Specifics of the evaluation of educational activity directions by students of teacher training and other specializations

This article presents the results of a empirical study aimed at identifying the specifics of how students at Russian universities perceive the main directions of educational activities. The relevance of the study is determined by the legislative reinforcement of the educational function of higher education and the need to create a holistic educational environment. The purpose of the work was a comparative study of the evaluations of educational work by students of teacher training and other specializations from five regions of the Russia. The methodological basis was the axiological approach, and the research tool was an author-developed questionnaire. The Mann–Whitney U-test was used for statistical data processing. The analysis focused on such priority directions as civic-patriotic, spiritual-moral, cultural-creative, scientific-educational, professional-labor, and environmental education. The results indicate that in teacher training programs, educational work across all directions is implemented more actively and systematically, and student engagement is significantly higher. The specifics of the preferences of future teachers regarding the forms of educational work (educational conversations, integration into academic disciplines, master classes, scientific publications) were identified. The key tasks for improving the educational environment are defined as increasing student engagement through the introduction of innovative formats, expanding career-oriented practices, and the systematic consideration of student feedback. The article concludes that a comprehensive system of educational activities has been established in Russian universities.