№ 11 (November)

Development of critical thinking in high school students remains a poorly studied area in pedagogy and it is not recognized as an independent direction. During preparation for final tests, many students face difficulties in formulating thoughts, searching for information and applying the acquired knowledge. Thus, the study of the problem of fostering critical thinking among high school students in preparation for final tests in computer science and information and communication technologies is relevant and requires a systematic approach to its solution. The purpose of the study is to develop a methodology for fostering critical thinking among high school students in preparation for the final certification in computer science, using the potential of educational and cognitive, complex problem-situational, "standard" tasks with a demonstration of thinking processes. The article considers a problem-oriented approach aimed at solving problem-based tasks by students that require schoolchildren not only to reproduce knowledge, but also to apply it in non-standard contexts. The context activity-oriented approach involves the use of contextual tasks that are related to professional activities. The research approach promotes the development of skills to critically evaluate sources of information, formulate conclusions based on data and defend the decisions. The interactive approach is based on the use of modern technologies and software that allow students to actively interact with the educational material. The article provides a review and analysis of domestic and foreign literature on the topic of the article, the methodological base of the study is presented by the methodology for the development of critical thinking in high school students worked out by the authors, the results of the study are implemented by tasks in which the context of conditions and question formulations are transformed at each stage of the model. The developed units of the author's original methodology contribute to the theory and methodology of teaching computer science (general education level) and open up prospects for further scientific and methodological research in this area. The conditions for the effective implementation of critical thinking development in high school students at the stage of preparation for the computer unified state exam have been experimentally determined; the leading means are educational and cognitive, complex problem-based situational or contextual tasks in computer science, and the accompanying ones are clusters and mind maps, team and individual projects, "standard" tasks, and cases. The practical significance lies in the methodological support of the process of fostering critical thinking in high school students when studying computer science at the stage of preparation for the final exam.

An important task of modern education is the upbringing of a socially oriented proactive person who realizes and actively defends the national interests and spiritual and moral values of the society and the state. This task is of paramount importance for education in the conditions of the cadet school, since we deal with the upbringing of true patriots, future defenders of the Fatherland. The authors of the article examine the problem of updating the potential of school education in the personal paradigm of education, they develop the conditions and means of implementation of upbringing schoolchildren in the cadet school. The aim of the research is to substantiate the content, methods and organizational forms of effective implementation of upbringing schoolchildren in the conditions of the cadet school. The article considers the specific features of organizing the process of education from the perspective of the hermeneutic approach using the example of the disciplines "Foreign (German) Language" and "Military Country Study in a Foreign Language" for students of 5–11-th grades. The works of Russian and foreign scientists, which show the key role of meaning-searching activity and meaning-formation in the practice of upbringing schoolchildren serve as the theoretical and methodological basis of the study. The study proves that building a system of value and moral filters in acquiring knowledge, communicative skills and abilities ensures the integrated development of intellectual and personal socially significant qualities of the student. The theoretical significance of the article lies in the fact that it contributes to the study of the problem of didactic processing of educational material, selection of methods, techniques, organizational forms of interaction that provide the updating of the upbringing potential of the educational process. The ways of modeling the process of teaching language disciplines from the perspective of the hermeneutic approach proposed by the authors have theoretical and practical significance, since they expand the ideas of the teacher-practitioner about the pedagogical conditions for the updating of upbringing education of schoolchildren in the conditions of the cadet school. The given examples of assignments can be used by teachers in foreign language classes.

The relevance of the study meets the conditions for the implementation of the Decree of the President of the Russian Federation "On the national development goals of the Russian Federation for the period up to 2030 and for the future up to 2036", including those with the aim of solving the problem of ensuring the accelerated implementation of digital technologies in the economy and social sphere. Considering the general provisions of this normative document for the development of education, it is necessary to admit that a modern educational organization requires competent personnel. It is important that the training of modern teachers requires the modernization of education, including professional education, where digital tools of educational activities should be widely introduced, included in the information environment of higher education institutions to ensure educational opportunities and improve the quality of education, including pedagogical education. The main objective of the study is to describe the possibilities of using adaptive learning in the context of digitalization of higher pedagogical education. The research is based on the following approaches, which constitute its methodological basis: systemic, personality-oriented and activity-competence. The research methods include analysis of domestic and foreign psychological and pedagogical literature (monographs, articles, etc.), synthesis of existing ideas, comparison, juxtaposition and generalization, analogy, as well as the study of regulatory documents, generalization of the pedagogical experience of university teachers and products of independent activity of students, conversation, observation. The novelty of the study consists, firstly, in the presentation of the author's ideas about the advantages of adaptive learning in the context of digitalization of education, which consist in the fact that this technology is aimed at implementing personalized learning, the purpose of which is to provide effective, efficient and individual learning paths to involve each student in the digital educational space. Secondly, in the description of the methods for constructing fundamentally new learning content using adaptive technologies in the discipline "Pedagogy" in the digital educational environment "Moodle", an attempt is made to generalize the effectiveness of such solutions. The results obtained during the study are based on the accumulated theoretical material and many years of the authors’ practical experience. The theoretical significance of the research results lies in the possibility of using the principles of adaptive learning in organizing the learning process in the context of digitalization of pedagogical education. The practical significance of the results of the research work lies in the possibility of their use in the development of educational and methodological tools for disciplines in the pedagogical field of training.

The relevance of the problem under research is related to the study of the conditions for the development of confident behavior among students of psychological and pedagogical specialties. Analysis of literature defines confidence as a multidimensional characteristic, which is determined by the reciprocity and interdependence of all components. The aim of the study is to determine the factors of developing confident behavior among students – future teachers, psychologists, to evaluate the effectiveness of the model of confident behavior formation in a group of students. The theoretical and methodological basis of the work was built on the key principles and provisions formulated by leading domestic and foreign scientists in a systemic, activity-based approach. Research methods: theoretical (study and analysis of psychological and pedagogical literature on the problem of research; analysis, generalization and systematization of information); empirical (testing); methods of quantitative and qualitative analysis. In total, 128 students of TSPU who studied in the area of training 44.03.02 “Psychological and pedagogical education” took part in the study. The following methods were used to diagnose the components of confident behavior of students: "Self–confidence test" by Romek V.G., "Scale of personal and situational anxiety" by Ch.D. Spielberg – Y.L. Khanin, "Questionnaire of social anxiety and social phobia" by Sagalakova O.A. and Truevtsev D.V., "Method of determining self-esteem" by Dembo-Rubinstein T.V., "Kettell's Standard multifactorial personality questionnaire 16PF" form A/V Raymond Kettell (adaptation by V. I. Pokhilko, A.S. Soloveitchik, A.G. Shmelev). The model of developing confident behavior in preservice teachers and psychologists is based on the ideas of cognitive behavioral psychotherapy as an approach that works most effectively with behavior. After the implementation of the formative stage, positive dynamics was noted in the sample for each component presented in the model, which allows us to conclude that the model has shown its effectiveness. Theoretical significance – scientific ideas about the development of confident behavior among students have been clarified, supplemented and systematized; the specific features of developing confident behavior in future teachers and psychologists are identified and described. Practical significance – the proposed model for the development of confident behavior among students – future teachers, psychologists can be used by curators of academic groups responsible for internship and employment of university graduates.

Currently, the digital transformation of education is a necessary process of changing the content, methods and organizational forms of educational work in universities. The implementation of this process is impossible without the development of digital infrastructure, the creation of assessment systems and the emergence of public available sets of electronic learning materials, systems and services. In addition, it is necessary to form and develop digital competences among the faculty and students. In this context, the research presented in this paper is relevant. It considers working out and creation of a system for automatic control of the required competences development among students within specific academic disciplines, with the possibility of embedding such systems in electronic information and educational environments (EIEE), which operate in most universities in Russia. The aim of the article is to describe the experience of organizing students’ learning quality control using the testing system developed by the authors. The system is designed to control the quality of the laboratory work of the module "Statistical Analysis of Data in Medicine" by students of medical specialties of higher education institutions, which is a part of the discipline "Software of professional activities". During the development of the system, an analysis of the works of Russian and foreign scientists related to the issues of training medical personnel and developing their digital competencies in the context of healthcare informatization was made. In addition, the research materials are based on the available scientific and methodological materials and many years of experience in teaching disciplines related to medical informatics and ICT at the Medical Institute of Mordovia State University by the authors. The leading research method is the statistical analysis of the results obtained after the introduction of the developed testing system. The main results of the article include: determining the functionality of the created testing system and describing its architecture; justification of the choice of development tools for the practical implementation of this software solution; presentation of interface parts of the system for teachers and students with examples of work; explanation of the specific features of the system application in the educational process of a medical university. The article may be of practical interest to specialists involved in the construction of information systems to support the educational process, and to instructors teaching the disciplines of the ICT cycle to students of medical specialties at universities.

The relevance of the research is due to the need to find practically effective means of training personnel for the rapidly developing pharmaceutical industry in the Republic of Mordovia. The aim of the article is to show the effectiveness of practice–oriented learning in solving educational and career guidance tasks through the implementation of a special chemistry course within the framework of trilateral cooperation between an industrial enterprise, university and school. The novelty of the work lies in the study of an integrated approach to solving the tasks set using the specific features of the subject of chemistry. Methods used: analysis of psychological and pedagogical literature and the authors' own experience, pedagogical observation, survey and questionnaire of students, statistical processing of results. The study found that the teaching of a special course in chemistry should be based on the general didactic principles of science, awareness and creative activity of students, clarity, connection of learning with life, and a positive emotional background of learning. In-depth study of the theoretical foundations of chemistry in their close relationship with practical application by solving problems and performing practice-oriented laboratory works allows us to simultaneously solve educational and career guidance tasks. As a result, students develop a steady interest in studying chemistry and practical skills for the work in a chemical laboratory necessary for further career at a chemical enterprise. The effectiveness of the proposed campaign is confirmed by the successful passing of the Unified State Exam, the choice of chemical specialties and training areas, and direct contracts with the enterprise. The practical significance of the work lies in the fact that the proposed approach is important in the strategy of vocational guidance of schoolchildren and allows for the training of future specialists both for a specific enterprise and for the chemical industry as a whole.

The English language has ceased to be just the language of the culture of the United Kingdom and the USA and has become the language of international communication. The aim of the research was to identify how sociocultural competence is implemented in teaching English as a language of international communication within the school educational and methodological complex "English in Focus" for the 9th grade. An overview of scientific article databases shows that teaching English as a language of international communication is a relevant topic for research. The literature analysis revealed that, in the context of this study, the most significant component of foreign language communicative competence is sociocultural competence, which familiarizes learners with the peculiarities of communication within a specific cultural context. Approaches to teaching English as a foreign language and as a language of international communication were identified. Requirements for educational materials for teaching English as a language of international communication were defined: the presence of materials about local/native culture, the culture of the target language, and world/global culture in approximately equal proportions. The literature review showed that modern educational materials in various countries do not meet these requirements. An analysis of the "English in Focus" educational complex for the 9th grade of general education schools was conducted during the study. The results indicated that the materials predominantly focus on the UK and the USA (66-77%), while materials about native culture are almost absent (3-4%), and materials on world culture are insufficiently represented (4-20%). The new concept of English as a language of international communication and lingua franca has its own characteristics, as it implies a greater significance of the sociocultural component as a basis for forming not only foreign language communicative competence but also intercultural competence. The study substantiated the necessity of using additional materials with sociocultural content in English lessons at school, as they are one of the means for developing target competences. The research practically proved that for the successful development of these competences, it is essential to introduce a greater variety of materials related to both native/local/regional culture and world culture without the predominant influence of any specific culture.

The article presents the results of the study of public preschool education system development in Karelia during the period of war communism and the new economic policy. The relevance of the study is determined by the fact that this topic has not become the subject of a special examination, which prevents the creation of a holistic picture of the development of preschool education institutions in the Republic of Karelia, the study of regional features of the content and methods of education. The aim of the study was to define the specific features of the organization of preschool education institutions in Karelia in the period from 1917 to 1928. The methodological basis of the study is the principle of historicism and scientific objectivity. The work uses methods that ensure a comprehensive analysis of the problem under study: historical and comparative, frontal study of archival funds, identification, analysis, comparison, generalization, systematization of archival and published sources. The specific features of the work of preschool education management bodies in Karelia, the procedure for opening and functioning of the first permanent and temporary preschool institutions, their material and technical base, and difficulties typical for preschool education institutions are identified and described. Statistical data on the number of preschool institutions in Karelia are presented within the boundaries of the period under study in comparison with all-Russian indicators, and elements of everyday life in preschool institutions are described. It has been found out that the development of the network of preschool institutions in Karelia was influenced by government policy measures and was subject to all-Russian trends: in the first years of the Soviet power, there was an increase in preschool institutions number, which stopped during the period of the new economic policy; an increase in the number of preschool institutions during the period of completion of the new economic policy was achieved by opening temporary institutions – playgrounds, but in Karelia this work faced great difficulties. The demand for preschool institutions was significantly higher in the city than in villages, and their attractiveness for the population was determined by measures of material and food provision, and not by the content of education. The theoretical significance of the research is due to the fact that its results deepen and expand scientific knowledge on the history of the public education system development in Karelia in general and public preschool education in particular. Тhe archives of the Republic of Karelia have been brought into scientific use. The practical significance lies in the possibility of using the obtained data in scientific research on similar topics, in the content of academic disciplines on the history of preschool pedagogy, the history of education in Karelia, in the exhibitions of the preschool education museum of the Institute of Pedagogy and Psychology of Petrozavodsk State University.

Digitalization, which has a significant impact on all spheres of life in modern economic society, dictates new requirements to higher education system for a level of training of specialists in the engineering and industrial sector. An urgent need to update existing training models leads to the search for effective educational technologies to develop digital competences in future graduates of technical universities that meet modern realities. One of these technologies is blended learning, which involves the joint use of online and offline learning formats. The article analyzes the concept of “blended learning” and outlines the significance of this educational technology from the point of view of an interdisciplinary approach to the implementation of modern information and mathematical training of future engineering and technical specialists. The importance of mutual integration of knowledge at the level of fundamental technical sciences, information and communication technologies (ICT) is substantiated by the example of the integration of disciplines of the information and mathematical cycle. At the same time, a special role of information and mathematical modeling is emphasized as a system-forming factor in the integration of knowledge in the disciplines under consideration. The aim of the work is to identify the methodological potential for using blended learning technologies in engineering education when implementing interdisciplinary integration in teaching disciplines of the information and mathematical cycle. The study used the general scientific dialectical method, theoretical and methodological analysis and generalization of the content of mathematical, informational, pedagogical, methodological, scientific and technical literature in the field of foreign and domestic engineering education. Using the example of building a machine learning model, one of the important stages of exploratory data analysis is illustrated – identifying outliers and their processing by means of a modern digital technology stack (Python programming language, Pandas and Seaborn libraries). The novelty of this research lies in the expansion of the scientific and methodological apparatus for enhancing student activity in order to develop relevant digital competences through the introduction of blended learning technologies in the educational process when implementing interdisciplinary integration in teaching information and mathematical disciplines. The theoretical significance of the study lies in the development of methodological recommendations for the use of blended learning tools in the implementation of information and mathematical training for students of engineering specialties at universities, the identification and justification of the main advantages of introducing blended learning technologies into the educational process of a technical university, as well as the designation of their role in improving the quality of education and training engineering personnel for the digital economy. The practical significance of the study lies in the fact that the proposed methodological techniques for introducing blended learning technologies can be used by the teaching staff of information and mathematics departments of technical universities in their scientific, methodological and practical work in the context of digital transformation of education.

The use of artificial intelligence technologies and neural networks for educational purposes is a current trend. Since the launch of the Chat-GPT chatbot in November 2022 by OpenAI, which is a large language model as a type of generative artificial intelligence, educational researchers, psychologists and representatives of other fields of humanities and natural sciences from different countries have turned to the analysis of technological functions, didactic potential, advantages, disadvantages and risks of its practical application. The number of studies on this topic is steadily increasing every year. The aim of the publication is to identify pedagogical, linguodidactic and psychological conditions for the effective and safe use of Chat-GPT in the higher education system. The leading methodological approaches that the authors relied on are a systemic approach, an express review and critical analysis of scientific sources, as well as elements of bibliometric analysis. 150 publications of Russian and foreign authors covering a variety of issues and the scale of use of this chatbot in the field of education gave the material for the review. As a result, the strengths and weaknesses, opportunities and threats of using Chat-GPT as an educational technology were identified. The novelty of the study lies in the fact that for the first time, based on the analysis of a large volume of the latest scientific sources (2023-2024), the opinions of foreign and Russian educators regarding the risks of using neural networks in education were systematized, and recommendations were proposed for optimizing educational activities through the use of chatbots with generative artificial intelligence in university practice. The theoretical significance of the study lies in the generalization and classification of key problems associated with the implementation and testing of Chat-GPT in the educational process, as well as in the description of a number of significant pedagogical, linguodidactic and psychological factors that can prevent or eliminate the negative consequences of using chatbots and other neural networks in higher education. From a practical point of view, the article is of interest to educational researchers and representatives of the management level in the field of education, as well as to a wide pedagogical and academic audience interested in the implementation of the latest information and communication technologies and the promotion of the digital transformation of education and science.

The relevance of scientific research is due to the need to introduce and use digital technologies in the educational environment of the university. This involves developing effective methodological support. In addition, the importance of visualization when learning foreign languages is the subject of special teacher’s attention. One of the modern tools for effective methodological support can be the technology of immersive sand animation, aimed at developing foreign language emotive competence of master's program students in the educational environment of the university. The purpose of the study is to present the didactic aspect of introducing the author's technology of immersive sand animation using applied artificial intelligence as a tool for developing foreign language emotive competence of master's program students in the educational environment of the university. The scientific novelty lies in the fact that the technology of immersive sand animation using applied artificial intelligence as a tool has been proposed and implemented to promote the development of foreign language emotive competence of master's program students in the educational environment of the university. The study attempts to clarify the terms “immersive sand animation”, “applied artificial intelligence”, “foreign language emotive competence”. The didactic potential of using immersive sand animation technology using applied artificial intelligence has been identified. The content of foreign language emotive competence is formulated. The practical significance lies in the fact that the technology of immersive sand animation has been proposed and implemented using applied artificial intelligence as a tool that promotes the development of foreign language emotive competence of master's program students in the educational environment of the university. A set of problem-oriented cases has been developed and integrated in order to develop foreign language emotive competence. The structural and content characteristics of a foreign language emotive competence of master's program students are analyzed. An algorithm for organizing work on the development of foreign language emotive competence of master's program students using a set of specialized stimulating cases is proposed. The use of immersive sand animation technology using applied artificial intelligence contributes to the development of foreign language emotive competence of master's program students.

The trials of recent years, which Russia and the whole world are going through, force a person to make decisions and make a value choice. In this regard, it is very important what set of values will be decisive for the individual, especially for those who are at the initial stage of their formation. One of the measures that universities can take to solve the problem of forming value orientations of modern youth is the introduction of the discipline "Fundamentals of Russian Statehood" into the curriculum. The purpose of the publication is to provide an opportunity to exchange the first teaching experience and, at the same time, a new look at the complex problem of Russian statehood. The study was conducted by the method of theoretical analysis of the existing methodological, pedagogical and ideological experience of spiritual and moral education. The authors also used the questionnaire method. In this article, the interpretation of the categories "values", "traditional Russian spiritual and moral values" is carried out, since the accuracy of defining the semantic load of the main concepts is extremely important for any social knowledge. Based on the analysis, the characteristics of the concept "values" are identified. The emphasis is placed on the fact that the content of the new discipline with traditional values implies their thorough and in-depth study regardless of the specialization of the university and its geographical location. It is noted that during the teaching of the discipline it is necessary to constantly establish connections between the five thematic units. Traditional values should be used as one of the unifying elements between the thematic units of the course. The authors showed the potential of content filling of the course structure with traditional values and its effective implementation using the example of such a system-forming value as a strong family. A number of exercises and tasks aimed at understanding the most important role of the family in modern society and the state were presented. The theoretical significance of the study lies in the presentation of the special role of traditional spiritual and moral values in teaching the discipline "Fundamentals of Russian Statehood" and a special view of the family and family values in the context of strengthening the foundations of the state. The practical significance of the study lies in the possibility of applying expanded knowledge of the key concepts of the course in teaching practice, the use of methodological techniques, exercises in the study of individual topics that were developed by its authors in the process of teaching and presented in this article.

The relevance of the work is due to the study of the formation of students’ communicative competence aimed at the development of culture, language and history of the Sakha people, promoting successful dialogue with representatives of other nationalities taking into account regional education specifics. The aim of the study is to develop communicative competence of students in the process of learning English on the basis of the use of ethnocultural traditions of the Sakha people. To achieve the goal of the research, we have the task of clarification and definition of essential characteristics of communicative competence, identification of its component structure taking into account the specific features of regional education, determining the level of its formation when learning English based on the use of linguistic and cultural material. The study used a method of analysis of psychological-pedagogical literature, aimed at clarifying the essential concepts «communicative competence» taking into account the specifics of regional education. Scientific novelty of the results obtained is defined as follows: the authors developed an idea of structuring formation of students’ communication competence, which is based on the use of ethnocultural potential of traditions of people of Sakha in educational process, present the analysis of «communicative competence» concept in the studies of Russian and foreign authors, define its level and components taking into account the specifics of regional education. The theoretical significance of the study is in expanding scientific knowledge in the field of regionalization of education through the theoretical substantiation of a significant scientific problem of ethnic-cultural competence of students in modern conditions and its implementation taking into account the potential of the ethnocultural traditions of the Sakha people in learning English. The practical significance of the results of the study is that a diagnostic tool has been developed and applied, including a set of techniques that allow us to assess the level of formed communicative competence of the trainees. In addition, the educational material of the subject «Foreign language» has been enriched, which helps to gradually form all components of the competence being studied. The presented data of the experimental work show a positive dynamics of communicative competence formation among students in learning English taking into account regional education specifics. The developed linguistic and cultural material can be used in the formation of communicative competence of students at university.

This research topic is relevant for the following reasons. Firstly, parental support is a significant condition for the social development of gifted children, so modern schools are interested in expanding interaction with parents. Secondly, parents of gifted children need psychological and pedagogical assistance from the educational community, because special knowledge and understanding of the specifics of children's giftedness are needed for productive support of gifted children's development. Thirdly, there is a necessity to develop the theoretical aspects of the concept “parental support for the development of gifted children”. The aim of this article is to clarify the theoretical aspects of the concept “parental support for the development of gifted children” and the content of parental support for the development of gifted children. The study is based on the provisions of phenomenological and sociocultural approaches, which allows us to consider the relationship between the development of giftedness and parental support for gifted children in the context of their social development harmonization. The following theoretical methods were used to conduct this research – analysis, comparison and generalization of scientific works and literature on the problem. The results of study formulate the concept “parental support for the development of gifted children”, propose the principles of parental support, clarify the content and value of parents' activities to support the development of this category of children. The theoretical significance of the study lies in clarifying the essence of the concept and the content of parental support for the development of gifted children. The study highlights the fact that parents' knowledge of psychological and pedagogical features of children's giftedness development, understanding of gifted children's needs, readiness and ability to support affects the quality of parental support. In a practical aspect, the results of the study can be used by teachers to improve communication with parents, and also by curriculum developers to create effective courses focused on the preparation for accompanying the development of gifted children in education.

Business communication is an integral part of professional activities in various fields, however, it continues to be mistakenly associated mainly with the social and humanitarian specialists and its presence in the curricula of IT training programs is insufficient. According to educational standards, business communication skill belongs to the group of universal competences and its development is often correlated with the discipline "Foreign Language", however, the practice of multidisciplinary universities gives the priority to ESP courses within this discipline. The requirements of IT professional standards contain generalized descriptions of proficiency in a foreign language, which complicates assigning the educational objectives. These contradictions confirm the relevance of the presented study, the aim of which is to identify indicators of the development of IT students’ foreign language business communication skills in terms of their future professional activity. To compass this purpose, theoretical and empirical research methods are used: analysis of relevant publications and global trends in the field of communication skills development; comparative analysis of the requirements of educational and professional standards for IT training programs outcomes, as well as their compliance with the concept of (foreign language) communicative competence. The analysis of publications reveals changes in the nomenclature describing learning outcomes. The comparative analysis of standards provides: 1) clarification of the skills necessary for business communication in the context IT specialists’ activities. These skills are subsequently divided into groups related to the components of (foreign language) communicative competence according to Jan A. van Ek model; 2) identifying of the indicators of IT students’ foreign language business communication skills based on activities manifested in the process of IT specialists’ professional performance. The theoretical significance of the obtained results is the specification of meta-educational constructs (competences) in terms of business communication in the context of technologically oriented professions. The practical significance of the obtained results is the possibility of optimizing training programs and developing new means of teaching business communication in areas where business communication is not a core aspect. Prospects for further research – to find methodological solutions for business communication skills development according to IT field requirements while studying the discipline "Foreign Language" within IT training programs.

The article updates existing data on expediency of using the principle of differentiation of foreign language teaching in higher education. The aim of this article is to identify effectiveness of the principle of differentiation of the process of teaching a foreign language to students of non–linguistic specialties of a multidisciplinary university. Achieving the goal included the use of theoretical and empirical research methods such as pedagogical experiment, monitoring, testing, survey, statistical methods of data processing (Student's t-test for dependent samples). The experimental study took place within the framework of the discipline "Foreign language: Basic course, English" and consisted of several stages: 1) external differentiation of 1st year students into groups corresponding to a certain level of foreign language proficiency, based on data obtained at the diagnostic stage of the experiment; 2) at the practical stage – teaching students in level groups for 1 semester using auxiliary tools and teaching techniques, monitoring the level of foreign language proficiency; 3) the control stage included conducting final testing, a survey of the participants of the experiment and students who did not participate in the experiment; conducting the survey of teachers working in the level groups. The obtained results revealed positive dynamics in the level of foreign language proficiency among students of the differentiated groups, which led to alignment of the majority of respondents to the required level B1. Accordingly, it can be stated that differentiated instruction is an effective tool for leveling and improving the degree of foreign language proficiency. Despite its proven effectiveness in terms of the development of students' foreign language skills, differentiated instruction has a number of difficulties in organising, which is currently being studied by foreign scientists. It is presented in this article and has theoretical significance for future research. The survey of teachers who participated in the training of level groups showed that the application of this principle is effective only from the point of view of more comfortable interaction between the teacher and students, greater involvement of the students in the process of learning a foreign language, but does not have a special impact on academic success and involves a lot of work in the organisation. Thus, the results obtained have practical significance in terms of representativeness of the study conducted on a large sample, receiving feedback from the students and teachers, and availability of statistical data on experimental learning in relation to foreign language education, which can be used to conduct larger-scale research.

In the context of dynamic changes and challenges of the time the system of additional professional education changes its basic characteristics, which are associated with the uncontested orientation to the subjective nature of the learning process, the implementation of targeted scientific and methodological assistance to teachers with the involvement of resources of regional advanced training systems. Social demand for a competent specialist suggests the use of adaptable personalized models of providing systemic support to the teaching staff in developing professional self-efficacy. The aim of this study is to consider the problem of subject-oriented diversification of the additional education system in a new educational context, to understand the phenomenon of personification of the teachers’ advanced training system, to determine some methodological and theoretical aspects of the personalized process of teachers’ training. To achieve the goal of the study, the methodology of conceptual analysis, general logical methods of cognition (analysis, synthesis, abstracting, comparison, induction, modeling, generalization), content analysis of scientific research related to the issues raised were used. The authors make a scientific and theoretical analysis of the concept of «personification», determine its specificity in relation to the process of advanced training of a teacher. The authors found that personification is one of the types of personality-oriented education, implying a new format of the process of training teachers in the advanced training system, formulated the main methodological approaches to the personification of the process of teaching adults, proposed technological components of the process of personalized advanced training of teachers. The theoretical significance of the article is determined by the fact that the concept of personification of teachers’ advanced training is specified on the basis of the analysis and comparison of various options for its interpretation, the main methodological approaches to the process of personalized advanced training are developed. The practical significance is determined by the applied nature of the proposed technology of personification of the teachers’ advanced training system (on the example of advanced training courses) and the positive effect of its implementation in the empirical experience of the authors of the article.

The relevance of the research topic is due to the need to provide personnel for the process of large-scale digital transformation of the construction industry by training graduates of universities with architecture and construction focus who have meta competences to solve complex professional problems that require the ability to apply digital technologies in combination with elements of engineering creativity. The paper presents the results of the analysis of modern digital technologies to identify trends in the development of the digitalization process in the domestic construction industry. The prospects for their application in construction are determined. To form meta competences, the article proposes a pedagogical technology aimed at developing inventive competence among university graduates. The aim of the article is to develop pedagogical technology for building up inventive competence among graduates whose majors are architecture and construction to stimulate the digital transformation of the construction industry. The theories of technological approaches in education, competence-based approach, information and educational environment, inventive activity, as well as improving the training of builders and architects in the field of engineering creativity and industry invention served as the methodological basis for the research. To analyze the effectiveness of technology implementation in the educational process, the authors propose a level approach for assessing the level of inventive competence development in graduates. The content of each level is revealed using the example of the master’s program graduates. The implementation of the developed pedagogical technology is based on the use of a set of educational and methodological materials, and its key element is the author's original algorithm of divergent (evolutionary) formation of a patentable solution. An analysis of the experience of training future builders and architects at the Ural Federal University showed that inventive methods are advisable to use in solving complex and cutting-edge industry problems, a significant part of which are related to digital technologies and the objective need for their large-scale application. Examples of inventions containing elements of digitalization created by graduate students studying in the educational cluster of engineering creativity at the Institute of Construction and Architecture of the Ural Federal University are given in the article. The theoretical significance of the research results lies in substantiating the content of the levels of formation of graduates' inventive competence as a result of applying the developed pedagogical technology. The practical significance of the research results lies in determining the structure and practical implementation of the educational cluster of engineering creativity.

Modern professional standards of specialists in the field of education and upbringing set certain requirements for professional work functions, actions, operations of teachers in general education organizations. Such requirements are of an innovative nature, some professional competences have not been developed in modern teachers, since professional programs for their training did not include such competences. For this reason, the system of additional professional education faces the task of developing the required competences. To solve such a problem, the work of a teacher of an institution in the additional professional education system is important, because it is aimed at compensating for the lacking professional skills of teaching staff, at constantly updating their competences. The specificity of the activity of a teacher in the additional professional education system is such an organization of training in which conditions are created for further professional development of the teacher. The aim of this article is to present a clustered system of teacher skills. The main approaches in our study were the assessment of literature on this issue and clustering of teacher skills. The result of the article is presentation of the main clusters of teacher skills in the system of the additional professional education: 1 – the analytical cluster of teacher skills includes those related to the study of modern aspects of adult education; 2 – the prognostic cluster of teacher skills includes those related to planning adult education; 3 – the projective cluster of teacher skills includes skills in building a project for the adult learning process; 4 – the reflective cluster of teacher skills includes skills in correlating the results of the learning process with its goals and objectives; 5 – the organizational cluster of teacher skills includes those of organizing adult learning; 6 – the communicative cluster of skills ‒ skills of interaction with the teaching staff. The theoretical significance of the article lies in the analysis of current research by Russian, European and American scientists on issues of studying the specifics of the teacher activities in organizing adult education. The practical significance lies in identifying the specific features of the teacher activities in the system of additional professional education, in formulating clusters of teacher skills and their characteristics.

The relevance of the problem under study lies in the consideration of the integration of education, science and production, which contributes to the formation of universal skills and is of great importance in the training of necessary specialists in technical universities. Rapid technological changes in industry require higher education institutions to give not only theoretical knowledge, but also practical skills to students that can be obtained in real production conditions. The integration of education, science and production and its transformation allows us to prepare competitive specialists ready for current challenges. The aim of the article is to identify the principles of organizing the educational process in universities that contribute to meeting the needs of industrial enterprises, taking into account modern realities. As part of the study, we analyzed and synthesized scientific and methodological literature, which makes it possible to identify the key principles of integrating education, science and production: 1) interdependence of education, science and production; 2) symbiosis; 3) functionality; 4) compatibility. For each principle, the content is defined that gives a chance to reduce the gap between theoretical knowledge obtained during training and practical knowledge acquired not only during practical and laboratory classes, but also during various types of practices during the training of students at universities. The article considers how the integration of education, science and production can significantly improve the quality of training, making it more targeted and effective. The results of this study emphasize the importance of using modern pedagogical technologies and methods to create conditions in which students can integrate academic knowledge with practical experience, which is a key factor in successful learning and training of future specialists. Cooperation between an educational institution and industrial partners allows students to gain real work experience in the chosen field even before graduation, understand the importance of the chosen profession and reduce the time of adaptation to industrial environment when applying for a job.

The relevance of the problem of social activity in the context of digitalization is due to the fact that despite the presence of a sufficiently large number of studies of social activity in the humanities, there are not many of those related to pedagogy. The issue of systematization and generalization of pedagogical knowledge about this phenomenon in general and in the context of digitalization in particular remains unclear. Pedagogy at the present stage of its development is becoming a science that integrates the achievements of other humanities for the purpose of a more objective and thorough consideration of social phenomena that act as the subject of research of these sciences. So social activity is studied in philosophy, sociology, political science, economics, jurisprudence, psychology, and other sciences, and a comprehensive consideration of social activity from different positions can significantly enrich the actual pedagogical ideas about it. Formulation of clear, generalized pedagogical ideas about social activity in the digital environment is necessary for solving the specific pedagogical tasks, namely, why, how, in what way to form, develop social activity of people of different generations, different age groups in the digital environment, as well as what competences are necessary to carry out this activity. The integrated and competence-based approaches are adopted as the leading approaches to the study of the problem of social activity in the context of digitalization, since: 1) reliance on the integrated approach ensures integration, universal connection, interaction and veracity of facts, phenomena in society, studied in different branches of humanitarian knowledge; consistency of the research logic and validity of scientific conclusions; 2) the competence-based approach allows us to analyze the essence of social activity from the point of view of the driving forces and mechanisms of its manifestation, on the one hand, and the possibilities for individuals to acquire new competences due to involvement in social activity, based on their value attitudes and personal orientations, as well as due to the specifics of the digital environment in which it is carried out in the modern world. The main result of the article was the presentation of a new approach to characterizing the levels of social activity, which is an attempt to cover the entire set of manifestations of social activity in the modern digital environment. The theoretical significance of the article lies in an attempt to collectively apply the results of social activity research in the humanities. The practical significance of the article is that the obtained scientific result can become the basis for the subsequent study of the specific features of people's social activity in the context of digitalization.

The article is devoted to the problem of fostering socio-ecological readiness of a future teacher to solve professional problems in the context of sustainable development of education. The aim of the study was to substantiate the concept, the essential content and the component composition of the socio-ecological readiness of the future teacher based on the provisions of systemic activity-oriented, axiological, problem-oriented and interdisciplinary approaches. In the course of the work done, the results of modern foreign and domestic psychological and pedagogical research on the problem of forming the readiness of a future teacher for various types of activities were analyzed and summarized, which made it possible to substantiate the author's vision of the considered professionally significant characteristic. From the position of the systemic activity-oriented approach, the specifics of socio-ecological training were determined, the key provisions and principles of the axiological approach formed the basis of the content, and the problem-based and interdisciplinary approaches determined the technological side of the formation of socio-ecological readiness of the future teacher as a result of the studied process. The result of the article was a scientifically grounded author's original idea of the essence of the concept and the component structure of the professionally significant characteristic being studied. The essence of socio-ecological readiness of a future teacher is considered as an integrative education, which includes a stable system of motives and values, body of knowledge necessary to solve relevant professional tasks, ability to set them, plan solutions, choose and apply adequate means of solution, evaluate the results of actions and make appropriate adjustments. Socio-ecological readiness is represented structurally by a combination of value-motivational, cognitive, orientation-reflective and activity-based components. The theoretical significance of the article lies in the generalization of relevant psychological and pedagogical research on the problem under study and the definition of the concept, component composition and content of the socio-ecological readiness of the future teacher, which allows the author to use the results obtained in further work devoted to the problem of socio-ecological training of students in the university system. The practical significance of the research lies in the substantiation of ways to build the process of socio-ecological training of future teachers in the context of sustainable development of education based on the varieties of solved professional tasks. The results of the article obtained by the author can be used in designing the process of socio-ecological training of future teachers in the university system, as well as in diagnosing the level of socio-ecological readiness formation.

At turning points in the history of the country, it is necessary to analyze and find solutions to emerging new problems in the education of the younger generation. The right choice determines what generation will live in our country tomorrow. Rethinking the results and achievements in the education of youth (primarily students) of the 19th century, relying on the giant domestic scientific and pedagogical heritage, modern teachers more successfully solve the problem of spiritual and moral education of students at higher educational institutions. The article is devoted to the process of education, in particular, spiritual and moral education of students in the 19th century. The work is based on articles from pedagogical journals of the 19th century (collections of the Russian National Library, St. Petersburg), pedagogical works of famous Russian writers and teachers, historical official documents. The aim of the study is to identify the continuity of the principles of spiritual and moral education of students at higher educational institutions of the nineteenth and twenty-first centuries. Objectives: to identify the system of values developed in the students of classical gymnasiums and, upon graduation, in university students of the nineteenth century; to compare with the requirements of the modern educational system. Leading approaches to the study: socio-cultural, systemic, cultural, anthropological. In official documents, in the works of famous teachers, writers, philosophers, public figures, attention is drawn to the commitment to the traditions of Russian education of youth: patriotism, nobility, honesty, hard work. The studied scientific sources of the nineteenth century implement the idea that the process of spiritual and moral education does not begin and does not end within the walls of the university, and this is relevant for our time as well. As in the nineteenth century, now teachers of higher educational institutions solve difficult problems of training not just highly qualified specialists, but individuals with strong, highly moral foundations, loyal to their Fatherland. The theoretical significance of the study is in finding and rethinking the creative ideas of famous Russian educators, scientists and public figures of the nineteenth century. The experience of practical application of the developed forms and methods of education of students in the nineteenth century (with adjustments for modern requirements) will undoubtedly help in finding new approaches to the spiritual and moral education of modern students. This study will be useful for teachers interested in studying the sources of pedagogical thought for their application in their practice of spiritual and moral education of students of the twenty-first century.

With the growing number of foreign students, the importance of effective intercultural interaction in the educational sphere grows, where students and teachers face cultural and language differences that can become serious obstacles to learning and collaboration. The aim of this study is to identify and analyze the main communication barriers that students face in international projects and to develop effective strategies for overcoming them in order to improve educational integration and interaction. An integrated approach is used, including quantitative and qualitative methods – questionnaires, interviews and case studies, which allows for a comprehensive assessment and analysis of the perceptions and strategies of students from different cultures. The study showed that language barriers and existing prejudices cause the greatest difficulties. At the same time, students who actively participate in intercultural interactions and use the proposed adaptive strategies demonstrate significantly better adaptation and learning outcomes. This paper proposes methodological approaches that ensure the creation and assessment of content and competence areas in the educational process. The experiment conducted at the Kabardino-Balkaria State University named after H. M. Berbekov was aimed at studying the structuring of intercultural interactions in the formation of global competences among foreign students. As a result of the analysis of experimental data, they were systematized and conclusions were formulated. The work also shows that cultural differences can both contribute to and hinder in an effective educational process, providing a detailed analysis of the impact of cultural differences on the learning dynamics and mutual understanding between students and teachers. The analysis of the results contributes to an expanded understanding of the dynamics of intercultural relations and provides a theoretical basis for developing more effective methods of teaching and learning in a multicultural environment. The obtained research results can find practical application in the activities of higher education institutions for the creation and implementation of educational programs and trainings aimed at developing intercultural competence and improving the communicative abilities of students. The data can also form the basis for developing innovative teaching methods that contribute to the improvement of mutual understanding and effective cooperation between students who are bearers of different cultural traditions.

Due to the significant increase in the number of combat veterans over the past three years, the introduction of practices which help demobilized people in the process of their return to society is of particular relevance. Aim of the study: to develop measures increasing the effectiveness of combatants’ resocialization. Results: key problems of combatants’ resocialization are highlighted and priority measures to mitigate them are identified, mechanisms of social capital influence on the effectiveness of resocialization of demobilized people are analyzed.

The personnel of an enterprise, along with material, financial and information resources, are one of the most important resources of the organization. In the knowledge economy, employees play a key role in ensuring the economic security and competitiveness of business entities, therefore, the topic of the scientific article is relevant. The aim of the study was to substantiate a system of indicators for assessing the personnel security of an enterprise and identifying directions for neutralizing personnel threats and reducing personnel risks. The work analyzes the content of personnel risks, substantiates the content of the main indicators of personnel security, and proposes measures to ensure personnel security.