№ 04 (April)

The relevance of the problem under study is determined on the one hand by the tendency to increase the share of international students in the academic environment, and on the other hand, by the fact that the modern organization of a foreign language generates an interesting phenomenon – linguistic creative nominative realia. These new linguistic realities arise due to the intersection of different senses or stylization of speech in order to name social and cultural phenomena. The results of such linguistic experiments are unique words or expressions, which are subsequently integrated into the general lexicon of people. These linguistic creative nominative speech realities give people the opportunity to describe and denote the surrounding world more precisely and effectively, emphasizing its features and adding value to people's communication. They make modern society recognizable and simplify interaction with the environment. This phenomenon is the result of endless creativity and evolution of a foreign language, which makes it an indispensable part of linguistic culture. The aim of the study is to present the didactic aspect of the implementation of cross-sense technology in practical classes in the discipline "Foreign Language" as a basis for the design of educational linguistic tasks and thinking tasks. The essence of the “quest cross-sense” concept is revealed. Students improve their knowledge and skills in the field of foreign language, acquire practical experience and develop their communicative skills to effectively express their thoughts and ideas both in writing and speaking, which will be important in their professional activity and interaction with native speakers. By the method of theoretical analysis the algorithm of “quest cross-sense” technology in practical foreign language classes is defined. The authors describe the features of the quest cross-sense technology and its role in conducting practical classes in a foreign language. They reveal the tasks that the quest cross-sense technology is designed to solve. Special attention is paid to the presentation of key information about the didactic potential of linguistic creative nominative realities in practical foreign language classes. In the course of the research, a complex of educational linguistic tasks and speech thinking tasks ranked according to the Bloom-Anderson taxonomy was developed. The scientific novelty consists in the fact that the “quest cross-sense” technology is proposed and implemented in practical classes as a basis for the design of linguistic tasks and speech thinking tasks in a foreign language in the context of university education.

The relevance of developing digital literacy among students starting from primary school age is proven by numerous foreign and domestic studies of educators. Since the beginning of the pandemic, scientists have shown interest in studying the attitudes of various participants in educational relations to the difficulties arising during distance learning. They note that the low level of digital literacy of students and teachers negatively affects the process of distance learning. Basically, research is aimed at identifying the attitudes of teachers, students and their parents towards distance learning. In order to maintain and improve the quality of education, it is necessary to identify and take into account the reasons that negatively and positively affect the quality of distance lessons, identify successful practices and use this knowledge for designing the educational process. The purpose of this work is to study the influence of the level of digital literacy of primary school teachers and students on the quality of distance lessons (quality of the process), to study differences in the behavior of teachers and students when switching to distance learning. The research methods used were a survey of primary school teachers, subject teachers (English, music and physical education teachers), and analysis of the responses received. The study showed that the density of lessons in a distance format is significantly influenced by both the level of digital literacy of the teacher and the level of digital literacy of the student. Teachers with an “above average” level of digital literacy quickly find ways to solve emerging technical problems, quickly solve the problem of replacing “problematic” digital resources by searching for alternative options, creating original assignments, and more often use interactive methods, involving students in the educational process. Students with a higher level of digital literacy adapt more quickly to the conditions of distance learning, more often make attempts to independently solve emerging technical problems, and at the same time have higher demands on the content of a distance lesson. Such students have higher chances of building their individual development trajectory. The theoretical and practical significance of the work lies in the possibility of using the obtained information when organizing methodological work with primary school teachers in order to improve the quality of distance lessons.

Currently, the basic education system is undergoing transformations related to the establishment of guidelines for the personal development of students and relevant competences, the so-called «soft skills». At the same time, one of the complex tasks of school mathematical education is the integrated formation of meta-subject skills and creativity in school students. The analysis of research on this problem in domestic and foreign literature and educational practice allows us to reveal diverse techniques and methods for developing students' creativity. However, the issue of using the potential of the digital educational environment remains relevant, which allows us to enhance the effectiveness of this process, taking into account the characteristics of the modern generation of adolescents. The purpose of the article is to present a methodology for developing and evaluating students' creativity based on themed web quests in the process of mathematical training in grades 7-9. A set of scientific methods was used to achieve this goal. The theoretical basis of the study consisted of: analysis and generalization of scientific, pedagogical and methodological literature in order to determine the main provisions of the studied problem; systematization of the information received; modeling. Empirical methods included questioning of students for self-assessment of meta-subject and creative skills; analysis and evaluation of students' creative products; primary static data processing, their graphical representation (in the form of diagrams) and comparative analysis. Personality-oriented and problem-based approaches were chosen as the leading methodological approaches in the design of themed web quests, and gamification technology was chosen as the leading educational technology. Based on the selected approaches, the characteristics of the original author's web quests were identified: integration of personal and game context; priority of creative development; maximum visualization; thematic focus; problem-based part of the tasks; digitalization of content; creation of quest plots based on the children's film and game industry. To illustrate the characteristic features of the content of the designed web quests, the author gives examples of geometry quest tasks for 7th grade students created using the Google Sites website builder. A methodology for evaluating the creative component of the quest results (creative product) is presented; criteria and indicators for determining the level of «small» creativity of a student («Follower", «Initiator", «Strategist") are defined. To illustrate the author's methodology, the results of testing a web quest for 8th grade students on the topic «Square» are presented, and a primary statistical analysis is shown to assess the creativity of students.

The relevance of this study lies in the fact that current educational standards focus on the self-organization of students through managing their time, building and implementing the trajectory of their self-development. In this regard, there is a need to search for new forms of organizing students’ independent work. The purpose of this work is to present an algorithm aimed at organizing independent work of university students through the online course “Foreign Language”. To achieve this goal, the method of analyzing psychological and pedagogical literature was used to clarify the concepts “independent work”, “digital educational resource”, “online course”, as well as observation and survey methods that help identify the capacity of the online course “Foreign Language” in organizing independent work of students. The article presents the format of the online course “Foreign Language”, describes its elements and the algorithm of actions aimed at organizing students’ independent work. The scientific novelty of this study lies in a comprehensive analysis of the concepts “independent work of students” and “online course”, in the presentation of a possible structure of an online course aimed at organizing independent work in teaching foreign languages. The article is theoretically significant because it allows us to clarify the types of independent work, the organization of which can be positively influenced by the online course on the discipline “Foreign Language”. The article is practically significant, since the presented algorithm of actions can be useful to teachers in organizing students’ independent work not only in teaching foreign languages. The main results of the study allow us to draw a conclusion about the effectiveness of organizing students’ independent work using an online course in teaching foreign languages. This is explained by the fact that independent study or revision of material is carried out at a time convenient for students. Assignments are offered according to the degree of difficulty in various aspects of teaching foreign languages (lexical, grammatical aspects, reading, writing). Students have unlimited access to educational information, and the completion of assignments is monitored and evaluated by the teacher, shortcomings and errors in the work are highlighted, and original ideas of students are encouraged.

Modernization of higher education opens up prospects for using artificial intelligence technology to improve the quality of training for library specialists. The use of generative neural network services meets both the requirements for training programs for highly qualified librarians and the requirements for the level of their demanded soft skills development. The authors examine the problem of justifying the effectiveness of including artificial intelligence technology in the training process of library specialists. The purpose of the study is to explore the potential of using generative neural networks in training librarians to improve the quality of their education. The scientific novelty lies in the fact that the didactic potential of using generative neural networks in training specialists for library and information activities is justified. Theoretical significance – the identified didactic capabilities are supported by electronic interactive communication in the educational environment to develop soft skills, the most popular in digital society. The generative neural network is considered as a class of artificial neural networks that are able to create new information based on training data. The choice of service is justified by the type of information processed and the implemented labor functions of the librarian. 68 bachelors of the Orel State Institute of Culture were involved. The area of training 51.03.06 Library and information activities, specialization – "Digitalization of information resources and processes". Assessment of the quality (level) of training was carried out using the materials of the fund of complex qualification tasks. The 2-Pearson criterion was used for statistical processing of data. The system of work on the use of neural network services in training librarians on materials of a specific discipline is described: the study of basic concepts, information services, etc. The peculiarity of the proposed electronic interactive interaction is the adaptation of the content of requests solved by the neural network according to the specifics of the area of training. The authors conclude that services contribute to improving the quality of training due to the following didactic capabilities: presentation of information in various forms, automation of calculations, big-data analysis, decision making support, etc. Difficulties are also highlighted: constant updating of the functionality of services, English-language interface, compliance with copyright norms and ethics of interaction on the network. The results obtained can be used to update training programs for librarians, advanced training courses, and the content of webinars in the field of library and information services.

The issue of forming national-cultural identity and developing patriotism is relevant in all periods of societal development, especially during times of significant change. National-cultural and ethnocultural identity serves as the foundation for the development of patriotism, as awareness of belonging to one's native culture is the first step in developing self-awareness and a conscious love for one's homeland. Previous research has shown that foreign language as a discipline has great potential for developing and enhancing universal competences. Currently, higher education in Russia is in the process of introducing new disciplines aimed at forming national and ethnocultural identity; however, the potential of disciplines such as "Foreign Language" and "Intercultural Communication" is underestimated. The aim of the study was to assess the potentials and resources of the course "Intercultural Communication" for the development of national-cultural and ethnocultural identity and the growth of patriotism among students. The course "Intercultural Communication" was designed on the base of student-centered, activity-based, and competency-based approaches with an emphasis on achieving integrated learning outcomes (personal, meta-subject, and subject-specific). The study was conducted at the Institute of Foreign Languages at Petrozavodsk State University. 87 students majoring in Linguistics at Petrozavodsk State University participated in the study, which included initial questioning using Likert scale, studying the course "Intercultural Communication," follow-up questioning, and analysis of the results. Statements based on M. Byram's intercultural competence structure were used for questioning. Chi-square criteria and t-Student criteria for dependent samples were used to validate the results. The results confirmed the effectiveness of developing national-cultural identity and a sense of patriotism through the course "Intercultural Communication." In particular, the results showed that studying the course leads to a more conscious positive attitude towards native culture, which is the basis for forming ethnocultural identity and patriotism.

The modern development of the economy and industry in Russia shows a great interest of employers in mid-level specialists. Today, there is interest on the part of the state in improving the quality of secondary vocational education (SVE), and "Professionalitet" is being actively introduced, suggesting more shortened temporary forms of training. At the same time, an employer would like to have a ready-made specialist with well-formed professional competences and personal characteristics. The purpose of this article is to consider possible options for improving the quality of education in the vocational education system, taking into account the trends in the development of modern society. This work is based on a theoretical review, analysis and generalization of domestic and foreign literature on the problem of the research. Thus, the development of the society under the circumstances of the Fourth Industrial Revolution or Industry 4.0 is of great interest and dictates some requirements regarding the quality of education, the formation of competences, thinking. It was concluded that the presence of hard skills is not enough for a modern specialist, it is a great demand for creativity, the ability to spontaneity and improvisation, entrepreneurial thinking, courage, initiative. According to the studied literature, graduates of the vocational school have an insufficiently formed level of systemic thinking as the ability to analyze and make adequate decisions due to the predominance of clip thinking. Clip thinking, despite the speed of material analysis, is characterized by fragmentation and superficial assessment, which can negatively affect the successful functioning of a person in society. It is concluded that with the development of technology and clip thinking, the education system can no longer fully rely on traditional teaching methods, it must look for more effective and modern ways of interacting with students. One of these methods is virtual reality (VR technology). The scientific novelty of the study lies in the fact that the authors identified the need to develop systems thinking among students of secondary vocational education institutions and the possibility of its development through the use of VR technologies, described ways of using virtual reality, which helps improve professional skills, as well as imagination, memory, cognitive abilities , and make non-standard decisions.

The relevance of the research presented in the article is due to the significant transformations taking place in the modern education system of the Russian Federation, including pedagogical education. The need for innovative training of creative teachers of literature, who are able to constantly improve their professional qualities, expand the acquired social experience and create a new one, is emphasized by the special role of the school literature course as a socially significant subject that forms the worldview, patriotism, aesthetic feelings and creative principles of schoolchildren. The prevailing socio-cultural conditions require future teachers to be ready to show a high level of creative activity not only in laboratory and practical classes, but also in lecture. The implementation of this requirement is facilitated by the use of communicative and interactive lecture strategies in the learning process. The purpose of the study is to show the potential of using communicative and interactive lecture strategies in classes on literature teaching methods aimed at developing the creative component of student teachers. The article identifies the leading approaches to the study of the problem: communicative, student-centered, practice-oriented, competence-based approaches, as well as interactive teaching methods. The work reveals the essence of the concept of communicative interactive lecture strategies, shows their main distinctive features, based on their communicative nature and interactive form, and also describes the specific features and structure of delivering communicative interactive lectures according to the methodology of teaching literature for students of the training area 44.03.05 "Pedagogical education" (with two training profiles) ("Russian language and literature"). The study proposes the original methodology for delivering communicative and interactive lectures with specific examples of the most important topics for learning the course of literature teaching methods, considers various methods of interaction between the teacher and students, forms of organization of classes, as well as various assignments aimed at the development and manifestation of creative qualities of future literature teachers. The theoretical significance of the article consists in the systematization of materials on the use of communicative and interactive lectures for training future teachers of literature and in the description of the methodology of such classes. The practical significance of the study lies in the possibility of using the proposed methodology for delivering communicative and interactive lectures in the pedagogical activity of university teachers during the development of a course on the methodology of teaching literature.

In today's rapidly changing society, education plays a key role in the formation of competitive professionals. Higher education becomes a catalyst for students’ professional growth, developing their knowledge, skills and abilities. Synthesis of the model of specialist, bachelor, master on the market of products and services production implies the development of approaches to the training and use of qualified personnel in accordance with the requirements of modern economy. This includes the analysis and definition of competences required in the market, as well as the creation of educational programs aimed at their development. The main approaches to the synthesis of such models are: competence-based approach, modular approach, project approach, partnership with employers, continuing education. The effectiveness of educational programs and learning management systems in higher education institutions directly affects the quality of graduate training. The relevance of this study is due to the need to understand and improve the processes of managing the educational process, as well as training qualified personnel. The complexity of modern requirements for graduates and rapid changes in the socio-economic environment emphasize the importance of effective methods of managing educational programs and the formation of students' professional qualities. Synthesis of the specialist, bachelor, master model in the market of products and services production requires a comprehensive approach, including the development of educational programs focused on the real needs of the market, active interaction with employers and emphasis on the development of key competences. This will allow us to train highly qualified specialists capable of solving professional tasks effectively in a dynamically changing economic environment. The aim of this study is to analyze the management systems of the educational process in higher educational institutions, to identify key aspects of graduate training and to determine effective approaches to the formation and assessment of their competences. The implementation of the results of this study will make it possible to identify optimal strategies for managing the educational process and contribute to the formation of highly qualified specialists who are able to successfully adapt to the modern requirements of the labor market.

Due to the rapid advancement of science and technology and the globalization of society, there is an increasing demand for high-quality science education and its popularization in secondary schools. The growing amount of information and the increasing complexity of science subjects, the updating of federal state standards, and the modernization of the educational system necessitate the clarification of the essence, structure, and functions of the process of professional competence formation among science teachers. The aim of this research is to study the process of professional competence formation among science teachers, including a comprehensive analysis of the essence, structure, and functions of this phenomenon. The research methods included theoretical methods (system analysis and generalization of accumulated pedagogical experience, normative and legal documentation on the research topic) and empirical methods (questionnaires aimed at obtaining quantitative and qualitative data, statistical methods of data analysis). The specifics of the conceptual apparatus were determined, which includes two interrelated groups of concepts: "formation" and "development" in the context of philosophical and pedagogical approaches, as well as the phenomena of "competence", "competency", and "professional competence" from the standpoint of philosophy, psychology, and pedagogy. A survey of the teaching staff was conducted, including questions in the field of formation of professional personal characteristics necessary for effective pedagogical agency in science subjects. The analysis of domestic and foreign scientific literature, normative acts in the field of education, and empirical data obtained during the research allowed us to formulate the author's original definition of the process of professional competence formation among science teachers, to reveal the essence, structure, and functions of the studied phenomenon, and to develop a conceptual model aimed at creating conditions for continuous development of the personal potential of physics, chemistry, and biology teachers, contributing to the improvement of the quality of pedagogical activity. The organizational and pedagogical conditions that ensure the unity of science teachers’ professional competence formation were formulated. The theoretical significance of the research lies in the comprehensive analysis of information devoted to the research problem. Based on the analysis, the essence, structure, and functions were determined, which formed the basis of the model of professional competence formation among science teachers. The practical significance of the research lies in the potential of applying the obtained model to update the content of methodological work in physics, chemistry, and biology, to modernize the content of professional development programs, and to clarify the normative documentation regulating the activities of teachers implementing educational programs in science subjects.

In the context of the effective implementation of bilingual and multilingual education strategies in the Republic of Tatarstan, the present study draws attention to the initiated project «Teacher-Bi- and Multilingual» launched in 2018 at Kazan Federal University. The primary objective of the project is to prepare subject teachers capable of conducting educational activities in three languages and knowing the theoretical and practical foundations of bilingual and multilingual education. The article highlights the necessity for the transformation of didactic support to prepare teaching staff that takes into account the peculiarities of the multilingual educational environment. The existing material, targeting monolingual educational institutions, does not contribute to the effective work of educators in a multilingual environment. Therefore, the author proposes supplementing the set of universal and general professional competences with a special multilingual subject-methodological competence. The research aims to develop a set of measures for forming multilingual subject-methodological competence and evaluate its effectiveness. The study involved an analysis of domestic and foreign scientific literature on the topic, emphasizing accumulated experience in preparing specialists and teachers in multilingualism based on contemporary scientific and methodological approaches. Works dedicated to the formation of subject-specific language competence, the methodological creativity of inventive foreign language teachers, and the development of multilingualism in students of linguistic universities were also considered. The developed set of measures for forming multilingual subject-methodological competence in preservice subject teachers in a multilingual educational environment was pilot tested. The experiment took place over five years at the Institute of Philology and Intercultural Communication of Kazan (Volga Region) Federal University, involving 72 fifth-year students enrolled in multilingual educational programs. The main experimental method included diagnosing the level of competence formation using the international exam Teaching Knowledge Test – CLIL, adapted to the Russian language. The results analysis showed that the majority of participants in the experiment demonstrated an advanced level of multilingual subject-methodological competence. However, students found it challenging to conduct classes using the CLIL methodology due to a lack of practical skills in this area. It is recommended to pay special attention to developing practical skills in preservice subject teachers engaged in multilingual educational programs so that they can successfully apply multilingual methodology in their pedagogical agency. The results of the study will help determine the effectiveness of the proposed measures and their applicability in the multilingual educational environment.

The relevance of the topic under research is determined by the fact that creative thinking is a forerunner of innovations necessary for the development of society. Creative thinking fosters generating complex ideas, decision making, personal growth, also adaptation to the modern world requirements in the context of globalization and competition with artificial intelligence among professionals. Moreover, the digital era shifts focus from the transfer of knowledge to students to application of this knowledge in problem-solving. Foreign language classes, English classes in particular, open up an opportunity to unleash students' creative potential. Thus, the article aims to outline factors affecting positively the formation and development of creative skills in students in the English language classroom at a non-linguistic university. The research draws on the humanistic approach to teaching which underpins students' self-actualization. Apart from that, the work takes the tenets of the cognitivism theory as a starting point considering learners to be active participants of cognitive activity. An important role in the research is played by Vygotsky's sociocultural theory positing the value of students' interaction for acquisition of knowledge and skills. The findings of this study revealed specific features of creative thinking, its multidimensionality is shown. Theoretical knowledge about the nature of the concept under study enables to identify a number of factors ensuring activating creative thinking skills in foreign language teaching: teacher's personality and behavior, an effective learning environment, principles underpinning learning tasks. Theoretical implication of the article is due to a complex description of creative thinking that allows to deeper understand its nature and on this basis properly integrate it in English language teaching. Practical implication of the article lies in the fact that factors of activating creative thinking skills identified in the study can be applied in syllabuses and curricula design depending on the learning context, aims and learners' needs. The described principles underpinning the creative tasks allow to expand teacher's methods and maintain students' interest and motivation for learning English.

The problem of academic procrastination formation among future university graduate is being updated within the framework of the higher education development, capable of ensuring the effectiveness and quality of educational results in conditions of social transformation. At the present stage of development, the research purpose is to study and substantiate the characteristics of student`s academic procrastination with different choices of behavior strategies in conflict within the university educational environment to ensure the higher education quality. A brief review of studies on the procrastination phenomenon and its connection with the university student`s individual psychological characteristics is presented. The research found that domestic and foreign scientists in their studies analyzed in detail the theoretical foundations of procrastination: definition and structural organization, approaches to the classification of procrastination, analysis of the causes and consequences of procrastination, connections between perfectionism and narcissism and procrastination. Domestic science considers it necessary to take into account the impact of academic procrastination on learning success. Issues related to the relationship between behavior in conflict and the level of student`s academic procrastination have not been considered by domestic and foreign scientists. The research uses a systematic method for analyzing the consequences and risk factors when choosing a behavior strategy in a conflict by university students, as well as the following diagnostic research methods: theoretical analysis of literary sources on the problem of procrastination, diagnostic methods and the method of mathematical statistics (correlation analysis). The diagnostics was made with the use of the questionnaires “Procrastination Scale” by K. Lay and “Choice of Behavior Strategy in a Conflict Situation” by K. Thomas and R. Kilmann. The results of the empirical research showed that the most common among students is a high level of procrastination, and the choice of behavior strategy in conflict is compromise. A correlation analysis of the relationship between the strategy of behavior in conflict chosen by university students and diagnosed general procrastination in a sample of students showed a direct, pronounced interdependence between procrastination and the strategy of competition and an inverse, pronounced interdependence between procrastination and the strategy of cooperation. It is concluded that it is necessary to reduce the level of academic procrastination through specially organized classes on self-organization and self-discipline in order to develop cooperation among students, to increase the degree of harmony between individuals and society. To do this, it is recommended to change the pedagogical, organizational conditions and content of educational activities. The results of the research will help improve the quality of higher education and serve its effectiveness in the social transformation era.

Students of artistic literacy should be able to draw a human figure, freely depict the movement of the figure, its anatomical and spatial location. This is necessary for artistic and creative work in future. A graduate will not be ready for professional activity as an artist without the ability to draw a figure. The purpose of the article: to propose a developed series of assignments for sketching a naked human figure, with various specially designed tasks. The following methods were applied: analysis of special literature; analysis of students' sketches; pedagogical experiment. The aim of the assignments is to make sketches of a naked human figure, starting from simple movements and going on with more complex movements of the figure. First, it is proposed to make a sketch with a static counterpoint of a standing figure, then move on to a sitting human figure in dynamics, the dynamics is expressed by turning the shoulder girdle to the pelvic girdle so that there is twisting of the body. Then the tasks become more complicated with sketches of a human figure in a supine position without an angle, then in a complex angle, while it is recommended to be at a sufficient distance from the model in order to avoid distortion of proportions in the sketches. And the series of assignments ends with the task of depicting a graphic artistic image of a figure in a sketch. To solve this task, it is recommended to organize a thematic setting. It was revealed that the developed assignments have a positive effect on the development of skills for sketching a naked human figure. The use of assignments in the educational process allows us to achieve higher results in mastering artistic literacy in drawing. The theoretical significance of the article lies in justification of the methodology of teaching students to make sketches of the human figure. The practical implication of the study lies in the proposal of methodically based assignments, the effectiveness of which has been proven in the process of pedagogical experiment. The results of the study are ready for use in the educational process when teaching students academic drawing in the section of drawing the human figure.

Starting from the 2023-2024 academic year, the main educational programs of all areas of higher education in Russia include the discipline "Fundamentals of Russian Statehood". It is intended to help recognize a timely response to the current challenges of Russia's educational and social policy, to contribute to the formation of students' sense of citizenship and patriotism, which is an important task at the highest state level. The aim of the article is to study the specific features of the introduction of a new discipline into university curricula, its perception by students, their attitude to it, and a description of practical methodological recommendations for teaching the subject. To conduct the research, general theoretical methods were used (analysis, synthesis, generalization of theoretical information on the problem) and an empirical method – an online questionnaire. The research involved 173 first-year students of technical universities in Penza and Kazan. The research made it possible to clarify the attitude of first-year students to the discipline as a whole, to its individual sections, pedagogical tools and methods used for teaching of this course. More than half of the respondents replied that they were completely satisfied with the results obtained in the classroom. The students noted the importance of personal interaction with the teacher in the course of classes, paid special attention to the interesting content of the discipline, highlighting this parameter as a clear advantage of the course. They noted the sections of the discipline "The Russian state-civilization" and "The political structure of Russia" as the most important for studying. Students consider videos, interactive online games, original lectures and working with a map to be the most effective means of learning. We think that the goals and objectives set in the legal field for universities and academic staff and outlined in the media space have been fulfilled. The survey results confirm this fact. Most students are convinced that they get benefit from studying the subject and expand their knowledge of the history of Russia. At the same time, respondents noted as a significant learning result the formation of a sense of pride in their country and their people, the expansion of existing knowledge of the geography of Russia, and better understanding of the geopolitical processes taking place today. In practice, the discipline contributes to the formation of such qualities among young people as citizenship and patriotism, which determine the value attitude of an individual to the historical past of his country, belonging to the nation, and a sense of pride in our Fatherland.

The topicality of the issue of university faculty providing support for students choosing their professional pathways stems from the long-felt need for changes in universities’ and faculties’ performance, with such changes being implemented in the form of more substantial career guidance support. The latter is to be offered not only to those entering universities and then-graduates but also to those who are ‘in between’ these two categories. Our research was aimed to reveal how faculty itself feels about this role, in what way this support can be implemented and what kind of problems and barriers they can face in this process. With the use of pedagogical, psychological and acmeological approaches, possible algorithms of such interaction between a teacher and a student can be established. The expert survey we conducted showed that the majority of the surveyed demonstrated positive approach towards providing career guidance support as part of their performance, with the elements thereof being incorporated into the teaching process and demonstrating certain understanding in what forms such support should be granted, whereas in the course of in-depth interviews, a number of those taking part in the expert survey described potential problems and barriers in implementing such kind of tasks. The practical importance of our research can be reflected in the revealed opportunity of implementing such pedagogical model into university teachers’ performance, which will allow to make the qualitative shifts of bachelors’ training resulting in individuals then joining workforce being well aware of their professional goals and having made a conscious and informed choice of their career pathway.

Training and education are characterized by regular pedagogical conflicts, caused by contradictions that are characteristic of the educational process. The purpose of the article is to study, prevent and resolve pedagogical conflicts with the participation of its direct subjects: conflicts that arise within the framework of teaching and educational agency as a reaction to the difficulty of implementing its main or additional tasks (conflicts of this type occur due to complications in “business” relationships) ; conflicts of unjustified expectations that occur in the classroom or as part of extracurricular activities as a reaction to actions that diverge from the established rules of interaction between teachers and students, diverging from the mutual result that they naturally expect (conflicts of this type occur due to complications of “role” relationships); conflicts associated with psychological incompatibility that occur in the classroom or as part of extracurricular activities in connection with the individual specifics of the teacher and his/her students, not entirely harmonious combination of their temperaments and characters. The main results of the article are the consideration of a conflict of a pedagogical nature as a special phenomenon, as well as its aspects and functional properties, which allow us to conclude that this type of interpersonal clashes is a mandatory element of the education system, and anyone can be involved in this confrontation – from teachers and administration representatives to students and members of their families. The degree of negative impact of conflict on those who participate in it is directly dependent on such personal characteristics as conflict, which is present in some students, but absent in others. In addition, the wish to overcome differences in every of the opponents is of great importance. These factors are very significant for our research. In the framework of neutralizing a conflict situation, an important role is played by the implementation of a cooperation scenario (interaction, partnership), which is characterized by a high degree of involvement of all participants in the conflict in the process of overcoming it, the desire for compromise, balancing claims, and awareness of the importance of mutual communication. The main behavioral algorithm is designed to take into account approaches to conflict resolution at different stages in the context of the current conflict management model based on the principles of mediation. The integrated use of communication, administrative, mediation, and leadership skills of teaching staff is a primary factor influencing conflict management.

An integrated power grid plays a huge role in the country's economy. The efficiency of its work depends on many factors. One of them is the degree of the company employees’ readiness to settle the complicated production problems. For these purposes, the formation and development of an in-house training system and training internal staff to carry out the pedagogical activities are of great importance. Presenting the experience of the electric grid enterprise in Tatarstan Republic – (JSC "Grid Company") on organizing the training of employees on methods and tools in the lean production, the authors of the article try to generalize this experience in order to determine the theoretical basis for the development of in-house production. The issue of research is connected with the search for answers to the question on the methods for selecting the candidates, on the means and methods of preparing the key personnel of the company to organize the educational process within the company for the most mobile solution of the issues on the on-job improving the qualifications of its employees. The purpose of research: based on the analysis of experience of the leading electric grid enterprise in Tatarstan Republic – (JSC "Grid Company"), and on the theoretical analysis of scientific literature on the issues of the in-house training, to identify and describe the conditions of preparing the company's key personnel for pedagogical agency. As a trial hypothesis, an assumption was made, that the effective organization of in-house training for the company employees on the tools and methods in the lean production can be ensured if the targeted selection and preparation of the company's leading specialists for organizing the educational process is carried out, taking into account the development of their communication abilities and skills; their targeted immersion into the pedagogical theory, into the problematic field of the educational task to be solved for the development of production is organized; they have realized the essence and significance of the function assigned to them, and they are ready to implement it. The methodological basis of the research is the acmeological approach; based on which, the specific features of the personnel training for the pedagogical activity to solve the internal problems of the company are substantiated. The presented experience of its implementation can be useful for all manufacturing institutions seeking to speed up the process of integrating the new knowledge and skills into the work of their employees.

The relevance of the article is due to the problem of updating literary education in the digital world. The process of the classical methodology reconstruction is due to the rapidly changing reality, which also forces the student’s consciousness to be restructured (the development of media education, etc.). The student, as practice shows, has ceased to be actively involved in the educational process built on the classical method. The student's attention is seeking for elements of a new reality in school. It is precisely the changes in lessons involving into the educational process the achievements of the new era, reconstructing the usual methods and techniques that can help a literature teacher to interest a student in classes. The purpose of the study is to identify the signals that a modern literature teacher should pay attention to in order to captivate students of the 21st century in the lesson and not allow them to immerse themselves in gadgets, while forgetting about educational tasks. Leading approaches to the problem research: systemic, interdisciplinary, comprehensive. Based on an analysis of scientific literature, forums of teachers and parents, federal documents, surveys and other sources, the author shows the need to find an answer to the question "How not to" lose "a student?", identify problems that concern the subjects of the educational process, and the ways of their solution. To achieve the goal of the article, we used theoretical (analysis of publications on research problems) and empirical methods (written questionnaire and oral survey). The works of domestic and foreign authors on the problems of digitalization of education, imagination, perception of the school-reader, teaching literature in the context of modern media space, etc. serve as the methodological basis for our study. A number of conclusions have been formulated, which make it possible to determine how it is necessary to modernize literature lessons in the 21st century so that students of the new generation do not lose their motivation for learning, become interested in the educational process. The proposed solutions for updating the educational process, which present vectors for the development of modern literary education, can be used by scientists for complex study of identified problems and search for new ways to solve them, as well as by school teachers and teachers of pedagogical universities to correct work with students in the context of the digital era.

Improving coherent monologue speech is of key importance in the overall development of speech in preschoolers. The problem that we consider in our study is the examination of the specific aspects of coherent monologue speech development in preschool children with general speech underdevelopment and planning of a correctional and developmental process using fairy tales, taking into account their specific speech development. The purpose of the article is to justify the practicability and effectiveness of using fairy tales in speech therapy work for the development of monologue speech in preschool children with general speech underdevelopment. Diagnostic results using V.P. Glukhov’s method indicate that children in this category have a low level of coherent monologue speech development, which emphasizes the relevance and significance of the study. The article reveals the essence of speech therapy work aimed at improving monologue speech in preschool children with general speech underdevelopment through the use of fairy tales.

Every year there is a tendency towards an increase in writing disorders in primary school age, which include dysgraphia. In this regard, our research is relevant. The purpose of the article is to identify and characterize the features of dysgraphia in modern primary school children. We examined the operations of the writing process, the original author's approaches to the classification and manifestations of dysgraphia, conducted an experimental study, as a result of which we identified acoustic dysgraphia and dysgraphia based on violations of language analysis and synthesis. The identified characteristics should form the basis for further speech therapy.

In the modern world, markets are developing at a rapid pace. Simultaneously with them, global economic ties in a form of logistics chains complex are developing. The geographical location of countries has a significant impact on their logistics potential and ability to compete with other countries. Germany's advantageous location in the center of Europe allows it to develop freight transportation and logistics activities successfully. As a transit country, Germany is involved in many logistics processes. The logistics industry, which includes transportation, warehousing and cargo handling, is one of the largest sectors of the German economy. Therefore, studying Germany’s experience in building and developing the logistics industry can be useful both for the countries of the European Union and other countries. The aim of the study is to analyze the current conditions of the cargo transportation and logistics market in Germany. The main trends in the development of the cargo transportation and logistics market in Germany were analyzed; main statistical indicators are presented; the state of logistics and transport infrastructures was studied; the areas of government support for the logistics industry are considered. A conclusion is formulated about the high development of the logistics industry and the cargo transportation market in Germany, about the effective use of digital platforms, technologies, and modern transport equipment in the logistics industry.