№ 09 (September)

The relevance of the study is substantiated by the social demand expressed in domestic and foreign legal documents related to the development of professional, communicative competences, improving the quality of education through student-centered learning technologies and, as a result, the development of the possibility of citizens' participation in lifelong education. The purpose of the experiment was to study the effectiveness of the development of a foreign language communicative competence of a teacher through the use of the technology of quasi-professional activity. The study was based on competence-based and student-oriented approaches, the theory of content-language integrated learning (CLIL), the technology of quasi-professional activity, which is part of the theory of contextual learning by A. A. Verbitsky, and also reflects the ideas of a foreign approach to education based on simulation (simulation-based learning). The experiment can be classified as natural, for excluding the experimental course, all groups that had been participating in it received same curriculum, subjects and amount of class work hours. The program of the subject was compiled on the basis of students' requests and diagnostic work based on the structure of professional foreign language communicative competence in the context of pedagogical education. The verification of the objectivity of the conclusions was made using the calculation of the Mann-Whitney U-test. The results of the study confirmed the hypothesis of the effective development of this competence through the use of the technology of quasi-professional activity. In addition, the influence of subjective factors on the results of quasi-professional activities was found. These include: the desire to acquire Master’s degree, assessment of the quality of education at the university, self-assessment of the level of development of the competence components. Students, who wish to continue their education acquiring Master’s degree, as well as those who rated the above factors more highly, demonstrated higher achievements according to the results of the control assessment. The results of the article can be used for further study of subjective factors affecting the effectiveness of quasi-professional activities. The model of the development of the competence, reflected in this and previous articles of the author, can be applied in teaching bachelors and also in advanced training courses.

The relevance of the research is due to the need to develop modern educational technologies for teaching foreign languages at a technical university. There is an obvious objective necessity to update the content, methods and principles of foreign language teaching, their orientation to the development of socially and professionally important skills in a dynamically changing world. Such interpersonal, communicative and analytical skills are commonly called "soft skills" in modern scientific and pedagogical literature; in the context of this research, "soft skills" are interpreted and defined as "flexible skills". As a result of the work carried out, the purpose of the research was realized – to study and interpret the concepts, definitions, content of the term "soft skills" (flexible skills), to determine the methodological justification and the potentials of their integration into the structure of students' universal communicative foreign language competence in the process of implementing educational "flexible skills" (soft skills) development technology into foreign language teaching at a technical university. The structure and principles of educational technology are described, taking into account the psychological and didactic, organizational and methodological, evaluative and reflexive peculiarities of "flexible skills" (soft skills) development in the given article. The scientific and methodological potential of the issue under research in the framework of the discipline "Foreign language" in a technical university is determined. The theoretical significance of the article is related to the author's interpretation of the term "soft skills" (flexible skills) as a complex of supra-professional skills, they guarantee a comfortable interpersonal interaction, they are responsible for successful academic results, obviously increase life comfort, and ensure the effective students' career development. The leading research methods: the case method and the project method are used in a new combination. It has been scientifically proved that their joint use application as the case-project method provides a synergetic educational effect by involving students in research activities in the process of studying specific cases together with successful situation examples of implementing flexible skills (soft skills). At the same time, the foreign language communicative skills are improving during the project implementation. The practical significance of the research is provided by the results of the article, which are presented in various formats corresponding to the pedagogical, psychological and methodological goals of integrating the soft skills (flexible skills) development technology into the educational process of teaching foreign languages at a technical university.

In the rapidly changing conditions of both the educational and work processes, independent learning skills are more a necessity than a desirable requirement for its participants. The relevance of the problem under consideration is determined by specific requirements associated with English language teaching at a particular non-linguistic university where the students are supposed to have a high level of language proficiency and the academic load implies a large amount of independent work during vocabulary acquisition. Moreover, a growing trend towards shift to online learning calls for building students' autonomy skills. Therefore, the article aims at description of development conditions of learner autonomy to promote English vocabulary acquisition in non-linguistic students. The study was carried out from the perspective of constructivism learning theory which holds that knowledge is constructed by human upon foundation of previous experience and in an interaction with other people. Furthermore, the basis of the lexical approach is used which puts emphasis not on a large amount of exercises aiming at a complete vocabulary acquisition, but on the practice spread over time. The analysis of the academic literature made it possible for the author to identify the basic components of learner autonomy geared to expansion of students' English vocabulary – giving students control over their learning, use of student-centered approach, mastering vocabulary learning strategies and self-reflection skills, building peer-assessment skills, use of collaborative learning, raising motivation, teacher's facilitative style. The discussion of each component is accompanied by hands-on recommendations. The theoretical significance of the research lies in the fact that the seven identified components make up the model of formation of learner autonomy that fosters revisiting teacher-student relationships and empowering them with freedom of choice and more responsibility for their learning. The practical significance of this article lies in the possibility of conducting effective work with foreign language vocabulary by means of learner autonomy and tailoring its components to the learning goals and objectives of language courses.

One of the features of the current stage in the development of the information society is intensive digitalization, the emergence of which is due to the improvement, evolution of new information and communication technologies (ICT), and the growth of digital technologies of the fourth industrial revolution (or Industry 4.0). In this regard, "digitalization" is one of the factors in the transformation of national engineering education. The article gives an analysis of the importance of an interdisciplinary approach to the modern training of future specialists in engineering and technology areas. It justifies the importance of mutual integration of knowledge at the level of ICT and fundamental engineering sciences on the example of integrating the disciplines "Computer Science" and "Mathematics" through information and mathematical modeling as well. The purpose of the research is to identify the impact of digitalization on the theoretical and methodological foundations of an interdisciplinary approach in national engineering education. The authors used the general scientific dialectical method, theoretical and methodological analysis and generalization of the content of mathematical, informational, pedagogical, methodological, scientific and technical literature in the field of foreign and national engineering education. Based on the results of the study, the concept of an integrated learning task in mathematics and computer science was proposed, which is based on a content and activity-oriented approach to information-mathematical modeling; the typology of integrated learning tasks in computer science and mathematics was identified and substantiated in accordance with the types of professional activity of specialists in engineering and technology. The significance and role of information-mathematical modeling as one of the basic (fundamental) methods for solving integrated learning tasks is shown. The need for the development of an interdisciplinary approach to the training of future engineers in the digital economy of Russia has been identified.

The relevance of this study is due to the difficulty for students to discern synonymous and homonymous physical quantities and their designations. The language of science is like a foreign language, it has its own vocabulary, its own grammar. Learning it is the key to successful professional activity. The issue of students' competent use of scientific terminology, as well as the problem of associating everyday objects with scientific ones, in particular with technical devices, are the subjects of the present article. The aim of the research: to find out the students' level of terminological skills and their ability to identify physical objects; to determine effective ways of memorizing physical terms, physical quantities and their designations. The article presents an analysis of the origin of names of physical and technical devices, gives examples of synonyms, paronyms, homonyms use in the language of physics. The research was conducted among 1st- and 2nd- year Physics majors and other students. They were offered several variants of tests: 1) to associate household objects with parts of technical devices presented in illustrations; 2) to list all possible meanings of these words; 3) to list different designations-synonyms for one and the same physical quantity; 4) to list physical quantities-homonyms denoted by the same symbol. Analysis of picture associations showed only partial awareness of technical devices and difficulty in using synonyms when describing them. Quantitative results of the test without pictures for different specialties were approximately the same, however, Physics majors gave clearer definitions and more variants of terms interpretation. Evaluation of the second group of tests for checking and presenting professional knowledge in physical terminology led to the conclusion that mostly Physics majors gave correct characteristic of the offered things and some of them suggested their own variants of homonyms and synonyms, at the same time the knowledge of terminological apparatus by students of other specialties was worse. This means that residual knowledge even of physical quantity designations is lost very quickly without practical support. The theoretical significance of the research consists in expanding the limits of understanding of physics language, in finding out the facts of similarity of scientific language with a foreign one as well as in revealing the conditions of perception and application of physical terms and designations borrowed from other languages. The results of the study can serve as a basis for the development of recommendations for successful learning of physical terminology, as well as for the development of didactic tools, including materials of interdisciplinary nature with the possibility of use both in physics classes and in Russian language classes.

Supporting the formation of creative thinking of the individual is one of the components of the teacher-psychologist’s work. The need to take into account the characteristics and interests of students, the requirements of the education system in the plan of such work determines the importance of the specialists’ work in finding new means for the development of students. The purpose of the article is to study the characteristics of using infographic services for the development of creative thinking. Meeting of the identified conditions that ensures the effectiveness of the inclusion of cognitive visualization tools makes it possible to speak about their significant didactic potential for the formation of creative thinking.

The relevance of the topic is determined by the increasing interest in the trends of human-oriented «creative economy» and «value-based management». The aim of the research is to critically analyze and identify internal contradictions in the specified paradigms. Studying the characteristics of human capital, everyday attitudes of BANI-world inhabitants and specifics of their interactions, the author provides evidence of utopianism of the «Society 5.0» doctrine and palliative nature of digital innovation and commercial creativity. In the author's opinion, the creative economy has a significant potential for expansion, but not for development due to the limited tasks and extensive methods.

The study of the population involvement in the digital space makes it possible to make reasonable management decisions on the use of information technologies at all levels of government and work with the population. The purpose of the study was to examine the trends and prospects for the development of the level of population involvement the in the digital environment. The article analyzes access to the Internet in the country's households, the use of various types of mobile devices for working in the Internet space, and also assesses the existing digital skills of various levels and content.

The relevance of the chosen research topic is determined by the importance of ensuring the economic security of the region, which is considered in this article in the context of the implementation of the ongoing investment policy. The main measures of the investment policy are aimed at maintaining and increasing the level of economic security; however, it is necessary to take into account the fact that it depends on a large number of internal and external factors that have a multidirectional influence on it. The purpose of the article is to examine theoretical approaches to the study of the term "economic security" at the regional level, as well as to identify factors and threats that affect investment policy, which is considered in the system of ensuring the economic security of the region. The article also presents an algorithm for evaluating the economic security level criteria, considered in direct connection with investment policy.