№ 01 (January)

The relevance of this study is due to the intensive development of social, cultural and educational ties between Russia and the People's Republic of China. That is why we need to teach children Chinese in secondary schools of the Russian Federation, starting from the level of primary general education, including distance learning. The demand for teaching Chinese speaking to primary school students in the context of distance education requires clarification of its content. Currently, due to the difficulty of learning Chinese by primary school students, foreign language teachers face the problem of using the potential of the additional education system in a distance format to optimize the process of teaching Chinese to primary school students, therefore it is so important to study its content and the corresponding organizational foundations. The purpose of this study is to analyze the content of teaching Chinese speaking to primary school students in the context of distance education and its organizational foundations. In achieving the goal, a special place takes a complex of thematic games and authentic, multimedia educational and methodological support with corresponding resources, which help to increase the motivation of primary school students to study the Chinese language, and also have significant teaching potential. The methodological basis of the study was made up of conceptual tenets presented in the works of domestic and foreign scientists in the field of theory and methodology of teaching foreign languages at the level of primary general education and didactics of using multimedia educational tools in the distance education system. The content and organizational framework proposed by the authors for teaching primary school students to speak Chinese in the context of distance education, developed within the framework of the additional education system, have practical significance and can be used by foreign language teachers when conducting Chinese language lessons for students in grades 2–4.

The digital transformation of the domestic economy, structural changes in the labor market, the emergence of new specialties require modern systems of secondary specialized and higher education to compile new educational programs for the creation of information systems adapted to new conditions. Today, such courses are relevant that combine the main theoretical sections of system design and the specifics of their practical use in the work of specialists. The purpose of this work is a new methodological development of practical classes on the course "Fundamentals of information systems design". It is proposed to divide them into training modules: Subject area research, Problem statement, Design, Software product development, Deployment, Documentation. Domestic and foreign methods for learning the listed training modules have been studied. The paper considers traditional approaches to their organization and justifies the use of new ones: at the stage of "Research of the subject area", a practical lesson "Legal justification for the development of an information system" is conducted, at the lesson "Datalogical design", the source of information is the output reporting forms of the system (the reverse engineering method is used) and others. For classes on "Software Product Development", the current requirement of using freely distributed and platform-independent development tools and file formats has been taken into account. The result of the study was the basic plan of practical classes on the course "Fundamentals of Information Systems Design", which was tested at the Bauman Moscow State Technical University in training undergraduate students of the Faculty of Engineering Business and Management. The theoretical significance of the research consists in the developed advanced modular structure of the course design, which allows to achieve its variability, flexible customization for a definite specialty and specific students' training. The practical significance of the research lies in the possibility of compiling new curricula on a common basis. The inclusion of the module "Artificial Intelligence" will allow us to add the study and practical development of intelligent data processing methods and machine learning methods, which opens up the prospect of converting the proposed methodology into the basics of designing hybrid intelligent information systems. This development may be of interest not only to secondary and higher educational institutions, but also to retraining and advanced training centers.

The issue of teaching foreign language business communication to IT students is a quite challenging task due to a lack of organizational and methodological resources allocated to minor disciplines within curricula, as well as current educational trends: digitalization and the evolution of student-centered approaches. The purpose of the study is to test the effectiveness of the visual novel as a tool for teaching business communication in the context of the previously noted current trends. The research method is experimental learning based on gamification. Visual novels can be a useful tool for developing communication skills. Compared to conventional interactive classes, visual novels have a number of advantages in terms of educational process organization. They do not have such restrictions as the complex and time-consuming preparation of lessons, limited classroom time, the need for a certain number of participants, etc. Responding to modern education trends and social demand they not only productively implement the ideas of alternative teaching methods, but also create environment that evokes an emotional response in a certain target group, stimulates learning motivation, and makes it possible to demonstrate the importance and continuity of business communication in a time perspective. Since IT training in most cases does not include business communication course, it can be included as a part of other discipline and/or a module, and it was decided to conduct the training within a basic EFL course. At the current stage of the experiment, there is generally positive dynamics. The prospect for further development of such educational resources can extend to specialties for which business communication is not one of the core activities, as well as transferring into a public format.

The relevance of the study is determined by the growing interest in issues of preserving the ethnocultural identity of small peoples in the conditions of their living in countries with a multinational structure. Approaches to using the pedagogical potential of textbooks for teaching reading in primary school as a factor promoting ethnic consolidation are considered in the article using the example of Tibet, which is a territory that recently (since 1959) has become a part of China. It was included in the state initiative “One Belt – One Road”. The purpose of the article is to define the qualitative originality of illustrations selection that characterize the ethnocultural orientation of the textbooks content for teaching reading in the Tibetan language to primary school students living in the Tibet Autonomous Region, as well as in the Tibetan Autonomous Areas and Districts of China. The object of the study is a set of textbooks for primary schools (grades 1–4), intended for literacy training. Based on a content analytical study of images of representatives of various typological groups of the population and objects of material culture, as well as the subsequent interpretation of its results, the research hypothesis was tested. It lies in the fact that ethnocultural markers are used as main factors of formative influence, guiding primary school students to master the patterns of traditional Tibetan culture without going beyond its boundaries. It was found out that the focus remains on familiarizing primary school students with traditional Tibetan types of labor activity, endemic animals, cultural practices, and objects of national material culture. The life of a primary school student is depicted as a sequence of events occurring in a slow rhythm, not overshadowed by the desire of teachers and parents to achieve a learning effect by stimulating his/her cognitive activity. Images of play activities predominate, which are organically combined with elements of traditional labor practices, which include family members. No visual materials were found that indicate the desire of compilers and illustrators to form the foundations of civic identity or reflect the social consequences of scientific and technological progress.

An important task facing a digital school teacher is to prepare a graduate who is able to use the acquired knowledge in practice and offer non-standard solutions demanded by Industry 4.0. The authors investigate the problem of substantiating the effectiveness of 3D-modeling use for building up research skills of students in the context of additional education. The purpose of the study is to explore the potential of 3D-modeling in the classroom in the system of additional education for the development of research skills of schoolchildren. The following classification of research skills is used in the work: operational, communicative, organizational, informational. The authors have identified the appropriate indicators for them: conducting observations and research; hypothesizing; planning activities; analysis of information sources. The scientific novelty lies in the fact that the potentials of using 3D-modeling are substantiated as an additive technology for training school graduates who should be able to successfully self-actualize in the conditions of the creative industry. Theoretical significance – the authors identified didactic capabilities of 3D-modeling tools in the context of additional education contributing to the development of students’ research skills by increasing the visibility of the product presentation, versatility, the absence of the need for an additional physical model, the relative speed of obtaining drawings and layouts. Experimental work was carried out on the basis of the Center for Prototyping of the Orel State Institute of Culture, in the studios of blogging and creative video. Models and objects printed on a 3D-printer were evaluated during diagnostics. Pearson's χ2 (chi-square) test was used as a statistical processing method. The results present a program of classes for the module "Creative Modeling", which allows developing the research skills of studio participants during carrying out interdisciplinary tasks. A system of tasks has been worked out to support all stages of students' activities. Conclusions are drawn about the potential of 3D-modeling: putting forward a hypothesis of a natural-scientific character and testing it experimentally; mastering the methodology of independent planning and conducting an experiment in compliance with safety regulations, etc. The difficulties that complicate the use of 3D-models are formulated: the problem of training mentors to use technology; the organization of students' access to equipment. The results obtained can be used in classes in the system of additional education for career guidance work, organizing free time and supporting the intellectual development of students.

In addition to professional duties, an engineer, along with production activities, also needs to act as a mentor. The choice of the category «social and pedagogical risks» is due to the fact that the subjects of this study are mentors who do not have basic psychological and pedagogical education. Accordingly, they, as specialists who do not have basic psychological and pedagogical education and do not know educational technologies and methods of teaching adults, face social and pedagogical risks associated with intra-corporate training and development of trainees. Timely detection and identification of social and pedagogical risks in mentoring activities make it possible to prevent and level out problems arising in the process of socio-professional and industrial adaptation of trainees at earlier stages. In this regard, the purpose of this article is to work out a methodology for designing a map of socio-pedagogical risks in mentoring work. The methodological guidelines for developing the methodology were consistency and logic of the following stages of its design: compiling a register of socio-pedagogical risks with their description based on expert assessment; highlighting the most common critical situations in real mentoring activities; combining risks into several categories; selection of risk assessment parameters; calculation of coordinates of socio-pedagogical risks; graphic design of a map of social and pedagogical risks in mentoring activities, highlighting the green, yellow and red zones of risk influence on the quality of mentoring activities. The author has worked out a step-by-step diagnostic tool for any industry when designing a map of socio-pedagogical risks in mentoring activities. A similar map has been worked out in a number of enterprises in the Republic of Tatarstan, the indicators of which can be of practical value for the system of additional professional education during targeted development of advanced training courses for mentors in various industries, taking into account certain social and pedagogical risks.

The sociolinguistic component is one of the important elements of foreign language teaching. For a long time, it has had the status of a competence of the second or even third order in regard to communicative and sociocultural competences. However, recently there has appeared a drift to raise its status as high as an approach. The aim of the article is to find out how far the development of the sociolinguistic approach has progressed in the context of foreign language teaching in higher educational institutions and how valid its allocation into an independent approach is. The research is carried out on the material of an array of publications by domestic and foreign authors, which are in open access on e-library and research gate platforms and cover the period from 2000 to 2023. As a result, two groups of works devoted to the use of the sociolinguistic approach in teaching foreign languages in higher education are identified. Practice-oriented works open up its application in teaching certain aspects of the language, types of speech activity, as well as describe certain tools or toolkits that can be used to implement the approach in practice. The theoretical works formulate some provisions of the sociolinguistic approach: they substantiate its place in the system of foreign language teaching in relation to other approaches, formulate its main tasks and develop its conceptual apparatus. The authors of the article reveal that at present there is no holistic perception of the sociolinguistic approach to foreign language teaching, and identify a range of issues to discuss, their solution possibly making a significant impact on building the theoretical basis of the approach under consideration. Such debatable issues include the relationship "individual – general" in speech characteristics of a certain social group, the attitude to standard and substandard language, the influence of social context on foreign language teaching conditions. The expediency of singling out the sociolinguistic approach in the realm of culture-based approaches remains open at the moment. The study pays special attention to the specificity of the sociolinguistic component manifested in the conditions of foreign language teaching at non-language universities.

The relevance of the study is due to the need to introduce new technological solutions into educational practice that ensure increased students’ motivation to learn, development of competences, as well as teamwork skills. The problem is the insufficient methodological support for reliable assessment of competences as the main results of learning disciplines and practices. The purpose of the study is to reveal the potential of game methods in educational activities, including those for assessing deeply latent results in the form of competences and skills that are manifested and identified only in the situation of activity, which a game provides. The article presents the results of analysis of scientific works of domestic and foreign authors on the issues of the current state of the theory and practice of gamification in education, and gives a brief description of this method and its history. The fundamental differences between the organization and implementation of gaming techniques in the form of gamification from traditional games are shown. The novelty of the research lies in the systemic presentation of the algorithm for designing and modeling gamification technology as both a training and an assessment procedure. In order to provide conditions for increasing students' learning motivation and enthusiasm for solving important educational problems, it is necessary to carefully select situational tasks that reflect the problems of future professional activity. The system of incentives used to provide motivation when completing a task, the principles of an immersive game and the opportunity of its use for assessing educational achievements during group work are considered in the article. The author notes the importance of working out interesting game content, its design and a clear scheme of interaction between game participants when working for a common result in small group competition. The theoretical and practical significance of the research materials can be manifested in the development of new approaches to the use of gamification not only for learning, but also for assessing its results. The proposed gameplay algorithm can be used at all levels of education from general to professional.

Currently, digitalization covers almost all spheres of people's lives: from education to buying goods, from paying for services to receiving salaries. Children and teenagers learn to use various gadgets on their own at an early age, sometimes "blindly", since no one teaches them how to find information on the Internet correctly, how it can be generalized and systematized, what are the rules of safe behavior on the web and what a careless comment can "turn around" in the future. In the field of education, we have long been talking about the development of various kinds of students’ competences, covering both subject and meta-subject skills that can be formed and developed in the process of education. Many modern researchers talk about the need to develop digital competence as a human ability necessary for modern life. The purpose of the study was to substantiate the term "general educational digital competence", its components that can be developed in learning activities and the selection of technologies that contribute to its development. The leading methods are experimental work and methods of statistical processing of experimental data. As a result of the conducted research, the following conclusions can be drawn: the concept of general educational digital competence is really relevant in today's realities, students get around in the digital space perfectly, but they need help to find really good content, it is possible to develop the selected components of general educational digital competence in the classroom. The theoretical significance of our research consists in the theoretical substantiation of the possibility to develop general educational digital competence of students in the learning process; in clarifying the very concept of "competence" (including highly specialized knowledge in this subject area, special subject skills and ways of thinking, as well as – and this is very important –understanding of responsibility for their actions); in defining the concept of general educational digital competence and highlighting its components, in justifying the need for its development in the educational process. The practical significance of the research results is determined by the fact that some productive learning technologies have been tested and their effectiveness has been proven; a working program has been compiled that contributes to the development of general educational digital competence of students, and the results and conclusions can be taken into account when developing teaching aids for secondary schools.

A corporate information portal is a necessary element of the educational institution structure for a number of reasons. Firstly, the corporate portal provides centralized access to information and resources, which makes the management and training processes more efficient and interactive. Staff and students can get access to up-to-date materials, class schedules, curricula and other important data at any time and from anywhere. In addition, the portal is the only information resource that is available for the interaction of potential applicants and current employees of an educational institution. Secondly, the corporate portal allows for communication and interaction between employees and students of an educational institution. You can create forums, discussion groups, hold online conferences by means of the portal. This promotes the exchange of knowledge and experience, which is an important aspect of the educational process. Thirdly, the corporate portal can be used to automate administrative procedures, and this ensures the optimization of educational and methodological processes. The purpose of the study is to identify the characteristics of the corporate portal of the educational institution and assess its role as an element of the educational system. Within the framework of the tasks, the characteristics of the components – elements of the educational institution's information portal are analyzed. The trends of modern portals are revealed and the problems that arise as a result of their functioning are noted. In addition, the authors proposed a mathematical model of the impact of the corporate portal quality on the effectiveness of admission to an educational institution. In connection with the identified characteristics of the corporate portal, the issue of the need to improve its quality and information transparency is rather relevant in order to optimize the educational process and attract applicants. The theoretical significance of the study consists in the development of improved algorithm for managing corporate information of the educational process in the context of a corporate portal. The practical significance is manifested in the possibility of forming a rating of educational institutions according to the criterion of the portal information quality, since this factor finds its reflection in the effectiveness of attracting new students. The research will be relevant and necessary for specialists in optimization of the news content and the administration of the educational institution to build a unified concept of the corporate portal design model.

The relevance of the study is associated with revealing the potential of the literary autobiography of P. Sorokin as one of the greatest sociologists of the 20th century, which arouses methodological and philological interest in the personality embodied in an artistic image and who has gone through three ethnic identifications: Komi - Russian - American, and now – a man beyond the nations. The purpose of our article is to present methodological approaches to the analysis of the autobiographical work of P. Sorokin, to make a philological analysis of the text interpreting the autobiography of P. Sorokin on the basis of literary and linguistic methods of understanding the text, to show regional practices of studying the work in literature lessons and as a part of extracurricular activities. The article demonstrates the methodological potential of using philological analysis of text by a teacher to achieve better educational results for students associated with the practice of comprehensive analysis of a literary text in historical, cultural, and ethnic contexts. The subject of regional study of the work at school is the narrative diary of a thirty-five-year-old man, reflected in the first three parts of the autobiographical novel. They describe the reflection and reproduction of important personally significant events for the male identity of P. Sorokin as a representative of the Komi people. Socially significant stages of the author’s life are highlighted in the center of the plot of the autobiographical novel, revealing the self-identification of a man as the process of his sociological worldview formation, the life position of an altruist in the disharmonious outside world of the late 19th – early 20th centuries. An educational strategy for studying P. Sorokin's novel is outlined, at the center of which is life experience, constructed in an autobiographical work as a process of interaction between the hero and the outside world, including all social, cultural, ethnographic, economic, and political events. The article states the theoretical and practical significance of the regional practice of studying the work of P. Sorokin in lessons and as a part of extracurricular activities, and presents recommendations for the use of “village biography” as a life text that reveals behavioral stereotypes of masculinity among the Komi population of the second half of the 19th century. P. Sorokin’s autobiographical novel “A Long Journey” has regional potential for studying the work in literature classes and as a part of extracurricular activities, embodying the practice of creating an active cognitive environment for readers.

The rapid development of new technologies, increase in standard of living and life expectancy, the accelerated transformation of demanded skills in the labor market require a person to acquire new competences, knowledge and skills by means of life-long education. The relevance of the presented research is determined by the need for continuous education of an adult at all stages of his/her development (school – secondary vocational education – university – profession/specialty). The purpose of this article is to describe the system of continuous professional pedagogical education aimed at improving the quality of education received by a person throughout life. Systemic, competence-based and activity-based approaches were used to examine the stated problem. The authors analyzed such categories as “continuous education”, “lifelong education”, “mobility and flexibility of the lifelong education system”. The scientific novelty of the research is determined by the development and implementation of the conceptual framework for the stepwise model “Lifelong Learning” as a platform for continuous teacher education in the south of the Tyumen region. Lifelong learning also helps to improve the general culture of the population, increase labor productivity, and adapt to rapidly changing conditions both in life and at work. The theoretical significance of the study lies in the study of scientific and methodological materials on the research topic in order to determine the relevance of the chosen topic and the prospects for the implementation of continuous professional education, taking into account regional requests for the quality of teacher training for the modern education system. The practical significance of the study lies in the development of a step-by-step model of continuous pedagogical education “Lifelong Learning”, which includes three stages of target guidelines that make it possible to form a stable motivation in a person for the chosen profession, master in it and develop the ability to become a mentor for younger generations. The need to create a modern, mobile and flexible system of continuous professional pedagogical education has been proven, the purpose of which is to improve the quality of education received by a person at all levels, throughout life, thereby preparing him/her for study, career, and life. Each stage of continuing education has its own completeness: the requirements of educational standards are determined for it - the target setting, the content of training, the main methods of teaching, forms of organizing the educational process, conditions and means of implementation. The determining principle is the continuity of professional educational programs at all levels: from initial training, including career guidance, to post-graduate education. The university is a platform for implementing the model of continuous pedagogical education. Participants in this system view it as a guarantee of their competitiveness in the labor market, so they continue to further develop themselves. The research materials and its results can be used to improve educational and methodological support for the learning process of students of teachers’ training institutions in the system of continuing education.

Examination on the self-efficacy among Psychology majors can help to understand the factors influencing their professional development and success in their future careers. This may be useful information for developing and improving educational programs and teaching methods in the field of psychology. The purpose of the article is to show the results of an empirical study of the self-efficacy of psychology students. The sample consisted of 83 students of the Federal State Budgetary Educational Institution of Higher Education "Petrozavodsk State University", Department of Psychology. As a result of the study, it was found out that the professional self-efficacy depending on the course of study is a clear manifestation of the Dunning-Kruger effect – the assessment of their own knowledge by 1-st year students (3.90) and 2-nd year students (4.42) exceeds the assessment by 3-d year students (3.80). The overall level of self-efficacy decreases proportionally from the 1st to the 4th year of study.

The study of alienation of educational work and psychological well-being is especially relevant, since it helps to more deeply understand the dynamics of the educational process and its impact on the psychological condition of students. The purpose of the study is to find relation between these phenomena, as well as between their forms and components. There is a significant inverse correlation between the general level of alienation of educational work and the general level of psychological well-being. Indicators of the general level of psychological well-being are negatively affected by all forms of students’ academic work alienation (vegetativeness, impotence, nihilism and adventurism). Vegetativeness does not negatively affect only such components of psychological well-being as positive relationships and personal growth, and adventurism does not affect environmental management, goals in life and self-acceptance.

The study of intercultural communication in psychology is an important issue in the context of the modern globalized world. Research in this area can lead to the development of more effective methods of training and education, improving the quality of international cooperation based on an understanding of psychological characteristics. The purpose of our research is to study intercultural communication from the point of view of the difficulties that arise in its process. The author's questionnaire was used for the study. The study sample consisted of two groups of students from the Petrozavodsk State University: 1 – a group in which there are foreign students (25 people), 2 – a group in which there are no foreign students (14 people). The results showed that the assessment of difficulties in intercultural communication by students who had experience of intercultural communication differed from the assessment of difficulties in intercultural communication by students who did not have such experience.