№ 10 (October)

Cognitive activity takes a special place in our life and it opens up wide opportunities for us. Therefore, the development of cognition in children, starting from preschool age, is very important. Preschool age is a valuable period in itself, laying the foundation for the child’s further successful education at school. Therefore, an important task of this age period is to provide the child with the necessary conditions to reveal his/her potential in different areas of life. The cognitive development of a preschooler presupposes the development of his/her cognitive mental processes that affect his/her success in principal activities. The development of cognition is carried out in kindergarten using an integral system of interconnected methods, techniques and teaching aids. They include educational tasks that help preschoolers learn information about the world around them and contribute to their comprehensive development, as well as to the formation of their cognitive actions, skills and abilities necessary in school. The purpose of the article is to formulate characteristics of different types of educational tasks depending on the level of knowledge that are offered to preschool children. The authors of the article determine the requirements for the content of these tasks, the expected activities of children, the product of their solution and the educational results achieved during the implementation of this training tool. The leading approach to using educational tasks for the cognitive development of preschool children is the cognitive paradigm of education, the goal of which is expressed in the formation of the necessary knowledge, skills and abilities. As a result of the study, the authors examined different types of educational tasks in relation to cognitive processes. The theoretical significance of the article is due to the authors’ contribution to the development of scientific ideas about the characteristics of different types of educational tasks and their impact on the cognitive development of older preschoolers. The practical application of educational tasks in preschool education will make it possible to achieve the most effective results in the development of children’s cognitive activity at the stage of preparing them for schooling. The complete and high-quality cognitive development of a preschool child will be the basis for the development of his/her educational skills and abilities necessary in school.

Fostering social responsibility in adolescence is paramount in education. The traditions of raising children in rural districts are often based on the value priorities of folk customs: mutual assistance, the formation of a respectful attitude towards elders, inclusion in labor activity. Search activity is one of the forms of fostering patriotism, citizenship and responsibility. The definition of the content and forms of social responsibility development in rural adolescents is rather relevant. The purpose of the work: to study the characteristic aspects of the social responsibility development in rural adolescents, to work out and test a program for the development of social responsibility among rural adolescents – members of the search team. The works of scientists in the field of social responsibility and technologies for its development in adolescents served as the theoretical and methodological basis of the study. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical (testing, questioning, pedagogical experiment); methods of quantitative and qualitative analysis. The study was conducted on the basis of the "Education Center No. 28" in the village of Plekhanovo, Tula region. The study involved 24 adolescents who were members of the search team. The diagnostic program included the following methods: “Conscientiousness Scale” (V.V. Melnikov, L.T. Yampolsky), Locus of Control Diagnosis Method (E.F. Zeer, G.A. Karpov), “Adolescent Self-Esteem Study” (G.N. Kazantseva), “Express Diagnosis of Responsibility” (EDR), questionnaire survey of adolescents – members of the search team. The development of social responsibility among rural adolescents – members of the search team will be more effective in case of taking into account the age and individual characteristics of rural adolescents, enriching the experience of developing the value of social responsibility, translating patriotic values and citizenship. The results of the study can be used in work with different categories of adolescents on the basis of educational institutions, children's and youth organizations, institutions of additional education; in training of teachers, organizers of work with youth, social educators, counselors, etc.

The relevance of the study is conditioned by the search for new technologies that can provide a comprehensive education and development of the students’ personality, as well as such methods of foreign languages teaching that could generate high motivation, reveal a complex picture of the world and human relationships to the younger generation, while contributing to the formation of axiological values, characteristic of a particular linguistic and cultural environment, especially during periods of the axiosphere transformation, when many political, social, national, cultural, geographical and other aspects acquire new meanings. At the same time, there are no accepted methods of working with the text today that touch on axiological issues. Therefore, having set the purpose of the study ‒ to work out the methods for forming the axiological field of educational material on the basis of linguo-methodological preparation of English texts within the framework of foreign languages teaching, the authors consider the role of a teacher in organizing learning based on the axiological approach. They give the definition of the interdisciplinary concept of "axiological field" within the framework of methods of foreign languages teaching. The theoretical significance of the study is in developing the methods for forming the axiological field of educational material on the basis of linguo-methodological preparation of English texts, presented in the form of a technological process consisting of four stages (preliminary / pre-text, communicative, creative-and-developing and analytical), determining the essence of the axiological field of educational material based on analysis and comparison of a number of synonymous lexical units taken out from modern media texts in a foreign language. The teacher's potential in the formation of students' axiological values in the process of foreign languages teaching are demonstrated. The proposed recommendations can be useful for teachers of foreign languages, as they demonstrate possible forms of integration of upbringing activities with educational work to form the civic-patriotic qualities of students, their sustainable life position in an ever-changing world.

The relevance of the article is due to the urgent need at the present time to revise and use the rich domestic scientific and pedagogical heritage instead of blind copying of Western authors, paying more attention to the spiritual and moral education of university students. The article is devoted to the educational process in higher educational institutions of the Russian Empire of the XIX century, one of the components of which is indoctrination, inextricably linked with the training of students (on the example of metropolitan universities). The article is based on historical official documents of state universities of St. Petersburg, dated the nineteenth century (based on the materials of the Central State Historical archive of St. Petersburg). The author presents a study, the purpose of which is to identify the system of values formed among students of universities of the XIX century, and to find its compliance with the requirements of the modern educational system, to emphasize the continuity of the education principles from that period to our time. One can see the commitment to the traditions of Russian upbringing of young people in the documents of the XIX century: love for the Motherland, decency, nobility in thoughts and deeds, mutual support, diligence. The tasks of indoctrinating students that faced the heads of universities of the Russian Empire are still relevant at the present time. To prepare highly qualified, highly educated specialists with developed strong moral foundations is the goal of educational institutions in our time as well. The socio-cultural, anthropological and culturological approaches were used as the methodological basis of the study. Based on a review of domestic studies devoted to the educational process in higher educational institutions of the Russian Empire, the possibility of applying the achievements of teachers and educators of the past centuries in this field in the conditions of a modern university is analyzed. They rightly believed that reliable spiritual and moral guidelines, such as love for God and their Fatherland, for parents and useful work for the benefit of society, invisibly connect generations with each other. They believed that the spiritual and moral education of the younger generation is primarily the task of the family, and the formation of moral values continues at the university. The theoretical significance of the conducted study lies in the reinterpretation of old ideas, forms and methods of education and their use in the development of new approaches to the education of students of modern universities. From a practical point of view, the experience of previous generations of teachers can help teachers, especially curators, in organizing and conducting educational work with students. The author believes that this research will interest teachers and encourage them to study not only modern scientific and pedagogical sources, but also the sources of pedagogical thought of the past centuries in order to understand and correctly apply information in the educational process of a modern university.

Language is an important tool for communicating with people. With the continuous development of Sino-Russian relations, the Russian language is becoming more and more significant in exchanges and communication between the two countries. In China, more and more universities offer the specialty "Russian language". As a necessary communication tool, it allows students to apply the acquired knowledge in real conversations and it is aimed at developing students' comprehensive listening, speaking, reading and writing skills, so linguodidactic testing plays an integral role. With the help of the test, the identification of students' shortcomings and their timely correction are of great importance for teaching students, monitoring and improving their level of knowledge of the Russian language. The relevance of the problem under study lies in the fact that a comprehensive and effective testing model is developed to control the knowledge gained by students within the framework of the quality indicators of linguodidactic testing, taking into account the ethnopsychological characteristics of Chinese students. The purpose of the article is to work out a testing model within the framework of the quality indicators of linguodidactic testing, taking into account the implementation of the ethnopsychological characteristics of Chinese candidates. Methods to study the problem are analytical, synthetic, comparative, descriptive and mathematical ones. The main results of the article are that reliability, validity and practicality, taking into account ethnopsychological characteristics, are closely related. In addition, reliability and validity complement each other, but there are also some contradictions. The test site and test model are determined by examining relationships that can be expressed in terms of triangles. The theoretical significance of the article is in the definition of reliability, validity and practicality in relation to psychological characteristics that are important in the preparation of RFL tests, and in the development of a testing model for RFL for Chinese students. The practical significance lies in planning and development of a test model for Russian as a foreign language for Chinese students, in the possibility of using this work for teachers of Russian as a foreign language.

The relevance of the problem under consideration is determined by the fact that foreign language teaching, in particular, English language teaching, is inextricably connected with the development of social interaction skills that in turn fosters a more successful integration into the global community. The research aims at a comprehensive consideration of the concept of interactional competence, its relation to communicative and pragmatic competences as well as the ways of its formation in students of non-linguistic universities. The work is carried out within the framework of the communicative approach that highlights the development of interpersonal intercultural interaction as well as social skills. In addition, the practicability of the inductive approach to the acquisition of interactional resources (communication strategies) becomes relevant as it implies that learning process goes from particular facts, i.e. observed phenomena in live spontaneous speech to general reasoning, i.e. patterns of their use. The study also implements the tenets of the sociocultural theory implying that learning and thought processes are based on the principles of collaboration and communication between people. The research findings are supported by the tenets of conversation analysis allowing to observe the structure of the spoken language and mechanisms of social interaction. The analysis of the academic literature allowed to identify the components of interactional competence such as: topic management, turn management, interactive listening, non-verbal behaviour, breakdown repair. An example of work with some communication strategies within the framework of the inductive approach is provided. The theoretical significance of the study lies in the description of interactional competence expanding on the language nature and opening up new frontiers and opportunities in English language teaching. The practical significance of the work is determined by the possibility of using the findings when developing programs in different educational contexts – linguistic and non-linguistic universities taking into consideration the learners' needs and learning goals. Highlighting the language interactional aspects in curricula provides the opportunity of raising learners' awareness of structure and features of spoken language and lays the foundation for successful communication.

The article becomes relevant due to the need to build effective interaction with the families of students in accordance with the requirements of fundamental documents in the field of education and the real needs and resources of modern parents. The aim of the article was to identify the reserves of productive psychological and pedagogical interaction. The tenets of the personality-oriented and axiological approaches served as the methodological basis of the study. The empirical base of the study was 3 educational organizations of Smolensk, in which 85 teachers were questioned. The study analyzed Russian and foreign experience in the field of cooperation between an educational organization and parents. It was found that the subject-subject nature of the interaction implies a high degree of parental involvement in the child's education and cooperation with the school in various areas. The initiative and tone of interaction are determined by the context of communication and activity created by the class teacher as a mediator. The most productive forms of interaction in the best pedagogical practice as well as typical problems that reduce the quality of interaction were identified. A rather high level of professional interest of teachers in the problem of interaction between an educational organization and families of students was empirically confirmed. It is stated that the interaction is carried out in different directions with the prevalence of jointly solving problems of spiritual and moral education. The majority of respondents prefer traditional forms of interaction and at the same time actively use mobile communication tools. For the purpose of professional improvement, class teachers are recommended to master creative forms and techniques (based on joint creative activity), which will allow the teacher to go beyond the existing standard procedures and operations, and will help parents deepen their knowledge of themselves as the subject of socio-pedagogical interaction. The theoretical significance of the study is in expanding the vision of the possible application of the key ideas of creative pedagogy. The practical significance is in the improvement of the psychological and pedagogical tools for the interaction of class teachers with the students' families with methodological techniques of creative pedagogy.

The issues of psychological and pedagogical support to families with young children are under the close attention of the government: the need for psychological and pedagogical support of the family from the educational organization is of particular importance at an early age of the child – during this period, the child's development proceeds at a tremendous speed, the compensatory capabilities of the child's body are very high. The earlier possible deviations in the child's health are detected, the higher is the probability of correcting them both physically and mentally. Pedagogical support of the family should begin long before the child enters an educational organization, this poses a number of tasks for preschool education teachers, such as: ways to provide pedagogical assistance to the family, forms of support, the content of work in areas, the ethics of cooperation in the parent-teacher-child triad. In the article, the author provides the results of the study of the level of professional competences formation among teachers of preschool education, which make it possible to carry out psychological and pedagogical support of families with young children in practice. Theoretical and empirical methods were used in the study. Among the theoretical methods, the author used the analysis of psychological, pedagogical, philosophical literature on the problem of the research; system-structural and comparative analysis of pedagogical processes and phenomena; study, generalization and scientific analysis of pedagogical experience; modeling. The empirical ones involved observation, conversation, study of the results of activities, expert assessment, pedagogical experiment; methods of statistical processing of the data obtained, their graphical interpretation. The results of the study indicate the growing contradictions between the need for psychological and pedagogical support of families, on the one hand, and the insufficient level of the necessary professional competences formation in teachers who provide this support, on the other hand. The tenets, criteria, conclusions contained in the article can be applied in the system of additional professional education when designing advanced training courses for teachers working with families with young children.

ChatGPT (Generative Pre-trained Transformer) is artificial intelligence that can answer any user's question in the manner of a constructed text. It is already widespread and popular with most students. ChatGPT is able to write dissertations, pass medical tests or even make court decisions. However, it is worth noting that the appearance of this chatbot shocked the academic and university world: there was a scandal in one of the Russian universities in February 2023 because of a graduate qualification work written by ChatGPT neural network. The relevance of this research is due to the fact that this chatbot simultaneously attracts and worries the world pedagogical community by raising some ethical questions. Can ChatGPT clarify complex concepts and structure ideas in addition to creating smart mentors and teaching assistants? Is there any risk to create unoriginal, inaccurate or misleading content, as well as decrease creativity and skills? Will this tool be able to support pedagogical practice and successful studies, or will it endanger the fundamental education? What are the ways to reduce the risks by using ChatGPT in education? The authors of this research answered these questions. The scientific merit of the work is to consider trends in the development of artificial intelligence technologies in education, as well as possible scenarios for the application and impact of ChatGPT. Today, there are no clear rules in educational institutions regarding the use of artificial intelligence for educational purposes. The academic novelty of the study is that the authors identified and described the negative and positive aspects of using ChatGPT in education, and also formulated certain conditions to use painlessly the text generator in training. The methodological basis of the study is the analysis of Russian and foreign scientific literature on the development of artificial intelligence, in general, and the use of ChatGPT, in particular, as well as the synthesis and generalization of the results obtained.

Relevance of the research problem: this article discusses the necessary skills and criteria that graduates completing a Bachelor's degree program should have in order to work effectively in modern conditions of industry 4.0, which is characterized by automation and digitalization of production processes. Analyzing the modern requirements for industry 4.0, this work defines the basic skills and knowledge that bachelors should have. This may include knowledge of programming and information technologies, skills in working with automated systems, the ability to analyze data and make decisions based on the information received. With the growth of technological development and the introduction of concepts such as Internet of things, artificial intelligence, process automation, etc., the requirements for employees in industry 4.0 are changing. Traditional skills and knowledge are becoming less in demand, and new qualities and skills related to digital technologies are becoming crucial. The classification of the necessary criteria for training specialists with bachelor's degree for Industry 4.0 allows us to determine the main areas of knowledge, skills and qualities that should be developed by future professionals. This may include knowledge of programming, analytical and problem-oriented skills, ability to work with big data, understanding of digital systems and technologies, adaptability and flexibility to work in a rapidly changing environment, etc. It is important to note that the classification of bachelor's degree criteria for Industry 4.0 should be flexible and take into account the individual needs of different industries and companies. Different companies may have different needs for specialists, taking into account their specific digital technologies and innovations. Thus, the relevance of this topic lies in the fact that it allows us to determine the necessary criteria for the preparation of bachelors who will meet the requirements of industry 4.0 and will be able to work effectively in a digital environment. This will help educational institutions and students adapt to the changing demands of the labor market and guarantee their competitiveness. Ultimately, the purpose of this study is to identify the key criteria that are necessary for the preparation of bachelors so that they can work effectively in Industry 4.0. This will allow teachers and educational institutions to adapt their training programs and provide students with the necessary skills for a successful career in modern industry. In this study, we consider 4 criteria, which are divided into 41 sub-criteria. The main important criteria include technical skills, entrepreneurship, workforce readiness and soft skills criteria. The paper reveals that important criteria for Industry 4.0 are technical skills that are needed to establish a connection between machines and human resources that control modern technologies.

One of the elements of the state policy in the field of education is the professional guidance work among schoolchildren. From the 18th century measures have been taken in Russia to make schoolchildren focus on the pedagogical profession. In 2021-2023, the Ministry of Education of the Russian Federation set a new vector in this direction related to the opening of classes of psychological and pedagogical orientation, organization of educational events and implementation of vocational guidance projects aimed at pedagogical profession. The purpose of this article is to justify a way to assess the results of directing schoolchildren at the pedagogical profession. The work defines the concepts of "professional guidance of schoolchildren" and "professional self-determination of schoolchildren," as well as reveals their relationship, presents the structure and levels of readiness for professional self-determination of students, proposes and substantiats the model of the final exam for students of the eleventh grade of psychological and pedagogical specialization as a way to assess the results of directing high school students at the pedagogical profession. The study used such methods as analyzing regulatory documents and psychological and pedagogical literature on the problem of the article, modeling and testing the model for assessing the results of directing schoolchildren at the pedagogical profession in the form of a final exam, content analysis of motivational letters of participants in the final exam and analysis of the results of the final exam. Theoretical significance lies in the development of a model for assessing the results of directing schoolchildren at the pedagogical profession. The study presents the experience of the Omsk State Pedagogical University on testing one of the ways to assess the results of pedagogical career guidance work with schoolchildren – the model of the final exam. The final exam for eleventh grade students was organized by the Omsk State Pedagogical University in 2021-2022 and 2022-2023 academic years. More than 120 students became its participants. The qualitative results of the study prove the validity of the proposed model. This model of the final exam can be used on the territory of all constituent entities of the Russian Federation, where specialized psychological and pedagogical classes operate.

The relevance of the researched problem lies in the constant search for innovative technologies, approaches, and methods of teaching foreign languages in higher education institutions. This is crucial for creating a dynamic, resourceful, and effective educational process. Through their joint participation in project-based research activities, both students and teachers can learn to anticipate new challenges, trends, and societal demands in a rapidly changing world. The objective of this article is to present the experience of expanding the methodological opportunities of teaching the discipline "Foreign Language" and introduce a qualitative research method called Online Photovoice (OPV) into the Russian scientific and educational space. It also aims to describe the algorithm of using OPV in project-based research activities. While Online Photovoice is an effective approach to social problem research, it can also be used to study various acute and emotionally charged topics in fields such as education, healthcare, culture, and sports. Using this method allows research participants to go beyond traditional communication methods and interview techniques. The language of photography, being more accessible and expressive, enables individuals to express emotions, moods, and feelings that are difficult to articulate in words. The theoretical significance of this article lies in the detailed description, for the first time in the Russian language, of the methodological aspects of Online Photovoice in the context of cross-cultural study. The practical significance of the presented experience in implementing a cross-cultural project is characterized by its contribution to improving the psychological climate in classes and creating an interactive and engaging environment for students. This approach can be applied not only in foreign language laboratory classes but also in disciplines such as Pedagogy, Methodology, and Methods in Psychological and Pedagogical Research, Fundamentals of Project Activities, Qualitative and Quantitative Methods in Psychological and Pedagogical Research, and others. The concept of this method allows students to express their thoughts and emotions, providing opportunities for deeper emotional and intellectual engagement in the learning process. Through project activities using the Online Photovoice method, students were able to create a new stimulating environment in just five practical sessions and ten hours of independent work. This environment integrated their personal and professional competences into a qualitatively new vector of their development.

The use of distance learning technologies is one of the priority areas in the strategy for the development of the higher education system. In accordance with the federal state standards of higher education and the Federal Law «On Education in the Russian Federation», the means of implementing distance learning is the electronic information and educational environment (EIEE), which provides students with access to scientific and methodological materials and allows participants in the educational process to interact. The potential of EIEE in the context of organizing distance learning is significant, since this integration of software and Internet services makes it possible to implement a high-quality educational process for students and undergraduates, as well as for the scientific activities of the teaching staff. The authors take into account the existing in modern science analytical and systematic approaches to the definition of EIEE criteria that affect the quality of distance learning. The purpose of this study is to determine the criteria that allow optimizing diagnostic methods for assessing the quality of the electronic information and educational environment of a university. One of the main indicators of the quality of the EIEE organization as a sociotechnical system is the high level of interaction through the EIET between the subjects of the educational process. The authors made a content analysis of domestic and foreign scientific works devoted to the development of diagnostic methods to assess the quality of the EIEE organization in the context of distance learning in a higher educational institution. From the position of systemic, personality-oriented, activity-based and environmental approaches, an analysis of domestic and foreign scientific works was made, which highlighted the results of testing the authors’ diagnostic methods developed to identify the quality levels of the university's EIEE organization. As a result of the analysis, the criteria were identified, the methods corresponding to them were determined (three of which were developed by domestic researchers; one by foreign ones), with the help of which empirical data were obtained in the framework of the diagnosis of the EIEE of the Ulyanovsk State Pedagogical University named after I.N. Ulyanov. Each methodology reflects certain quality criteria for the EIEE of the university, which can be examined using the appropriate indicator questions. As a result of the correlation, cluster and factor analysis of empirical data obtained with the use of four methods, questions were identified that duplicate each other in terms of semantic load, i.e. containing a number of several criteria features. During the analysis of empirical data by statistical methods, the condition was fulfilled to exclude the phenomenon of multicollinearity. Thus, the study made it possible to reduce the number of questions and the corresponding criteria for assessing the quality of the EIEE, leaving the most informative for each method. The theoretical significance of the study lies in substantiating the criteria for optimizing diagnostic tools, which can be used to assess the quality of the electronic information and educational environment of the university. The conclusions and provisions of this study contribute to the theory of organization of distance learning in higher education. The practical significance of this study lies in the fact that the results obtained will make it possible to develop a unified methodology for assessing the quality of EIEE based on the optimal number of the most informative criteria.

Modern school education actualizes the issue of functional literacy formation, the system component of which is mathematical literacy. Despite the numerous and diverse studies of this problem in domestic and foreign literature and educational practice, the issue of workig out a methodology for teaching students practical applications of mathematics based on the development of meta-subject skills implemented in the unity of the classroom and extracurricular activities of students remains relevant. The purpose of the article is to design a model of an extracurricular activity course in a digital educational environment aimed at the development of meta-subject skills and mathematical literacy, and its demonstration on the example of the author's digital resource of the training course for the ninth grade. To achieve this goal, a number of scientific methods was used. The theoretical basis of the research are: analysis and generalization of scientific, pedagogical and methodological literature in order to determine the principal tenets of the studied issue; systematization of the information obtained; modeling. A survey (in the form of a conversation) of Kuzbass mathematics teachers was used as an empirical method. The principles of designing the training course were based on practice-oriented, personality-oriented and problem-based approaches. The formulated principles determine the specifics of the design model of the training course, which includes target, content, technological and effective components. Based on this model, a training course for ninth grade students “Formation of mathematical literacy: Mathematics in the city of N” was worked out. The practice-oriented meta-subject tasks are the core of this course’s resource component. To implement the course in an online format (the “blended learning” model), it is proposed to use a digital resource created and functioning with the help of online services (Google Sites, Yandex, CORE, GeoGebra, Learningapps, GoogleForms). The analysis of the users’ survey allows the authors to conclude that the use of the designed digital resource will contribute to improving the didactic potential of the extracurricular training course for the development of meta-subject skills and mathematical literacy.