Social pedagogues are specialists representing the nurturant profession that requires high professionalism and is still in great demand. The modern society needs highly qualified social pedagogues to address the issues of younger generation’s socialization in today's complex socio-economic and political context. Future social pedagogues improve their professional skills by mastering the profession through gaining the awareness of their professional level that motivates the career development. The excellence and necessary competences are incepted at the stage of professional education. The authors of this article investigate the features of future social pedagogues’ professional formation in the training systems of Russian and Kazakhstan. Research methods are analysis, comparison, generalization, synthesis, historical and pedagogical reconstruction. The article presents the results of a comparative analytical review of professional formation specifics in the national education systems of Russia and Kazakhstan. The comparison of professional formation specifics demonstrated the common problems of social pedagogues’ training determined by the shared historical past, the similarity of socio-economic factors in the development of the education systems. The identified differences imply the analysis of the ways to improve the training of future social pedagogues. The analysis shows that the professional success of social pedagogues is defined by focusing on social competences and social responsibility development as part of the training process. According to the authors, specialists' training based on the methodological principles of axiological approach contributes to the formation of future social pedagogues’ conscious attitude both to their education and their professional development.

This systematic review aimed to summarize the research results and draw conclusions related to the articles about modeling in science education between 2011-2023. A qualitative thematic review was used in this study. Initial studies pulled from the Web of Science database and examination of 31 selected articles found that using models as part of instruction has been shown to improve student understanding, particularly with regards to abstract concepts and processes. Most of these studies showed that learning models used in science education had positive impact on both cognitive, affective, social, and cultural factors. According to a detailed analysis of each of the 31 articles, the contents of the studies were coded by author name and year, sample, research design, and main results. The research reviewed has many implications for modeling in science education.