UDC 37.015.3

Rogozin I.V.¹ (Berdyansk, Russian Federation) – rivrov@yandex.ru; Rogozina O.V.¹ (Berdyansk, Russian Federation) – zaviduvach@rambler.ru

¹Azov State Pedagogical University named after P.D. Osipenko

Abstract.This article aims to empirically identify the age-related and value-semantic determinants of teachers’ readiness for career guidance in the Donetsk and Luhansk People’s Republics, and Zaporizhzhia and Kherson Oblasts. The study’s relevance stems from the need for scientifically based diagnostic support for career guidance in the context of chronic uncertainty and value reorientation characteristic of the new constituent entities of the Russian Federation. The study was conducted in educational institutions in the Donetsk and Luhansk People’s Republics, and Zaporizhzhia and Kherson Oblasts from March to June 2026. The sample included 503 teachers (80.3% women, 19.7% men) aged 18 to 80 years (average age 43.7 years). Four research hypotheses were tested using a representative sample of 503 teachers using the proprietary Profi-Vector methodology and mathematical statistics methods (one-way ANOVA, Pearson correlation analysis, and the chi-square test). It was found that older teachers (50 years and older) demonstrate a statistically significantly higher level of patriotic values ​​than their younger colleagues (under 35). Positive correlations were found between an understanding of patriotism, unity, and a willingness to develop the region. A high level of patriotic values ​​was shown to be associated with the choice of socially oriented career guidance goals (benefiting the region and the country, fostering a harmonious personality). A cognitive dissonance was observed among young teachers between the declared and actual perceived importance of career guidance goals. The study results support the feasibility of creating a system of professional development for teachers in new territories, taking into account their age and values. Areas of prospective research include studying the dynamics of a teacher’s value-semantic space during their professional development; and developing and implementing psychopedagogical technologies to reduce cognitive dissonance and enhance values ​​of coherence.

Keywords: teacher’s career guidance competence; patriotic value orientations; age-related specifics; cognitive dissonance; new federal subjects; «Profi-Vector» methodology.

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For citation: Rogozin, I. V., & Rogozina, O. V. (2026). Age and value-semantic determinants of career guidance readiness of teachers in new regions.CITISE, 3, 493-504. (In Russian).