Historical Enlightenment in the Training of Educational Personnel for New Subjects of the Russian Federation: Professional Deficits and Directions for Systemic Integration

Based on a survey conducted at Azov State Pedagogical University named after P.D. Osipenko, the authors systematize the professional deficits of students in the field of historical and educational activities. The subject of the study is the professional deficits of future educators in the new subjects of the Russian Federation, their hierarchical structure, and the institutional factors of reproduction. The relevance of the work is due to the need to overcome the consequences of information isolation and the distortion of historical consciousness among the population of new regions. Equally important are the tasks of shaping a common Russian civil identity and countering historical falsification. In this regard, the authors consider historical education as a significant resource for consolidating Russian society and educating youth based on traditional values. The article analyzes three levels of historical and educational competence: cognitive-content, operational-methodological, and personal-reflexive. Each of them reveals a separate aspect of the future teacher's readiness. The cognitive-content level reflects the mastery of historical material. The operational-methodological level demonstrates the ability to transmit historical knowledge. The personal-reflexive level is associated with the value and meaningful foundations of activity. The methodological foundation consists of systemic-activity, competency-based, and integrative approaches, as well as M.V. Shakurova's concept of personal-professional deficit. The methods used include analysis of regulatory and programmatic documentation, content analysis of working programs, surveys, methods of descriptive statistics and thematic coding, and comparative-contrastive analysis. The article proposes directions for the transition from fragmented forms of work to a systematic model of historical education as a continuous line of pedagogical education. The scientific novelty of the study lies in the justification and testing of a three-level model for diagnosing deficits in historical and educational competence (cognitive-content, operational-methodological, personal-reflexive levels), taking into account the specifics of the new subjects of the Russian Federation. An institutional gap has been identified between the declared tasks of historical education (Concept, Federal State Educational Standard of Higher Education) and their absence in the Professional Standard for Educators as an independent labor function, which creates a risk of declarative nature. The complex nature of the deficits is empirically confirmed: 46.6% of students note the fragmentary nature of historical knowledge, 60.2% do not possess the tools of historical education, and 46.3% lack skills in information verification. Directions for the systematic integration of historical education into professional training are justified: methodological integration, interdisciplinary approach, strengthening of the regional component, and practice-oriented formats of extracurricular work.