№ 08 (август)

Modern education is at a crucial historical point where technological innovations have become an integral part of the learning process and have a significant impact on its structure and organization. Special attention is paid to the use of artificial intelligence technologies, which open up new opportunities for optimizing learning. This article is dedicated to analyzing the demand for the use of tools based on generative adversarial networks in the learning process by students of the Institute of Culture and Arts at Moscow City Pedagogical University. The research was conducted to assess the potential use of neural networks for solving specific educational tasks. To achieve this goal, various methods were used, including analyzing domestic and foreign scientific sources on the topic, surveying students, and comparing the survey results with the results of similar studies. The survey results showed that students highly appreciate the potential of neural networks, actively use these technologies to solve educational and creative tasks, and they will continue to apply them in their professional activities. Unfortunately, students are not fully able to understand the dangers of being addicted to generated content. Recognizing the need to use the opportunities of artificial intelligence, we consider it important not only to teach students practical skills in working with neural networks but also to pay attention to the development of critical thinking. The theoretical significance of this article lies in expanding knowledge about the potential of applying neural networks in art education and identifying factors that affect the effectiveness of their use. The novelty of the research lies in the focus on the application of neural networks in the field of fine arts and design. The results of the analysis revealed specific challenges and advantages of using artificial intelligence in these areas. The practical significance of the research lies in the possibility of using its results both to optimize the educational program of the Institute of Culture and Arts and to develop strategies for integrating modern technologies into the educational process in the field of art education.

The modern determination of secondary vocational education as a sphere of human capital development involves the use of adequate theoretical and methodological guidelines. In this regard, a human-oriented approach is of scientific interest, the synthesizing core of which is a holistic, versatile person in his/her many hypostases (individual, subject, personality, universe) in modern life. The purpose of the research is the scientific contemplation, interpretation and approbation of this human-oriented approach as a theoretical and methodological directive for the development of college students’ human capital. It was conducted using methods of analysis, synthesis, comparison, generalization, observation, survey, expert assessment, diagnostics, statistics. Results: the state of the scrutinized problem in modern educational practice and the degree of its scientific development are defined; the methodological and experimental research base is determined; the essence of the human-oriented approach as a theoretical and methodological directive for the development of human capital of a college student is revealed and interpreted; recommendations for its use are formulated. The scientific novelty of the research results lies in the fact that for the first time the human-oriented approach has become the subject of scientific examination and interpretation in the context of the development of college students’ human capital; its main ideas, principles, resources, generalized image of effectiveness and diagnostic formats in this context have been identified. The theoretical significance of the research results represents a contribution to the theory of secondary vocational education with knowledge about this approach as the most adequate theoretical and methodological directive for the development of human capital of a college student in modern realities. And the practical significance lies in the possibility of using innovative socio-pedagogical systems and technologies for the development of human capital of a college student in the design, to modulate the domestic system of secondary vocational education on their basis as a sphere of human capital development and modernization of educational programs for appropriate retraining of professional teaching staff and mentors.

The issues of forming the screen culture of students - preservice teachers - are becoming increasingly relevant at the present time, since future teachers must be ready to use new methods and tools in their work. In addition, they must be able to effectively search, analyze and use information that a person mainly receives through the organs of vision. Very important is the aspect that future teachers must be aware of the responsibility for the content that they create and with which they organize the work of students on screens, as well as for how it can affect students. The purpose of the study is to define the components that make up the structure of the screen culture of students - preservice teachers, and to determine the degree of significance of these components. The research is based on the following approaches that form its methodological basis: cultural, communicative, competency-based ones. Research methods include analysis, generalization, synthesis, questioning, the method of expert assessments, and the method of factor analysis. In their work, the authors found out that the structure of the screen culture of student teachers includes axiological, personal, motivational, normative, operational activity-oriented, aesthetic and ethical components. The most significant are the motivational and normative components, which can be combined into a group of institutional factors. The next important group is the group of utilitarian factors, which include the axiological and operational components. The remaining components (personal, aesthetic, ethical) are also included in the structure of screen culture, but do not have much “weight”. The theoretical significance of the study lies in identifying the structural and content characteristics of the screen culture of students in the pedagogical area of training, and in determining the significance of each component in the overall structure of screen culture, which allows us to use the acquired knowledge in further research related to the expansion and formation of the theoretical apparatus of the phenomenon under consideration. The possibility of using the results obtained in the formation of screen culture by developing appropriate pedagogical models and methods that take into account the structural and content characteristics of screen culture accounts for the practical significance of our research.

In the context of the current Federal State Educational Standard of the Russian higher education, there is a process of revising the problem of communicative competence development in foreign students studying Russian as a foreign language. The author presents pedagogical conditions and methodological support aimed at the development of foreign language communicative competence of students in accordance with the results of teaching Russian as a foreign language. Foreign students of non-linguistic areas use Russian as a foreign language for self-studying in the process of higher education and intend to use it in their future work. Readiness for this process becomes the key to their competitiveness in the Russian labor market. The relevance of the issue of using the construction method in teaching Russian as a foreign language for the development of students' communicative competence is due to several factors. Firstly, the society strives to use innovative and interactive teaching methods that allow foreign students to actively interact and express their thoughts in Russian. Secondly, the construction method is an effective tool for the development of speech skills when students have to use various grammatical structures and lexical units to describe their professional activities. Thirdly, the proposed methodology contributes to the development of students' imagination and creative thinking, as they have to invent and construct their own communication models using their knowledge of Russian language. Finally, the construction method is an accessible and cost-effective way of teaching that can be used both in classrooms and in extracurricular activities. The aim of the article is to study the method of construction in teaching Russian as a foreign language for the development of communicative competence of students in higher education. The main idea of the method is to use speech models to create communicative situations that help foreign students to develop their speaking skills. The main results of the study showed that this method allows students to be more actively involved in the learning process, to develop their creative and cognitive activity. By creating various situational models when mastering Russian as a foreign language, students expand their vocabulary, learn to use new words and constructions in the context of right speech, which effectively affects their speaking and understanding of the language. This helps to develop interpersonal communication skills and improve speaking practice in Russian. Thus, the method of construction in teaching Russian as a foreign language is an effective means for the development of communicative competence of students in higher education. It allows us to stimulate the learning process, develop creative activity and communication skills, expand vocabulary.

Modern primary school creates many conditions for the development of a focused and productive personality of a student, where an important role can be given to the formation of achievement motivation, which allows this individual to focus on success and obtaining a positive result in learning activities. Having information about the motivational tendencies of a primary school student, teachers get the opportunity to manage his productivity in learning activities and predict learning difficulties, where academic performance is one of the indicators. The purpose of the study was to study the achievement motivation of primary school students with different academic performance, within the framework of which academic performance is considered as a quantitative result of learning activities, and achievement motivation as a source of activity of the child, directing him to achieve success in this activity. The following research methods were used: a survey using the «Achievement Motivation Grid» test or the MA-grid of H. D. Schmalt adapted by N. V. Afanasyeva, comparative analysis and a mathematical method of secondary processing of empirical data - Fisher’s statistical F-criterion. The study of achievement motivation of primary school students was conducted as part of a pilot study on a sample of 92 students of primary school age. As a result, we can see that majority of primary school students have achievement motivation at an average level of development, where successes and failures in learning activities are a priority for them. Primary school students with «good» and «excellent» academic performance show a motivational tendency to «achieve success» at an average level, and the students with lower academic performance show a tendency to «avoid failure» at low levels of manifestation. The theoretical implication of the work is in the examination of the achievement motivation manifestation as a source of student success in learning activities, where motivational tendencies are given in a comparative analysis with their different performance in learning activities, as well as taking into account the age characteristics of primary school students. The practical significance can be justified by the fact that the described results of the empirical study can be useful to teachers of primary general education for the prevention of developmental deviations in the motivational sphere of primary school students and for monitoring the reasons for the failure of primary school students in learning activities.

Modernization of higher education opens up prospects for the use of mobile technologies to improve the quality of training for specialists in the field of socio-cultural activities. In addition, the priority tasks of the training programs are: providing the content of academic disciplines with the cognitive component of the interethnic communication culture, building up communicative and digital competences. The authors examine the problem of verifying the effectiveness of the mobile technologies use in training of specialists in the field of socio-cultural activities. The purpose of the work is to study the peculiarities of the organization of practical activities for managers of socio-cultural activities in the development of mobile applications for the formation of their communicative tolerance. Scientific novelty: the potential of mobile applications with socio-cultural content for training in-demand specialists of the digital society is substantiated. Theoretical significance – the identified opportunities and characteristics of information interaction in the design of mobile applications are clarified in relation to the training of managers of socio-cultural activities for the formation of their communicative tolerance. The creation of mobile applications was implemented in classes on the discipline "Innovative experience of professional activity in the field of culture". To develop mobile applications, specialists use the tools of the MIT App Inventor environment. The test by V. V. Boyko is used to assess the formation of communicative tolerance. 82 bachelors of the Orel State Institute of Culture are involved. The area of training is 51.03.03 “Socio-cultural activities”, specialization – «Management of socio-cultural activities». The 2-Pearson criterion was used for statistical processing of data. The authors describe a system of work on the use of mobile applications for socio-cultural purposes to promote tolerance and multilingual interaction; formation of the respect for the cultural characteristics of other people; development of emotional intelligence. The peculiarity of the proposed information interaction is the adaptation of the content of the mobile application to the specifics of the training area. In conclusion, the characteristic features of the work that provide additional conditions for the development of communicative tolerance are formulated: the voluntary nature of communication between all participants in information interaction; the use of information technologies to support dialogue within the framework of professional communication; the availability of feedback through tools and components of the development environment. The results obtained can be used to update training programs for managers of socio-cultural activities, advanced training courses, and the content of webinars on mobile application development.

Today, the educational environment of Russian universities is in demand not only for students from Russia, but also for students from other countries. In this regard, teachers face a number of new and important tasks in organizing the educational process taking into account psychological and cultural characteristics of foreign students. Nowadays this problem is extremely relevant because in the process of integration and interaction of cultures there are a lot of people who speak two languages and have the right to be called bilinguals. The purpose of this study is to analyse and classify bilingualism, to study it in detail as a factor influencing the educational process, especially the study of foreign languages. The following methods were used to conduct this research: theoretical – analysis and generalization of scientific works and literature on the problem; empirical – observation, survey (questionnaire), pedagogical experiment; mathematical – statistical processing of the research results. Taking into account the data of the conducted sociological survey of students from different countries, the article analyses and studies in detail the concept of ‘bilingualism’, provides a detailed classification of its varieties. The factors contributing to the emergence of bilinguals in today's society are presented and the importance of studying this phenomenon in relation to modern trends in education is explained. The categories of bilingual students and peculiarities of teaching foreign languages to all these categories of students on the basis of higher education institutions are also studied. The term ‘bilingual consciousness’ is proposed and it helps to designate a person who speaks several languages. The practical significance of the work consists in revealing a number of problems faced by bilinguals in getting higher education in general and in learning foreign languages in particular, as well as the advantages they can have in learning, and, consequently the most favourable educational environment of a higher educational institution for bilingual students is characterized and the necessity of its formation in a modern educational institution is explained. A comprehensive study of the “bilingualism” concept based on the theoretical explanation of the term and practical understanding obtained through a survey of bilingual students is made in the paper for the first time.

Modern teaching technologies require new skills from teachers, which they will be able to implement in their professional activities. The requirements of society, government and labor market change regularly. However, there are traditional teaching methods that are taking on new forms and modifications. Narration is a traditional form of teaching, which is used by lecturers, teachers, and mentors. People have always passed on their knowledge and experience through narration. Traditional lectures still remain relevant, but most often they do not contribute to the emergence of motivation for student learning. In this regard, a new form of narration is emerging - storytelling, thanks to which the process of transferring knowledge becomes more interesting and involving. Telling a story in any case involves feedback, which can be expressed in verbal and non-verbal signals, as well as in the form of reflection, and feedback, in turn, leads to the development of social interaction. The purpose of this article is to study and analyze the literature of domestic and foreign authors studying aspects of storytelling in education, as well as to determine the level of awareness of future managers about storytelling technology, and to analyze the readiness of students to use storytelling in the educational process. The study used theoretical and empirical methods such as questionnaires and observation. The main results of the study are the survey data obtained, confirming that storytelling technology is interesting to students as an educational method, as well as a method of interaction in management activities. In this regard, it was concluded that this technology needs to be introduced into the educational process of higher education institutions for preparing future managers. The theoretical significance of the study lies in the analysis of the works of domestic and foreign authors studying aspects of storytelling in education. The practical significance of the study is due to determining the level of awareness of future managers about storytelling technology, as well as in analyzing the readiness of students to use storytelling in the educational process.

The relevance of the research is due to the fact that most of the university courses today are aimed at developing hard skills of prospective specialists without taking in consideration soft skills formation in training. Even if there are some courses to improve students’ soft skills, they are planned, as a rule, without taking into account the current employers’ demands. It is worth noting that soft skills development today is very important in the professional field in general, and in the IT area in particular. The purpose of the study is to identify an optimal combination of soft skills that are required of the candidates for IT positions and make the applicants competitive in the labor market. The paper is based on a theoretical review and analysis of national and foreign scientific works on the subject of research. A questionnaire was chosen as an empirical research method. The scientific novelty of the results, in contrast to the results of foreign and domestic researches on the issue, is the following: 1) technical knowledge does not always contribute to professional success in the IT area because it largely depends on how well a specialist is able to work, listen and interact with others to promote a project or solve a problem in a team, 2) soft skills are additional values of IT specialists but only on condition that they realize what kinds of specific soft skills will be required and will be able to develop them, 3) university can become a suitable area for developing a currently important set of graduates’ soft skills. The theoretical significance of the research lies in advancing knowledge on the students’ soft skills development in higher educational institutions in order to improve their professional ways. The practical significance of the study lies in the fact that the authors identified and described an up-to-date combination of soft skills based on the results of interviews in Russian IT companies: curiosity and willingness to learn, interpersonal communication, customer-oriented mentality, collaboration, problem-solving ability, adaptability, prioritization and mentoring. The reliability and validity of the results were ensured by a comprehensive analysis of national and foreign academic literature on the research issue taking into account the fundamental methodological principles and the use of methods appropriate to the study.

In the modern paradigm of school education, the formation of universal learning actions (ULA) among students becomes significant because they ensure a broad orientation of schoolchildren both in various subject areas and in various types of cognitive activity. The Federal State Educational Standard of Basic General Education, defining the meta-subject results of learning the basic educational program, actualizes the task of their formation by means of subject disciplines (including mathematics). Despite the great number of research that touch upon the structural, substantive, procedural, technological and diagnostic aspects of universal learning actions formation among schoolchildren in the process of mathematical training, the systematic organization of mathematical education for the integrated formation of meta-subject and subject skills, self-determination and creative development of all categories of secondary school students has not been sufficiently studied. New educational opportunities for the development of ULA, which are opened on the basis of modern digital technologies, have not been fully realized. The purpose of the article is to present the main ideas of the concept of key ULA formation among students in grades 5 – 9 in the process of mathematical training in the context of digital transformation of education. To achieve this goal, a set of theoretical methods was used, as well as such methods of empirical research as pedagogical observation, generalization of pedagogical experience, and the use of specialized computer programs. The leading methodological approaches in the construction of the author's original concept were chosen systemic (the basis of scientific knowledge), systemic activity-oriented (ensures the development of the student's personality based on the acquisition of universal methods of activity by means of the academic subject "Mathematics"), environmental (ensures the availability of a subject-based active digital educational environment), informational (provides the option of creating individual learning trajectories, application of synchronous and asynchronous technologies and the implementation of models of blended teaching mathematics). The core of the pedagogical concept is represented by the patterns and principles of the formation of key universal learning actions. On the basis of the selected methodological approaches, patterns and principles, the leading provisions of the concept are formulated, which form the ground for designing a model of the corresponding methodological system.

Today, English language learners in official educational institutions face a serious task of language proficiency at the level of an educated native speaker. Such a requirement entails the need to master new, modern methods of education, taking into account the psycho-physiological characteristics of students of all ages. In addition, an important component of learning today is the motivation of students, their involvement in language learning, the desire to use and develop their language skills in further professional activities. Phrasal verbs, which are a unique and important component of the English language, are not inherent in the Russian language, which already causes difficulties in learning them. In addition, their belonging to the class of phraseology and idiomatics entails additional difficulties associated with understanding their semantics and stylistics of use. The study and use of phrasal verbs is a prerequisite for a student who seeks to bring his level of language proficiency to the level of a native speaker: their use makes speech more capacious and at the same time expressive, figurative. The purpose of this study is to analyze existing methods of teaching phrasal verbs in English classes and introduce modern approaches into existing traditional approaches using new digital resources: applications, platforms, services. The use of digital and computer technologies in education is not new today, but remains acutely relevant and necessary for the success of the teacher's role in the educational process. As a research method, we used methods of analyzing pedagogical experience, observation, and questioning students during the experimental implementation of the author's original course on teaching phrasal verbs to 1st-year students of non-linguistic specialties. The students, divided into two streams – experimental and control – were given additional tasks, after which the final testing of the course was conducted. Later, they were asked to take a survey, which allowed us to evaluate our author's course through the eyes of students. The results of the study contribute to the further study of the use of digital resources as a support for teaching activities, and can be used as materials in further research work.

The relevance of the problem under study is dictated by the conditions of humanizing the educational sphere at the current stage of societal development. The professional career of foreign language teachers goes beyond the key competences in the fields of pedagogy and linguistics, prioritizing the comprehensive development of students' personalities and unleashing their potential. The humanistic orientation of the educational process reflects the close interaction in the "teacher-student" relationship, which implies mutual respect and creating a positive learning environment. Accordingly, empathy is one of the important teachers' professional qualities that contributes to the effectiveness of the learning process. The article aims to comprehensively outline the concept of teacher empathy, as well as the ways to implement it in teaching English at a non-linguistic university. The research draws on a humanistic approach to foreign language teaching which involves the development of human values in students, awareness of other people's needs and sensitivity to their emotions. Apart from that, the study has been carried out in line with Stephen Krashen's affective filter hypothesis which determines the influence of affective factors on the effectiveness of material acquisition. Furthermore, we consider the theory of social constructivism highlighting the social nature of cognitive development. Study of the theoretical aspects of empathy has allowed us to identify the nature of teacher empathy and define it as one of the components of a teacher's social-emotional competence. Thus, teacher empathy is defined as a complex structure consisting of cognitive (based on observation), affective (based on experience), and behavioral empathy (reflected in actions). The theoretical significance of the research lies in the possibility of expanding knowledge in the study of the concept of empathy in teaching career allowing for a deeper understanding of its essence. The practical significance of the work is that some strategies for demonstrating teacher empathy in teaching English at a non-linguistic university can be applied in teaching other disciplines. Additionally, the outlined theoretical aspects of empathy can form the basis for both professional development courses for faculty members and programs aimed at optimizing learning in the context of secondary and higher education taking into account the diverse students' needs.

Primary school students with severe and multiple developmental disorders have limited vocabulary, inaccuracy in the use of words, as well as a large gap between active and passive vocabulary. One of the most important tasks of correctional work with such children is the development of vocabulary. In this regard, the aim of this article was formulated, which is to conduct a study to identify the characteristics of the vocabulary of this category of students. A quantitative and qualitative analysis of the diagnostic results was made. The prevalence and symptoms of vocabulary disorders in primary school students with severe and multiple developmental problems are described.