Aim. To substantiate the use of the concept of “communication” in describing the process of interaction with nature and the formation of environmental ethics.

Methodology. Theoretical analysis of the positions of philosophers, psychologists, and educators, as well as psychological and pedagogical design is a key method.

Results. It is shown that communication is not limited to verbal interaction, including communication with an illusory partner, which characterizes communication with natural beings. This type of communication is based on a subject-generating type of interaction. Nature is viewed as the natural world, to which a person feels emotionally connected, which makes it possible to include the person in the sphere of ethical norms. The formation of a subject-ethical attitude towards nature is based on the actualization of empathy, identification, and reflection in relation to the natural world.

Research implications. The article presents the foundations of environmental education aimed at the formation of a subject-ethical attitude towards nature.

Aim. To justify the effectiveness of the eco-psychological model devoted to the development of the subject of pedagogical activity which serves as a condition for the formation of the subjectivity in students.

Methodology. A series of diagnostic tests, formative and control experiments were conducted as part of the regional project “Organizational and psychological and pedagogical conditions for the development of the subjectivity of participants in the educational process,” which was carried out at secondary schools in Vladimir from 2016 to 2023. Empirical data were collected using methods whose constructs corresponded to the concept of subjectivity within the framework of the eco-psychological approach, using “Diagnostics of the Stages of the Formation of Students’ Subjectivity” by V. I. Panov, A. V. Kaptsov, and E. I. Kolesnikova, the “Diagnostics of Interactions in the Educational Environment” by A. V. Kaptsov and E. I. Kolesnikova, the “Organizational and Educational Models of Schools” questionnaire by V. A. Yasvin, and others.

Results. The results of the study on the pedagogical sample revealed a positive dynamics of the innovation-modular organizational and educational model of the experimental school (U(26,40)=336,0, p=0,016), which is characterized by a subject-generating type of communicative interactions, as well as a positive dynamics of the “master” and “creator” stages (p<α=0,05). The results of the diagnostic test on a sample of students revealed a high level of motivation and its increasing values from the 8th to the 11th grade, as well as a positive trend in the “master” and “creator” stages. Significant correlations (ρ-Spearman, with p≤0.05) between the “high” stages of subjectivity and the subject-generating type of communicative interactions were revealed.

Research implications. The experimental verification of the eco-psychological approach made it possible to conclude that this approach is highly relevant as a methodological and practical basis for solving the current challenges of the formation of subjectivity among the participants in the educational process.

Aim. To conduct an analytical review of contemporary Russian psychological and pedagogical practices aimed at developing the agency of middle school students through purposeful interaction with the natural environment.

Methodology. The study relies on an analytical review and systematization method. The theoretical and methodological framework was based on publications posted on the Google Scholar platform from 2020 to 2025. Key words and phrases used to search for full-text publications were: “environmental psychology”, “natural educational environment”, “schoolchildren's agency.”

Results. The study confirms the practical relevance of designing educational environments that transform the student’s role from passive participant to active subject, capable of goal setting, reflection, and responsible action within the “human – nature – society” system.

Research implications. This work makes a theoretical contribution to the development of Russian ecopsychology and educational psychology by summarizing modern methodological approaches and operationalizing the constructs of subjectivity and agency in the context of interaction with the natural environment as a key developmental resource, an alternative to the limiting effects of digitalization.

Aim. To present the history, theoretical and methodological evolution, and key achievements of eco-psychology as a new paradigmatic field in Russian psychology.

Methodology. This paper is based on a historical, scientific, and theoretical-methodological analysis of the development of eco-psychology since the early 1990s. The key stages of the approach’s transformation from “environmental psychology” to “ecological psychology of mental development” are systematized, as well as key concepts and empirical research areas.

Results. The article explores the evolution of this approach from analyzing the physical and social environment as a context to understanding the psyche as an open system, emerging and developing through interaction within the “subject-environment” system. Emerging in the early 1990s on the initiative of G. A. Kovalev as environmental psychology, the field was radically transformed by V. I. Panov into the eco-psychology of mental development. Key theoretical achievements such as the development of a concept for eco-psychological types of interaction (from object-object to subject-joint) and a model for the stages of subjectivity development are highlighted. Psycho-diagnostic methods developed within this approach are described, and key empirical areas such as the study of the mechanisms of subject-environment interactions, environmental awareness and behavior, and the design of developmental environments are characterized. The interdisciplinary nature and broad geography of contemporary research within the eco-psychological paradigm are emphasized.

Research implications. The theoretical value of this work lies in its systematization of the paradigmatic development of Russian eco-psychology and its expanded understanding of the psyche as a system co-evolving with the environment. Practical significance stems from the availability of specific tools for psychodiagnostics and the design of developmental environments, as well as the identification of promising areas for applied research in education, ecology, and social design.

Aim. To empirically evaluate the impact of the energy-resource breathing technique on the overall level of students’ psychological well-being and its structural components described by K. Riff in her model.

Methodology. The study involved 101 people – students of the LUNN who performed breathing techniques for energy three months (20–30 minutes daily). Psychodiagnostics was carried out before (T0) and after (T1) the intervention in the repeated measures design. The Psychological Well-Being Scale by K. Riff (PWBS) was used in adaptation by T. D. Shevelenkova and P. P. Fesenko. Statistical analysis included descriptive statistics, distribution analysis, frequency analysis of levels, Student’s t-test for dependent samples, and calculation of effect sizes (Cohen’s d).

Results. A significant increase in psychological well-being was observed (p<0.001). The proportion of participants with a low level of well-being decreased from 34.6% to 4.0%, while those with a high level increased from 31.7% to 57.4%. The integral score demonstrated an extremely large effect (d=1.430). The greatest improvements were noted in Autonomy (d=1.124), Environmental Mastery (d=1.145), and Personal Growth (d=1.032); substantial positive changes were also found in Positive Relations (d=1.012) and Purpose in Life (d=0.924). Self-Acceptance showed a moderately large effect (d=0.530).

Research implications. The breathing method for energy significantly enhances overall psychological well-being and its core components within Riff’s model, confirming its effectiveness as a tool for psychophysiological self-regulation and resource restoration. The tested methodology can be recommended for use in the educational process of universities.

Aim. To study the impact of artificial intelligence on the development of students’ agency within V. I. Panov’s eco-psychological approach.

Methodology. The study involved 23 first-year students majoring in еру “Teacher-Psychologist” educational profile at Samara branch of the Moscow City University. The sample included 2 men and 21 women, aged 17–18. To assess the level of development of subjectivity stages, the “Diagnostics of the Stages of Student Agency Formation” methodology (OSC-S6) by A. V. Kaptsov and E. I. Kolesnikova was used. Engagement in the use of artificial intelligence was studied using the “Engagement in the Field of Artificial Intelligence” questionnaire (S. L. Lenkov, N. E. Rubtsova, E. S. Nizamova).

Results. The existence of a relationship between the degree of engagement in the field of artificial intelligence and the level of agency formation stages has been proven. Regression analysis revealed the influence of affective and behavioral engagement on such stages of agency formation as: “apprentice”, “pupil”, “master”, and “creator”.

Research implications lie in discovering the influence of engagement in the field of AI on the development of students’ agency formation stages. The existence of the “Dunning-Kruger effect in conjunction with AI” has been proven as a result of the use of artificial intelligence services, which leads to an increase in self-esteem of personal abilities and an illusion of competence, expressed by an increase in the level of the “master” stage.

Aim. To empirically substantiate the possibility of diagnosing the propensity of high school students for subjective, objective, and interactive positions in communication based on the “Q-Sort” method within the context of V. I. Panov’s eco-psychological typology of subject-environment interactions.

Methodology. The sample comprised 89 students in grades 10–11 from a secondary school in Vladimir, aged 15 to 18 years. The “Q-Sort” method (W. Stephenson) was used to identify six behavioral tendencies such as dependence, independence, sociability, unsociability, acceptance of struggle, and avoidance of struggle. Statistical data processing involved the Mann–Whitney U test and Spearman’s rank correlation analysis.

Results The dominance of the objective position was revealed: a high level of dependence was recorded in 29% of respondents, while only 2% had a low level of dependence. The subjective position was expressed in a relatively small part of the sample (about 12%) and manifested in three patterns: constructive-dialogical (independence and sociability), autonomous-defensive (independence and unsociability), and conflict-offensive (independence and acceptance of struggle). A phenomenon of “sociability of the objective type” was discovered – a significant positive correlation between sociability and avoidance of struggle (p≤0.01), indicating that outwardly friendly behavior can mask an object-subject position based on the desire to avoid conflicts and adapt to others.

Research implications of the research lies in expanding the understanding of the nature of high school students’ communicative positions by applying the eco-psychological typology of subject-environment interactions. This approach helps overcome the limitations of the traditional “subject-object / subject-subject communication” dichotomy and reveals the internal heterogeneity of these positions. The obtained results substantiate the need for targeted work on developing genuinely interactive communication in high school students by creating conditions for mastering subject-collaborative and subject-generating types of communicative interactions. They can also be used for the diagnosis and correction of communicative behavior in the educational environment.

Aim. To develop a training strategy that enhances the ability to distinguish between real and AI-generated photos.

Methodology. The study involved 201 respondents aged from 14 to 66 years, students and specialists of various profiles (m-45, f-156, Mage=23.66, SD=8.65). The study was conducted as a formative experiment with initial and final measurements. The experimental group participated in training based on a synthesis of feedback strategies and direct instruction. Quantitative data were processed using the Mann-Whitney U-test and Wilcoxon test in Statsoft STATISTICA 10.0.

Results. At the initial measurement, the experimental and control groups were equivalent. Statistically significant differences were found between the initial and final measurements in the experimental group. There were also statistically significant differences in the control group, though to a lesser extent than in the experimental group.

Research implications. The training strategy for recognizing AI-generated photos, based on combining feedback and direct instruction strategies, indeed improves participants’ detection accuracy. The results may be useful for further research in the field of perception and interaction with AI.

Aim. To identify relationships between such individual and personal characteristics as a conscious desire for self-knowledge and self-change, the ability to consciously manage one's activity in the process of achieving goals with components of subjective well-being.

Methodology. The study involved students of a pedagogical university. The sample size consisted of 128 participants, including 51 males and 77 females. The following psycho-diagnostic instruments were used: “Readiness for Self-Development” (V. L. Pavlov); “Questionnaire of the style of self-regulation of behavior – SSP-98” (V. I. Morosanova); “Method for Diagnosing Subjective Well-Being of the Individual” (R. M. Shamionov, T. V. Beskova). The processing of the research results was carried out using mathematical analysis (SPSS Statistics 27.0, Pearson’s r-correlation analysis).

Results. Relationships were identified between the structural components of an individual’s subjective well-being and such personal characteristics as the ability for self-regulation and readiness for self-development.

Research implications lie in clarifying the understanding of the prerequisites of subjective well-being of future teachers as the foundation of their future professional and personal self-realization, as well as in updating the content of the educational process in pedagogical university with regard to the purposeful development of students’ ability for self-regulation and readiness for self-development as one of the conditions for the subjective well-being of future teachers.

Aim. Theoretical and analytical substantiation, experimental verification and integration into the educational process of the university of technology actualization of such resource complexes as “reflexive projecting” and “engagement-involvement.”

Methodology. A specially developed methodological program was used, including diagnostic techniques and technology for updating resources (stages, processes, modules, psychotechnics) with students of a pedagogical university (n=84).

Results. For the first time, a set of psychological conditions for the actualization of teachers’ development resources through the introduction of integrative technology has been identified. After the implementation of the technology, students experienced an increase in their involvement in the learning process and a multi-subject community due to the complementary components of the reflective design resource.

Research implications. The technology and resource actualization programs “reflexive projecting” and “engagement-involvement” for student teachers have been developed, integrated into the educational process of the university and have proven their effectiveness, which allows us to recommend this complex for implementation in the pedagogical education system.