№ 05 (May)

In modern education, the effectiveness of learning is directly related to the quality of educational content, methods and teaching aids. Watching educational videos at technology lessons enlivens the learning process, allows us to see the final result of the actions performed in practical classes, and makes it possible to replay those actions that are difficult to understand and reproduce. The issue of selecting educational video content that meets the new standards of education, understandable and available to a certain category of students, has acquired particular importance recently, particularly with the introduction of distance learning. The relevance of this issue is confirmed by the results of a survey conducted among teachers, the purpose of which was to identify difficulties in the selection of educational video content for technology lessons, the level of knowledge about the types of educational video, the necessary skills to make their own video; digital educational resources used by teachers in their work. The purpose of this article is to analyze the didactic opportunities of using educational video in technology lessons to study the topic «Technology of processing textile materials». The main methods for studying the problem are a survey and a pedagogical experiment, the essence of which is the introduction of new techniques and methods of pedagogical influence on the formation of students' skills and abilities in mastering the technology of processing textile materials with the help of educational video. The theoretical significance of the work is in the analysis of the literature on the issue. In addition, the system of requirements for educational video was theoretically substantiated and developed. The practical significance of the article lies in the proposed methodological material on the use of educational video in technology lessons to study the topic « Technology of processing textile materials».

Examination of e-learning potential in present doctoral education is complicated by the Russian Doctoral Program reforms, the conflict between the educational, research and practical components, changing educational strategies and tactics, and epidemiological situation. Currently, there is a lack of works that explain the potential of e-learning in the formation of a new educational model of postgraduate education, which needs to be reformed and diversified. The hypothesis of the study: during the period of extreme (March 2020-July 2020) and post-extreme on-line learning (October 2020-January 2021) doctoral students of the University (1st and 4th years) had already formed sustainable electronic competences to implement independent research activities within modern trends. The tasks of the study: to identify e-learning challenges and to present an educational model with on-line technologies. The study-survey involved 59 doctoral students of the University: 33 students of 1st year and 26 students of 4th year. The purpose is to analyze the level of e-competences during the period of distant learning (DL) and adaptation to this type of learning depending on the specializations (technical specialties (“T”), information technology (“IT”) and social and humanitarian specialties (“SH”)), course, age. 48.48% of the 1st year students, unlike the 4th year students, show a positive-approving reaction to e-learning and DL in Doctoral Program. Only 30.3% of the 1st year students (27.27 “T" + 3.03 “IT”) were satisfied with traditional learning (face-to-face), as opposed to 50% of the 4th year respondents (46.15 “T” + 3.85 “IT”). We interpret the 4th year students` reactions to long-term DL as sharply negative: 100% of respondents answered “NO” to long-term DL. In the study, a model of postgraduate education using distance technologies (on the basis of the respondents` reactions and the impossibility of universalization of e-learning) is proposed. The practical significance of the work lies in the possibility of using a quantitative and qualitative analysis of reactions to a potential educational model using e-learning to further improve the trajectory of doctoral education. The study can be useful within the framework of the theory of organization of higher education, in particular, for studying the process of formation of scientific, practical and professional competences of highly qualified scientific and pedagogical personnel in terms of diversified education.

The relevance of the study is due to the fact the modern generation of schoolchildren has to deal with too much information and they began to demonstrate a tendency to clip thinking. This phenomenon is more significant for high school students, who experience the greatest cognitive load, including preparation for the upcoming exams. This trend should be taken into account when we design an effective learning process and supported by new technological capabilities that modern digital tools provide. The purpose of this study is to determine the ways of linguo-methodological infographics digital processing, which are found in Russian language textbooks and manuals, in order to convert them into variable tasks that can be used in the learning process, in particular, in high school. The proposed approach consists in working out variable Russian language assignments based on the existing linguo-methodological infographics through its digital processing using the digital tools proposed in the article. The article uses a number of analytical research methods: analysis of scientific literature on the research topic, analysis of legal documents, definitional analysis, as well as methodological analysis of modern textbooks. As the results of the study, several options for digital processing of methodological infographics means on the Russian language are given, which can be used in the process of teaching high school students. In addition, within the framework of the study, the prospect of creating a digital educational resource "Digital Bank of Linguistic Methodological Infographics" is described for the accumulation of digital copies of these graphic visual aids in it. The theoretical significance of the article lies in the definition of digital tools and ways to use them for the digital processing of linguo-methodological infographics, which can be used in the process of teaching the Russian language in high school. The practical significance of the undertaken research lies in the possibility of using the presented methods of linguo-methodological infographics digital processing to work out individualized assignments with different complexity levels. This resource will serve as a methodological help for practicing teachers, student teachers and school students.

The problem of education computerization has been discussed sharply in scientific and pedagogical circles for several years now. Scholars put forward their concepts and technologies for introducing innovative tools into the educational process. An analysis of foreign and domestic sources on the problem of introducing digital educational technologies in the field of education shows that most of the research work is devoted to the inclusion of a digital component in school and university practice in order to improve student performance, and the level of preschool education remains on the periphery. Based on the interpretation of these works, it follows that the issue of online education and the use of digital technologies is still relevant at all levels of education. This paper substantiates the need to restructure the educational process of preschoolers under the influence of legal, socio-economic and cultural factors. However, taking into account the age and psycho-physiological characteristics of preschool children, for whom the game is the leading activity, it is most optimal from the standpoint of health saving to use gamification technology – the use of computer techniques in a non-game educational situation. The purpose of the study was to test the readiness of teachers to apply gamification technology when working with preschool children, as it allows you to activate cognitive interest, make the process exciting and interesting, where the child is the subject of action and expresses his/her circle of interests by means of a digital game. The research methods were a Google survey of the teaching staff of the Kindergarten No. 73 in the city of Magnitogorsk on the subject of transforming the educational process of a preschool educational institution by including innovative end-to-end educational technologies, as well as a conversation and input assessment of a practice-oriented nature. Experimental data on the introduction of digital technologies including gamification into the educational process of a preschool educational organization are presented. The results of the diagnostics demonstrated the readiness of teachers to use digital educational content, but this process is heterogeneous, complex and goes on with certain difficulties, which are expressed in the lack of understanding among some personnel of what digitalization, digital technologies are and, consequently, their use in the organization of the educational process. Digital transformation of a preschool educational organization is possible if: educators improve their competence in the use of digital technologies in the process of teaching and educating preschoolers, if a digital educational environment is created and the age and intellectual needs of children are taken into account. The theoretical and practical part of the study will be useful both for researchers in the field of digitalization of education and for practitioners looking for an algorithm for rebuilding the educational activities of a preschool educational organization (PEO) by including a digital component.

There is an urgent need for highly professional medical specialists today including those with communicative competences in the context of rapid development of innovative medical technologies. It is obvious that nurses should develop their professional competences throughout their career in order to maintain and improve their professional authority. Development of professional practical skills and abilities as well as communicative and leadership qualities of a nurse requires particular attention. Since the process of developing and retaining communicative competences with the use of simulation technologies does not progress at the stage of postgraduate education of nurses, introduction of simulation forms of training into additional professional programs gives an opportunity to solve the identified problem. This determines the relevance of the research project. The purpose of the article is to analyze implementation of simulation technologies in postgraduate educational programs for specialists with secondary medical education. Observation, experiment and comparison were used as empirical research methods. Conducting trainings using simulation technologies allows expanding the trajectory of modern training and gives medical personnel the right to choose the development of their competences in a simulation environment. The result of our work is an increase in the number of students with an advanced level of communicative competence at the end of the training. The advantages and disadvantages of conducting trainings using simulation technologies have been revealed based on the analysis of an anonymous survey of advanced training courses students in the specialty “Nursing”. Communication skills, along with other essential competences, proved to be professionally necessary in the mobile practice of a nurse, while the learning process should ensure continuous professional development of a medical specialist together with other forms of education. This article will be useful for researchers, specialists in medical simulation training, teachers of additional professional education, and can be used in simulation classes with students in advanced training courses aimed at developing communicative competence.

The development of the creative potential of students is one of the most important tasks facing the mentors of the digital school. The significance of creativity for a graduate is due to the dynamics of modern life, the nature of demanded professions, the personal needs of the individual and society. The authors examine the problem of organizing project-based learning for student teachers in the context of the information environment of the university with the use of digital services. The purpose of the article is to assess the impact of the involvement of student teachers in project activities on the level of their creative potential development. The methodology is based on an analysis of the didactic potential of project activities, UNESCO initiatives, government programs for the development of pedagogical education. Software tools: interactive simulators (ProProfs); Timeline JS tapes; mental maps (MindMap); presentations (Prezi). Scientific novelty is in identification of the characteristics of digital services inclusion in the project activities of student teachers, contributing to the development of such personal qualities as organization, independence, self-analysis and self-reflection, cognitive activity, creativity, and the ability to work with information. The theoretical significance of the study lies in concretization the essence of the project activity of student teachers in filling a practice-oriented information resource. The authors draw their conclusions about the opportunities of using digital technologies to develop the creative potential of student teachers: variability in the presentation of educational material; experience in professional-oriented communication; upgrading of the range of the instruments for the work; use of different work forms (individual, group); increasing motivation, self-control, ability to reflect. They also formulate the difficulties of the proposed innovations: how to monitor and coordinate the progress of creative work on the project; how to differentiate between current, interim, final control; which digital services to choose, etc. Practical significance lies in the fact that the results of the study can be used by teachers and students of universities to improve their professional, creative, independent, project activities.

The relevance of the study is due to the fact that there is no standard format and structure for teaching entrepreneurship in the Russian Federation today. Entrepreneurship currently has immeasurable importance to achieve economic growth and economic development of the country. The State is making efforts to facilitate startups, while university entrepreneurial education is still left behind. Business and management education focuses only on teaching students how to become good employees paying attention to the fact that it is their only career option. Most students do not acquire many of the skills that entrepreneurs need, including thinking outside the box, knowing how to acquire and use resources, ability to create organizations, and effective teamwork. Teachers do not always realize the importance of entrepreneurial learning model transformation. It is entrepreneurship training at the university that should contribute to the creation of new jobs, not only to the provision of prospective employees on the labor market. Therefore, studying at the university should include business practices that can help students feel and overcome the difficulties that will arise in new company development. The purpose of this paper is to identify the role of the university as a determinant of the act of entrepreneurship. The problem of the study is to answer the question: what factors should be taken into account in education in order to consider university education as a chance to set up a business? The theoretical basis of the study was the analysis of Russian and foreign scientific literature on entrepreneurship development in higher educational institutions. The theoretical significance of the research is due to the analysis of approaches to popularize the concept of entrepreneurship and its implementation among students in order to make graduates potential entrepreneurs. The authors identified and described indicators that stimulate entrepreneurship in general. The practical significance of the study is due to the description of the factors that should be taken into account while training in order to make university education a platform for students’ startups.

The development of creative writing skills often has not only methodological, but also psychological value. The work on the development of creative writing skills is indirectly fixed both in general professional and universal competences, reflecting the ability of students to create texts as a part of the soft skills implementation for future professionals. Creative writing is a complex term that includes a wide variety of forms and formats, united by individualization, artistry and originality. Creative writing can be practiced with learners of different training levels, be part of a group project or individual assignment, be spontaneous (reactive) or be the result of long preparation (extensive). The objective of the article is to describe some of the techniques for working with creative writing; the above techniques can be adapted to different levels of foreign language proficiency. The methods described in the work are based on the experience of the authors, and are also the result of the analysis of domestic and foreign methodological literature. Scientific and methodological works on the study and analysis of creative writing reveal a wide range of its study: philosophical foundations, psychological and methodological aspects, development history, creative writing as one of the professional skills, etc. Traditional creative writing techniques (compositions of various types) rarely find emotional response from students, that is why the authors propose alternative forms of work using assistive devices, Internet technologies, artificial intelligence, the practice of creating collages, emotional coaching, etc. The theoretical significance of the work lies in the relatively complete depiction of the diversity of points of view and approaches to understanding creative writing in general. The techniques described in the study were tested on students of intermediate (B1) and advanced/professional (C1) levels of language proficiency. The conclusions provide generalized information on the topic under consideration.

The relevance of the study is due to the contradiction between the orientation of higher education towards the competence-based paradigm of education, in line with which a comprehensive, continuous, practice-oriented assessment of the students’ competences in the process of mastering the BEP should be provided, and the insufficient development of scientific ideas about the essence of the competence-based system of assessment tools, which provides the opportunity for such an assessment. The administration of higher educational institutions, teaching staff and students faced a number of difficulties associated with the need for an integrative (continuous, step-by-step, interdisciplinary, complex) assessment of the results of education of university students at various stages of learning the educational program. This relevance made it possible to identify the research problem, which consists in the insufficient development of technologies and methods for the integrative assessment of student's professional development in order to obtain information that is significant for adjusting the content and procedural components of education at an engineering university. The purpose of the study was to analyze the quality of education at an engineering university using the technology of integrative assessment of the graduate's competence formation level using the example of the Kazan State Power Engineering University. In the work, methods of theoretical (analysis, synthesis, systematization, comparison, etc.) and empirical (literature study, conversation, questioning, observation) research were used. To obtain information and its further processing, a hardware-software complex was used using elements of artificial intelligence, which solves the problems of recognition and categorization of images. The obtained facts were processed using a special computer program (certificate of the state registration No. 2022680850 dated 2022) the storage, search and processing of which are implemented in the information system for the integrative assessment of students' professional development. The theoretical significance of the research results is determined by the fact that the results obtained contribute to the development of the theoretical foundations of professional training of a specialist by expanding ideas about the potential of managing the quality of education based on its informatization, computerization of pedagogical measurements, the use of a hardware-software complex and statistical methods of analysis, including numerical techniques. The practical significance of the study lies in the development of a technology for assessing the level of competence formation of an engineering university graduate based on the understanding of competence as the highest degree of professional efficiency. It is concluded that the competence-oriented system of assessment tools is aimed at implementing the strategies of control and assessment activities, and the worked out and justified technology for assessing the level of competence formation of an engineering university graduate makes it possible to achieve a reliable step-by-step organization of the process for finding factual and logical information about the student's professional development according to certain criteria and indicators.

Currently, the system of secondary vocational education, as an integral part of the Russian educational space, is undergoing significant transformations, due to which the quality of the educational process is improving. One of the trends is the use of an environmental approach to the organization of extracurricular activities of students of a professional college. The environment of an educational institution has a significant potential in the formation of not only professional, but also general competences (GC), which are noted as a result of training students at a professional educational institution. One of the most important GC for a future specialist is sociocultural one, which is based on the acceptance of a multicultural world, which will allow him/her to successfully interact with representatives of various ethnic groups (colleagues, administration, consumers) in the course of professional work. The purpose of this study is a theoretical analysis of the "socio-cultural environment" concept of a professional college, definition of the structure of this environment, characteristics of its main components. From the standpoint of an environmental, competence-based and practice-oriented approaches, the authors analyzed domestic and foreign scientific works on the organization of the socio-cultural environment in a professional college, which made it possible to define the essence of the phenomenon under study, to identify and characterize the spatial-sematic, information-virtual, communication-organizational and methodological components of this environment. The content development of these environment components will allow the teaching staff to focus students' attention on the norms of cultural communication and cultural values when conducting extracurricular activities. The theoretical significance of this study is in justifying the need for organizing a socio-cultural environment in a professional college. The practical significance lies in the possibility of using its results by methodologists and teachers of the SVE system in the development of structural components of the environment that contribute to the formation of students' sociocultural competence.

Gamification of the cognitive process in a higher educational institution contributes to the development of students’ communication skills, increasing their professional motivation, self-realization through the playing activities of didactic purpose. The inclusion of a quest as a technology that combines the ideas of problem-based and game-based learning is in line with the recommendations of UNESCO, the essence of the communicative approach in education. The authors study the issue of assessing the impact of graduate students' activities in designing educational space of escape rooms on the formation of their communicative competence. The purpose of the study is to examine the influence of the graduate students’ activities in designing the socio-cultural space of the escape room for the development of their communicative competence. The scientific novelty lies in revealing the characteristic aspects of the stage-by-stage work of specialists in the socio-cultural sphere in creating educational space of escape rooms: information-analytical; communicative; professionally oriented; collaborative. The theoretical significance of the study lies in the fact that the essence of the concept of an educational "escape room" for the training of specialists in the socio-cultural sphere has been concretized. The methodology is based on the analysis of the potential of the "quest" technology as a form of learning in the information environment. The concretization of methods of work with program resources for the area of training "Socio-cultural activity" (master’s degree level) was carried out. To design quest escape rooms, students used Power Point, MS Word, AXMA Story Maker, Learnis, Quandary, etc. When diagnosing the level of students' communicative competence, the "Communicative and organizational inclinations" method was used. The stages of graduate students’ work on the design of educational space of escape rooms are described in the results section: analysis of the demands of the digital society, the potentials of software resources; application of technology; thinking through the plot component; drawing up routes for the participants, a plan for dialogues between characters, etc. Bases of practice: the Museum of collectible dolls, the literary museum of I. S. Turgenev, the Art-Orel house, the house-museum of V. A. Rusanov, etc. The difficulties of innovations are formulated: the creative nature of the activity in the development of the socio-cultural plot and the content of the playing space; dependence on software support in cultural institutions; team-building problems. The practical significance lies in the fact that the results of the study can be used for gamification in sociocultural activities.

The paper considers the didactic and technological aspects of the modification of the educational environment; presents a methodology for teaching future translators processing of multicomponent hypertexts as a result of educational and methodological work on the creation of digital educational materials; the analysis of scientific research devoted to the theoretical substantiation of changes in the system of organization of higher education and the implementation of educational programs was carried out. The relevance of the problem of modifying the educational environment: information and communication technologies and electronic didactic materials used in the practice of Russian higher education are quite new and not standardized; not all educational and methodological materials are correctly designed from the point of view of teaching methods as a pedagogical science. Subject of study: modification of the educational environment as a condition for increasing the effectiveness of training. Objectives of the work: analysis of studies of Russian and foreign specialists; consideration of types of translation and typology of multicomponent hypertexts; formulation of the main provisions of the methodology for teaching future translators the processing of multicomponent hypertexts. Main approaches: synergetic method – modification of the educational environment is considered as a complex process of systematization of didactic materials and pedagogical technologies in order to increase the effectiveness of training; comparative method – a methodology for teaching future translators the processing of multicomponent hypertexts was developed through a comparative analysis of the results of students completing tasks for translating the content of electronic sources in the process of teaching specialized translation; system method – the process of modifying the educational environment is considered as a single system, including the theoretical justification of the changes introduced into the educational process and the practical results of the systematic consistent application of innovative methods in pedagogical activity as elements of the system. The theoretical significance of the work lies in the substantiation of the problem under study through the analysis of the works of Russian and foreign colleagues; practical – in the possibility of applying the presented methodology in order to increase the efficiency of the educational process, improve the professional IT competencies of future translators and can be considered as one of the didactic tools for solving the problem of modifying the educational environment.

The rise of online and hybrid courses at the higher education level increases the need for distance learning infrastructures to nourish online faculty preparedness and student online learning success. Developing online courses is a very laborious process, but the results can outweigh the struggles that faculty encounter when doing it in bi- and multilingual way. The goal of the research is the development, implementation in the practice of education, and testing of a multilingual e-learning course that promotes effective multilingual learning through the use of Russian, national (Tatar), and English languages for students of Kazan Federal University located in the Republic of Tatarstan. Tatarstan is one of the republics of Russian Federation and 53% of population are Tatar. There are two official languages, Tatar and Russian. In 2018, the Ministry of education of the Republic of Tatarstan launched a “Bilingual teacher” project, which has been implemented at the Kazan Federal University and aimed at training subject teachers for the new multilingual schools who are able and ready to work successfully at school using 2 (Tatar and Russian) or 3 (Tatar, Russian and English) languages. Considering the circumstances, there is a necessity of bi- and multilingual teacher training program using specific educational techniques, approaches and learning materials. The pilot multilingual (Russian, Tatar and English) math e-learning course was designed, developed and delivered to pre-service teacher training students. The ADDIE model was used to guide the development of the e-learning course that would meet the diverse needs of bi- and multilingual students. It comprises five phases: analysis (assessment of existing conditions and educational tools); design (theories, methodologies and technological solutions applied); development (creation of the educational content); implementation (course delivery process); evaluation (collecting, interpreting and analyzing the empirical data to measure the motivation and attitude towards bi- and multilingual e-learning course). To evaluate pre-service teacher’s motivation and attitudes towards multilingual education by means of Russian, Tatar and English languages the survey was conducted. The results give us reason to say that students were not guided by external motives while working with e-learning course, such as high mark, verbal approval, but they considered the work to be important, useful and potentially necessary for future successful professional work. It can be concluded that the developed multilingual education framework is scalable and can be applied for other subject courses (e.g., Computer Science, Physics etc.).

The article reveals the phenomenon of bullying as one of the types of aggressive behavior. It is emphasized that bullying is a fairly common phenomenon in schools in many countries of the world. This situation poses a number of tasks for scientists and practitioners in terms of pedagogical prevention and countering bullying. Solving these problems is the key to a successful fight against this form of harassment in educational institutions. The purpose of this article is a systematic analysis of existing training programs that help reduce the manifestation of such a negative phenomenon as bullying in educational institutions. An analytical review of the main training programs that exist in foreign pedagogical theory and practice aimed at preventing bullying at school is presented. Particular attention is paid to the pedagogical prevention of bullying in the framework of the activities of a social teacher and a class teacher. It is emphasized that the effectiveness of training work on the prevention of bullying at school depends on the interaction of all subjects of the educational process (administration, teachers, parents, schoolchildren). The article describes three main groups of training programs against bullying at school, which focus on the cognitive, social aspects of the personality or take them into account together (multimodal programs). Cognitive programs emphasize the important role of perceptual processes in human life and their impact on behavior. Therefore, much attention is paid to the development of abilities for adequate perception of other people and self-perception, the study of non-verbal human behavior, the development of skills in interpreting body language and paralinguistic means of communication within the framework of cognitive training programs. In social training programs, significant attention is paid to the development of social (communicative) skills of the individual (the ability to actively listen, understand non-verbal signals, and the ability to resolve conflict situations). To do this, you need to be able to verbalize your own needs, values and goals and to be ready to compromise with other people. In addition, skills of constructive joint work to achieve common goals are formed. Multimodal training programs in bullying prevention in schools have become widespread because give a chance to model different content blocks and use appropriate methods. A characteristic feature of multimodal programs is their eclecticism, a combination of various techniques that ensure the successful solution of the tasks. These programs can be effectively used in individual and group work with schoolchildren.

This article discusses solutions to optimize the HR processes of the organization. It tells about the order and nuances of the transition to personnel electronic document management. The process of electronic signing of documents is examined. The purpose of the study is to assess the need for the use of personnel EDI and its impact on the computerization of processes. The author concludes that the use of the QED system can significantly improve the quality of processes related to working with personnel. Before implementing QED, you should first make a comparative analysis of the services available on the market and only then choose the most suitable option.