RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)5047310.22363/2313-1683-2025-22-4-756-780OEOGRAPERSONALITY IN CONTEMPORARY EDUCATIONAL ENVIRONMENTЛИЧНОСТЬ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕResearch ArticleProblems of Training and Adaptation of Non-Pedagogical University Graduates to Teaching Activities in the Russian FederationПроблемы подготовки и адаптации выпускников непедагогических вузов к педагогической деятельности в Российской Федерацииhttps://orcid.org/0000-0003-4456-78887775-9256ParshutinaLyudmila A.ПаршутинаЛюдмила Александровна

Ph.D. in Pedagogical Sciences, Deputy Director, Head of Laboratory of Psychological Foundations of Didactics and Teaching Methods

кандидат педагогических наук, заместитель директора, заведующая лабораторией психологических основ дидактики и методики преподавания

parshutinala@mail.ruhttps://orcid.org/0009-0003-7571-84554013-8758SlobodchikovIlya M.СлободчиковИлья Михайлович

Dr. Sci. in Psychology, Professor, Academician of the Russian Academy of Natural Sciences, Professor of the Department of Global Russian Studies, Ethnic-Oriented Pedagogy and Digital Didactics at the Institute of the Russian Language, RUDN University; Leading Researcher at the Laboratory for Research on Modern Directions of Education Development and Interaction with Pedagogical Universities at the State University of Education

доктор психологических наук, профессор, академик Российской академии естественных наук, профессор кафедры глобальной русистики, этноориентированной педагогики и цифровой дидактики Института русского языка, Российский университет дружбы народов им. П.Лумумбы; ведущий научный сотрудник лаборатории исследования современных направлений развития образования управления взаимодействия с педагогическими вузами, Государственный университет просвещения

il_grant@mail.ruFederal Scientific Center for Psychological and Interdisciplinary ResearchФедеральный научный центр психологических и междисциплинарных исследованийRUDN UniversityРоссийский университет дружбы народовState University of EducationГосударственный университет просвещения04062026224VOL 22, NO4 (2025)ТОМ 22, №4 (2025)75678004062026Copyright ©; 2026, Parshutina L.A., Slobodchikov I.M.Copyright ©; 2026, Паршутина Л.А., Слободчиков И.М.2026Parshutina L.A., Slobodchikov I.M.Паршутина Л.А., Слободчиков И.М.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/50473

The problem of attracting graduates of non-pedagogical higher education institutions to teaching activities is becoming increasingly relevant in the context of the staff shortage in the Russian education system, which reached over 18,000 vacancies at the beginning of the 2023-2024 academic year. The insufficient knowledge of the specific adaptation difficulties experienced by specialists from various fields when moving into the field of education, as well as the lack of a scientifically based model for their professional integration, determine the need for a comprehensive study of this problem. The aim of the study was to identify the main challenges of the adaptation process and determine the factors that facilitate the successful integration of specialists from other fields into teaching. A survey was conducted among 34 graduates of non-pedagogical universities (females = 67.6%) who underwent professional retraining and were working as teachers during the 2023-2024 academic year. Semi-structured expert interviews were also conducted with retraining program directors ( n = 7), educational institution directors ( n = 5), and experienced mentor teachers ( n = 8). The research methods included a standardized survey of students in professional retraining programs, semi-structured expert interviews, and an analysis of the participants’ educational records. It was found that the main difficulties in adapting to teaching activities were insufficient psychological and pedagogical knowledge, poor mastery of teaching methods, and high emotional stress. Moreover, the graduates majoring in natural sciences showed the best adaptation results, while those majoring in economics showed the worst. Positive correlations were found between successful adaptation and the overall duration of the retraining program and the scope of practical training within the program. The results provided scientifically substantiated recommendations for improving retraining programs for teaching staff: (1) increasing the share of practice-oriented components to 60-70%, (2) expanding the program scope to 500-750 hours, and (3) incorporating mandatory individual mentoring. The high level of professional commitment of the participants (88.2% planned to remain in the field of education) during the implementation of improved retraining programs demonstrated the potential of this area for a sustainable solution to the personnel problems of Russian education and confirmed the feasibility of creating a national system of alternative pedagogical certification.

Проблема привлечения выпускников непедагогических высших учебных заведений к педагогической деятельности приобретает возрастающую актуальность в контексте кадрового дефицита в российской системе образования, достигающего свыше 18 000 вакансий на начало 2023-2024 учебного года. Недостаточная изученность специфических трудностей адаптации специалистов различных отраслей при переходе в сферу образования и отсутствие научно обоснованной модели их профессиональной интеграции определяют необходимость комплексного исследования данной проблемы. Цель исследования - выявление основных трудностей адаптационного процесса и определение факторов успешной интеграции специалистов других отраслей в педагогическую деятельность. Было проведено анкетирование 34 выпускников непедагогических вузов (67,6 % - женщины), прошедших переподготовку и работающих учителями в течение 2023-2024 учебного года, а также полуструктурированные экспертные интервью с руководителями программ переподготовки ( n = 7), директорами образовательных организаций ( n = 5) и опытными учителями-наставниками ( n = 8). Методы исследования включали стандартизированное анкетирование слушателей программ профессиональной переподготовки, полуструктурированные экспертные интервью и анализ документов об образовании участников. Выявлено, что основными трудностями адаптационного процесса к педагогической деятельности являются недостаток психолого-педагогических знаний, слабое владение методиками преподавания, высокая эмоциональная нагрузка. Наилучшие результаты адаптации показывают выпускники естественнонаучных специальностей, наименьшие - выпускники экономических специальностей. Установлены положительные корреляции успешности адаптации с общей продолжительностью программы переподготовки и объемом практической подготовки в рамках программы. В результате исследования были научно обоснованы рекомендации по совершенствованию программ переподготовки педагогических кадров: увеличение доли практико-ориентированных компонентов до 60-70 %, расширение объема программ до 500-750 часов, обязательное включение индивидуального наставничества. Высокий уровень профессиональной приверженности участников (88,2 % планируют остаться в сфере образования) при реализации усовершенствованных программ переподготовки свидетельствует о перспективности данного направления для устойчивого решения кадровых проблем российского образования и обосновывает целесообразность создания национальной системы альтернативной педагогической сертификации.

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