This methodological article is dedicated to the importance of properly formatting the reference list in accordance with the requirements of the APA (American Psychological Association) 7th edition style. The article provides a detailed examination of the main rules and specific features of formatting various types of sources: scientific articles, conference proceedings, monographs, government documents, patents, and blogs. The aim of the article is to provide authors with a guide for preparing bibliographic lists, thereby enhancing the quality of scientific publications and ensuring compliance with international standards.

Introduction: The relevance of this research is justified by the need to revise professional training programs for students of international faculties. Currently, metacompetencies (soft skills) dictated by employers are the most competitive area for graduates in the job market. To improve the professional training system in universities, it is necessary to involve employers in the process of forming a list of professionally significant metacompetencies.

The purpose of this study was to refine the list of metacompetencies for students with an international profile, taking into account employers’ opinions, for their subsequent use in improving the professional training system.

Materials and Methods: The formation of the metacompetency list was carried out using the snowball sampling method, employer surveys, and content analysis of job advertisements.

Results: The initial list of metacompetencies was extensive (41 positions). Through employer surveys, it was refined to 12 key metacompetencies: effective interpersonal communication, including with representatives of foreign cultures, negotiation skills, emotional intelligence, cooperation skills (teamwork and leadership), critical thinking, and creativity. The employer survey further refined the data and resulted in a list of professionally significant metacompetencies that should be prioritized in the professional training of students with an international profile to improve the university’s training system.

Conclusion: The results of this study can be used to enhance the training of international specialists, including in the development of core educational programs and the improvement of institutional standards. The list of professionally significant metacompetencies can serve as the basis for questionnaires and interviews aimed at gathering feedback from graduates to improve the quality of education at the university.

Introduction: This article addresses two critical issues in Equatorial Guinea's labor market: the proliferation of "Bullshit Jobs" (BS Jobs) and labor discrimination against individuals with disabilities. The significance of these challenges lies in their detrimental impact on labor equity, social justice, and economic productivity. While previous research has explored various aspects of labor discrimination globally, there is a notable gap in understanding these phenomena within the specific context of Equatorial Guinea.

The purpose of this study is to examine the prevalence and impact of BS Jobs and labor discrimination against people with disabilities in Equatorial Guinea, as well as to identify potential solutions to enhance labor equity and inclusivity in the country.

Materials and Methods: The study employed a mixed-methods approach, including interviews with Equatoguinean students, particularly those studying in the Russian Federation, and surveys conducted among the student community. Additionally, a thorough document analysis of key government reports, such as the Equatorial Guinea 2035 National Development Plan, was conducted. Previous research reports were also reviewed to provide a historical and contextual understanding of the labor issues.

Results: The findings reveal a high prevalence of BS Jobs in Equatorial Guinea, with 78% of surveyed students acknowledging their existence, particularly in the public sector. Additionally, 85% of participants reported significant obstacles to employment for people with disabilities, citing both societal discrimination and a lack of supportive policies. Moreover, 92% of respondents expressed strong support for the implementation of inclusive policies and programs to address these challenges.

Conclusion: The study underscores the urgent need to address the issues of BS Jobs and labor discrimination against individuals with disabilities in Equatorial Guinea. It calls for a coordinated effort among government, private sector, and civil society to implement effective policies and programs that promote labor equity, inclusivity, and the full participation of all citizens in the workforce.

Introduction: Digital nomadism has gained popularity in recent years as a trendy lifestyle and as a way to challenge traditional modes of work. The study of the phenomenon of digital nomads is still in its early stages and has not yet been fully established as a research category. The relevance of this research is driven by the need to fill gaps in the understanding of how digital nomads evolve at different stages of their lives.

Purpose: The aim of the study was to examine the changes in opportunities and risks at various stages of the digital nomad lifestyle, from initiation and adaptation to stabilization, as well as to explore general opportunities and risks independent of the stage.

Materials and Methods: The methodological basis of the research included the analysis of popular forums for digital nomads (such as the /digitalnomad section on reddit.com and the "Digital Nomads Around the World" group) and interviews with representatives of the digital nomad lifestyle.

Results: At each stage of the digital nomad lifestyle, individuals encounter new opportunities and risks. The initial phase of becoming a digital nomad is associated with the highest risks but also with the greatest opportunities for personal and professional growth. The adaptation phase involves improving self-organization and time management skills, along with fatigue from constant travel. The stabilization phase offers the potential for achieving long-term goals but also presents the risk of routine and loss of motivation. The opportunities for following this lifestyle and fulfilling job responsibilities can be grouped into the following main categories: geographic independence, professional opportunities, financial flexibility, personal development and education, social contacts and networking, and work-life balance. Risks are grouped around the following categories: financial, health and insurance, visa and tax limitations, professional and career, personal and social challenges, technical and logistical difficulties, and psychological challenges.

Conclusion: The results obtained expand the understanding of digital nomads and can be used in the further study of opportunities and risks associated with the digital nomad lifestyle at its various stages.

Introduction: Young teachers play a pivotal role in transforming the educational system through their ability to innovate, adapt reforms, and foster professional collaboration.

Purpose: This article analyzes the roles young educators perform in the process of professional development and school transformation: creators, translators, drivers, and passengers. These roles illustrate how teachers can act as change agents, mediators between policy and practice, leaders of strategic development, or passive participants under systemic constraints.

Main Content: The study identifies key barriers such as lack of time, reform overload, absence of trust, and insufficient support, which hinder young teachers' potential in relation to their roles. Solutions are proposed, including time allocation for professional learning, the development of trust-based relationships, and the implementation of collaborative professionalism models. These measures aim to create a supportive environment conducive to the sustainable professional growth of young teachers and their active participation in educational transformations.

Conclusion: The findings hold practical significance for education policymakers and school administrators by highlighting the necessity of a systemic approach to supporting young teachers. The abstract provides a fresh perspective on the role of young educators in the educational system and outlines how to establish conditions for their successful integration and development.