The fourth issue of 2025 of the international journal "Cultural-Historical Psychology" (No. 4–2025) has been published. In 2025, the "Cultural-Historical Psychology" journal celebrates its 20th anniversary. Over this time, a professional community has formed around the publication, where the cultural-historical tradition is not merely cited but also tested against contemporary research challenges — from development and education to applied practice issues.
The journal was established in 2005 as a project of the UNESCO Chair "Cultural-Historical Childhood Psychology" at Moscow State University of Psychology and Education. Founders of the journal included V.P. Zinchenco, V.M. Munipov, B.G. Meshcheryakov, V.V. Rubtsov, and A.A. Margolis. Over the years, the publication has been headed by V.P. Zinchenco and B.D. Elkonin; since 2023, the chief editor has been V.V. Rubtsov. Today, the journal is published in both Russian and English and supports international scientific exchange while defining research perspectives.
The anniversary issue includes the sections “Developmental Psychology,” “Educational Psychology,” “Discussions and Discourses,” and “Memorable Dates.”
In the "Developmental Psychology" section, readers will be able to learn about materials on childhood cognitive psychology dedicated to the 100th anniversary of L.A. Wenger; discover the characteristics of psychological well-being of adolescents growing up both within and outside the family, as well as avatar-mediated identity of internet users; and gain an understanding of a diagnostic method for assessing integrity as a potential for adaptation and well-being.
The "Educational Psychology" section introduces the phenomenon of symbolic naturalization in the context of learning to work with information systems; provides insights into issues of safety concerning the physical and psychological development of children, which must be considered when developing foundational principles of preschool education; presents the results of empirical research on the features of personality development in inclusive educational environments; and describes an example of teaching a key concept in school biology based on the principle of ascending from the abstract to the concrete, as well as fostering research-oriented thinking among students involved in research activities.
In the "Discussions and Discourses" section, there are comments exploring the possibility of reducing stigmatization through understanding the mechanisms of Attention Deficit Hyperactivity Disorder (ADHD).
The "Memorable Dates" section features material highlighting the anniversaries of scientists A.V. Zaporozhets, M.M. Bakhtin, B.V. Zeigarnik, V.A. Petrovsky, and T.Y. Bazarov.