UDC 378.14

Fedorova S.N.¹ (Yoshkar-Ola, Russian Federation) – svetfed65@rambler.ru; Tsvetnikova A.N.¹ (Yoshkar-Ola, Russian Federation) – alinatsvetnicova@gmail.com

¹Mari State University

Abstract. The article addresses the problem of training teaching staff for preschool education amidst a persistent shortage of qualified personnel, exacerbated by low motivation among young graduates, heavy administrative burdens, and high responsibility for children’s health and well-being. The aim of the study is to analyse the dynamics of the content and organisation of the educational programme in the field 44.03.02 “Psychological and Pedagogical Education” (profiles “Psychology and Pedagogy of Preschool Education” and “Pedagogy and Psychology of Preschool Education”) at Mari State University from 2020 to 2025, and to evaluate quantitative and qualitative changes in graduate outcomes. The methodological framework includes a comparative analysis of curricula, statistical processing of annual graduation data (including the proportion of graduates with honours), content analysis of regulatory documents, and interviews with alumni. The scientific novelty lies in the first comprehensive comparative analysis of the disciplinary structure and performance of future preschool teacher training over the specified five-year period. The results show that the total number of graduates decreased by 46 % (from 37 to 20), while the share of honours diplomas increased from 11 % to 45 %, and the ratio of full‑time to part‑time students shifted from predominantly part‑time (70 %) in 2020 to predominantly full‑time (90 %) in 2025. A content analysis of curricula reveals a strengthened ethno‑cultural component (introduction of the Mari language) and digitalisation, a shift from fundamental psychology toward clinical, diagnostic, and inclusive practice (defectology, psychological and pedagogical diagnostics), while preserving the core of five developmental methods. The findings can be used to optimise professional training programmes in pedagogical universities and to develop measures for attracting applicants to preschool education. The conclusions indicate a transition from quantitative to qualitative approaches in teacher training, meeting current requirements of higher pedagogical education.

Keywords: preschool education, teacher training, educational programme, graduates, quality of training, teaching staff, Mari State University.

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For citation: Fedorova, S. N., & Tsvetnikova, A. N. (2026). Training of future preschool education teachers at Mari State University from 2020 to 2025. CITISE, 3, 319-330. (In Russian).