Introduction: The modern academic environment represents a complex structure of interactions between authors, reviewers, and editors, who play key roles in the creation, evaluation, and publication of scientific knowledge. These roles require adherence to strict ethical standards; however, potential conflicts of interest can compromise the integrity and transparency of the publication process, undermining the entire architecture of scientific communication.Purpose: The aim of this article is to analyze the main types of conflicts of interest that may arise among authors, reviewers, and editors, and to propose measures to minimize these conflicts to ensure transparency and objectivity in scientific publications.Materials and Methods: This study employs a qualitative approach, including a systematic analysis of literature, an evaluation of policies and recommendations from academic journals, and a comparison of current conflict of interest management practices with standards proposed by leading organizations in publication ethics. The literature review included publications on financial and non-financial conflicts of interest, as well as an assessment of conflict of interest management policies in various academic journals. Existing policies and recommendations published on the websites of scientific journals were analyzed, focusing on managing potential conflicts of interest among editors, reviewers, and authors. Based on the findings, recommendations were formulated to improve conflict of interest management.Results: The analysis revealed that not all journals implement policies for disclosing potential conflicts of interest. Some journals focus on financial conflicts of interest, while non-financial aspects, such as personal relationships and professional biases, often receive insufficient attention. Existing guidelines do not always fully cover the potential conflicts of interest of editors, and their enforcement can be inconsistent. The article identifies different types of conflicts of interest, provides examples of potential disclaimers, and suggests strategies for minimizing biases, including developing clear policies, ensuring transparency, independent peer review, and enhancing the competencies of authors, reviewers, and editors.Conclusion: Managing conflicts of interest is critically important for maintaining trust in scientific publications and academic institutions. The mere disclosure of financial conflicts of interest is insufficient; more stringent and comprehensive policies that address non-financial conflicts are needed to ensure the objectivity of the publication process. Implementing systematic and transparent approaches to conflict of interest management can significantly strengthen the standards of academic ethics and the integrity of scientific research.

Introduction: In the context of the digital transformation of higher education, the use of digital data visualization technologies, such as ArcGIS Story Maps, plays a significant role in developing students' professional competencies. Visual methods enable the integration of knowledge from various disciplines, enhancing critical thinking and spatial analysis skills.

Purpose: To assess the impact of digital data visualization tools on the development of students' professional skills, including critical and interdisciplinary thinking, within the context of their initial professionalization.

Materials and Methods: The study involved 75 students from three disciplines (Geography, History, Management). The research included a comparative analysis of students' reflections before and after completing a project using ArcGIS Story Maps. Questionnaires were administered to evaluate students' perceptions of digital technologies and their impact on the representation of qualitative data.

Results: The results indicated a significant improvement in students' perception of visual methods for data representation. Students became more confident in using cartographic and visual tools, which facilitated the development of interdisciplinary approaches and critical data analysis. Female students demonstrated higher levels of engagement and interdisciplinary thinking, while male students excelled in spatial analysis and critical thinking.

Conclusion: The study confirmed that digital data visualization tools play a key role in students' professional development, contributing to their initial professionalization. These findings have important implications for secondary professionalization as they lay the foundation for integrating digital skills into professional practice.

Introduction: Oral academic communication plays a crucial role in the educational process, facilitating the exchange of knowledge and the development of professional competencies among students. However, the perception and significance of these skills are not sufficiently studied among students at different levels of education.

Purpose: The study aims to explore students' understanding of academic communication, their awareness of the significance of oral academic communication, the identification of its types, and the factors that, according to students, influence its effectiveness.

Materials and Methods: The study involved 173 students from the Faculty of Physics and Mathematics at the Peoples' Friendship University of Russia, including 53 undergraduates, 61 master’s students, and 59 PhD students. Data were collected using surveys and focus group interviews to explore students' perceptions of oral academic communication.

Results: The results showed that students at all levels perceive oral academic communication as a process of exchanging scientific information and knowledge, associating it mainly with presentations, reports, and scientific discussions. However, many students do not consider that academic communication also includes educational interactions. Key factors determining the effectiveness of oral communication were identified as knowledge exchange, structuring of thoughts, and audience adaptation.

Conclusion: The study revealed the need to expand educational programs aimed at developing oral academic communication, taking into account its various forms and aspects. The results emphasize the importance of integrating more interactive and adaptive teaching methods aimed at developing comprehensive professional skills in students.

Introduction: The question of educational pathway choices among school students, especially the priority between higher education and secondary vocational education, is becoming increasingly relevant in the context of dynamic changes in the labor market. There is a need to explore the factors influencing educational decisions of school students, including regional differences, motivations for choice, and perceptions of barriers.

Purpose: This study aims to analyze the educational preferences and motivations of 9th and 11th-grade students from Moscow and various regions of Russia, as well as assess their awareness of the labor market and the opportunities provided by different educational pathways. The research seeks to help school graduates develop a clear understanding of the prospects available to them in the context of higher and secondary vocational education.

Materials and Methods: The study involved 3,000 students from 9th and 11th grades, including 1,200 students from Moscow schools and 1,800 from regional schools (Moscow Region, Saint Petersburg, Nizhny Novgorod Region, Samara Region, Krasnoyarsk Territory, Republic of Tatarstan, and Sverdlovsk Region). Quantitative methods were used to analyze survey data and results from tests on career preferences and labor market awareness, along with qualitative methods applied to semi-structured interviews to identify motivations and barriers in educational pathway selection.

Results: The findings indicated that students from Moscow are more likely to choose academic and socially-oriented career pathways, while students from the regions prefer realistic and investigative professions. Key motivational factors included interest in the subject and the prospects of high earnings, whereas the main barriers were the high cost of education and fear of failure. The analysis revealed significant differences in educational preferences and perceptions of barriers based on regional and gender characteristics.

Conclusion: The study confirms the importance of considering regional and individual characteristics of students when developing career guidance programs and educational pathways. Educational choices are not only determined by personal interests and abilities but are also closely linked to students' awareness of the labor market and their perceptions of available opportunities. The results highlight the need to expand access to information about secondary vocational education and careers that do not require higher education, which could facilitate more informed choices and better alignment of educational pathways with labor market needs.