№ 02 (February)

The relevance of the chosen topic is shown through the modern priority direction of education development, which involves the creation of an inclusive educational environment that would be maximally focused on meeting the special educational needs of students with disabilities. The problem of the study presented in the article is determined by the current contradiction in the search for mechanisms of the educational environment individualization in inclusive education that meet the basic needs of society – the availability of the high quality education for every child, regardless of the place of residence and the degree of health impairments and existing traditional forms classes that do not take into account the peculiarities of the psychophysical development of the child and are not focused on his/her individual educational needs. The purpose of the study is to determine the principles of designing an adaptive lesson and the technology for creating elements of an adaptive lesson through the direct participation of a child in a process where he is not a passive participant; working out multi-level tasks that would correspond to the status of special educational needs at a particular time; algorithmization of complex operational actions and theoretical material and the use of the principle of visibility and associations, taking a biology lesson as an example. These aspects of the problem are the main direction in achieving effective work in the context of inclusive education. The article presents the author's ideas that make up the methodology for creating elements of an adaptive lesson. She proposes the principles of designing a lesson with individualization in inclusive education, concretizing these ideas in the content of a practice-oriented lesson in biology. The scientific novelty of the presented study is determined by the author's development of the elements and principles of an adaptive biology lesson in the process of creating an inclusive educational environment. The significance of the research results is manifested at the theoretical level in terms of expanding ideas about inclusive education and individualization of the educational environment in the field of adaptive lesson strategies on the example of biology classes, and at the practical level – in terms of developing an educational product in the form of lesson elements when studying new material in practical classes in biology.

The relevance of the article is due to the importance of building soft skills in university students. Further employment is an important indicator of the university work, but graduates are faced with the fact that the employer assesses not only their professional competences, but also the skills that, according to the employer, are necessary for effective work. The processes taking place in society require university graduates to have developed adaptation skills, teamwork abilities, effective interaction skills, the ability to bear responsibility and make independent decisions. The purpose of this article is to describe the potentials of training in the process of teaching university students in order to build soft skills. As a result of the study, the author analyzed domestic and foreign experience in studying the formation of soft skills among students. In addition, the opinion of students of the Amur State University about soft skills and their content was studied. Based on a survey, analysis of scientific literature and methodological works of domestic authors, a training was developed for building flexible skills. The obtained results are summarized and the goals of further study of the problem are formulated in the conclusion of the article. The systemic approach used in the study allows us to deeply examine the concept of building soft skills in university students and find effective pedagogical technologies. As a result of the analysis of the works of foreign authors involved in the study of soft skills, it is concluded that all definitions imply a set of universal, non-specific for a particular professional activity skills that can be useful for professional and personal development. The empirical base of the study is represented by a survey among the social sciences, humanities and engineering majors of the Amur State University in the form of a questionnaire. 132 students took part in the survey. As a result of the study, the author found out the differences in attitudes towards soft skills among humanities majors and engineering majors. The theoretical significance of the study lies in the theoretical justification of the training inclusion in the educational process for building soft skills. The practical significance of the study lies in the development of trainings that contribute to building soft skills.

During the COVID-19 pandemic, the vast majority of schools in Russia have organized online-teaching. Even though, by this time, the process of education digitalization had been implemented throughout the country, the practice of using distance learning technologies turned out to be relevant and insufficient. During the period of distance learning, students experienced difficulties in communication along with problems in regulatory activity: they did not manage digital educational tools for organizing communication; they found it hard to work in a group on problems; they did not possess the skills to take part in remote collaboration using video and audio conferences, etc. A teacher needs to know the level of students’ proficiency in the communicative skills for the effective educational process organization in the remote access mode in general and the communication organization in particular. Besides, there is a lack of modern methods for diagnosing deficiencies in communicative students’ activity in the remote access mode. The purpose of the study is to develop diagnostic instrumentation to find out the levels of communicative universal learning actions formation (hereinafter referred to as communicative ULA) among secondary school students in distance learning. Based on a comparative analysis of international and Russian studies, communication models in the digital educational environment were specified, structural components of communicative skills for the distance learning conditions were identified, a questionnaire which aims to indicate the level of communicative ULA formation in distance learning was arranged, the formation levels were defined. The practical significance of the study lies in the using diagnostic instrumentation to find out deficiencies in the formation of students’ communicative skills in the conditions of using distance technologies. The research materials can be in demand by managers, methodologists, teachers of the secondary education system when developing methodological recommendations in the field of formation of communicative skills of students in distance learning.

The relevance of the research topic is related to the real condition of methodological readiness of teachers for a forced change of professional activity in the context of a sharp transition to distance and blended forms of education. The problem of the content of the professional, in particular methodological, readiness of the teacher for professional activity in the conditions of modern realities requires a more thorough study. It is necessary to pay attention first of all to the qualities that a modern teacher of the digital world should possess. The relevance of this study determined its goal – to define the essence and content of the methodological competence of a teacher who meets the challenges of modernity. In accordance with the goal, the following tasks were set: based on the analysis of various approaches to the understanding of the concepts “competence”, “competency” and “teacher’s methodological competence”, to clarify the concept of “teacher’s methodological competence”; to identify and substantiate the content of the methodological competence of a primary school teacher, taking into account the requirements of the modern world to the level of his/her professionalism. To solve these tasks, theoretical research methods were used (analysis, synthesis, comparison when studying the literature on the research problem; analysis of legal documents). This study may be valuable for the theory and methodology of higher education in terms of scientific substantiation and selection of the content of the methodological competence of a primary school teacher. Clarification of the content of the "teacher's methodological competence" and "teacher's methodological competency" concepts complements the theoretical foundations of pedagogical science. Based on the analysis of scientific and pedagogical literature on the topic of the study, the following structural components of the methodological competency of a primary school teacher were identified: a personal component, and a cognitive-activity component. In addition, the content of each of the selected components is defined. The practical significance of the study is determined by the fact that the results of this study can be used in the system of university and postgraduate teachers’ training.

The relevance of the problem of studying rhizomatic learning is associated with the increasing pace of modern technological changes that have challenged historical ideas about what is considered knowledge and systems for its construction. Rhizomatic learning describes an alternative to the traditional concept of knowledge, where a rhizomatic learning model is proposed instead of an expert-oriented cycle of pedagogical planning. The problematic issue of this article is: what is the essence of rhizomatic learning? The aim of the study is to review theoretical concepts in order to reveal the essence of rhizomatic learning from the standpoint of poststructuralism. The research method is a review of scientific literature. In the literature review, the current literature on the issues under study was considered. The literature review period includes philosophical and educational literature from 1968 to the present time. Rhizomatic learning is based on Giles Deleuze’s and Félix Guattari's rhizome term, which has no beginning or end, providing a dynamic, open, personalized learning network created by learners themselves that meets their perceived and real needs. Scientific analysis has shown that rhizomatic learning develops through the concepts of Deleuze, Guattari, especially through the concept of "becoming a student" and occurs throughout life. In the rhizomatic model, knowledge is discussed, and learning experience is both a social and personal knowledge-creation process with shifting goals and constantly debated premises. The metaphor of the rhizome, which represents a critical leap in overcoming the loss of a canon against which knowledge can be compared, judged, and assessed, may be particularly appropriate as a model for cutting-edge disciplines where the canon is fluid and knowledge is a moving target. Theoretical and practical significance. Based on the data obtained in the study, it is planned to formulate proposals for improving the educational practices used in the process of teaching students in higher education institutions. The research materials presented in the article may be useful to education researchers from various fields of social sciences, specializing in the creation of new educational systems.

The study of the mental processes of students with health disorders is of current importance, as it is associated with their mechanism of influence on the success of educational activities during the period of study at a university. The purpose of the work is to conduct a comparative analysis of the characteristics of mental processes in students with different levels of health. As a result of the study, it is found that students with visual impairments have higher level of attention distribution and logical memory, while their speed of processing information is lower, in comparison with students with normal vision. Based on the results obtained, recommendations for increasing the level of cognitive processes in students are proposed.

The relevance of the topic under study is due to the need to assess the impact of the activities of small and medium-sized businesses, self-employed citizens on the socio-economic development of the region. The purpose of the study is to analyze the level of small and medium-sized businesses development in the Sverdlovsk region. To achieve this goal, the article uses the method of statistical analysis and the method of theoretical analysis. In the course of the work, the author considered the main statistical indicators of the activities of small and medium-sized businesses in the Urals Federal District. The main performance indicators and the structure of small and medium-sized businesses in the Sverdlovsk region for the period 2018–2021 are analyzed in more detail. Based on the results of the study, the author defined the level of small and medium-sized businesses development in the Sverdlovsk region, formulated recommendations for increasing this level and achieving the targets provided for by national and regional projects for the development of entrepreneurship.