№ 05 (May)

At present, society requires from a person the ability to constant personal and professional improvement, which actualizes the development of students’ “self-concept”, the formation of their personality in the educational process of the university. The purpose of the article is to study the influence of students’ “self-concept” on the willingness to participate in volunteer work. The study was conducted on the basis of the Tula State Pedagogical University named after L. Tolstoy with first- and second-year students. The research methods included a theoretical analysis of domestic and foreign literature on the research problem; questionnaires, testing, and a pedagogical experiment were used as empirical methods. The principles of consistency and integrity, taking into account the individual and age characteristics of students, etc. were determined as fundamental ones. The article presents the experience of implementing the program of classes for volunteer students "The First Step into Volunteering", which promotes the involvement of students in various areas of volunteering. Its distinctive feature is the form of interaction organization in the "student-mentor - first-year student" system. The proposed program provides theoretical and practical modules aimed at developing the “self-concept”, individuality of students, reveals the potentials of personal and professional growth by means of volunteer work. The program consists of the following modules: “Who am I?”, “I am a volunteer”, “Helping others”, “Volunteer project”, “From volunteering to employment”. The theoretical significance is presented by an overview of approaches to the structure of the students’ “self-concept” and the development of the volunteer movement. The practical significance of the research is in the worked out program for the development of students’ “self-concept” at the pedagogical university in the process of active involvement in volunteer work. The introduction of students to project activities deserves special attention. The research results can be useful for the development of volunteer centers of universities, the organization of psychological and pedagogical support for the creative activity of students.

The article is devoted to the issues of training foreign military specialists in a Russian military university. The relevance of this study is due to the growing influence of globalization processes on the educational environment of a military university, causing the transformation of the usual forms and models of education. Along with the psychological, social, pedagogical and philosophical aspects of cross-cultural didactics, the cultural aspect is of great importance. According to the author, education as a projection of culture reflects the specificity of the cultural consciousness of the educational process subjects. The article reveals the problems of cross-cultural didactics on the example of the influence of the cultural parameter "individualism / collectivism" on the educational process. The aim of the study is to analyze the didactic aspect of the cultural parameter “individualism / collectivism” in the context of training foreign servicemen in a Russian military university. The study is grounded on a comparative approach based on an improved parametric model of culture by the Dutch scientist G. Hofstede, as well as on scientific research in recent years. The results of the study allow us to conclude about the specifics of designing productive learning in a multicultural classroom. The typified methods of obtaining and assimilating new knowledge, skills and abilities, developed by foreign servicemen in their native country under the influence of the individual or group traits dominance in their culture, are the most important factor in building the principles of organizing training. Semantic distortions in the educational communication of a multicultural group, the dissatisfaction of foreign students with the final result of the educational process, the loss of their usual system of values and emotional discomfort resulted from the conflict of cultures complicate their learning. Educational and pedagogical interaction in a heterogeneous group makes the teacher to solve the task of overcoming the "resistance" of cultural indicators in the educational process, which requires the teacher to quickly adapt to the conditions of the multicultural entropy of the academic group and his/her developed cultural intelligence. The theoretical significance of the study lies in the generalization of scientific experience in the study of the parameter "individualism / collectivism" in education. The practical orientation of the work can be traced in the author's recommendations on the selection of culturally determined methods of training foreign military specialists and finding the vector of educational process effectiveness.

The article examines the theoretical and practical aspects of the formation of the analytical skills among future fine arts teachers. The relevance of the article is due to the fact that today the abundance of information, information resources, often makes the modern student to analyze and select really relevant and verified information in the vastness of the information network. The problem arises here that not every student is able to work in this format. The purpose of the work is to introduce a method aimed at the formation of analytical skills of future teachers in the process of studying the discipline "History of Fine Arts". As a part of the experimental work, the article presents a scheme for analyzing a work of fine art, aimed at the formation of analytical skills of future teachers and the criteria by which they were assessed. Research methods: theoretical methods, analysis of psychological and pedagogical literature on the research problem. Experimental work, which was carried out within the "History of Fine Arts" course, was used as empirical methods. The study involved 25 respondents, 2-year bachelors of the Fine Arts area of training. Research results: the introduction of a method aimed at the formation of analytical skills of future teachers in the process of teaching the discipline "History of Fine Arts". This method allows us to form analytical skills among future teachers in the field of fine arts, and this is confirmed by the results of experimental work. It was revealed that the students acquired the ability to define the stylistic peculiarities of paintings, they began to define the plot of the work more concisely and clearly, learned to find in the work the laws of composition and colorism used by the artist, the techniques and methods of artistic expression used. They learned to analyze the coloristic structure of work based on the data of psychology. In general, future teachers began to look at works of fine art in a new way, discovering the original characteristics in each work. In this regard, it should be noted that the skills acquired by students of the Fine Arts area of training meet the requirements for a future teacher of fine arts and the requirements of the Federal State Educational Standard, the degree of mastering professional competences, the ability to perform the types of professional activities aimed at implementing main educational program.

Modernization of the current education system involves both updating its content and the active use of innovative technologies and techniques. As international experience shows, integrated learning or an interdisciplinary approach can increase learning motivation and achieve better learning outcomes. Interdisciplinary lessons became a part of the Russian teaching system long ago. However, there are certain difficulties in introducing interdisciplinary teaching, since the Russian system trains subject teachers, and the rigidity of curricula is also an obstacle. The purpose of this article is to analyze the problems of introducing interdisciplinary education in Russian schools in the context of global trends in education. Based on the analysis of domestic and foreign studies, the article examines the use of integrated methods in Russia and abroad, the Finnish experience of integration in education, as well as the experience of individual schools and interdisciplinary programs in the United States and other countries. The analysis of foreign and domestic literature has shown that some models and assessments of interdisciplinary learning are based on the unconditional recognition of the advantages of interdisciplinary learning, while others are skeptical about the final results in comparison with traditional subject learning, noting the limited didactic possibilities of using integration. The survey data of young teachers, whose experience does not exceed 5 years, showed that more than 10% of respondents do not conduct integrated lessons. In the teaching community, when introducing interdisciplinary lessons, they have the same problems as their foreign colleagues – lack of time for preparing interdisciplinary lessons, poor cooperation or lack of cooperation in the teaching staff, lack of textbooks and teaching aids for conducting integrated lessons, the limiting framework of teaching programs and curricula, etc. The theoretical provisions of this work can become the subject of discussion, exchange of experience at seminars, conferences of teachers and methodologists.

The article discusses aspects of the preparation of journalists for professional work in the context of modern challenges for educational environment associated with the boom of information and communication technologies over the past two decades. The issues of forming and improving communication based on ICT tools are of particular interest for the study. The issue of fake news and disinformation, which are becoming commonplace, seems to be problematic one. An assessment of the content sources reliability is considered as methodological technique. Since in a digital environment there is a need to check both the source of the information and the content itself, the authenticity of its content, especially if we are talking about user content. The relevance of the study in the article is due to the need to examine the peculiarities of journalists training for professional work in the conditions of education computerization. The purpose of the study is to analyze the process of training journalists for professional work in the context of modern challenges for educational environment. The study uses theoretical and empirical methods. According to the results of the study, the article presents theoretical and practical confirmation of the need and significance of the use of ICT tools for the professional mobility of future journalists, the development of the practice of interaction between the general layers of the public on topical and socially significant issues in the field of journalistic investigation and content. Theoretical significance is that the results of the study complement the theory and methodology for the formation and development of IT-communication in the aspect of training students-journalists for their professional work using modern tools in the conditions of society computerization as a whole and higher education in particular for journalistic investigations. The practical significance of the study is to determine the importance of the use of ICT tools providing journalists with a variety of professionally oriented technical assistance and optimizing the management of journalists training for their professional work in the context of modern challenges for educational environment.

The modern epidemiological situation and the format of remote interaction determine the importance of including digital technologies in the formation of intercultural competence. The problems of obtaining the practice of oral foreign language communication, studying the norms of network etiquette, the rules of ethics, the basics of vocabulary and grammar, and the mechanisms of word formation are relevant. The purpose of the study is to identify the didactic opportunities of mobile applications and purposeful work with m-learning technologies for the formation of intercultural competence. The methodology is based on the analysis and generalization of scientific literature on m-learning, problems of learning in an online format. The provisions of the communicative activity-oriented approach are taken into account when integrating mobile applications into the subject-subject scheme of intercultural communication. The study uses empirical methods (testing, analysis of the results of working with mobile applications and MS Teams). The effectiveness of the proposed approach is confirmed by a pedagogical experiment, during which cognitive activity with mobile applications was organized within a specially developed module framework. Statistically significant differences between the experimental and control groups in the level of intercultural competence were revealed. In the experiment, the T-test of Wilcoxon was used for processing. The results of the study described the didactic opportunities of mobile applications for involving students in active group interaction in a project, educational practice, professional self-presentation and intercultural foreign language communication. In conclusion, the conditions under which the integration of mobile applications in training will be most effective are summarized: the purposeful nature of work with m-learning technologies; collaboration of teachers of related disciplines; conscious participation of students at all stages of choosing and using a mobile application; creating mobile resource cases.

The relevance of the study is determined both by the rapid development of digital technologies and by the circumstances that resulted from the forced transition of the education system to distance learning during the spread of COVID-19. The results of scientific research and experience in the implementation of distance learning technologies have shown that high schools students experience great difficulties associated with the unpreparedness to carry out educational activities in online and offline modes. Distance learning can be called “self-regulated learning”, since learners independently manage their time, plan their work and take an active part in the interaction with classmates and the teacher. The aim of the study is to work out diagnostic tools for defining the levels of formation of students’ regulatory actions within the system of basic and secondary education in the context of distance learning. The theoretical significance of the study is due to the contribution to the development of scientific ideas about diagnostic materials in the field of assessing the regulatory activity of students. On the basis of a comparative analysis of domestic and foreign scientific research, the authors highlight structural components of the regulatory learners’ universal educational actions in the context of distance learning: self-organization, goal-setting, planning, forecasting, self-control, self-evaluation and reflection. The most significant structural component is self-organization of students during the distance learning period, which involves drawing up a daily routine, registering completed tasks, monitoring their actions in accordance with the daily routine, as well as independently determining the time to complete homework. In the course of the study, diagnostic material was worked out and described for finding the level of formation of regulatory learners’ universal educational actions in the context of distance learning, based on reflexive self-assessment of students, which relies on the personal action of self-determination and the regulatory action of students' assessment of their activities, as well as the adequacy of understanding the reasons for success or failure. The practical use of the research results will allow us to identify problem areas of the regulatory activity of students and highlight specific actions that complicate the process of distance learning.

The global world is challenging education in terms of personality formation. In this aspect, organizational and pedagogical conditions, educational trajectories and mechanisms for cultivating the foundations of interethnic communication, respectful attitude to the values and traditions of the people are relevant; introduction to the educational content ethno-cultural values of universal humanitarian interest. The Republic of Sakha (Yakutia), located in severe climatic conditions, is a multinational republic with regional specifics in educational activities. The regional specifics of the educational environment is determined by the joint activities of family, school, cultural institutions in the context of direct communication at events aimed at mastering national traditions and rituals. The educational environment is characterized by significant experience in the introduction of the national-regional component of general education, integrated and modular courses aimed at the formation of ethno-cultural, regional and civic identity of students. Differentiation and individualization of education is carried out in the republic through the establishment of various types of schools. These include, in particular, the advanced schools network of presidential schools of the Republic of Sakha (Yakutia). One of these schools is the Churapchinsk ulus (district) gymnasium named after S. K. Makarov, which fully confirmed its status thanks to the successful organization of scientific and experimental work. Organizing pedagogical activities, the gymnasium also proceeds from the fact that each person is a specific bearer of the given region originality, its inhabitant, organically connected with it and adapted to its social, economic, demographic, cultural and climatic conditions. The purpose of the article is to present the results of the experimental work of the Churapchinsk ulus gymnasium named after S.K. Makarov of the Republic of Sakha (Yakutia) on the formation of a Successful personality - Тумус киhини иитии - in rural society. The experimental work of the gymnasium in the context of the study is based on the results of the socio-cultural analysis of the ulus (district), region specifics, the study of ethno-cultural values, the ideas of the philosophy of the Sakha people, and the pedagogy of Olonkho. Under the supervision of D.A. Danilov, professor, Doctor of Education, they identified the specifics of the educational organization in order to form Тумус киhи - Successful personality - Тумус кыһа. Experimental work on the formation of a Successful personality (Тумус туттар киhини иитии) based on the ethno-cultural values of the Yakut people is a positive experience of the gymnasium collective work. The practical significance of the work includes replicating the experience of the school in the regional education system of Russia. This experience may be interesting for specialists as a ready-made option in the development of organizational and pedagogical conditions of the educational process for the formation of the student's personality in national educational organizations.

The social order in the field of preschool education determines the need for the development of children's initiative and involves not only the development of pedagogical tools for this process, but also a theoretical and empirical justification of its applicability. The purpose of our research is to work out and test organizational and pedagogical conditions for the development of initiative in older preschool children on the basis of volunteer activities (criteria, indicators, levels, diagnostic techniques, partial program and technology, etc.). The article presents the author's criterion model for studying the level of initiative development in older preschool children, statistical processing of the experiment results. The content of diagnostic procedures is determined taking into account the targets of the Federal State Educational Standard for Preschool Education. The pedagogical tools are based on interviews with preschoolers, the method of pedagogical observation of children during free, specially organized activities. The article discusses scientific approaches to the study of the concept of "initiative", the types of initiative and its characteristics. On the basis of a theoretical analysis of scientific works, we found a set of criteria for assessing the level of initiative development as a multidimensional and multilevel phenomenon, which are in certain relationships with each other: 1) motivational-value; 2) informational-cognitive; 3) emotional-volitional; 4) regulatory activity-oriented. On a sample of these criteria for the level of initiative development in older preschool children of the experimental group (N = 53) under the conditions of a formative experiment based on the introduction of a partial program and technology for the development of initiative of preschoolers through their inclusion in volunteer activities, it was empirically found out that these criteria for the representation initiative as a system are chosen adequately to the set goal and in their sum will validly reflect its manifestation. In the course of the final comparative diagnosing the level of initiative development in older preschool children, a positive trend was obtained, which proves the effectiveness of the worked out organizational and pedagogical conditions aimed at developing initiative in older preschool children on the basis of volunteer activities.

In technology lessons, when implementing the section "Arts and Crafts", the classical form of a combined lesson is most often used. But it is not always within the framework of such a lesson, when students manage to bring the creation of this or that object offered by the working program "Technology" (grades 5–7-е) up to the end. Sometimes there are difficulties: such as a lack of interest in the chosen object of work, a decrease in creative activity when making it, unwillingness to complete the work that has been started. To solve this problem, it is proposed to integrate the master class into the classical form of a combined technology lesson, in order to increase creative activity, promote the development of creative abilities, imagination, as well as to improve subject, meta-subject and personal learning outcomes. Such a form as a master class allows you to complete the finished product from the beginning to the end in a short period of time. This article is devoted to the design of a technology lesson model with elements of a master class. The relevance of this problem is due to the fact that technology lessons most often use the form of a combined lesson, and you can partially implement a master class within the framework of such a lesson. We propose to combine these two forms, which will allow us to get a combined technology lesson with elements of a master class. In order to involve students in active creative work, and to achieve the final result in the form of a ready-made object at the end of the lesson. The master class contributes to the fact that students in the lesson are not passive when working on an object, creative interest in technology lessons prevails. The purpose of the article is to work out and propose pedagogical conditions for organizing a lesson with elements of a master class, as well as organizing a model of a combined technology lesson with elements of a master class. The evaluation of the results is carried out in the form of a comparative experiment conducted in a secondary school at technology lessons among students of 5th, 6th and 7th grades. The theoretical significance of the article is due to the contribution to the development of scientific ideas about the model of the combined technology lesson. The practical significance lies in the detailed methodological working out of a technology lesson model with elements of a master class.

In the process of forming ideas about etiquette, the child enters the social world and adapts to it in a harmonious way. It is impossible to acquire knowledge about etiquette without the help of a teacher, whose task is to interest the children and present them information about etiquette. We believe that a lapbook can serve as a means to accomplish this task. The purpose of the study is to identify the psychological and pedagogical conditions that form the ideas about etiquette in children aged 6–7 years in the process of creating a lapbook. The article presents the results of the work on the formation of ideas about etiquette in children aged 6–7 years in the process of creating a lapbook. The practical significance of the work lies in the development and testing of a series of classes aimed at forming ideas about etiquette in children aged 6-7 years in the process of creating a lapbook.

Development of critical thinking is one of the most important challenges facing digital school mentors. The versatility of the objects studied and the processes of reality makes psychologists and teachers find new means and tools for the intellectual development of the individual. The purpose of the article is to study the potential of cognitive modelling activities in 3D graphics environments for the formation of critical thinking as an important indicator of academic progress. The revealed conditions under which the transformation of three-dimensional images contributes to the development of basic personality traits allow us to speak of a significant didactic potential of modeling for the development of critical thinking.

The study contains the results of the efforts to identify the stock markets reaction to the emergence of a pandemic in 2020. For the comparative analysis, daily data on the closing stock indices prices of the Russian Federation and the United States of America were used. Based on the conclusions of the comparative and graphical analysis, the main two hypotheses were tested about the significance of the unique crisis, which led to large-scale changes in the economy of many countries, including the transformation of financial markets. The relevance of this work lies in identifying the potential for building new research chains to detect and analyze other factors that affect the behavior of a wide range of markets in developing and developed countries during economic decline.