The goal of this study is to examine views regarding STEM education studies pertaining to a variety of disciplines inside an electronic database. In addition, the same keyword was used to search for articles published in the electronic database. 23 studies on STEM education context attitudes were assessed using criteria derived from the associated literature. As a result, Turkey provided the majority of the data, but Jordan, Indonesia, and China each contributed two sets. In research groups, instructors and middle school students mostly participated. University, elementary, and secondary school students participated sequentially. The most notable research explores whether participants' STEM attitudes alter in response to diverse conditions. Next are STEM-related studies. One research focuses on the development of scales. There are two types of STEM attitude factors. The first group consists of attitude-affecting elements. The second one is that factors are associated with attitudes (Personal and academic). Teachers' STEM attitudes were favorable, somewhat positive, and moderately positive. Studies of teachers reveal no gender differences. Also, it is indicated that a negative or no correlation between experience and attitudes. Private school science instructors were more supportive of STEM education than their public-school counterparts. The STEM perspectives of university students were favorable, whereas those of high school students were moderate. University and pre-university perspectives on STEM were not affected by gender. However, some pre-university studies demonstrate gender differences in STEM views. A traineeship or STEM education increased the STEM attitudes of university students. In pre-university STEM programs positively affect attitudes toward STEM.

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It is recognized worldwide that the teaching staff is the determining factor in the quality of school education. The article uses the example of Primorsky Krai as an example to discuss a relevant for Russia problem of staff resources in the system of school education and to analyze the factors that can affect its solution. It is important to solve the personnel problems of regional education systems by relying on the experience of regions and leading countries taking into account the context. The goals of the national project „Education” cannot be achieved without solving the personnel problem in the industry. On the example of a specific region, the problem of providing schools with teaching staff was analyzed, key indicators of the quality of staff resources in the regional education system and the factors affecting it have been identified. The research used statistical data, studied the laws and other regulations, official reports (open data) and data from monitoring conducted by the authorities in accordance with the legislation on education, as well as materials from surveys of students studying under teacher education programs.

The professional motivation and interest of the teacher in the students' educational results are the key resources that allow educational institutions to minimize the existing inequality of educational opportunities for members of different social groups. On this point, one of the important issues of professional training of future teachers is the formation of motivation for their professional activity regarded as a factor that ensures the equality of educational opportunities for students from different social groups. Based on the results of empirical studies of different years, the article analyzes the changes that occurred in the professional motivation of students after the Ussuriysk State Pedagogical Institute joined the Far Eastern Federal University (FEFU) in 2011 as the School of Education. A questionnaire-based survey was conducted to collect primary empirical information. In the 2010 research, a stratified sample model was used; its size was 200 of first-year and graduate students enrolled in education studies. In 2019, the continuous survey method was used. The use of the same measuring instruments made it possible to conduct a comparative analysis of the professional motivation of students in different periods. The revealed positive changes in the dynamics of the indicators "motivation for professional activity" and "satisfaction with the profession of a teacher" were interpreted in the context of the influence of the family socioeconomic status on educational inequality. The data obtained during the comparative analysis of the two studies are the basis for the implementation of the model of research education for students enrolled in the field of "Education and Pedagogical Sciences" at the FEFU School of Education. A student who has mastered the required research processes is ready to use them in the educational process when working as a teacher. The inclusion of students in research will contribute to the intellectual development of students and increase the chances of a successful career in the knowledge economy for students from less socially privileged families.

The article deals with the peculiarities of civil identity of students in the Far East in the context of growing divergences within society with regard to life perspectives. Awareness of the significance of students' civic identity acquires the importance of a marker for predicting the future. The research sample includes 186 students of Transbaikal and Primorsky Krais aged 18 — 35. The results of the analysis indicate the importance of national-civil identity for student youth and the absence of direct correlation between national-civil identity, territorial identity and indicators of physical and economic security, life and self-satisfaction. Students of Zabaikalsky State University clearly demonstrate a strong civic (Russian) identity, positive civic self-identification, and commitment to traditional values. Independence of judgment, confidence in economic and physical security, and satisfaction with oneself and life are characteristic of students of Far Eastern Federal University. No significant differences are observed in the manifestation of ethnic tolerance.