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    Relationship of Responsibility and Value Orientations of Future Preschool Teachers: a Cross-Cultural Context
    (Kazan Federal University, 2026-04-12)
    Alla A. Tvardovskaya
    ;
    Victoriya Mogilevskaya
    ;
    Akgul Zhubandykova
    ;
    Умнов Дмитрий Геннадьевич
    ;
    Akmal Akhatov
    The aim of the study is to examine the relationship between responsibility and value orientations in future preschool teachers from a cross-cultural perspective. The study involved 231 undergraduate students enrolled in preschool education programs from Russia, Moldova (Transnistria), Kazakhstan, and Uzbekistan. The methods included testing (I. G. Timoshchuk’s Moral and Ethical Responsibility Diagnostic Test and S. S. Bubnova’s Real Structure of Value Orientations Inventory), Pearson’s correlation analysis, and the Kruskal-Wallis H-test for statistical differences. The findings reveal that the majority of future preschool teachers (66.1%) demonstrate a developing level of moral and ethical responsibility, characterized by awareness of the immediate consequences of their actions, while a fully formed sense of responsibility for long-term life strategies is lacking. The dominant values include helping and showing mercy to others (concern for others’ well-being), pleasant leisure (rest), and social recognition and influence over others. Although the hierarchy of values varies depending on the level of responsibility, the top three values remain consistent across all cultural groups. Students from different countries exhibit tolerance towards others’ imperfections and a willingness to provide patient assistance, demonstrating genuine kindness in both actions and emotions. Correlation analysis revealed significant inverse relationships between the level of responsibility and the values of material wealth (r=-0.288, p≤0.01), high social status and leadership (r=-0.148, p≤0.05), social activism for positive change (r=-0.14, p≤0.01), and health (r=-0.14, p≤0.05). Cross-cultural analysis showed significant differences in responsibility levels (H=8.87, p≤0.05). The findings can be applied in the professional training of future educators and in psychological education regarding cross-cultural similarities and differences.
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    Pre-service early childhood educators’ attitudes toward supporting digital safety of preschool children
    (Institute of Advanced Engineering and Science (IAES), 2026-06-01)
    Zhanna Assankhanova
    ;
    Bulshekbayeva Assem
    ;
    Ulbossyn Kyyakbayeva
    ;
    Kaliya Akhataeva
    ;
    Nazira Atemkulova
    The readiness of preschool teachers to ensure children’s digital safety (DS) is currently one of the overarching challenges for early childhood education (ECE) systems. Unfortunately, developing countries, particularly Kazakhstan, do not necessarily possess the required resources to run preschool educational programs to ensure children’s DS. This study explores pre-service early childhood educators’ (PSECEs) cognitive, affective, and behavioral attitudes toward supporting DS of preschool children. It also considered PSECEs perceptions of their role and responsibility in supporting preschool children’s DS and their readiness to address these issues in their future professional practice. The research adopted a cross-sectional mixed-methods design without instructional intervention. The study was carried out at the Abai Kazakh National Pedagogical University in Almaty, Kazakhstan, with 344 participants in the experiment. The findings highlight the interrelated nature of cognitive, affective, and behavioral components of study participants’ attitudes. Study participants had strong affective engagement. However, the results revealed a noticeable imbalance between emotional concern and practical readiness. This research highlighted that DS content in preschool teacher education programs has not kept up to date with global digital advances. Consequently, there is a need to adopt coherent content of practice-oriented approaches to DS in preschool teacher education programs. This paper further extends the body of theory on PSECEs attitudes toward supporting DS of preschool children and provides new insights into the educator candidates’ cognitive, affective, and behavioral attitudes.