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        <datestamp>2026-09-22T04:12:05Z</datestamp>
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          <dc:title>Table 1_Moral and legal resilience influencing the professionalism of future history teachers: a statistical dimension.xlsx</dc:title>
          <dc:creator>Dinara Satkey (25087159)</dc:creator>
          <dc:creator>Amanbek Narkoziev (25087162)</dc:creator>
          <dc:subject>Education</dc:subject>
          <dc:subject>addictive behavior</dc:subject>
          <dc:subject>delinquent behavior</dc:subject>
          <dc:subject>deviant behavior</dc:subject>
          <dc:subject>digital transformation</dc:subject>
          <dc:subject>higher education</dc:subject>
          <dc:description>Background&lt;p&gt;History teachers transmit sociocultural norms, requiring high ethical-legal stamina. This study verifies an extracurricular program cultivating future teachers’ moral-legal resilience to prevent adolescent deviance.&lt;/p&gt;Methods&lt;p&gt;This sequential-cohort longitudinal study (2021–2025 admissions) evaluated “Teacher Training in Humanities (History)” students. The experiment compared experimental groups (EG), utilizing developed extracurricular methods, with control groups (CG) following traditional curricula. Anonymous surveys, standardized questionnaires, and mathematical statistics diagnosed latent risks and resilience criteria at temporal milestones.&lt;/p&gt;Results&lt;p&gt;Baseline assessment revealed freshmen vulnerability driven by nomophobia and generative AI-related “cognitive outsourcing.” While CG indicators stagnated alongside rising intellectual passivity, EG students achieved qualitative growth across cognitive, motivational, and reflexive resilience criteria through digital hygiene, fact-checking, and active extracurriculars. EG graduates demonstrated higher self-regulation, using digital tools as controlled interactive mechanisms. This contributed to a reduction in the documented risks of behavioral maladaptation.&lt;/p&gt;Conclusions&lt;p&gt;Cross-cohort analysis suggests the systemic nature of an educator's professional maturation patterns. This cross-cutting deontological support model is recommended for higher education institutions to ensure novice specialists’ professional reliability.&lt;/p&gt;</dc:description>
          <dc:date>2026-09-22T04:12:05Z</dc:date>
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          <dc:identifier>10.3389/feduc.2026.1939911.s001</dc:identifier>
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          <dc:rights>CC BY 4.0</dc:rights>
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