№ 03 (March)

Nowadays university education is becoming more practically oriented. As a result, it seems to be of current interest to change the traditional form of oral examinations. The research is aimed at working out, theoretical analyzing and practical verifying of the effectiveness of the process of professional competence forming. The author reflects on the perspectives of final qualifying examination in Practical English taken in the form of a project that provides the future Foreign Language teachers with the opportunity of personal creative accomplishment. The experiment was conducted with fifth year university graduates Field of study "Pedagogical Education with two Profiles of Preparation", specialty "Social Studies and Foreign (English) Language". There are a variety of controlling and teaching functions of the examination. This form of the exam is stated to be more practice oriented and serves to give a more objective assessment to the level of formation of necessary cultural general, professional general and professional competences. Graduators are able to demonstrate everything they have learned and experience they have gained during their professional education. The research is based on competence, comprehensive and activity-oriented approaches. Evaluating the results of the research we were impartial and objective, assessment procedure is valid and accurate. In this article, the author demonstrates the practical value of project presentation as a form of examination to assess the level of formation of the necessary cultural, general professional and professional competences. Theoretical significance of the research is seen in the possibility of quality evaluation in practical teaching and teacher knowledge. Final exam in a form of a project allows us to test the level of the level of professional foreign language (English) proficiency, the level of professional competence and stimulates teaching interest.

The article deals with the current condition of the Russian language teacher training system in China. The relevance of the problem under study is due to the need for scientific knowledge of modern didactic and methodological approaches that are appropriate to apply to improve the quality of Russian language teacher training for Chinese universities and which would be a theoretical basis for productive resolution of existing contradictions in this sphere. The aim of the study is to identify and characterize the structural components and relations between them in the system of Russian language teacher training for higher education institutions of China. The leading approach to the study of the problem is a systemic and holistic approach, which allowed to consider the system of preparation of teachers of Russian language in China as an integral object, in the unity, relationship and mutual influence of its components, to identify contradictions in the development of this system and determine the mechanisms of their resolution. As a result of the study it was found that the structure of the system under study should be considered in two aspects – external and internal. On the external side, the system of Russian language teachers' training in China includes educational organizations, regulatory documents, regulating their activities, and staffing of educational institutions, where Russian language teachers are trained. From the internal side the system of Russian language teachers training can be considered as a didactic phenomenon, including the following components: the purpose of professional training; conceptual basis for training teachers of Russian as a foreign language; content component; methodological component; diagnostic component. Internal contradictions in the development of the system were revealed, the main of which is the contradiction between the stated in the regulatory documents and implemented in practice didactic approaches to the training of teachers of Russian language. The theoretical significance of the results of the study consists in the fact that they can become the basis for the development of a model for the training of teachers of Russian as a foreign language in the native socio-cultural environment for future specialists. The practical significance of the results of the study is determined by the potential of their use in the educational process of the university in order to improve the quality of training of teachers of Russian as a foreign language.

The development of emotional intelligence as one of the universal (soft) skills of future specialists is especially important for representatives of socionomic professions associated with social interaction and active communicative activities. Modern journalism belongs to this type of professions. Pedagogical experience shows that development of emotional intelligence among future journalists can be successfully carried out during their studies in higher education institutions. The discipline «foreign language» as a communicative socially oriented sphere of educational activities has a wide didactic potential in this context. The primacy in the study of emotional intelligence traditionally belongs to the psychological sciences, however, in recent years (2018-2022), representatives of the pedagogical community have also turned to the issues under consideration, although pedagogical studies on the topic under consideration are still few. The purpose of this publication is a theoretical substantiation of the possibility to develop the emotional intelligence of university students (in particular, journalism majors) by means of linguodidactic technologies in the process of mastering the sphere of professionally-oriented foreign language discourse by students. The leading methodological approach to interpreting the problem of developing the emotional intelligence of student journalists in a foreign language class was the combined use of pedagogical and linguistic approaches – the interdisciplinary, axiological, competence-based, linguocultural, and emotive ones. The author presents the results of a pedagogical experiment aimed at identifying the potentials of using linguodidactic methods in order to form the key emotional intelligence components of undergraduate students of the faculty of journalism in the process of foreign language learning. The study substantiates the connection between the emotional intelligence of a person and the development of language, speech, culture, and communication skills. The obtained theoretical conclusions and practical results can be useful for teachers-researchers, psychologists, instructors of language disciplines in higher school institutions, as well as for undergraduate and graduate students in the area of training «Journalism».

The article is devoted to the issues of training foreign military specialists in the universities of the Ministry of Defense of the Russian Federation, which, in the context of the growing potential conflict in the world, seems to be the most important area of military-technical cooperation between Russia and friendly countries. One of the problems of professional training of foreign military personnel is the discrepancy between the culturally determined learning styles of all subjects of the educational process. The authors trace the influence of the cultural parameter "masculinity / femininity" on the national educational practices of foreign students and identify its symptoms in the culturally heterogeneous environment of a Russian military university. The article discusses various approaches to the interpretation of the binary opposition "masculinity / femininity" in a historical retrospective and the significance of this construct in modern science. The purpose of the article was a comparative study of the didactic aspect of the cultural parameter "masculinity / femininity" based on the typology of cultural dimensions proposed by the Dutch sociologist Geert Hofstede, as well as the latest scientific research in the field of cross-cultural didactics. Cultural-specific features of the educational process in educational institutions of different countries determine the forms and methods of teaching, educational communication and learning styles, affect the motivation and self-esteem of foreign students. The results of the study allow us to draw a conclusion about the role of the cross-cultural approach in the pedagogical design of the educational environment of the university of the Ministry of Defense of the Russian Federation. The theoretical significance of the study lies in the systematization of scientific experience in the study of the construct "masculinity / femininity" in the educational field. The practical significance of the work lies in the formation of systemic ideas about culturally determined goals, forms and methods of educational systems in different countries and the principles for developing effective tools for the educational process in a cross-cultural environment

The problem of the need to find methodological foundations for building the educational process of higher education is actualized at the present stage of human civilization development in the conditions of social transformation, characterized by a comprehensive crisis and the acceleration of digital elements introduction into all areas of the life of a professional specialist. The research aim is to identify and substantiate the methodological basis for providing the possibility of creative use of digital transformation factors in the educational environment of higher school: ensuring the quality of the content and results of higher education in the context of digital transformation, the compliance of the higher education system with the tasks of sustainable development and progress in the evolutionary direction. The research found that foreign scientists consider artificial intelligence, big data, the Internet of things, cloud computing as criteria of significance for society in the era of social transformation. Domestic pedagogical science focuses not only on digital indicators, but also considers it necessary to take into account the impact of the social transformation on the readiness of teaching staff to implement online distance learning, the availability of pedagogical opportunities to ensure the quality of higher education, the impact of social transformation on the health of students. The research uses a systemic method for analyzing all the consequences and risk factors in the digital transformation of higher education and finding methodological basis for building educational process. Therefore, the main world trends in the higher education development are analyzed as a reflection of the Nature laws implementation. There are those among them that are formulated by UNESCO: the higher education diversification, radical change in curricula, movement from the qualification concept to the competence concept, merging of higher education with the work world, higher education quality as a common denominator of higher education reforms. The author highlights the impact of the society digital transformation on the processes in higher education and the need to identify inconsistencies with world development trends in the consequences of this impact in order to correct the educational process and ensure its quality, and also proposes a criterion for maintaining the higher education quality in the context of the social and digital transformation of higher education. It is the theoretical significance of the research. The research results will contribute to the efficiency and sustainability of the higher education development in its practical implementation.

The relevance of the problem under consideration is determined by necessity of the complex approach to the issue of giving feedback in a student-centered classroom and also in the context of learner autonomy formation in the educational process. Thus, teaching writing goes hand in hand with providing comments from a teacher, peers, computer programmes which taken into consideration foster improvement on pieces of writing. Therefore, the issue of the creation of the conditions for effective feedback encouraging learners to take action and correct their works is of particular importance. The research aims at developing a model for forming an understanding of the essence of teacher comments and their correct interpretation by the students. The study was carried out taking into account the tenets of self-determination theory linking motivation and a desire for action with people's basic psychological needs – relatedness, autonomy, competence – being met. Also the work draws on the basis of the sociocultural theory implying that knowledge is constructed in an interaction with other people – teachers and peers. The experiment using a new format of work «Writing Hall of Fame» is supported by the concept of tacit knowledge. This knowledge is difficult to express but it can be acquired through discussions of exemplars, analogies, various stories. The analysis of the academic literature made it possible for the author to identify the key components of the model geared to the building of awareness of teacher’s comments and understanding of their essence: appreciating feedback, creating trusting teacher-student relationships, principles and strategies of effective feedback, peer assessment, creating collection of the best student works «Writing Hall of Fame». The description of each component is accompanied by methodological recommendations. The theoretical significance of the work lies in the creation of the model forming in learners the understanding of feedback and its value that is likely to lead to action and better learning. The practical significance of the article stems from the possibility of the model use in other learning contexts – at master's and postgraduate levels, specialized universities by tailoring its components to the learners' needs and educational programmes.

The relevance of the study is due to the fact that among the skills required for industry 4.0, the STEM education system plays a special role because it forms engineering and mathematical thinking in students. Therefore, creating an environment that supports an integrated STEM approach to teaching and learning is of particular importance in the context of today's digital society. The aim of the study is to develop a digital ecosystem of STEM education, which allows us to form the intellectual competences of students. Research tasks were solved on the basis of the application of several scientific methods. The theoretical and methodological basis for the study of phenomena and processes were: a systemic theoretical analysis and synthesis of legal, scientific, methodological and pedagogical literature. The empirical methods used in the study are represented by a questionnaire and the method of expert assessments. The implementation of a set of methods made it possible to identify the most functional information resources needed for this study. The main result of the study is that the article substantiates the concept and necessity of forming an ecosystem of STEM education in the context of changing labor market, the risks that the fourth industrial revolution brings to the world, its impact on the educational process in the realities of the present day is determined. The authors studied the theoretical foundations of the concept of an ecosystem, interdisciplinary approaches and characteristics of integrated STEM education implementation in the educational process, analyzed the components of the educational ecosystem, and proved that all of them directly affect the formation of the student's intellectual qualities. A survey was conducted to determine the development paths that make up the STEM education ecosystem, in which 105 respondents - teachers of the Samara State Socio-Pedagogical University and teachers of secondary vocational educational institutions of the Samara region were involved. The analysis showed that the successful introduction of STEM education, with the involvement of all components of the ecosystem, provides for the development of scientific education, in particular, the introduction of research-cognitive training, the method of educational projects in the educational process and the use of digital technologies in it. The authors describe integrated skills of the organization of the scientific process, which are formed in the application of research-cognitive training, aimed at developing the intellectual qualities of students. Based on the study, groups of digital tools have been identified that are necessary for the development of the ecosystem and will help improve the efficiency of the educational process, help make STEM learning interesting and productive. The formed conclusions on the implementation of the research results will contribute to scientific works aimed at implementing programs of structural transformations in the Russian educational process.

The relevance of this work is determined by contradictions that accompany the process of digital transformation of the Russian educational system. First of all, these are contradictions between the growing requirements for the training of graduates who would be able to effectively solve professional problems in the digital economy and the unwillingness of educational institutions to meet them, between the didactic potential of modern information and communication technologies and its superficial use in the educational process, between the development levels of media competence by the main participants in pedagogical activity, their various values, goals and expectations, between the declared and real pace and quality of the computerization of the educational system, and others. The research purpose is to study the accumulated experience of digitalization of the Russian education (changing the essence and functionality of information and communication technologies in education, their role in achieving the current tasks facing the education system, specific features of their application for educational purposes) and designating axiological and target aspects as priority provisions for the development of future concepts of digital transformation of educational systems. The objectives of this study include an analysis of the theoretical and practical aspects of the application of information and communication technologies in education, conducting original diagnostic research, substantiating current tasks in the field of digitalization, taking into account the identified specific aspects of the use of digital media in the pedagogical process and modern challenges facing the educational system. The article examines such an approach to digital education as connectivism, its basic principles and tenets. The paper outlines some of the contradictions that exist in the field of digital transformation of education, as well as possible directions for their solution. The theoretical significance of the work lies in the fact that the concept of "digital media", their essential characteristics, functions and specific features of their use in education at the present stage are analyzed. The practical significance of the article lies in the fact that the ways of using digital media in the educational process identified by the author in 2007 are supplemented, and the importance of considering axiological and target components in the development of concepts for the digital transformation of education is indicated.

The main specific feature that characterizes the midlife crisis is the change of life orientations and the transformation of self-realization components, which significantly affects the further life perspective of the individual. The purpose of the study was to examine the characteristics of the relationship of life orientations and self-realization components of a middle-aged person, taking into account gender identity. As a result, distinctive characteristics of the correlation of these psychological phenomena in middle-aged men and women were identified and described.

The relevance of the problem is due to the importance of studying the factors that determine the type of people's attitude to dangers. The aim of the work was to identify the relationship of sensitivity to threats, the choice of adequate or inadequate ways to respond in situations of danger with the parameters of the Dark Triad of personality (Machiavellianism, narcissism, psychopathy). The study involved students of the Cherepovets State University (N=103 people, average age 18.29 years). The author's questionnaires to identify sensitivity to threats and ways to respond in situations of danger, as well as a Short questionnaire of the Dark Triad of personality by D. Jones and D. Paulhus in the adaptation of M.S. Egorova, M.A. Sitnikova and O.V. Parshikova were used as diagnostic tools. As a result of empirical research, it was found that narcissism is positively associated with sensitivity to threats and the choice of adequate ways to respond in situations of danger, Machiavellianism positively correlates with exaggeration of danger, and psychopathy negatively correlates with sensitivity and positively – with the underestimation of dangers. The study confirmed the conclusion existing in psychology that narcissism is the "light" side of the Dark triad of personality. The results obtained can be used in the process of forming an adequate type of attitude to dangers among students.