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This issue of the journal "Atmospheric and Oceanic Optics" includes articles based on papers presented at the International Symposium on Atmospheric Radiation and Dynamics (ISARD-2025).

Studying the spatial distribution and temporal variation in CH₄ concentration as a greenhouse gas is a relevant but difficult scientific task in the Arctic. Reanalysis data can serve an additional source of information, but they require regular validation. This study presents the results of an assessment of the reproduction of surface CH₄ concentration by CAMS global greenhouse gas reanalysis database version EGG4 in the Arctic region. Reanalysis data on the surface CH₄ concentrations variations are compared with continuous measurements at the research station “Ice Base Cape Baranova" (79°16' N, 101°45' E) in 2016-2020 on different time scales (interannual, seasonal, daily). It is found that reanalysis data reflect the interannual variability of surface CH₄ concentrations the worst. The seasonal variability of the CH₄ concentration is well described by the reanalysis data, the model amplitudes of the seasonal cycle are slightly higher than the actual ones. The comparison of the model and actual values of surface temperature and wind speed and direction are also carried out. Such verification of the CAMS database is useful before its subsequent using in regional-scale numerical modeling and other applied problems.

Introduction. The relevance of this study stems from the need for a methodological understanding of the integration of artificial intelligence (AI) technologies into education in response to the global challenges of the 21st century. The aim of this article is to analyze the evolution and legal consolidation of the concept of lifelong education in Russia and to substantiate its role as a systemic foundation for the implementation of AI and industrial engineering. Methodology. The study is based on a retrospective analysis of regulatory documents and scientific literature, as well as a systemic and comparative analysis to identify the relationship between the principles of lifelong education and technological solutions. Discussion. It is shown that the legislatively enshrined principle of continuity, implemented through formal, non-formal, and informal education, generates a methodological demand for personalization, flexibility, and accessibility. Five key contemporary challenges (speed of change, personalization, format integration, accessibility, and goal setting) are identified. AI offers an instrumental response, while industrial engineering serves as an operational mechanism for personalization and a new educational literacy. Conclusion. It is concluded that the concept of lifelong learning is not only a legal principle but also a necessary methodological framework that provides meaning and direction for technological integration. In accordance with the concept of lifelong learning, artificial intelligence ceases to be an accompanying technological attribute, becoming the architectural core of a new model of lifelong learning. AI tools provide the necessary mechanisms for implementing its core principles: adaptability, personalization, integration, and inclusiveness. However, the effectiveness of human interaction with this complex technological environment is determined by mastery of a new tool-industrial engineering. Research prospects include developing industrial engineering didactics and creating pedagogical models where AI serves as the architectural core of a system supporting individual educational trajectories throughout life.

Introduction. Large-scale international relations determine the adjustment of the forms and content of the educational process. The results of the ongoing transformations are new social, ethical, axiological, political and other aspects that have a significant impact on the fundamental knowledge development and the transmission of socially significant information. In this regard, the possibilities of using humanitarian education as a key factor determining the vector of dynamic processes of “soft power” in the social processes context are analyzed. The research methodology includes a structural and functional approach to the analysis of the “soft power” concept based on an analytical and descriptive methodology, which outlines the prospects for the higher education development through the soft-power influence of humanitarian education. Discussion. “Soft power” is a specific mechanism that can have an indirect effect on social relations and at the same time act as a communicative factor. It should be noted that the humanities have a distinctive feature in comparison with applied disciplines, since the main subject is the person himself, involved in a complex system involving various connections and relationships. Detachment from precise structures indicates the presence of “soft power” both in the interaction of humanitarian disciplines and in relation to the external environment, exerting a direct influence on an individual or a social group. In this context, the study of the humanities from the “soft power” point of view should be considered in a wide range of influences on the moral, social and spiritual activities of the individual. Conclusion. Based on the conducted research, the basic principles of the “soft power” of humanitarian education have been identified. The fundamental ones are communication skills, reasonableness and ideological orientations. Thus, if it turns out to be possible to expand the approach in which the importance of humanitarian education will grow rapidly, then this will contribute to the expansion of the “soft power” that can strengthen the complex of social values.

Introduction. The classical ideal of education, originating from the Enlightenment, is oriented towards the formation of an autonomous, rational, and self-sufficient subject. The modern reality of digital networks, algorithmic platforms, and radical social interdependence calls this ideal into question, demanding new conceptual metaphors to describe the educational subject. The purpose of the article is to rehabilitate the figure of the marionette as a productive philosophical-pedagogical model that allows us to rethink subjectivity in terms of conscious connectedness rather than illusory autonomy. Methodology. The study is based on the methodological convergence of historical-philosophical analysis (from H. von Kleist to S. Obraztsov), the social-constructivist paradigm (P. Bourdieu, M. Foucault, B. Latour), and pedagogical anthropology. The methodological foundation is an approach analogous to E. Gombrich’s “objectification of illusion”, transferred from art history to the sphere of education to demystify the processes of subjectivity formation. Discussion. A deconstruction of the negative connotation of the marionette as a symbol of manipulation has been carried out. Instead, it is proposed to consider its “strings” as multiple connections (social, technological, discursive) that constitute the possibility of any action. Using the theatrical practice of S. Obraztsov as a case study, it is shown how the principle of objectifying perception allows for a shift from the myths of “humanistic” spontaneity or “constructivist” total control to precise work with techniques and conventions. This principle is extrapolated to university education, the task of which is not to deny determinacies but to transform them into an object of critical reflection and instrumental mastery. Conclusion. The marionette is proposed as a new metaphor for the “competent subject,” skilled in the art of mapping, adjusting, and ethically using its own “strings.” The pedagogy of conscious connectedness, derived from this model, aims to form not a “free individual” but a “virtuoso of mediations,” capable of navigating a complex world of objective patterns of influence. This opens the prospect for developing educational methodologies that enhance metacognitive reflection and responsible participation in network interactions.

Introduction. The modern post-industrial information and communication society is increasingly conditioned by the presence of a media reality, in which reality and its technogenic appearance are being transformed. In this regard, it is necessary to note that distinguished Russian scholars, rightfully enjoying high public authority and recognition, pay close attention to the study of the axiological imperatives of media reality and media society as a “second reality””. Russian President Vladimir Putin emphasizes that the media space is the foundation of national independence, the sovereignty of which plays a key role, serving not only as a channel of information but also as a powerful instrument for influencing spiritual, moral, and value guidelines. The purpose of this article is a philosophical reflection on the monograph “Media Axiology of the “Second Reality”” with the need to identify the value foundations of the axiological system of the media space and emphasize the humanistic-value complex of the axiological constant of media society. The methodology of axiological subjectivism is used as the basis for the search for the value foundations of the media society as a “second reality”, in which the categories of “second reality”, “fluid media”, “digital media society”, “value verification”, “media solidarity”, and others are subjected to theoretical understanding. A discussion of the two sections of the monograph, “Disciplinary Identity of Media Axiology” and “Media Axiology as a Platform for Value Analysis of the “Second Reality””, allowed us to identify in the media space not only new branches of science and production, new forms and content of knowledge, methods of obtaining a profession, opportunities for cognitive activity, but also modern technologies for influencing mass consciousness, humanitarian technologies for the formation of the necessary value foundations of the media sphere. The main properties of media axiology are emphasized, necessary as a countermeasure to the negative tendencies of the “second reality” affecting society, especially in the sphere of cognitive practices. Conclusion. Comments and suggestions regarding the conceptualization of the general paradigm of media axiology in the author’s version have been developed.

Introduction. The changing channels of information perception among the modern generation, as well as the crisis of cultural authorities in the digital environment, necessitate a review of pedagogical strategies. To this end, the authors attempt to identify the specific mechanisms of influence of the spiritual and patriotic actors inherent in the discipline of Art History. The research methodology is based on a dialectical approach, which is based on a combination of theoretical tools (literature analysis, theoretical synthesis) and theoretical and empirical methods in the course of art history (historical method, semiotic method, hermeneutic method, the principle of complementarity, practical synthesis, or the pedagogical activities of the authors of the article, which reveal the spiritual and moral actors of art and their correlation with the worldview positions of the recipients, which serves as an indicator of the students’ value orientations). Discussion. The study has revealed that the functioning of spiritual and patriotic actors has been modified in the digital age, leading to new forms of representation and interpretation of art through multimedia environments. These modifications are often negative. The analysis has shown that spiritual and patriotic actors in the history of art are fundamental structures that mediate the connection between artistic heritage and the formation of national identity. Conclusion. In a broad sense, the discipline of Art History itself appears as a value-based recursion, revealing the spiritual and patriotic aspect of value as part of itself, while simultaneously opening up new perspectives for strengthening national identity.

Introduction. The article addresses the problem of conceptualizing the Early Modern World History course in secondary education, which is characterized by fragmented presentation, excessive factual material, and insufficient coherence of historical processes. The study proposes the use of world-systems theory as a framework for structuring the curriculum. Methodology. The research is based on concept-based learning principles and the world-systems approach, which allows historical developments to be analyzed as parts of a unified global system. The study employs the historical-genetic method and the typology of global conflicts of the 17th-20th centuries to construct a conceptual framework for grades 7-9 world history courses. Discussion. The article demonstrates that organizing the curriculum around the hegemonic struggle within the world-system makes it possible to integrate separate national histories into a coherent global process, facilitating students’ understanding of historical interconnections and enabling the integration of Russian and Eastern histories into a broader global context. This approach promotes comprehension of long-term transformations of the world system. Conclusion. The application of the world-systems model in conceptualizing the world history curriculum reduces fragmentation in historical learning, fosters systemic historical thinking among students, and contributes to understanding the contemporary world as the result of interconnected historical processes.

Introduction. The relevance of this study is determined by the need to understand and forecast academic and scientific-educational ties between Russia and Uzbekistan in the 21st century. Branches of Russian universities are opening, academic mobility programs are expanding, and joint master’s and doctoral programs are growing. In this context, the educational space serves as a platform not only for knowledge transfer but also for social and cultural interactions, making it an important factor in academic and cultural integration. Methodology. The study uses systems analysis, a comparison of official documents, a review of existing scientific papers on the topic of the article, and case studies. Discussion. Practical forms of cooperation are analyzed: the opening of branches of Russian universities, the expansion of academic mobility programs, joint master’s and doctoral programs, as well as an example of deep industry integration in the medical sector. Based on a systematic document analysis, a review of research, and case studies, we trace key stages of interaction: the establishment of the regulatory framework in the 1990s (including the 1993 and 1995 agreements) and the transition to institutionalizing the partnership in 2018-2024 through a series of bilateral educational forums (Tashkent 2018, Moscow 2021, Samarkand 2023). Conclusion. It is shown that large-scale forums and scientific and educational initiatives contributed to the synchronization of standards, the strengthening of human resources, and the creation of joint research platforms. Conclusions are drawn on the practical significance of further coordination and the development of joint programs for the sustainable strengthening of bilateral ties.

Introduction. The article explores the problem of educational inequality faced by children of migrants in the Russian education system. The purpose of the article: to analyze the socio-economic and institutional barriers (linguistic, legal, cultural) formed in society and assess the effectiveness of the legal measures taken to solve these problems. Methodology. The study is based on a world system analysis formed by the ideas of I. Wallerstein and S. Balibar, used to study the mechanisms of inclusion of migrants in the system of division of labor and the ideas of critical pedagogy R. Arnov. _Discussion: Analysis of the current regulatory framework, statistical data and sociological research made it possible to update the problem of introducing a state exam in the Russian language for children with a migration history at the intersection of economics, sociology and law. The introduced mandatory exam in the Russian language, formally aimed at unifying the educational space, without a comprehensive support infrastructure (language adaptation, methodological assistance to schools) does not eliminate the root causes of inequality, but, on the contrary, with a high degree of probability can aggravate social contradictions, strengthening the internal periphery of regions. The consolidation of migrant children in non-prestigious educational and, subsequently, professional positions reproduces the model of “ethnization of the labor force” and turns education from a social elevator into an institution that indirectly legitimizes inequality. Conclusion. The Russian language exam, being an unambiguously important step towards improving the national educational system without adequate financial and methodological support from the state, can lead to another round of peripheralization and pumping of educational resources, which will contribute to the formation of a new circle of the cycle of internal inequality.