№ 12 (December)

Currently, there is a fundamental change in the educational paradigm. It is associated with the widespread introduction of digital educational platforms as the leading learning environment. The paradigm change is in conflict with the limited degree of students’ immersion in learning activities and insufficient level of their interaction with teachers in the context of the use of digital tools. Therefore, the authors present a study, the purpose of which is to find ways to overcome the noted problems using the example of a specific digital tool – the Teacher Desmos environment. The objective of the study is to analyze the didactic potential of the Teacher Desmos environment: to determine the areas of applicability in mathematics education, the peculiarities of using it in teaching certain sections of mathematics, scenarios and methods of application in the educational process. The proposed approach consists in identifying certain didactic properties of modern digital tools in teaching mathematics. These properties make it possible to increase the degree of immersion of students in the educational material and intensify their interaction with teachers. It is also necessary to develop appropriate scenarios for integrating digital tools into the learning process. The review of domestic and foreign studies on digital tools in mathematics is given in the article. The functionality of all the main components of the Teacher Desmos is considered: graphical, scientific and matrix calculators. The potential of the Teacher Desmos calculator in learning various branches of mathematics are analyzed. These sections include linear algebra, geometry, fundamentals of mathematical analysis, and statistics. The potential of using Teacher Desmos for illustrative and computational purposes, for checking and solving problems are analyzed. The possibilities of making and using mathematical models and simulations created in Desmos in the study of natural science disciplines are examined in the article. The possibility of integrating the created applets and models into existing learning management systems, such as LMS Moodle, is considered. The geometric tools of the Teacher Desmos environment and the built-in possibilities for organizing feedback are analyzed. Scenarios for using the Teacher Desmos in higher education are proposed in the article. These scenarios are aimed at increasing the degree of immersion of students in the educational material and intensifying their interaction with teachers. The theoretical significance of the study lies in the fact that the analysis of the didactic potential of the digital mathematical environment Teacher Desmos was made and scenarios for its integration into the educational process were proposed. The practical significance of the study lies in the fact that the integration of the proposed scenarios into the process of teaching mathematics within the modern information educational environment will increase the degree of students’ involvement in learning activities and intensify the interaction between the teacher and the student.

In the modern world, digitalization has spread into all spheres of human activity, including education. It is supposed to help students in obtaining various competences like digital literacy while adapting digital technologies to the needs of the educational system. Educational institutions have been interested in using elements of digital learning since the early 2000s, and the COVID-pandemic accelerated this process. As a result, many schools and universities have built their own electronic educational environment, but, unfortunately, not all their teachers are competent in using the opportunities of digitalization in the educational process; many of them still have only a vague idea of the benefits that teaching on the base of digital media give. The progress has been moving forward, and digital learning is very perspective, so teachers need appropriate information and education. The purpose of this article is to analyze a number of modern didactic concepts based on digital education which are useful in higher education. The paper provides examples of the advantages and problems related to such concepts, certain options for their application in the educational process of higher school. The authors note that there are very few empirical studies now comparing some models of digital learning with traditional one, and the results of such surveys are very contradictory. At the same time, the traditional forms and methods of teaching at universities definitely need to be modernized, requiring the use of modern means to overcome the shortages of existing learning equipment. The paper uses the main methods of theoretical research: content analysis, characterization, comparative analysis, systematization and generalization. The novelty of the work is confirmed by the justification of the possibility of using digital didactic models in teaching specific disciplines in the conditions of pedagogical process modernization at the university. The theoretical significance is represented by the analysis and generalization of the problem of using digital didactic models in teaching higher school students, the justification of the advantages and disadvantages of individual models (flipped classroom, mobile learning, adaptive learning). The practical significance of the results is determined by the illustration of examples of their use in the pedagogical process of the university.

The development of the principles and practices of inclusive education has exposed the adaptation of educational process components as a problem within a teacher's work. The solution to this issue should help to overcome the contradiction between the teacher-centred format of educational process and the implementation of an individual learning route for schoolchildren with special needs. The study aims to substantiate and operationalize the teacher's actions to design adaptive educational tools for including a child with special needs into a teacher-centred lesson, thus ensuring success in achieving common educational results with the rest of the schoolchildren. The aim of the study is to present special educational needs, described as an individual psychosocial development of schoolchildren with special needs, as a dynamic phenomenon that defines the specific conditions needed to achieve the planned educational results. The study presented in the article resulted in the development of an algorithm for a layer-structured adaptation of the teacher-centred lesson to the specific work with a child with special needs in the context of inclusive education. Such an algorithm presents the operationalization in a teacher's work when developing adaptive pedagogical tools. The implementation of the algorithm within the work of primary general and basic general education teachers shows a significant positive effect regarding the individualization of the activities of a child with special needs during the teacher-centred lesson. At the same time, the analyses revealed that some teachers lacked prognostic and reflective skills. The theoretical relevance of the study is determined by the development of the conceptual field of inclusive education, as well as the scientific ideas about the pedagogical mechanisms for adapting the educational environment to the needs of schoolchildren. The practical relevance is reflected in the algorithm for the development of adaptive pedagogical tools, which will help teachers to achieve the required individualization of the educational process as an integral part of ensuring the quality of inclusive education.

The article describes approaches to determining the professional burnout of teachers, the stages of its development, the connection with the psychological health of teachers, professional deformations, and the psychological safety of students. It is shown that the set of causes that result in burnout, in relation to the modern conditions of digitalization of education, has not been sufficiently studied, which determines the relevance of the study. The author gives a definition of professional and personal burnout. Its goal is to identify, theoretically substantiate and study empirically the sum of psychological and social causes that affect the development of the syndrome of professional and personal burnout among teachers of the modern school. A set of complementary methods is used for this, including «Diagnosis of professional burnout», «Methodology for diagnosing the level of professional burnout», «Index of life satisfaction»; “Scale of general self-efficacy”, “Self-assessment of professional and pedagogical motivation”, “Scale for assessing the psychological climate in the teaching staff”. At the formative stage, a specially designed program is used, which includes instructions on primary and secondary prevention of professional and personal burnout of teachers in three areas: socio-psychological, personal, and professional. Based on the results of the work done and the use of the Student's criterion, significant changes were recorded for the reasons under study. The integral indicator of professional burnout for the group as a whole decreased during the formative experiment. This indicates that the causes that resulted in burnout were correctly identified. Positive changes were also noted in terms of the studied symptoms: «emotional exhaustion», «depersonalization», «reduction of personal achievements». Positive dynamics was also recorded in the change in the phases of burnout: stress, resistance, exhaustion. Consequently, the work carried out with the identified causes of professional and personal burnout of teachers gave positive results. The novelty lies in identifying a complex of psychological and social causes that result in professional and personal burnout among modern teachers, in specifying the components of these causes. The results of the study can be used in the organization of preventive work with teachers of modern schools.

Formation of meta-disciplinary learning outcomes in secondary school students is the main requirement of the Federal State Educational Standard of basic general education, as it is fundamentally important to educate students not subjectively, but comprehensively, that is in connection with all academic disciplines. This problem can be solved by the teaching approach that focuses students on the formation of generalized skills of working with any subject material both in the educational process and in real-life situations. Due to constructing activity-based meta-disciplinary scenarios in the study of academic subjects, a modern learner gets an opportunity to test the skills and abilities obtained at school. The aim of this article is to examine the meta-disciplinary approach to learning as a tool for combining academic subjects, building logical relationships, and organizing situations of practical application of the acquired knowledge both in learning activities within the subject "Foreign language" and in real life. The FSES objectives for training future graduates of educational institutions require them to perform a number of actions of a universal, i.e. meta-disciplinary nature, namely to be independent, to be able to organize, plan and evaluate their activities, to structure knowledge, to reflect, etc. All of the above directly characterizes universal learning actions (hereinafter referred to as "ULAs"). In order to form student's ULAs, teachers need to pay special attention to the methods, techniques, and technologies that can influence the formation of these meta-disciplinary skills and abilities in each subject. The article analyzes the pedagogical technologies that promote the formation and development of metacognitive skills, which are universal learning actions. The data obtained as a result allow us to assess which pedagogical technologies and techniques can be the most effective for the formation of the ULAs for secondary school students, which components of ULAs (personal, regulative, cognitive and communicative learning actions) can be affected by this or that technology. The worked out pedagogical exercises for the development of ULAs in secondary school students at the English language lessons can be integrated into the educational process by practicing teachers.

The key learning outcome of the main educational program of preschool education is the development of cognitive abilities of the pupil. The work for the development of cognition of a preschooler should be considered as a purposeful activity aimed at cognition of the surrounding reality on the basis of the formation of cognitive functions, such as perception, thinking, memory, attention, speech. Therefore, cognitive activity is the main one in cognitive classes in kindergarten. The result of all the system of cognitive activities should be the formation of cognitive functions in a preschooler. At the same time, we must take into consideration the requirements for the structure of a cognitive lesson and the choice of the main technology for this structure design. Reasoned discourse can be considered as the main technology of a cognitive lesson. The discourse allows organizing the student's active mental work both in the process of perceiving the teacher's argumentation and in the process of building his/her own reasoning strategy and forming arguments. On the other hand, the standard of preschool education and the successive standard of primary school education distinguish the task of mastering educational sign-symbolic means by students. The minimum set of these means is defined by the standards (substitution, modeling, encoding and decoding of information, logical operations, including general problem-solving techniques) and allows them to be included as a mandatory component in the lesson structure. That is why the purpose of the article is to describe the structure of a cognitive lesson based on the technology of reasoned discourse in preschool education. The authors of the article highlight the methodological aspects of formulating the tasks of cognitive activity, describe the content of cognitive actions in older preschoolers and characterize the significance of reasoned discourse in this process. The theoretical significance of the article lies in the identification of the structure of a cognitive lesson based on the technology of reasoned discourse in preschool education. The practical implementation of this structure will create favorable conditions for the development of the pupil's knowledge on the basis of the formation of the child's cognitive functions in the system of pre-school education. It can be assumed that this structure of a cognitive lesson can be considered in relation to the study of any topic in the educational process of a preschool educational organization.

The relevance of the study of the relationship between emotional intelligence and the regulation of decision-making by stewards in a stressful situation is determined by both trends in the development of scientific knowledge and the existing needs of social practice. The purpose of the diagnostic study is to find the connection between emotional intelligence and productive coping of decision–making among stewards in a stressful situation. The conducted study confirmed the existence of relationship between emotional intelligence and decision-making copings. The data obtained can be taken into account by stewards in the regulation of productive decision-making coping choice.

The phenomena of primary and secondary narcissism clarify the deep aspects of a personality structure. This scientific discourse is classic for psychoanalysis, but at the same time, it remains relevant even today. The goal of this work is to highlight the aspects of primary and secondary narcissism based on critical and theoretical analysis and to compare research works in this field of scientific knowledge. This is important for orienteering in mental processes of the subject and for diagnostic purposes. In a practical sense, this helps determine dynamics and further impact strategies. The novelty of the work is in determining and structuring the characteristics and manifestations of two types of narcissism. The results are reflected in the form of characteristics identified in the course of the study in accordance with the selected categories of analysis, which are: libido tendencies, pathological manifestations, level of personality organization, intrapsychic representation, type of object selection, transfer features, leading instincts (drives), mental principles, specifics of fixation at the stage of development, mental topology, features of hermeneutics and the principle of reality.

The study of ideas about meaningful life orientations in adolescents with different levels of self-regulation is of particular relevance and significance. The data obtained will form the basis for working out training and psycho-corrective programs aimed at developing self-regulation skills and forming a system of meaningful life orientations in adolescence. The purpose of the study is to identify differences in the manifestation of life meaningfulness in adolescents with high, medium and low levels of self-regulation. In the course of the empirical study, it was found that there were differences in the characteristics of the meaning of life orientations of adolescents with different levels of self-regulation. The higher is the general level of self-regulation in adolescents, the higher is the overall index of life meaningfulness.

This article examines the relevance of such an issue as the formation of ecological thinking among adolescent students, it also shows how strong is an anthropocentric ecological thinking in people and how it affects the solution of modern environmental problems. The purpose of this study is to identify the level of formation of three components of environmental thinking among adolescent students: cognitive (the level of environmental knowledge of adolescents), emotional-volitional (the value of nature and attitude to nature) and motivational-effective (environmental activity). Quantitative and qualitative methods used to analyze and interpret the data obtained in our study showed the following results: adolescents were more likely to feel worries about problems related to the environment than to do something directly to improve the situation, that is, adolescents have an emotional-volitional component developed better than motivational-effective one.

The relevance of the topic under study is due to the need to assess the implementation degree of some indicators of the Strategy for the socio-economic development of the Sverdlovsk region for the period up to 2030 concerning export activities. The purpose of the study is to analyze the level of export support for small and medium-sized companies in the Sverdlovsk region. The article discusses the results of the activities of the Export Support Center for 2019–2021 in the context of support tools. The analysis of export support tools by the number of events and services provided, small and medium-sized businesses that received support was made. The export activity of the Sverdlovsk region is considered from the point of view of the commodity-geographical structure, its characteristics and trends are determined. Recommendations are formulated to improve the policy of supporting the export of small and medium-sized businesses.