Dear readers!
We present to your attention the final issue of 2025 of the journal "Psychological Science and Education" (No. 6), which includes research in the fields of developmental psychology and education. The articles are organized into two traditional sections — "Educational Psychology" and "Developmental Psychology" — as well as a section titled "Discussions and Discourses".
In the section "Educational Psychology," the concept of designing a digital educational system is presented, aimed at individual work of primary school students on mathematical mistakes.
The section "Developmental Psychology" begins with the article devoted to analyzing the structure of professionally important qualities of specialists in guardianship and trusteeship agencies. The thematic block continues with studies on the condition of primary school students affected by combat actions, the relationship between the level of peer acceptance among students in inclusive classrooms and their self-esteem, as well as the features of engagement and text comprehension when preschool children read books using augmented reality technologies. The issue also includes works exploring the correlation between smartphone dependence and adolescents' engagement in theatrical activities, the impact of different types of educational materials on learning characteristics, and the role of subjective life assessments in the development of adolescents' intellectual and academic abilities.
The section is concluded with articles discussing attitudes towards manifestations of ostracism in student environments, individuality and personhood in the context of digitalization, as well as the interrelations and intercultural differences in tolerance and existential characteristics of student youth, based on examples from Russia and Armenia.
The section "Discussions and Discourses" features the analytical article on the development of the subject-spatial environment as a factor ensuring the safety of preschool children in educational institutions.
We hope that the materials in this issue will be useful to researchers, practicing professionals, and everyone interested in contemporary trends in developmental psychology and education.
The editorial board