Gaidamashko, I.V.

Background. The study stems from the need to find new tools for developing teachers' psychological and legal competence, which is becoming a key factor in their professional resilience and effective self-defense in the face of increasing communication risks and conflict situations in the educational environment. The digitalisation of education opens up opportunities for creating personalised support tools for teachers. However, the Russian market lacks mobile solutions that comprehensively combine psychological support and legal counseling adapted to the national context. The development of a prototype of such an app aims at filling in this gap and responding to the educational community's demand for accessible digital services.

Objective. The aim was to develop and test the prototype of a mobile application to promote psychological and legal competence of teachers in order to identify the main conditions for managing the elaboration of apps like this as an innovative component of an educational project.

Methods. The basis of the study is the data obtained by the authors through information monitoring, competitive analysis, sociological survey (questionnaire) and UX analytics collected while designing an express prototype of a mobile application for teachers.

Results. A survey of the teaching community was conducted and showed the teachers' interest in digital tools for developing competencies and receiving psychological and legal information support, in particular in the format of a mobile application. Based on the results of the study of the target audience and its needs, the research team developed a prototype of a mobile application as an "online assistant for teachers". In this article, the authors decompose the management process of prototyping an application, dividing a complex project into specific, manageable, measurable components - from concept and naming to visual identity and navigation structure of a digital product. A step-by-step analysis of all stages of development is accumulated in a "cascade" algorithm for creating a mobile application using the example of the EduCare project.

Conclusions. The illustrative results of the project implementation confirm the effectiveness of the choice of the "cascade" approach to the management in the context of a consistent, step-by-step strategy for developing the application. The proposed approach to the preparation of a prototype can be used by managers of educational projects and developers of mobile educational applications, which will reduce the time and resources spent, as well as improve the quality of the final digital products.

Relevance. In occupations with high demands for resistance to stress, the reliability of conscious self-regulation is considered an important factor ensuring personnel reliability. This interdisciplinary study takes place at the intersection of general psychology, psychology of self-regulation, labor psychology, professional psychology, and extreme psychology.

Objective. To study the reliability of self-regulation as a universal and special resource for achieving goals under stressful conditions in high-risk occupations.

Methodology. Representatives of high-risk occupations – sailors (N = 139), pilots (N = 33), rescuers (N = 123) – and low-risk professions (teachers, N = 154) took part in the study. Individual differences in self-regulation and its reliability under stress were assessed by means of the Self-Regulation Profile Questionnaire (V.I. Morosanova & N.G. Kondratyuk, 2011).

Results. Self-regulation and its reliability in stressful conditions were found to be significantly greater among the high-risk professions than the low-risk ones. There were no significant differences in self-regulation reliability between the different groups of high-risk professionals.Using one-way ANOVA and Cohen’s effect size measures, differences in self-regulation variables were found between experts and novices for different professional groups. Among sailors and pilots, significant differences were found between experts and novices only for one variable:  reliability of self-regulation. Quite the opposite result was obtained for the teachers: Experts differ significantly from novices in all self-regulation parameters except for  reliability of self-regulation.

Conclusion. The study substantiated the view that reliability of self-regulation is a universal and special regulatory resource for professional goal achievement. The research results allow us to conclude that in high-risk occupations, reliability of self-regulation may serve as a professional resource ensuring efficiency, faultless operation, and safety.