№ 06 (June)

Modern Chinese universities train philology majors who are to study and teach Russian as a foreign language. The peculiarity of the process of learning Russian as a foreign language by Chinese philology majors is the impossibility of immersing students in real functioning of the native language environment, as well as direct initiation into the Russian socio-cultural specifics. Teachers at Chinese universities are faced with the need to create conditions for the partial familiarization of students with the Russian language environment, which determines the relevance of the search for and implementation of new tools for building up socio-cultural competence of students who learn the language outside the language environment. The aim of the work is to identify the specifics of the study of Russian as a foreign language by future bachelors-philologists studying Russian as a foreign language in Chinese universities. The study is based on the use of such methods as analysis, synthesis, systematization, and comparison. Based on the analysis of modern domestic and foreign scientific and methodological sources concerning the creation of an artificial language environment in the process of learning a foreign language, the author summarizes information on the means and tools used in the practice of foreign language teaching that allow foreign students to be partially initiated into the language environment of native speakers. It is revealed that this process is facilitated by the widespread use of technical teaching aids, as well as information and communication technologies, which allow the teacher to find and correctly introduce authentic materials in text, audio, and video format into the course of education. In addition, the practice of teaching Russian as a foreign language as an element of effective learning outside the language environment shows the positive effect of organizing "speaking clubs", direct communication with native speakers within the classroom and extra-curriculum activities of students. Based on the identified tools and means of compensating for the lack of a natural language environment, it seems possible to describe the specifics of the study of Russian as a foreign language by philology majors at Chinese universities. The theoretical significance of the study lies in clarifying the means of developing the basic competences of foreign students in the process of learning Russian as a foreign language. The results of the work may be in demand by teachers who teach foreign languages to foreign speakers outside the language environment.

Over the past three decades, the relevance and prospects of using chatbots in foreign languages learning have increased significantly, having turned this topic into one of the most debated among researchers, developers of artificial intelligence, students and teachers. A lot of work is done by a teacher to recreate the language environment in the classroom – there are effective methods of pair and group work, didactic materials aimed at intensifying the development of language skills. The studies conducted so far give a fairly complete picture of the sociolinguistic, didactic, psychological aspects of chatbots in language education, reveal their cognitive potential. Online chatbots can become a means of language practice for the learner in any convenient situation, given that they are compatible with any operating system of smartphones, tablets, laptops. In the last decade, chatbots have been increasingly used as aides in language learning due to their easy adaptability to specific requests (for example, aspect study – vocabulary, grammar, speaking and writing), for solving complex tasks – the study of an entire topic with all didactic units, and linguistic flexibility – the study of the first, the second or subsequent language. This article aims to show not only the positive impact of artificial intelligence on the effectiveness of a foreign language learning, but also to point out the positions insufficiently developed by the creators of chatbots. Another goal is to find out whether chatbots with artificial intelligence are equally effective in studying different didactic units of a language, to identify possible pedagogical, social and technological opportunities provided by chatbots. Comparative analysis of the chatbots use in the student’s and teacher’s environment, opportunities and obstacles for the chatbots implementation in language teaching were used as research methods. As a result of the study, the experience of domestic and foreign researchers regarding the advantages and disadvantages of using chatbots in language education is analyzed. The article discusses the aspect of psychological readiness for communication among trainees (based on the theory of social presence) and how chatbots help or complicate this process. The article may be of practical interest to researchers of this issue.

Professionals in different spheres need to improve their skills, and employees of the Federal Tax Service of the Russian Federation are no exception. Professional development of tax service specialists is necessary for several reasons: changes in tax legislation, computerization of taxation processes, improvement of the quality of services and the procedure for consulting taxpayers, the overall level of service culture. The result of systematic professional development of tax professionals and improvement of skills is the improvement of the overall quality of service to taxpayers and the efficiency of tax administration, intensification of the work against tax violations. The purpose of the study is to identify the specific features of the system of additional professional education for specialists of the Federal Tax Service and opportunities for its improvement, taking into account the needs of the taxation institution. Within the framework of these tasks, the legal aspects of this educational form were analyzed and the structure of additional education was revealed. In addition, the motivation stimuli of employees for taking refresher courses were defined and weak sides of additional education system in Russia were revealed. The trends of studying this issue through a systemic approach are determined; it is noted that additional education is an opportunity not only to improve qualifications in the field of professional competences, but also to deepen general cultural and interdisciplinary knowledge. In this connection, the issue of employees’ motivation to constantly improve their qualification not only within the framework of normative regulations is relevant. Theoretical significance of the research consists in the worked out improved map of motivational development programs for tax professionals which includes the structure of three program components and can be used in the preparation of training programs within the framework of advanced education system. The authors have proposed an index model reflecting the results of the professional development of Federal Tax Service specialists in the Russian Federation. The practical significance of the study lies in the option of using the model to form a digital portfolio of a tax specialist and maps of the effectiveness of professional activity.

Adaptive learning technologies are considered very effective in the field of additional and corporate education, where the student has high external motivation. However, in case of university education, many training courses offered to students as part of the curriculum are of little use for conversion into electronic adaptive training courses, and most importantly, they do not arouse the cognitive interest of students. The article specifies the signs of such training courses. Traditional advice to a teacher to explain to students the benefits of this training course for a future profession or to apply original teaching methods does not work. Students "work out technologies for submitting reports" on the academic discipline, focusing on the minimum level of academic achievements necessary to obtain an acceptable grade. The paper describes the main tenets of the original system of assessing students' academic achievements developed by the author, which allows overcoming the uncooperative attitude of students to the study of such training courses. In the described technology, students compete for resources, which are knowledge of the academic discipline. The key feature of the proposed competitive assessment system is that an increase in the student's submitted papers, that is, an increase in his rating score, leads to a decrease in the rating score of other students of the academic group. The described technology has characteristics of adaptive learning, but the individual educational trajectory is not assigned by the training information system, but it is chosen by the student. In addition, it uses gamification technology in a special way that develops students' cognitive motivation. Repeated experience of using such technology has shown its high efficiency. The students gain both the total amount of knowledge and cognitive interest. The theoretical significance of the work is in showing new directions in the development of adaptive learning technologies, it allows for a better understanding of the potentials of gamification technology in learning. The materials of the work can also stimulate new directions in the study of educational motivation of university students.

Relevance of the research problem: currently, the issues of the use of information technologies and telecommunications in inclusive education have become very popular. It is difficult to overestimate the role of digitalization in inclusive education. Within the framework of this study, we will study not only the advantages that the introduction of information technologies in the educational process of modern schools provides, but also identify the most significant difficulties that teachers face in connection with the use of information technologies in the education of persons with special health needs. The authors tried to characterize the importance of information technologies and telecommunications in the process of inclusive education. The aim of the work is to identify and describe various possibilities of using ICT in inclusive education for persons with disabilities in the Russian Federation. The objectives of the study are to examine the problems of the process of education of children with disabilities, to analyze the conceptual foundations of inclusive education, to do a literary review on the topic of the study, analysis of research methods, analysis of the use of ICT in inclusive education, conclusions and discussion. Inclusive education equalizes the rights of ordinary children and children with disabilities, thereby providing the basis for a just society where everyone is equal and has the right to a complete education, regardless of individual characteristics and physical capabilities. In this context of problems, modern information and communication technologies are very advantageous, which act as a powerful tool of assistance and support in the process of teaching children with disabilities. Within the framework of this study, we will consider the prospects of using ICT in the education of children with disabilities. We will discuss the world practice of using ICT in inclusive education. This topic is problematic for all schools in the world today, since there is no developed mechanism that can be taken as a basis, as a correct and proven mechanism of inclusive education. Each school acts as an empirical object of research, which develops inclusive education on its mistakes. ICTs give us the opportunity to conduct experiments, which contributes to the birth and development of new methods and mechanisms of inclusive education. All people are different, and this fact complicates the mechanism of establishing inclusive education, since schools have to consider several times more ways to convey information flows to a student.

The presented article is devoted to the urgent problem of socio-ecological education in the system of higher pedagogical education from the viewpoint of its content and determination of educational results. The process of socio-ecological education is focused on the formation of a system of competences in a university graduate, allowing him/her to solve professional problems not only with a clear subject orientation, but also those that are associated with universal characteristics, in particular, in social and environmental spheres. The purpose of the article is to justify the component structure and the essence of such an integrative characteristic of a pedagogical university graduate as socio-ecological competence. The degree of scientific elaboration of the problem of socio-ecological competence formation among university graduates allows us to define it as a certain integrative characteristic based on a value-ideological foundation. A graduate who has gained socio-ecological competence is characterized by systemic knowledge, formed philosophical and professional ideas, as well as a subjective position regarding the solution of problems related to environmental protection and the responsibility for the consequences of personal decisions. The works of O.S. Anisimov, D.S. Ermakov, S.V. Alekseev, T.A. Oreshkina, S.N. Glazachev, A.I. Subetto, O.A. Nechaeva, O.E. Perfilova, E.N. Chekanushkina, E.G. Sharonova and other scientists allow us to define the structure of the socio-ecological competence of the future teacher from the standpoint of systematicity and integration, where each of the selected components cannot exist without relation with others. The difference in the verbal designation of the components does not prevent the allocation of their meaningful commonality in the form of a combination of motivational, value, cognitive, practical components. The theoretical significance of the article lies in the generalization and analysis of the current views of foreign and domestic scientists regarding the content of social and environmental competence. The scientific value of the article is in substantiating the author’s view on the problem of determining the essence of the component content of the social and environmental competence of a university graduate in the form of motivational-value, cognitive, orienting-reflexive and activity components from the standpoint of axiological, competency-based and interdisciplinary approaches.

The relevance of this work lies in the fact that the methods of teaching semantic reading can help modern teenagers to learn quickly and efficiently perceive and process large amounts of information in a foreign language. This will allow them to feel more confident in a constantly changing world. The article is devoted to modern methods aimed at the formation of semantic reading skills at the post-text stage of working with foreign text information. The Federal State Educational Standard of Basic General Education mentions that reading in the modern information society has "meta-subject" or "over-subject" character which determines the importance of this process in learning. However, not all educational and methodical complexes are designed to teach semantic reading in a foreign language as part of the educational process. In addition, it should be noted that teaching semantic reading cannot go separately from teaching other skills, such as speaking, listening and writing. All these four aspects are closely interrelated in the learning process. Therefore, the combination of semantic reading tasks with speaking, listening and writing tasks contributes to higher results in the process of forming reading skills in a foreign language. The purpose of our research is to identify and analyze effective methods of teaching semantic reading in English lessons at secondary school. The object of our research is the process of formation of speech competence in English lessons. The subject of the research is methods and techniques for teaching semantic reading at the post–text stage. The research methods used in the study of empirical material can be reduced to the following: analysis, synthesis, component analysis, observation and generalization of pedagogical experience, experimental learning and others. The article contains a detailed description of modern methods of teaching semantic reading in English lessons at secondary school, and also reveals their essence through the analysis of individual techniques, which allows us to identify the advantages and disadvantages of the described methods. The theoretical significance of the study lies in the systematization of the methodology for teaching semantic reading in English lessons in a modern school. The practical significance of the work is the possibility of applying the presented methods and techniques of working with the text at the final stage within the framework of pedagogy and methods of teaching foreign languages.

The relevance of the study on the topic of retraining and advanced training of teachers is due to the need for lifelong education to adapt to rapidly changing conditions. There is a need to improve the system of further professional education for teachers of foreign languages because of the rapid development of science, technology and the growing role of a foreign language as a means of intercultural communication and transferring of professional information in the modern world of globalization, integration and digitalization. Teachers of foreign languages working in a higher professional school must periodically undergo retraining or advanced training in accordance with the need to meet the current requirements of the methodology of foreign languages teaching and have information on the students’ specialization. The purpose of the article is to identify the needs of the system of retraining and advanced training of foreign languages teachers of the military higher school and present practical recommendations to novice teachers of a higher military school to overcome the difficulties of adaptation. Scientific methods of analyzing the literature on the problem of research, extrapolation of pedagogical experience and expert survey were used. Both domestic and foreign researchers recognize the need to modernize the system of additional professional education, develop professional autonomy of teachers, preserve the continuity of classical ideas of the methodology of foreign languages teaching and introduce innovative technologies into teaching practice, primarily information and communication ones. The survey, in which 45 foreign languages teachers of military higher school took part, showed the need for language courses for special purposes for teachers of higher education, and demonstrated that universities differently solve the problem of adapting new teachers to the educational environment of a specialized non-linguistic university. Adaptation options are offered such as mentoring, a novice teacher's school, additional training and retraining courses, and independent adaptation. Recommendations are given on the organization of advanced training courses for teachers of foreign languages in the higher military school. It is preferable to include the relevant topics into the content of the courses, such as the basics of military affairs, language for special purposes. It is recommended to take into account the strict regulation of educational activities in military higher school; involve mentors, training specialists; organize attending the classes of leading teachers.

The changing picture of the world and the development of technologies and means of production determine training of a new generation of specialists for Russia. The competence-oriented model of vocational education becomes relevant. Using new generation educational materials that meet the modern requirements of the Federal State Educational Standard is the condition for achieving the high quality of education. Educational literature, as the main means of teaching, should ensure the formation of competences of future specialists. We devote the study to the analysis of the effectiveness of textbooks and manuals in a foreign language for agricultural universities in terms of their focus on the students’ communicative competence formation. With the help of the methods of problem and comparative analysis of textbooks in English for agricultural universities, presented in the electronic library system “Lan”, we evaluate educational materials in terms of their competence conformity, communicative orientation, and functional completeness. The analysis has shown that educational materials in English perform the following functions: informing, developing, managing, motivating, and systematizing. However, the controlling component is not implemented, since the materials do not contain in full the basic didactic units that are subject to verification at the stage of knowledge control. Thus, the following issues are referred to the actual problems of educational and methodological support in teaching a foreign language in an agrarian university: problems of a content-didactic and organizational-methodological nature, the effectiveness of educational materials in English. Examining current pedagogical studies in the area of educational literature in foreign languages allowed for an explanation of the above issues due to inconsistency in methodology: educational resources are created utilizing the principles of the knowledge paradigm, learning results are designed as competences.

The relevance of the study of the issues of training specialists in economics for industrial enterprises of the Russian Federation is due to the need for these enterprises to solve tasks set by the country's leadership: computerization, sustainable development, import substitution, technological independence of Russia, and V. V. Putin's proposal to "return to the traditional basic training of specialists with higher education", combining the best of the Soviet system and experience the last decades. The purpose of this article is to study the peculiarities of the training of specialists in economics with higher education for domestic industrial enterprises in the Soviet and post-Soviet periods, to identify existing problems and identify opportunities for their solution in the conditions of the course of changes in higher education set by the President of the Russian Federation and guidelines for the development of Russian industry. In the course of the research, the following methods were used: analysis, synthesis, generalization, systematization, comparison. The results of studying the problems of training specialists in economics for industrial enterprises of the Russian Federation at the present stage of the country's development demonstrated the washing out of the curricula of technical and technological disciplines, which were mandatory in the Soviet period, and industry specifics was practically eliminated. The solution to this problem is possible both through the introduction of a specialty with the assignment of the qualification "engineer-economist", and the development of specialized, tailored to the needs of specific enterprises and/or industries, the main educational master's degree programs for graduates of engineering specialties with focus on economic disciplines. Following the traditional model of economist training, when a student studies a sequence of courses predetermined by the university, or providing the student with a choice of the disciplines studied should depend on its infrastructural, material, financial status, and the level of academic staff qualification. Universities with limited resources have two ways – refusal of training in interdisciplinary specialties, which include "engineer-economist", or networking with other universities in the training of future economists for industrial enterprises. The theoretical significance of the article consists in the systematization of existing research works on the training of specialists in economics with higher education for industrial enterprises of the Russian Federation; its practical significance lies in the applicability of the conclusions formulated in the development of educational standards for economists, including engineers, economists, managers, and in the justification of the content of the main educational programs and the choice of educational models training by universities.

The relevance of the topic is determined by the special importance of the figure of a teacher of the Humanities in the higher education system, taking into account modern realities and the exceptional importance of further development of national identity and patriotism among young people. The purpose of the article is to analyze the position of a teacher of the Humanities in the Russian educational institution of higher education of non-humanitarian (major) orientation. To achieve this goal, a systematic approach and a number of theoretical methods (comparison, analysis, synthesis, analogy, statistical analysis) were used. The empirical basis of the work was the research work (in the form of observation, questioning and interviewing) conducted in 2022-2023 in the universities of the city of Blagoveshchensk, Amur region. The results of the work allow us to conclude that, despite the gradual understanding of the special role of humanitarian subjects (especially history) in the formation of a solid citizen, the Humanities teachers still remain a secondary, «peripheral» part against the background of major disciplines teachers. The authors note the need to change the position of this category of teachers and improve their status, taking into account current domestic and international trends. The theoretical significance of the work consists in considering the specifics of the status and professional activity of a humanitarian teacher, identifying the main trends in the transformation of his/her position, as well as factors affecting the effectiveness and stability of teaching staff, such as the preparedness and motivation of the student contingent, the position of the university administration in relation to the Humanities disciplines, the volume of the work performed, opportunities for career and personal growth, and others. The practical significance of the work consists in identifying the inconsistency of the status of a humanitarian teacher. On the one hand, adherence to traditional values and awareness of their pedagogical mission is maintained, thanks to the policy of the state and the administration of universities, the average level of material well-being of teachers is increasing, the technical equipment of workplaces and classrooms is gradually improving, but, on the other hand, it is found that the position of teachers is unstable, opportunities for professional development are limited, and a significant working load being complicated with other types of work does not allow them to actualize fully. These factors lead to a decrease in the quality of work and professional deformations.

Modern educational activity requires a high level of practical orientation due to the deep internal transformation of the most of economic, social and other processes characteristic to the modern level of human development, primarily in the digital sphere. The current situation requires scientific conceptualization and transfer of the gained in the process of educational activity knowledge, and the practice of implementing these processes should also take into account modern requirements of computerization. Digital technologies in education are implemented through the use of information and digital means and various channels of interaction in the educational process, completely computerized or based on the use of hardware and technological support, often also associated with the use of digital technologies. The impact of digital transformation on the practice of learning activities is often realized through the use of information and digital means in the educational process in the form of the implementation of a technological learning management system. However, this is complicated in the current situation by the fact that the absolute majority of information and digital tools traditionally used by educational organizations have a foreign origin. At the same time, a situation may arise in which educational organizations should be ready to promptly change these tools with minimal damage to the educational process. All of the above characterizes the relevance of the issues studied and defines the accepted formulation of the purpose of the study as considering the specific aspects of the use of information and digital tools, in particular learning management systems, in the educational processes of Russian educational institutions, depending on the areas of training. Based on the results of the study, conclusions were drawn about the possibility of a prompt change of the information and digital means used, if necessary. The study was based on the processing and analysis of the survey results conducted among students of the Kazan National Research Technical University using a set of research methods in order to achieve its goal and test the proposed hypothesis.

The relevance of the study is due to the importance of improving the process of building up information and knowledge competences of students to meet the requirements of the modern digital industry. The aim of the study is a scientific analysis of the problem of finding effective methods of organizing the educational process, which will improve acquiring professional and personal skills of future IT-specialists. To attain the goal, the authors used a set of scientific methods. Theoretical basis for the study of phenomena and processes were: analysis and synthesis of scientific and pedagogical literature in order to reveal the main provisions of the problem under study; classification and systematization of theoretical databases. The empirical method used in the study is represented by polling students of the Volga Institute of Telecommunications and Informatics, the Faculty of "Information Systems and Technology". The total number of respondents amounted to 300 people. The statistical method of processing the survey results allowed to analyze digital educational resources used in training of future IT-specialists and to identify motivation for integrated learning. The authors analyze the use of existing information services and consider the procedure of the educational process management, the use of which contributes to the development of theoretical knowledge. It is concluded that the growing demands of employers to the competence of graduates are not satisfied with their major theoretical education. Therefore, it is necessary to create a line of opportunities to overcome the qualification gap. In order to solve this problem, a structured methodological approach is suggested, which is based on integration of an educational institution and organizations of IT industry. Its implementation will result in integrated education, which leads to qualitative building up information and knowledge competences as well as improving knowledge and professional skills of students. Theoretical significance of the study lies in the expansion of possible options for obtaining knowledge competences of students, and practical importance lies in the possibility of practical application of methodological approach in the educational process. The drawn conclusions will help to improve the educational process in the current digital society.

Domestic abuse of women is a widespread global social problem of the modern world, leading to certain socio-economic consequences in society. Women all over the world are subjected to physical, social, psychological, sexual, economic and many other types of violence on a daily basis. Victims of spousal violence need social and psychological support, preventive and rehabilitative measures. The Scandinavian states are implementing an effective model of social policy based on social justice, equalization of citizens' incomes, smoothing of property and gender inequality, and the creation of a welfare state. The purpose of the scientific article is to study the state of the social policy of the Scandinavian countries in relation to spousal violence against women. The social experience of the Nordic countries in providing assistance to women victims of domestic violence is real and effective. The family policy of these countries is aimed at creating a safe environment for creating a family and raising children. It will not be possible to completely get rid of domestic violence, but in order to minimize it, it is necessary to develop and put into practice social work technologies for the prevention of family violence. It is possible to find the most effective method of combating this problem by changing the mentality of the population in relation to domestic violence.

The issue of leadership is one of the most relevant in psychological science. It is especially relevant for such a period of personality development as adolescence. Psychological science has accumulated extensive theoretical material on the problem of leadership, many aspects of this issue have been studied. At the same time, a theoretical analysis of the leadership problem in psychology shows that questions about constructive and destructive leaders, especially in adolescent groups, require more detailed research. The purpose of the article is to study the characteristics of constructive and destructive leadership in an adolescent group and to describe the psychological portrait of a constructive and destructive leader in a teenage group.

The relevance of our research is due to the problem of choosing a model for the subsequent evaluation of assets, which arose in connection with the introduction of the federal standard of accounting for fixed assets FSA 6/2020 «Fixed Assets». The purpose of writing a scientific article is to study the techniques and methods of accounting of fixed assets presented in the standard, presenting of information in the financial statements. As a result of the conducted research, the algorithm for selecting a model for the subsequent evaluation of fixed assets was considered. The authors identified the problems of choosing an evaluation model for fixed assets put into operation before the adoption of the standard due to the transition to accounting according to the new standard.

An analysis of the key aspects and features of the social capital development in modern Russian society is of particular importance in the context of new geopolitical challenges and risks. The system for managing the processes of social capital development can in many ways increase the level of unity and solidarity of society in order to solve the most important tasks of socio-economic development. For this purpose, it is proposed to create a model for managing the development of social capital, which includes diagnostics, evaluation and selection of methods for its transformation into a socially significant resource.