting the state of secondary vocational education system. 

The practical significance of  the research results lies in the new ability within management practice to directly assess the impact of modernization efforts on the secondary professional education system, predict forthcoming changes, and strategically plan management interventions within this system.

Introduction. The announced plans of the Ministry of Education to develop a new education strategy by the autumn of 2024 make the problem of forecasting the development of the training system of qualified workers and technicians relevant. 

The aim of this article is to develop a methodology for forecasting the level of readiness of the secondary vocational education system to solve the problem of the qualified personnell provision for the economy. 

Methods. The authors used methods of comparative and general analysis of scientific data on approaches to forecasting and its practices in Russia and abroad, data extrapolation, modeling, theoretical and cluster analysis, synthesis and conceptualisation. 

Results. A strategy for forecasting the development of a system for training qualified workers and technicians is presented, including the types of data and parameters used for forecasting, its stages, and methods of working with data. 

The scientific novelty lies in the substantiation of ways to use big data analytics tools (predictive analytics) to manage the development of the vocational education system. 

The practical significance lies in the proposed set of forecasting tools and algorithms for its use to manage the development of the secondary vocational education system. Among them: predictive analytics tools, data requirements used in the predictive analytics system, forecasting stages and conditions for the effectiveness of its results.