№ 12 (December)

The system of social choice and the formation of social knowledge determines the development of the individual through the conditions for personalized clarification of success, productivity, creativity, compliance with the norms of culture and activity. In the selected aspect of theorization, the process of determining ideas, meanings, ideology and methodology for the formation of personal independent work culture in the system of continuous education is determined by the resource and the condition of guaranteed preservation of the individual and society. The scientific knowledge and scientific character of the search for optimal methods and models of theorization and technologization of the process of forming a culture of individual independent work is considered through the historical and systemic-semantic possibilities of clarifying concepts, theories, models and holistically defined individual activity. Analysis, synthesis, comparison, juxtaposition, scientific theorizing and level pedagogical modeling (research methods) are used in the process of generalizing and clarifying the significance of identifying definitions, models, ideas, functions, principles, ideology and methodology for the formation of personal independent work culture in the system of continuous education. The authors highlight the ideas in the structure of scientific research and develop the possibility of constructing and implementing an ideology and methodology for forming personal independent work culture in the system of continuous education. Purpose of the study: to highlight and describe the ideas, ideology and methodology of forming personal independent work culture in the system of continuous education. The scientific and practical novelty of the study lies in the generalization of the experience of setting and solving problems of determining ideas, meanings, ideology and methodology for the formation of personal independent work culture in the system of continuous education, the correctness and consistency of which in the description and analysis is confirmed by the products of the individual development included in the system of lifelong education. In the future, innovative opportunities will be identified for the development of scientific and methodological support for the process of forming personal independent work culture in the system of continuous education taking into account the highlighted ideas, ideology and methodology of forming a culture of independent work.

An analysis of the educational practice of educational organizations shows that when implementing the Federal State Educational Standard of Basic General Education, there is a need to instill in students love for the Motherland, for their people, respect for the traditions, history, culture of different ethnic groups, and to form a critically thinking multicultural person. A multicultural educational environment can play a special role in solving these problems. Therefore, a problem arises, which lies in the need to consider the multicultural educational environment as a pedagogical phenomenon. The purpose of the study is to identify the genesis and essence of the “multicultural educational environment” concept. The theoretical basis of the study was the culturological approach, the principles of cultural conformity, natural conformity, dialogization, multiculturalism, tolerance, as well as ideas of the relevance of ethnocultural and multicultural education, the impact of the environment on the development of students’ personality and their socialization. The study resulted in understanding of the multicultural educational environment as a combination of socio-pedagogical conditions that ensure the familiarization of students with Russian, ethnic and universal spiritual values in the course of learning various ethnic cultures in order to develop readiness for interethnic and intercultural communication, interaction and cooperation in the multiethnic, multicultural space of Russia , region and world. The main result of the education of students in a multicultural educational environment is the formation of readiness for interethnic and intercultural communication, which presumes teaching schoolchildren their native culture, initiating them into various ethnic cultures, constantly organizing interethnic and intercultural communication, interaction and cooperation in learning various subjects and extracurricular activities. Sociocultural reflection is formed In the process of interethnic and intercultural communication – awareness of the essence of communication, communication between ethnic groups and their representatives, cultures, and coordination of these processes based on the principles of tolerance and humanism. The materials of the article are of both theoretical and practical value, since consideration of a multicultural educational environment as a pedagogical phenomenon will allow us to develop educational and methodological support for the formation of the personality of a student as a representative of a particular ethnic group, a member of a multiethnic state, a citizen of Russia.

The relevance of the work lies in the urgent need to develop the ability to communicate in a foreign language, which improves communication skills, enriches intercultural experience and provides easy adaptation to new language environments. Game techniques make learning more interesting and effective, especially for children and young people. In addition, such methods can contribute to the development of innovative educational approaches. Therefore, research work in this area remains relevant and has the potential to significantly enrich the field of education and international cooperation. The purpose of this study is to examine thoroughly the influence of gamification on the development of spontaneous dialogic speech in students studying foreign languages. Specific aspects of the purpose of the study include: determination of methodological and psychological aspects in working out effective educational programs. This study includes a number of stages and approaches to achieve the goal of studying the influence of gamification on the development of spontaneous dialogic speech. The results of a large number of studies show a positive effect of gamification on the development of spontaneous foreign-language dialogic speech. Students involved in the game learning process demonstrate an increase in motivation and interest in learning the language. They also often achieve better results compared to traditional learning methods. The theoretical significance of the study lies in the fact that it contributes to the improvement of our knowledge about methods and approaches to the development of spontaneous foreign-language dialogic speech. This allows us to better understand how gamification affects the acquisition of a foreign language and the formation of communication skills, which can enrich the field of applied linguistics and education, contributing to the development of new educational programs and techniques. The practical significance of the research lies in the fact that its results can be applied in educational institutions and foreign language courses. They provide teachers and instructors with valuable tools for developing the skills of free communication in a foreign language among students. It also has practical application in intercultural and international communication, improving the ability of people to communicate effectively and naturally in different languages in various fields of activity.

An important element of the educational process in a modern pedagogical university is the methodological component of the future primary school teacher training, since the qualitative selection of the educational content ensures a high level of graduates’ readiness for professional activity. In this regard, the search for updated effective tools and the content of methodological training with a focus on the modern digital educational environment becomes relevant. The purpose of the article is to consider the technology of modeling the process of methodological training of future primary education teachers, to consider the potential of methodological training of students in the context of digital transformation of the education system at the Mordovian State Pedagogical University named after M. E. Evseviev. To achieve this goal, principal methodological approaches were used, among which an important place is given to systemic, personality-oriented and reflexive approaches. The article provides a detailed theoretical analysis of the stated problem, characterizes the structural components of the model of methodological training of future primary school teachers, identifies the problems of methodological training of bachelors through experimental research, and develops a theoretical justification for modeling methodological training of students in the context of digital transformation. The main results of the study will ensure the actualization of scientific knowledge in terms of the content and methodological training of students, taking into account the specifics of modern education. The theoretical significance of the article is in determining the main directions of modeling the process of methodological training of a future primary school teacher in the context of digital transformation. The practical significance of the article is determined by the possibility of using digital tools and organizing communication in the modern digital world as a part of classical training of future bachelors at the Faculty of Pedagogical and Art Education of the Mordovian State Pedagogical University named after M. E. Evseviev.

The relevance of the problem under study is related to the examination of the characteristics of the giftedness signs development in students of psychological and pedagogical classes. Psychological and pedagogical classes form high school students’ ideas about pedagogical and psychological professions, help in self-discovery, development of professional interests, and allow them to try themselves in the profession. Purpose of the study: to identify specific features of the educational process organization in psychological and pedagogical classes that contribute to the development of giftedness in high school students. Objectives of the study: to study the specific features of the giftedness signs development in students of psychological and pedagogical classes, to identify the content and forms of the giftedness signs development in high school students, to work out a program for the development of giftedness in students of psychological and pedagogical classes. The works of scientists in the field of giftedness, pedagogical and developmental psychology and educational psychology served as the theoretical and methodological basis of this work. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical (testing, questioning, pedagogical experiment); methods of quantitative and qualitative analysis. The study was conducted on the basis of the Municipal Budgetary Educational Institution “Secondary School No. 5” in the city of Donskoy, Tula Region. 20 students of the 10th and 11th grade of psychological and pedagogical classes took part in the pilot study. The diagnostic program included 5 methods. The experience of testing the “Fundamentals of Psychology” program is described. The novelty of the publication is associated with the use of web technologies in the program for the development of giftedness signs in students of psychological and pedagogical classes, which take into account the interests of the modern generation, trends towards computerization, and the expansion of artificial intelligence use in the educational environment of the school. The creative potential of future teachers is increased through the use of tasks to generate an image based on a text query using a neural network, media lessons, web quests, web excursions, Internet competitions, etc. The study showes that the development of giftedness signs in students of psychological and pedagogical classes through web technologies will be more successful if the individual and psychological characteristics of students in the psychological and pedagogical class are taken into account; deepen knowledge about psychological and pedagogical professions; use web technologies when working with students. These conditions were tested during the implementation of a psychological and pedagogical program, as a result of which positive changes in the studied indicators were recorded. The program for developing signs of giftedness among students in psychological and pedagogical classes has aroused interest and can be used by psychologists and teachers.

The development of intellectual capital for knowledge-intensive industries and cutting-edge sciences is an urgent problem of higher education under the present socio-economic conditions. Its solution relates to the rethinking of nature and resource potential of a university. A solution path in terms of modern education concepts is the university transformation into a "knowledge factory". The scientific and education environment of the university in this sense is distinguished by its polysubjectivity and hybrid character, revealed in the interaction of natural and artificial intelligent agents. The need for theoretical and methodological grounding of intellectual capital development within the hybrid scientific and education environment determined the aim of this article which is to develop a model describing the intellectual capital main components and mechanisms for its development. The choice of tools to implement the model also needs grounding, which is given by an example of biophysics as a science with accelerated generation of new knowledge to be transferred into the learning process. The study is based on the synergetic-network approach, which potential is extended by the competence-based and ontology-semantic approaches. These approaches together provide an insight into the organisation, competence and technological aspects of intellectual capital development. The study provides the following results of theoretical significance. The nature of the university is revealed as a network education system with the triple network structure within which science, education and industry representatives interact. New scientific knowledge obtained in their collaboration is accumulated in an open knowledge base to form an integrative resource potential for the intellectual capital development. To understand this process, the authors’ model is developed to explain the intellectual capital structure as four interrelated components (human, organisation and consumer capital, intellectual property), which determine the main systems and mechanisms of its development. The practical significance of this article is in grounding tools for transferring new scientific knowledge into the learning process to implement the model. A form of knowledge representation adapted for didactic tasks is offered. That is training course ontologies as the basis for Artificial Intelligent agents. A prototype of Artificial Intelligent mentor as a web application is developed.

With the continuous development of science and technology, especially after the pandemic, artificial intelligence technology has received wide attention and usage all over the world. In China's higher education system, English teaching in colleges and universities has always been an important component. The purpose of this research is to evaluate the usage of artificial intelligence technology in a university for teaching English in order to provide the recommendations for improving the quality of teaching and promotion the digitalization of the education. This research employs a combination of literature review, case study analysis and empirical research methods to summarize the advantages and status of the usage of artificial intelligence technology in the process of teaching English at the university by sorting and comparing the relevant literature. At the same time, combined with the real-life cases of teaching English at the Department of Finance of Inner Mongolia University (China), an in-depth analysis of the effect of applying artificial intelligence technology in teaching English was carried out. We found that intelligent teaching platforms can provide the students with personalized learning resources and learning services, which greatly improve students' learning efficiency; the application of natural language processing (NLP) technology in the teaching English in the universities can improve teaching efficiency, and promote the digitalization of the education process. Machine learning technologies can provide personalized learning resources and learning plans based on students' learning preferences and characteristics, greatly increasing their interest in learning English. The research’s results show that artificial intelligence technology has important ways of usage and broad prospects in teaching English at the universities. It can also improve teaching efficiency, and promote the digitalization of the education process.

The relevance of this study is due to the need to correct the education system as a whole, and this study is intended to contribute to this endeavor. Our goal is to create prerequisites for the growth of the quality of education and conditions for improving the efficiency of social and educational institutions. Our research focuses on methods, models and techniques used to describe and analyze the processes of monitoring students' performance. The effectiveness of socio-educational institutions can be assessed through the analysis of students' performance, as it is an important indicator of the quality of education. This indicator reflects the degree of acquiring knowledge and skills by students, which affects their future success both in studies and in professional activities. In order to achieve the set objectives, the study used the methods of forecasting, expert assessment and correlation-regression analysis. Initially, the literature sources on the subject of the study were analyzed. Then, statistical information was collected and analyzed in relation to a specific institution, which allowed us to identify the main patterns related to the dynamics of the process. Questionnaires and interviews with experts in the field of the study provided more detailed information about the factors affecting the effectiveness of the educational process. The construction of statistically justified mathematical models opened the possibility of forecasting changes in the studied indicators in future. The scientific novelty of this study lies in the complex analysis of the main indicators of the efficiency of social and educational institutions. The article substantiates the choice of the most important factors affecting the performance of students and founds a mathematical relationship between performance and the influence of these factors. The practical value of this study lies in the development of information-analytical system for monitoring the academic performance of students in the educational institution under consideration. The obtained scientifically substantiated results can be used to improve the work of the institution and improve the quality of education, as well as in the development of long-term strategies and planning of educational processes.

One of the significant stages of ensuring the effectiveness of educational work is its evaluation. The issue of evaluating the effectiveness of educational work is explained, as a rule, by the latent, delayed period of obtaining the results of educational work, by the polysubject nature of the education process. Big Data technologies have a huge potential in obtaining information about the results of education. They provide opportunities for more effective data analysis, making more informed decisions and improving the quality of educational work. The issue of working out methodology for evaluating the effectiveness of educational work in an educational organization using Big Data technologies requires special attention, as well as the problem of obtaining a variety of information from different subjects of educational relations, classification of the information received in the form necessary for Big Data technologies. The purpose of the study is to determine the list of information sources that allow obtaining information in the form necessary for working with big data about the effectiveness of educational work in an educational organization and the methods of obtaining information corresponding to them. The article justifies the need for the use of Big Data technologies in evaluating the effectiveness of educational work in an educational organization. The study resulted in identifying the methods of obtaining information that can be applied within the framework of Big Data technologies. The empirical data of the teachers’ questionnaire are presented in order to determine their readiness to use methods of obtaining information and to classify the information necessary to download documents into the MongoDB system. The theoretical significance of the article lies in the fact that the problem of evaluating the results of educational work with the use of Big Data technologies is considered. The practical significance of the study results lies in determining the list of information sources that allow obtaining information in the form necessary for working with big data about the effectiveness of educational work in an educational organization and the methods of obtaining information corresponding to them. The article will be useful for teachers and specialists dealing with issues of educational work and evaluation of its effectiveness.

The wide spread of various mentoring practices in universities has actualized the issue of studying and systematizing their influences on students, teachers, non-teaching staff and the organization as a whole. This study is devoted to the variety of types, aspects, elements, relationships, internal and external factors of mentoring practices functioning at the university. The study was carried out in line with the systems approach. The author made an attempt to form understanding of mentoring as a meta-practice that determines the humanistic core of higher education and contributes to the implementation of the mission to help a person find his/her purpose, mastering ways to achieve this purpose. The relevance of this problem is due to the increasing speed and complexity of political, economic, social, technological changes in the environment, often having a nature that threatens the successful personal development of individuals participating in educational relations. The purpose of the article is to analyze the meta-functions of mentoring, such as development, involvement, increasing trust, promoting uniqueness and diversity, and also to substantiate the essence of mentoring as a meta-practice to support the humanistic vector in the development of higher education. The author uses systems, transdisciplinary, humanistic approaches and theory of change to develop a mentoring model as a meta-practice that supports the humanistic development of the university. She also explains the need to study the effects of introducing formal mentoring programs when designing university development strategies. The theoretical significance of the study is ensured by the substantiation of the key idea of mentoring at the university to promote the achievement of independence and self-efficacy of the individual, as well as by updating the role of mentoring in the formation of a program of change in higher education in the context of technocratization, digitalization and dehumanization of the environment. The practical significance is as follows: the concept of mentoring as a meta-practice has been developed; the threats to the implementation of the humanistic role of mentoring in the development of universities are substantiated; recommendations were formulated for the university to design and “live” the meta-practice of mentoring as a necessary and important part of its life.

The research delves into the matter of training technology teachers to assess the educational outcomes of students in a digital transformation of education. Given the growing importance of technological education as a requirement for driving innovative development in the national economy, coupled with the rapid advancements in digital technologies and the primary role of assessment in the educational process, this issue holds significant relevance. The purpose of the research is to study the problems and prospects of training technology teachers to assess the educational outcomes of students in the digital transformation of education. The research sums up modern scientific works in pedagogical assessment, presents the results of a review on the current state of technology teacher training through the analysis of work programs of universities implementing integrated training of technology teachers for assessment using digital tools, and also describes the experience of teaching the discipline “Modern tools of educational outcomes assessment” on the formation of professional competences related to labor functions of a modern technology teacher. The authors propose a list of domestic digital tools for assessing the educational outcomes of students, corresponding to technical and didactic capabilities and meeting the requirements for the organization and conduct of assessment in technology lessons. The theoretical implication of the research is to identify the problems and prospects of training technology teachers to assess educational outcomes using modern digital tools. The practical implication of the research lies in the development of the content of the educational module of technology teacher training for assessment, taking into account the didactic potential of digital tools that allow assessing not only the theoretical knowledge of students but also the results of their transformative activities. This study is devoted not only to presenting aspects of the digital technologies use for assessment purposes in the context of digitalization and virtualization of the educational environment, but also to demonstrating the didactic capabilities of digital assessment tools when they are introduced into the educational process at a university. The results of the research will be advantageous to university teachers, students, technology teachers and teachers of additional technological education.

The study of motivation has always been one of the most relevant topics in the theory and methodology of teaching foreign languages. The theoretical foundations of the problem of motivation to learn a foreign language are increasingly attracting the interest of scientists and results in the search for new ways to enhance and sustain it. In the era of digitalization and smart foreign language education, WEB 2.0 tools have great opportunities in providing a rapid input of the foreign language continuum and new forms of linguistic learning, and in maintaining a deep interest of students. Study blogs, optimizing the learning process and having great educational potential, are especially popular nowadays. However, the implementation of a study blog in teaching foreign languages requires a competent methodological approach and the proper organization of educational activities for students, in particular, as a motivation management tool. In this regard, the aim of the article is to identify and to test experimentally methodological conditions for developing students' motivation to learn a foreign language by means of a study blog. The article presents the rationale for the identified conditions (immersive learning environment; contextual approach to learning; motivational online-homework task design; methodological support for students in the conditions of network interaction; regular teacher’s feedback; orientation to the students’ subjective learning experience; the use of a system of incentives and the practice of achievements; the presence of freedom in the online-environment, the availability of platform functionality) and the results of the effectiveness of their implementation in the educational process. To assess the motivation of students in learning a foreign language, a motivational questionnaire was used. The results of the questionnaire were processed using the statistical program SPSS. According to the statistical procedures of the experiment, the students achieved the best results in enhancing learning motivation by means of the study blog "WordPress". It makes possible to draw a conclusion about the effectiveness of the tested methodological conditions in increasing the motivation of students to learn a foreign language by means of the study blog. The article will be interesting to the teaching staff and methodologists of higher educational institutions in the field of teaching foreign languages, and teachers who are interested in research of motivation development.

The paper examines the methodological and didactic aspects of the application of the interactive approach in the pedagogical practice of a modern humanitarian university; a methodology for structuring an interactive project of media objects is presented as a result of educational and methodological work on the creation of digital educational materials to provide collective forms of independent work for students in interaction mode; an analysis of scientific research devoted to the theoretical justification of interaction as a process, as well as the interactive approach in teaching methods, was carried out. Relevance of the problem of introducing interaction technologies: pedagogical technologies used in the practice of Russian higher education do not sufficiently solve the educational problem of updating social and professional roles and developing the skills of effective communication and targeted interaction/cooperation of students in the learning process. Subject of research: the use of an interactive approach in the pedagogical practice of a modern humanitarian university as a condition for increasing the effectiveness of teaching. Objectives of the work: analysis of scientific research by Russian and foreign specialists; consideration of the process and stages of structuring an interactive project by students; formulation of the main provisions of the methodology for structuring an interactive project of media objects. Main approaches: the synergetic method - a technique for structuring an interactive project of media objects is considered as a complex process that combines the interactive approach, the project method and information technology in the pedagogical practice of a humanitarian university, used to increase the effectiveness of teaching; comparative method - the basis for improving the methodology under consideration was a comparative analysis of the results of students completing collective tasks for independent work in the interaction mode, as well as a comparison of commented collective media presentations during the procedure for defending interactive projects; systemic - the presented methodology is a unified system, including a theoretical justification for the need to introduce such pedagogical technologies into the teaching practice of a modern humanitarian university and the practical results of the systematic consistent application of this methodology in teaching activities. The theoretical significance of the work lies in the results of the analysis of the works of Russian and foreign colleagues; practical – in the possibility of using this methodology in order to actualize social and professional roles and develop effective communication skills and targeted interaction/cooperation of students in the learning process; The methodology is positioned as one of the didactic tools for solving the problem of increasing the effectiveness of teaching students at a modern humanitarian university.

Currently, the relevance of high-quality cognitive development of children, starting from preschool age, has increased significantly. If previously there was an accumulated demand for the quality of cognitive development among certain groups of the population, now this norm is enshrined in the Russian education system. Due to the complexity of cognitive processes development, technologized means, including cognitive classes, become the most significant in practice. There are different tools for working with cognitive phenomena, processes and research. However, there are now only scattered studies in the pedagogical field which reveal some aspects of the development of cognitive activities. The basis here is most often the most famous cognitive-taxonomic theory of B. Bloom, which reveals the main levels of development of cognitive activity that contribute to the achievement of educational goals. At the moment, the problem of selecting the most effective forms, methods and techniques, teaching aids, including for conducting cognitive classes for the development of cognitive activity of older preschool children remains unresolved. This article achieves the goal of formulating the basic requirements for the development of learning tasks for older preschoolers, which can be used at different stages of cognitive training. Analysis and synthesis were used as research methods, including when studying literature on the research topic, survey, questionnaire, and mathematical methods for processing empirical data. As a result of theoretical research, the works of domestic and foreign researchers in the field of developing a cognitive paradigm of education, as well as studying the process of development of children's cognitive activity, were analyzed. The practical significance of the study lies in testing a number of formulations of learning tasks at different stages of a cognitive lesson for the further creation of a constructor for compiling such tasks on any topic. The article may be of practical interest for teachers of preschool organizations and other researchers of this issue.

The relevance of the article lies in clarifying and concretizing the content of the concept of «psychological security of the educational environment» taking into account new challenges and threats with an emphasis on the personal factor. It is shown that the definition of psychological security of the educational environment through the category of protection from various risks and threats does not meet new challenges and threats. The authors believe that in the modern digital world, combining real and virtual influence on children and young people, it is not possible to fully foresee all imaginable dangers and protect students from them, because even identical conditions for one student may be safe, for another – constitute a potential threat. The authors emphasize that the educational environment is characterized by dynamism, and its psychological security as an integrated part is based primarily on the ability of the subjects themselves to maintain stability, vigilance, show critical thinking, resist negative influences and overcome them on their own or by seeking help. The aim of the study was to examine the personal characteristics of modern students which can influence the psychological safety of the educational environment in a situation of new challenges and threats. The following personal qualities of students were studied: conformism, social pessimism, intolerance, nihilism, cynicism, destructiveness, attitude to the permissibility of aggression, the presence of a cult of strength, protest activity, etc. To do this, the multidimensional diagnostic technique by D.G. Davydov and K.D. Khlomov was used. According to the results of the work done, the personal characteristics of students that form the potential risks of both illegal activity and loyalty to its implementation on the part of other persons are revealed: social conformity, unwillingness to make independent decisions and take personal responsibility, a tendency to simplify the picture of the world, reduce complex parameters of the VUCA world to generalized models, attraction to idealized guarantees of social justice. The novelty lies in identifying the targets of socio-psychological work with students aimed at reducing the risks to the psychological safety of the educational environment. The results of the research can be used by the administration, university teachers, tutors of student groups, psychologists to organize educational, correctional, preventive work with students, as well as for psychological and pedagogical support of students, taking into account their individual characteristics at the stage of their personal development at the university.

In the current social-economic situation, the demand for specialists in the food industry is increasing. An important role in shaping the competitiveness of future labour market participants is played by professionally-oriented foreign language learning. The purpose of the article is to describe the experience of organized professionally–oriented interaction with the use of a foreign language to form the competitiveness of future specialists in food industry at a technological university. Based on the content of the concept of "competitiveness", it becomes obvious that it is necessary to organize interaction in order to form it. The authors highlight the importance of professionally-oriented foreign language training for specialists in the food industry in relation to the performance of labour functions and their competitiveness in the labor market. The integration of language training with the content of the disciplines of the professional cycle is presented, i.e. the topics of the worked out manual correlate with the cycles of professional disciplines. Auxiliary tasks and expected results of the lesson are defined in the worked out first lesson on the discipline "Foreign language" for future specialists of the food industry. It describes professionally-oriented interaction with the use of a foreign language in the first three semesters, in which the discipline "Foreign language" is studied. In addition to the introduction of a professionally-oriented manual into the training course of future specialists in the food industry, the training methods, which are used, are also indicated. The described experience of organized professionally-oriented interaction using a foreign language can be useful for organizing professionally-oriented interaction in other areas of training.

In modern conditions, in the period of new challenges, the quality of professional education of future bachelors in the field of environmental protection is the key to the sustainable development of the country. In this regard, one of the priorities of higher education institutions is the training of highly qualified specialists in the field of environmental safety, whose level of professional competence will determine the effectiveness of solving environmental problems at the federal, regional and local levels. The relevance of the research is due to the need for scientific substantiation of the potential of network educational environmental projects to ensure the effectiveness of the process of professional competences formation for bachelors in the field of nature protection. The purpose of the article is to determine the level of bachelors’ professional competences formation in the field of environmental protection. The tenets of the activity- and competence-based approaches, which determine choosing the means, forms and methods of solving research problems, served as the methodological basis of the research. The leading methods of studying the problem were: pedagogical design; theoretical analysis and evocative generalization of pedagogical experience in conducting network educational projects; experiment and methods of statistical processing of the data obtained. 17 institutions of higher education located in 6 federal districts of the Russian Federation (Central, Northwestern, North Caucasian, Volga, Ural, Siberian) were the empirical basis of the research. 155 students whose area of training is “Ecology and Environmental Management” (bachelor's degree level) 05.03.06 took part in the experiment. The article presents the results of the formative stage of the experiment, which indicate an increase in the level of professional competences formation among bachelors in the field of nature protection in the process of implementing the network educational environmental project "Environmental protection in the regions". The theoretical significance of the research lies in expanding the understanding of the prospects of using network educational environmental projects in the professional training of bachelors in the field of nature protection. The results of the study can be useful for educational organizations in assessing the quality of educational activities and training of students, in designing the content elements of disciplines (modules), practices; for teachers to provide methodological support for the organization and conduct of all-Russian and international network educational projects of various directions; in preparing educational materials for use in the professional development system for specialists in the field of environmental safety and environmental management.

Health as a value is constantly relevant, which is the reason for research concerning this aspect. The purpose of our study was to empirically examine the relationship between individual typological characteristics of a person and the degree of importance a person gives to the value of “own health.” As a result, personal traits were identified that are characteristic of individuals who place the value “health” on the upper and middle levels of personal values hierarchy.

The focus of this article is a discussion of the professional motivation for Psychology majors. The purpose of the article is to show the results of an empirical study of the professional motivation for students majoring in Psychology from the point of view of general professional motivation, its orientation (internal, external) and factors of attractiveness/unattractiveness of the future profession. The sample consisted of 83 students of the Petrozavodsk State University. It was found that high motivation for professional activities prevails among students. Factors of attractiveness and unattractiveness vary depending on the year of training and specialization of psychology students. Students with lower professional motivation in the field of Psychology are characterized by lower internal motivation.

Primary school students with severe and multiple developmental disabilities have limited vocabulary, inaccuracy in the use of words, as well as a large gap between active and passive vocabulary. The relevance of the brought up subject emphasizes the need to develop innovative means of correctional and developmental work with children of this category. The purpose of the article is to determine the means of alternative communication for the development of the vocabulary of primary school students with severe and multiple developmental disorders. We discussed and identified more effective means of alternative communication. We also analyzed how to use PECS cards and the Makaton system for the development of the vocabulary of primary school children with severe and multiple developmental disabilities.

The article specifies the relevance of studying issues of psychological well-being of first-year university students as an important internal resource of a person that helps to cope with life’s difficulties. The purpose of the article is to analyze the characteristics of the manifestation of the structural components of psychological well-being among first-year students of different areas of training. Research methods: K. Riff’ scale of psychological well-being, adapted by L. V. Zhukovskaya, E. G. Troshikhina. The results of the study showed that psychological well-being among first-year students is primarily felt in openness to new experiences, the desire to learn, and self-improvement. It is shown that the psychological well-being of students in different areas of training has its own unique structure, characterized by different levels of manifestation of psychological well-being scales.

The study of ideas about academic procrastination and adaptive capabilities of university students becomes particularly relevant and significant. The data obtained will form the basis for the development of training programs aimed at the formation and development of behavioral strategies that will help university students overcome academic procrastination and increase their adaptive capabilities. The purpose of the study is to identify the relationship between academic procrastination and the adaptive capabilities of university students. During the empirical study, it was found that the higher was the level of procrastination, the lower were the adaptive capabilities of university students.

A developing technology in an environment of artistic and creative dialogue is a result of the long-term joint design, educational and exhibition experience. The purpose of this article is to present and justify the authors’ methodological materials on writing a fairy tale based on an artist's painting for fairy tale therapy and for using it in order to develop an individual's creative potential. As a result of the study, the authors have given a definition of “the author’s fairy tale based on the artist’s painting”; summarized theoretical information about the phenomenon of fairy tales; developed an algorithm for writing a fairy tale based on the artist’s painting, justified its psychological structure; made a list of technologies for searching for a plot and selecting fairy tale characters based on painting. It was found that the environment of the exhibition encouraged viewers of the exhibition to become the authors of their own fairy tales based on the painting.