UDC 37.015.3

Malykhin A.A.¹ (Berdyansk, Russian Federation) – malykhin.andrey.63@mail.ru; Malykhina T.P.¹ (Berdyansk, Russian Federation) – malykhina.tatyana.62@mail.ru; Novak D.V.¹ (Berdyansk, Russian Federation) – novak777den@yandex.ru

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

Abstract.The integration of new regions into the Russian education system requires teachers in new regions to be able to utilize current career guidance technologies, taking into account local economic conditions. The objective of the study was to empirically confirm hypotheses regarding the relationship between the cognitive, activity-based, and prognostic components of readiness; the relationship between teachers’ self-assessment and their actual knowledge; and the relationship between university experience and teaching experience. The empirical study was conducted from March to June 2026 in educational institutions of the Donetsk and Luhansk People’s Republics, and Zaporizhia and Kherson Oblasts. Respondents included 503 teachers (80.3% women, 19.7% men). Respondents’ age ranged from 18 to 80 years, M = 43.7 years. Using the Profi-Vector methodology and parametric statistical criteria, it was established that there is a moderate positive relationship between knowledge of modern methods and practical skills. However, at high levels of knowledge, their further increase is no longer accompanied by an increase in practical readiness. Teachers’ self-assessment of their own competencies turned out to be statistically significantly lower than the objective level of knowledge. Knowledge of the full list of priority sectors of the regional economy is positively associated with the ability to design individual educational trajectories. Affiliation with a higher education institution and the length of teaching experience do not have a significant impact on either cognitive or practical readiness. The results of the study confirm the feasibility of developing a targeted continuing education course to improve the practice and develop the reflective activity of teachers in a new region. Priority areas of work for continuing education have been identified: developing a practical focus of the continuing education program through the introduction of real practice-oriented formats of career guidance work; conducting training to develop professional reflection in order to improve low self-esteem; taking into account the current situation in the regional economy and the needs of the labor market; creating an individual trajectory for advanced training.

Keywords: career guidance readiness, cognitive component, activity-practical component, prognostic skills, teachers’ self-assessment, new regions, «Profi-Vector» methodology.

References

1. Antonova, M. V., Zamkin, P. V. (2025). The influence of practice-oriented research activities on students’ professional self-determination. Education and Science, 27(4), 42–73. (In Russian). https://doi.org/10.17853/1994-5639-2025-4-42-73
2. Anchikov, K. M., Obukhov, A. S., Solovyova, E. S. (2026). Interaction of schools with the local community in territories with difficult contexts: Cases of Nerchinsk district of Transbaikalia, Salekhard and Novy Urengoy in YANAO. Educational Studies Moscow, (1), 8–36. (In Russian). https://doi.org/10.17323/vo-2026-21774
3. Bardakov, A. V. (2024). Church and public activity as a result of the interaction of the education system and the Church when addressing religious culture in a modern school (based on the material of the Krasnoyarsk Territory). Journal of Siberian Federal University. Humanities & Social Sciences, 17(10), 1949–1960. (In Russian). https://elibrary.ru/aptdfs
4. Zaripov, A. Ya., Rostovskaya, T. K. (2025). Training of highly qualified personnel in national regions of Russia (on the example of the republics of Bashkortostan, Tatarstan, Tyva). New Research of Tuva, 2, 109–128. (In Russian). https://doi.org/10.25178/nit.2025.2.6
5. Kanonir, T. N., Federyakin, D. A., Logvinenko, T. I., Orel, E. A., Kulikova, A. A. (2024). How modern psychometrics can change the testing of intelligence of children and adolescents in Russia. Psychology. Journal of the Higher School of Economics, 21(1), 101–122. (In Russian). https://doi.org/10.17323/1813-8918-2024-1-101-122
6. Kicherova, M. N., Trifonova, I. S., & Payusova, T. I. (2026). The role of micro-credentials in adult lifelong education: Foreign and domestic experience. Higher Education in Russia, 35(5), 67–89. (In Russian). https://doi.org/10.31992/0869-3617-2026-35-5-67-89
7. Klochko, E. Yu., Rubtsov, V. V. (2022). Results of the first half of the implementation of interdepartmental comprehensive plans for accessibility of all levels of education, recreation, career guidance and employment for persons with disabilities and limited health opportunities. Psychological Science and Education, 27(4), 100–109. (In Russian). https://doi.org/10.17759/pse.2022270410
8. Lugovskaya, M. Yu. (2024). On the question of the principles of developing a program of short-term training for the development of resilience. Higher Education Today, (4), 85–90. (In Russian). https://elibrary.ru/kikgta
9. Morgacheva, N. V., Sotnikova, E. B., Shcherbatykh, S. V. (2025). A study of teachers’ ideas about the implementation of an integrative approach in school science education. Perspectives of Science and Education, 1, 242–257. (In Russian). https://doi.org/10.32744/pse.2025.1.16
10. Pevnaya, M. V., Tarasova, A. N., Telepaeva, D. F., Shcherbinin, S. N. (2025). Temporality of professional self-determination of students in Russia and Belarus. Education and Science, 27(3), 169–199. (In Russian). https://doi.org/10.17853/1994-5639-2025-3-169-199
11. Potravnaya, E. V. (2026). Education in the system of instruments for industrial development of the territory: The experience of the Arctic frontier. Journal of Frontier Studies, 2, 264–290. (In Russian). https://doi.org/10.46539/jfs.v11i2.882
12. Radchikova, N. P., Odintsova, M. A., Kozyreva, N. V., Sorokova, M. G. (2024). The scale of response to uncertainty: Adaptation on the Belarusian sample. Bulletin of Practical Psychology of Education, 21(4), 185–199. (In Russian). https://doi.org/10.17759/bppe.2024210417
13. Romanenko, K. R. (2024). «There was no particular choice»: Institutional conditions and cultural narratives of educational choice in single-industry towns. Monitoring of Public Opinion: Economic and Social Changes, 3, 204–229. (In Russian). https://doi.org/10.14515/monitoring.2024.3.2537
14. Simonova, G. I., Luchinina, A. O., Baiborodova, L. V., Latypova, L. A., Kostyunina, N. Yu. (2025). Interaction of school and university as a factor of self-determination of schoolchildren for pedagogical professions. Education and Self-Development, 20(4), 169–183. (In Russian). https://doi.org/10.26907/esd.20.4.12
15. Telicheva, E. G. (2025). Activities on professional self-determination as a subsystem of the educational process. CITISE, (1(43)), 426–436. (In Russian). https://elibrary.ru/lfsobs
16. Ugarova, M. G., Tarkhanov, M. V. (2024). Environmental, organizational and personal resources of teachers’ resilience. Pedagogy. Theory & Practice, 9(11), 1057–1069. (In Russian). https://doi.org/10.30853/ped20240134
17. Filatova, A. F., Odintsova, M. M. (2025). The concept of personality integrity in modern Russian psychology: A meta-review. New Psychological Research, (3), 34–53. (In Russian). https://doi.org/10.51217/npsyresearch_2025_05_03_02
18. Shvedina, S. A., Petrushin, I. S., Saraeva, O. N. (2023). Career guidance work with high school students in the Irkutsk region: Practice and analysis of effectiveness. Pedagogical IMAGE, 17(4), 429–449. (In Russian). https://doi.org/10.32343/2409-5052-2023-17-4-429-449

For citation: Malykhin, A. A., Malykhina, T. P., & Novak, D. V. (2026). Knowledge of modern career guidance methods and federal projects among teachers of new regions: Diagnostics of deficits and relationship with practical readiness.CITISE, 3, 482-492.(In Russian).