№ 10 (October)

In the conditions of modern hybrid information warfare, it is important to be in the right system of value coordinates for every person. Modern young people must be protected from the negative informational and psychological impact of the media by fostering their informational and psychological stability based on the developed value-meaning sphere. This article discusses the issues of the formation of spiritual and moral values and life orientations among cadets serving in the internal affairs bodies. Patriotic indoctrination is considered by the authors as the most relevant area of work with the police personnel. At the same time, one of the priority areas of pedagogy is the improvement of methods and technologies for the formation of a sense of patriotism and the spiritual and moral sphere of a person. The value and life-meaning orientations of the cadets were chosen as the object of the study. The aim of the study is to characterize the specifics of the life-meaning orientations of cadets who want to become police officers, and to provide data from experimental work conducted on the basis of traditional spiritual and moral values on the formation of a sense of patriotism as the personal value basis of police cadets. The work has practical value for the activities of the internal affairs bodies in terms of patriotic and spiritual and moral education of young police officers. The theoretical significance of the article lies in clarifying the place and role of patriotism in the value structure of a person and in analyzing current research areas in the field of spiritual and moral education of youth. The authors draw reasonable conclusions about the reasons for the assessment of certain values importance by police officers. The respondents' responses show that preservice police officers consciously made their professional choice, deciding to devote their lives to serving the community, and becoming involved in ensuring the national interests of our Fatherland. The overwhelming majority of subjects possess the necessary set of values that allow cadets to develop a patriotically oriented worldview.

The modernization of higher education opens up prospects for the use of services for generating various content (text, keywords, pictures) to improve the quality of training for specialists in the field of library and information services. In addition, the priority tasks of the training programs are: filling the content of academic disciplines with the cognitive component of the culture of interethnic communication, formation of communicative and digital competences. The author investigates the problem of substantiating the effectiveness of the use of word cloud generation services in the training of librarians. The purpose of the research is to study the characteristics of online tag cloud generators use in teaching students in the area of training 51.03.06 Library and information services. Scientific novelty: the potential of online tag cloud generators for training demanded librarians is substantiated. Theoretical significance: the revealed characteristics of information interaction in the creation and use of tag clouds are clarified in relation to training librarians of the future. The development of tag clouds takes place in the classroom in the discipline «Modern information Technology». The AhaSlides platform and the Live Word Cloud Generator tool are used to organize students' information and communication activities. 80 bachelors are involved, their specialization is «Digitalization of information resources and processes». All of them are second–and third-year students. The author describes a system for working with tag cloud generation services, which includes the following stages: analysis of available digital tools and selection of the optimal one, study of functional potentials, their application to solve educational tasks and support library and information services. In conclusion, the specific aspects of using online tag cloud generators for training librarians are formulated: recognition of the value of each proposed idea, objectivity in the analysis and interpretation of the text and the resulting "tag cloud", support for joint activities in a virtual environment and when selecting a set of keywords, propaedeutic work with artificial intelligence technology. Practical significance: the factors influencing the effectiveness of the use of online tag cloud generators in the training of librarians to improve the quality of their training have been identified: increasing the influence of artificial intelligence and robotics on the labor market, the range of reader interests, digital literacy. The obtained results can be used to improve the programs of the system of professional and additional professional training of librarians.

The relevance of the problem of educational environments differentiation is due to the fact that with a sufficiently complete and in-depth study of such a pedagogical phenomenon as the educational environment, the question of systematization and generalization of scientific knowledge about certain types of educational environments regarding the specifics of the modern situation of socio-cultural development of an individual and society remains unclear. The authors of publications on the topic of educational environments mainly focus their attention on the study of some specific educational environment, at a specific educational level focused on achieving specific educational results. In addition, the specificity of scientific ideas about educational environments in domestic and foreign studies is not fully correlated both in terminological and substantive terms. The aim of the article is to generalize scientific ideas about educational environments, to substantiate the method of their differentiation in direct connection with the context of modern human existence. Systemic and competence-based approaches have been adopted as leading approaches to the study of the problem of differentiation of educational environments, since: 1) reliance on the systemic approach ensures integrity, consistency of research logic and validity of scientific conclusions; 2) the competence-based approach allows for an analysis of existing educational environments from the point of view of their influence on the formation of personality, on the one hand, and the possibilities for an individual to acquire new competences through involvement in the educational environment, based on personal existential choice. The main result of the article was the presentation of a new three-level approach to the differentiation of educational environments, which is an attempt to cover the entirety of the environmental diversity of the modern transitive world, in which the development, formation of personality and existence of modern people take place. The theoretical significance of the article lies in the attempt to cumulatively apply the results of psychological and pedagogical research dedicated to educational environments to solve the problem of educational environments differentiation in the context of modern life. The practical significance of the article lies in the fact that the obtained scientific result can serve as the basis for subsequent study of the entire variety of educational environments of formation, professional and personal self-realization, and the life of a modern person.

The experience of applying methods of pedagogical work with different categories of children in rural areas on the example of the work of educational organizations in the Neklinovsky district of the Rostov region has become practical material for colleagues of newly annexed territories cooperating with the district education system. The rural area is a platform for providing equal educational opportunities not only for children with disabilities, but also for children from families of the risk group, which includes children who were forced to leave the territories of a special military operation, living in temporary accommodation facilities on the territory of the border area. This topic is particularly relevant during the period of conducting a special military operation and the current socio-political situation. The aim of this work is to study the application of methods in the system of the rural municipality "Neklinovsky district" to ensure equal opportunities for children with disabilities, children from families at risk (children who were forced to leave the territory of a special military operation). The objectives of the study: to consider the advantages of using methods in the system of the rural municipality "Neklinovsky district"; to analyze the specific features of using methods in rural areas and examples of successful practice. This study uses an individual approach taking into account the needs of each child in creating conditions for his/her participation in public life and a collective approach such as cooperation and interaction between different groups of children, teachers, parents, the local community and the participation of all the parties concerned. The result of the work is the described experience of the education system and the practice of receiving the affected population of border territories in 2014 and 2022, which can be used in the work of rural educational organizations. In the course of the study, the set goals and objectives were achieved, publications and works of well-known teachers and psychologists were studied, the anonymous survey of teachers was conducted, questionnaires were analyzed, and the specific features of the application of methods in rural schools in the territory of the border municipal district were analyzed. This topic has been studied, it has the theoretical significance of expanding and supplementing the analysis of the scientific characteristics of the methods used in an inclusive environment and practical significance – the described practical experience can be considered as an action program for the municipal educational system in rural areas aimed at creating an accessible educational environment not only for children with disabilities, but also for children from families at risk, which includes children who were forced to leave the territories of conducting a special military operation involving administrative, cultural and other employees to achieve the common goal of including the newly arrived children in the local community. The scientific novelty of the study consists in making a comparative analysis of the experience of teachers of the Neklinovsky district, expanding the number and categories of participants in the forum "Step into the Future", increasing the number of positive feedback from children, parents, invited guests during interaction.

The relevance of the study is due to the need to develop the competence among cadets of military higher education institution in applying modeling in their professional activities, because the fact is that at the current stage of of the Russian armed forces development, formalized methods of information processing and modeling are increasingly used. The purpose of the study is to substantiate the essence, structure, content of the competence of applying modeling in professional activities of military higher education institution cadets, to determine the criteria and indicators of the level of formation of this competence components. The works of Russian and foreign researchers, referred to the concepts of model, modeling, modeling in military affairs, competency, competence, cadet competence, works in the field of training cadets and officers to apply modeling served as the theoretical basis of the study. The methodological basis of the study is a systems approach based on the consideration of an object as a system (in our case, such an object is the concept of "modeling competence"). This approach allowed to define the concept of "competence in applying modeling in professional activities by cadets of military universities" based on the analysis of scientific and pedagogical literature and the activities of officers in the field of applying modeling in professional activities, the principles of integrity, hierarchy, and consistency. The scientific novelty of the study lies in the fact that, based on the analysis of the concepts of "model", "modeling", "modeling in military affairs", "competency", "competence", "officer competence", "cadet competence", as well as studying the activities of officers in modeling and practical application of models in professional activities, a definition of the competence of applying modeling is given, its essence and structural composition are revealed, and the indicators of the formation of competence components by levels (low, sufficient, advanced) are described. The theoretical significance of the article lies in the expansion by the authors of scientific ideas about the competence of applying modeling in professional activities among cadets of military universities. The results of the study can be used by teachers of military universities of the Russian Federation in practical activities in the process of building up the military-professional competence of cadets.

Teaching spoken grammar has both practical and theoretical character: the necessity to master the spoken register of a foreign language is fixed in the requirements of FSES HE 3++ in the area of training 45.03.02 Linguistics, as well as the ability to analyze linguistic phenomena descriptively from the point of view of linguistic theories. Besides the academic necessity of speaking grammar, its practical role is also obvious. The aim of the study is to review and describe the ways of teaching English conversational grammar to language students. The proposed ways are the result of literature analysis and author's original pedagogical experience. The analysis of English- and Russian-language publications on the research topic for 1962-2024 is given. The transition to descriptive language teaching and the development of corpus technologies became the basis for the expansion of research on spoken grammar: it becomes clear that syntactic variation is the result of changes in the type of discourse. The study of colloquial grammar in the country of the target language is of particular relevance; in other cases, the active use of authentic materials (advertisements, podcasts, chat bots, etc.) is emphasized. The main elements of colloquial English grammar traditionally include omissions, discourse markers, hesitation markers, insertions, emphases, inversions, inversion markers, etc. Summarizing the analysis, it can be noted that conversational grammar can be considered as a component of pragmatic competence and has high theoretical and practical significance in learning a foreign language. Scientific novelty lies in the analysis and highlighting of scientific priorities in the study of spoken grammar, as well as in the generalization and highlighting of techniques for working on the spoken grammar of a foreign language (English) with students of language specialties. In the conclusions, the authors summarize the main aspects of the topic.

The socio-economic conditions of post-industrial society determine the instability of the labor market, which affects the growing demand for short-term vocational training. Similar programs are implemented by formal education organizations in areas suffering from personnel hunger. These include professions of high social significance – paramedical personnel, ordinary and junior commanding officers of internal affairs bodies, etc. The problem of designing vocational training for such individuals is the need for scientifically based optimization of the learning process in accordance with the idea expressed by Yu.K. Babansky, that is, achieving the maximum possible learning results in the field of knowledge, skills and values of the profession while spending the necessary and sufficient resources. The purpose of this article is to describe a variant of its solution based on humanitarian-anthropological methodology. The author analyzed the theory and practice of designing short-term vocational training in Russia and abroad, and identified the main trends in their development. The chosen methodology makes it possible to determine the main way to optimize the short-term educational process using the example of training persons first recruited to serve in the internal affairs bodies of the Russian Federation. It implements the idea of an event-based topic as a syncretic construct of educational content, which combines the knowledge and emotional-value components of information new to students. Eventfulness reduces the time of its assimilation due to the emergence of impressions from culturally consistent norms of professional activity, their comprehension on the basis of existing experience and self-determination. The sequence of stages of designing short-term vocational training is presented. The diagnostic stage is aimed at collecting and analyzing data that is significant for the teaching staff to formulate ideas about both the collective and individual subjects of future educational interaction. The stage of structuring the content of education involves the creation of event supports – authentic service situations of choosing actions based on the values of the profession. At the third stage, specific methods and forms of presenting event supports are selected. Selection criteria: dialogicity, reflexive potential. The final stage involves the creation of a final educational product (mini-text, diagram, algorithm, action formula on the topic of the lesson), which will serve as a support for updating new knowledge. The difficulties of implementing the proposed design option include the presence of andragogical competence. The prospect of the study is to identify ways to optimize vocational training on other methodological grounds, using other methods of transforming content, mechanisms for combining them with andragogical didactic methods.

The relevance of the issue of patriotic education of Russian youth at the present stage of society development is undoubtedly urgent, since patriotism is one of the main moral values of an individual, which is reflected in personal actions. While preserving the best domestic traditions of educational practices, today we need new effective tools for patriotic indoctrination that would meet the guidelines of Russian state policy, the requirements of innovative educational practice and the social needs of modern young people. One of such effective tools is creative project-based activity, which was the subject of the research presented in this article. The aim of the article: to present the experience of implementing patriotic education of youth through the creative project “#PRO100 HISTORY (JUST HISTORY”), supported by the Ministry of Education of the Russian Federation within the framework of the federal project “Patriotic education of citizens of the Russian Federation” of the national project “Education”. The leading methods in the study were: project conception and survey methods (interviews, mobile surveys). The article shows the main stages of the creative project implementation, describes the mobile exhibition exposition and its digital analogue, provides data from a survey and interviews with intensive participants and exhibition spectators, as well as the obtained results expressed in a socially significant effect: covering more than 10,000 participants from 29 regions of Russia , Republic of Belarus and Kazakhstan; in creating a finished product of creative activity (creative and information content, mobile exhibition construction, virtual exhibition, multimedia digital publication). The theoretical and practical significance of the study lies in the fact that its results can be used both in the theoretical study of the problem of developing patriotism among modern youth, and in organizing patriotic events.

The relevance of the problem under examination is related to the study and analysis of the causes of learning difficulties in modern students and strategies for overcoming them. Based on the analysis of psychological and pedagogical literature, the concept of learning difficulties is analyzed from historical and modern points of view. The article presents the results of the authors' original questionnaire – the first section – studying learning difficulties in adolescents and high school students. The main reasons for their occurrence, ways of overcoming school problems during the period of study are revealed. The aim of the study: to identify the main categories of difficulties, strategies for overcoming them in modern schoolchildren – representatives of the digital generation in studies, to develop the content of "PRO (About) learning skills" lessons for adolescents and high school students. The theoretical and methodological basis of the work is made up of the works of scientists in the field of educational activity, pedagogical and developmental psychology. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (questionnaire); methods of quantitative and qualitative analysis. The study involved 1,664 adolescents and high school students of educational institutions of the city of Tula and the Tula region (grades 5–11). The diagnostic program included the authors’ questionnaire, consisting of introductory information and three sections – difficulties in learning, communication and socialization. This article presents an analysis of the results of the survey of adolescents and high school students on the problems of difficulties in learning. The theoretical significance of the work lies in clarifying the concept of “difficulty”, in identifying the characteristics of school failure among modern children. The novelty of the publication is associated with the development of the concept of "PRO (About) learning skills" lessons using innovative psychological and pedagogical technologies aimed at overcoming learning difficulties. The practical significance is that the obtained experimental data and the developed lessons can be used to improve psychological and pedagogical support for students, organizing the prevention and correction of learning difficulties. The results of the study may be useful to teachers, psychologists, social workers, parenting counselors, and parents.

The increasing need of the state for the latest scientific research and development entails the requirement to intensify the research activities of modern universities. In practice, there is a contradiction between the need to improve the quality of training of scientific and scientific-pedagogical personnel and the insufficiently high level of training of graduates of postgraduate/adjunct studies, which led to the research problem. The aim of the study is to identify the opinion of postgraduate students/adjuncts about their research activities during an online survey, analyse the results obtained and draw conclusions about possible ways to improve the training of highly qualified personnel. The research is based on a subject activity-oriented methodological approach that allows us to consider the scientific activities of postgraduate students/adjuncts from the perspective of creative interaction, reflection, individual self-learning and self-development. The study involved postgraduate students and adjuncts of graduating classes of higher education institutions in Ryazan, who carried out research in various scientific fields – technical, medical, natural science, social, humanitarian and military. 68 respondents aged from 25 and up to 41 years and older took part in the survey. 27 of them were women and 41 were men. The novelty of the conducted research lies in identifying and analysing the opinions and assessments of postgraduate students/adjuncts of the final year, characterizing their understanding of the difficulties of studying in postgraduate school. The theoretical significance lies in enriching the methodology and technology of vocational education in terms of training scientific and scientific-pedagogical personnel in postgraduate and adjunct studies. The practical significance lies in the possibility of using the research results to improve the quality of training of scientific and scientific-pedagogical personnel at a modern university. The prospects for further research lie in the scientific substantiation of ways to improve the training of scientific and scientific-pedagogical personnel in civil and military universities, in improving the quality of scientific leadership, in considering the potential of using artificial intelligence technologies in the process of conducting scientific research.

Despite the long period of development of modular and computerized learning ideas, the concept of microlearning is largely a product of modern times, which meets the requirements of social interaction, the lifestyle of a modern person and the specifics of individual’s cognitive processes. The concept of microlearning is being actively developed by businesses due to specific conditions of organizing training activities in companies. However, researchers note an increasing number of attempts to adapt microlearning by educational organizations (the higher educational institutions in particular) after the period of the COVID-19 pandemic. The relevance of the research is indicated by the high probability of transforming microformats adaptation by universities into a systematic approach to teaching in the future. At the same time, researchers point out the necessity of developing a new didactic model, transforming of educators’ methodological thinking, changing the role of a teacher, and shift teaching style to moderating students’ activities. Therefore, the aim of this research is to outline various ways of implementing the concept of microlearning. The study carried out a comparative analysis of different types of microlearning (bite-sized learning, nano-learning, subscription learning, capsule learning, learning-on-the-go). The information about these types of microlearning was obtained from the business community and experts in the field of microlearning, as well as scientific publications of Russian and foreign researchers in the field of foreign language education based on microlearning and modern educational technologies. The results of the analysis are presented in the table of key characteristics of the mentioned types. The list of description criteria includes: structures, key benefits for students, content design features, content accessibility, feedback, and studying period. Also, we come to the conclusion that "microlearning" becomes an umbrella term for a group of approaches to content design, interaction with students, and learning process organization. Additionally, the polysemy of "content accessibility" (in Rus) in the context of microlearning is noted. It refers to a) content accessibility by means of electronic devices; b) a clear explanation of the subject as briefly as possible. The next step of the research was to analyse the types of microlearning according to the previously indicated criteria in terms of foreign language education at a university. It reveals that bite-sized and mobile learning meet the conditions of university education to a high degree. The study could contribute to finding methodological solutions how to adapt microlearning for teaching foreign languages in higher educational institutions.

Artificial intelligence technologies are integrating into all social spheres, including the educational process. The implementation of artificial intelligence in educational process and its organization can significantly increase the students' academic performance, improve the education quality, prepare students for the continuously changing labour market conditions, as well as raise the students' learning motivation. Therefore, a more profound study of the impact of artificial intelligence technologies on students' academic performance is an urgent issue of the present educational technologies and pedagogy. The objective of the article is studying the role of artificial intelligence in enhancing the students' academic performance. The main research method is a questionnaire survey. The article provides a theoretical analysis of the current state of artificial intelligence integration into the educational process, assesses the impact of artificial intelligence on the students' academic performance in different training areas and courses. Based on the respondents' suggestions, the main directions and prospects for the implementation of artificial intelligence in higher education are determined, and there are recommendations on the potential use of these technologies in education. The results of the research reveal that the students are actively applying artificial intelligence to solve various educational tasks. There is a positive impact on the academic performance, which highlights the significance of artificial intelligence technologies integration into the education. The correlation analysis between the implementation of artificial intelligence and academic performance shows that as the year of studying increases, more students use artificial intelligence technologies, and their academic performance also improves. The novelty of the study comprises the necessity to apply an integrated approach to the implementation of artificial intelligence in educational process, which includes not only technical support, but also educational initiatives to train students in working with these technologies, in order to enhance academic performance and provide a more effective educational process. Theoretical significance of the study is the formulation and specification of possible approaches and ways of implementing artificial intelligence into education to improve academic performance. Practical significance of the research is the possibility of using the results of the study to organize a more effective educational process and improve academic performance.

The relevance of the study is due to the need to develop students' reading comprehension not only in the process of studying the Humanities, but also in the process of learning mathematics. The results of Russian and foreign studies convincingly report about the negative impact of insufficiently developed reading literacy on the quality of mathematical training of students in secondary schools. Reading comprehension at this stage of education is closely related to the development of students' thinking. And deficiencies in the development of skills in working with information, skills of meaningful reading can lead to a situation of academic failure, including that in mathematics. The aim of the article is to identify the components of reading comprehension that are key for students at risk of academic failure, and to describe the ways of their formation in the process of teaching mathematics. Based on the analysis of psychological and pedagogical literature on the problem of developing reading comprehension, the structure of reading comprehension was determined. The results of diagnostic works on assessment of reading comprehension and all-Russian test works in mathematics allowed us to identify the current list of deficiencies in formation of individual actions – components of reading comprehension among students with risks of academic failure, and to develop a scientifically substantiated approach to its formation, which is presented in the form of a model. Methodological recommendations on development of reading comprehension among students with risks of academic failure are given, didactic conditions of the model implementation in the process of teaching mathematics are described. The material of the article is partially tested in educational practice and contains a description of effective ways of formation of reading comprehension among students with risks of academic failure. The theoretical significance of the article lies in the study of new aspects of the development of reading comprehension among schoolchildren. The results of the study expand approaches to solving the problem of reading comprehension development among students and set the vector of search for new effective methodological solutions. The practical significance lies in the possibility of using the presented results to improve approaches to designing the content and organizing the activities of students in mathematics lessons in secondary school.

The article is devoted to the current problem of the formation of professional identity among medical university students. In modern conditions of intercultural interaction, language training is of particular importance, which contributes to the integration of future doctors into the international professional community and provides access to advanced scientific achievements. Modelling the educational process for the formation of the professional identity of medical university students is an important and complex process, including not only the acquisition of medical knowledge and skills by future doctors, but also the development of their personal qualities such as responsibility, empathy and ethics. The aim of this study is to test the results of solving an applied pedagogical problem – the development of a model for the formation of professional identity of medical university students in the process of language training. The article provides an analysis of the literature on the interpretation of the professional identity of students by domestic and foreign researchers, gives the author's definition of the professional identity of a medical university student, describes a model for the formation of the professional identity of medical university students in the process of language training, representing the process under study as a whole and as a set of interrelated elements that reflect the needs of both the medical field as a whole and the medical university in particular in the training of highly qualified medical specialists. The model consists of six units: target, methodological, content-organizational, procedural, criteria-assessment, correctional ones and it is based on the principles of professional orientation, integrity, interdisciplinary integration, communication and contextuality, functionality of the educational environment. The model has a practical orientation and its implementation in the process of language training gradually forms a professional identity for students of a medical university. The research is based on the ideas of occupational, holistic, integrative activity-oriented, communicative-cognitive and environmental approaches. The provisions of the study can become a theoretical basis for further development of the problem of forming the professional identity of future medical specialists in medical universities in Russia.

The relevance of this study lies in the changing role of the teacher in modern conditions, in the fact that his/her functions and responsibilities as a teacher must constantly be adapted to the changing requirements of digitalization and globalization. In this regard, teachers need to reassess values and reconsider their attitude towards professional pedagogical activities. In accordance with the modern paradigm of education, a teacher must be mobile, creative, have high creative potential, analytical and communication abilities, he/she must be ready for self-education, self-improvement, must be able to formulate paths for his/her continuous professional development, self-development and self-education. The aim of this study is to analyze and consider the content of the basic concepts of work and professional pedagogical activity of a teacher in the aspect of positive pedagogy. To achieve the goal of the study, we are faced with the task of clarifying and defining the essential characteristics of the professional pedagogical activity of a modern teacher, identifying its component structure in the aspect of positive pedagogy. The study used the method of analyzing psychological and pedagogical literature, aimed at clarifying the essential concepts of “positive pedagogy”, “positive attitude”, “positive personality”, “professional pedagogical activity”. The methods of survey, testing, theoretical and empirical analysis were used. To determine the dynamics of the development of the professional and pedagogical activity of teachers, we used the “feedback” method, as well as the method of statistical data processing on a 5-point scale to determine the motivational, personal, cognitive components, which includes formative and the final stages of assessment. The scientific novelty of this study is the presentation of the analytical concept of “formation of professional pedagogical activity of a teacher” in the research of positive pedagogy, determination of its level and components. The theoretical significance of the study lies in clarifying the components of the formation of positive professional pedagogical activity and the levels of their formation. The practical significance of the study is in the analysis and review of the problem of forming the professional pedagogical activity of a teacher in the aspect of positive pedagogy. These conclusions can become the basis for conducting research on this topic. The main results of the study allow us to conclude that considering the problem of forming a teacher’s professional and pedagogical activity from the point of view of positive pedagogy is relevant in modern conditions

The relevance of the problem under research is determined by the need to find effective methods of teaching English vocabulary in the context of a non-linguistic university. This is due to the fact that curricula often require mastering a substantial volume of vocabulary both in general English and in the language of the profession. Additionally, vocabulary is of practical importance for the overall development of communicative competence. Furthermore, over the past two decades, the rapid advancements in the fields of neuroscience and cognitive psychology have prompted researchers to shift their focus towards the empirical findings, leading to the establishment of an evidence-based approach to foreign language teaching. Consequently, it is pertinent to refer to the evidence base of scientific research for a deeper understanding of cognitive processes, techniques for long-term retention of material, and the characteristics of certain learning strategies for vocabulary acquisition. The aim of this article is to systematize the most effective methods of teaching vocabulary in the English language classroom at a non-linguistic university from the perspective of an evidence-based approach. The research is conducted within the framework of an evidence-based approach, relying on substantiated information. The following theories are also reflected in the work: the situated cognition theory, the cognitive-affective theory of learning with media, cognitive load theory, and the levels of processing theory. Monitoring of the leading trends in the teaching of foreign language vocabulary has allowed for formulating the key principles of vocabulary instruction: reorganizing information about lexical units within cognitive strategies; thematic vocabulary clustering; contextual learning; the level of cognitive load; cognitive depth of vocabulary processing. The theoretical significance of the research lies in the potential to enrich scientific understanding of the cognitive processes that govern foreign language vocabulary acquisition, taking into account the findings obtained from the empirical studies. The practical significance of the article is that the outlined principles of working on vocabulary can help educators expand their methodological toolkit. Additionally, the illustrated methods of interacting with vocabulary can be utilized by teachers in various educational contexts, adapted to suit the needs of the learners.

The relevance of the research presented by the authors of the article is determined by the need to solve the problem of quality control concerning additional professional programs implemented in the field of pedagogical education (hereinafter – APP). The solution to this problem was undertaken in 2023 in the Perm Region within the framework of the regional segment of the Unified Federal Support System for Teaching Staff and management personnel. The aim of the research is to substantiate the evaluation of the delayed results of the teachers’ training course within the framework of external quality control of the implemented additional professional programs. When writing the article, an analytical review of the literature with the results of research by domestic and foreign scientists was conducted, which helped the authors clarify the concepts of «quality of APP» and «delayed result». To test the materials for evaluating the delayed result of the teachers’ training course on the topic «Implementation of the requirements of the updated Federal State Educational Standards in the work of a teacher», the authors used the method of questioning 237 course students with 2 blocks of tasks: «knowledge» and «application». Primary school teachers with different qualification categories, experience and place of work («rural area»; «small», «medium» and «big» city) participated in the diagnosis. The quality of the diagnostic tasks performed by the students of the courses was 71%. Based on the results obtained, a conclusion was made about the acceptable quality of the implemented APP and recommendations for correcting its content were formulated, for example: the inclusion of practical exercises on the design of educational tasks for the development of universal learning actions among students in the content of the program; practical work on the analysis and establishment of the type of educational tasks for the formation of functional literacy of a primary school student, followed by the development of such tasks on the basis of textbooks for primary schools. The theoretical significance of the research work lies in the analysis of the essence of the phenomenon of «delayed result» of teachers’ training course in the context of their professional competences evaluation in accordance with the requirements of the Professional Standard «Teacher» (General pedagogical function. Training (code A/01.6)). The practical significance of the study lies in the possibility of applying the results of the research by specialists of the system of additional professional education (hereinafter referred to as APE) to develop monitoring of the quality of training in implemented APP with the inclusion of a procedure for evaluating the «delayed results» of students. The implementation of the results of this research can be used by the APE system in order to improve the APP and the forms in which they are implemented.

Nowadays, Russian-Chinese cooperation is developing and interest in the Russian language is also increasing: Chinese students study Russian both in Chinese and Russian universities. This trend explains the increase in the number of Chinese students at the Ural State Transport University. Students are studying in technical areas of training, so studying Russian for Chinese students is a means, but not a goal of learning. Development of communicative competence is one of the urgent tasks for teachers of Russian as a foreign language (RFL). An important stage in the implementation of such a task is teaching students the correct construction of statements in written speech, since, as numerous studies show, the grammatical component is the most difficult for learning Russian at the initial stage. The article describes the course of experimental and search work, within the framework of which grammatical errors in the written speech of Chinese students were identified and classified. This classification contributed to the development of a number of exercises to prevent errors of the identified types. Thus, the main goal of the article is to create a classification of typical morphological errors in the written speech of Chinese students. The objects of the study were the written works of Chinese students, and the subjects of the study were the morphological errors made by the students. Typical morphological errors (605 in number) of Chinese students studying at the Ural State University of Railway Transport served as the material for the work. Despite the fact that errors of various types were identified, the developed recommendations relate only to the most frequent errors. The theoretical significance of the research consists in replenishing the scientific base with relevant information related to the peculiarities of teaching Russian as a foreign language. The practical significance of the chosen topic lies in the presentation of recommendations based both on the results of research by distinguished foreign and domestic teachers and on my own teaching experience. This work is of potential interest not only to teachers of Russian as a foreign language, but also to other scientists, since the specified classification of errors with the given examples can be used, for example, for philological research.

The relevance of the study is due to the growing role of English as one of the tools for acquiring pre-professional knowledge and skills for communicating with representatives of other linguistic cultures. Currently, there are changes in the social status of the subject "Foreign Language" at the level of secondary general education in Russia, the transformation of the English language into a means of pre-professional training in a single educational space of the Russian Federation. In this regard, new educational technologies for teaching foreign languages in secondary schools are increasingly being introduced, which include various forms of using a foreign language as a means of teaching. One of these technologies is content-language integrated learning (hereinafter referred to as CLIL technology), where teaching English is meta-subject in nature and is closely related to other subjects of the school's educational program. The aim of this article is to analyze the theory and practice of developing monological speech skills in English among schoolchildren of specialized pre-professional classes using CLIL technology (natural-scientific sphere of communication). The study is based on communicative, personal activity-based and integrated approaches to teaching English, aimed at developing monological speech skills among high school students in the framework of profession-oriented topics. The theoretical significance of the study lies in the fact that it specifies the provisions of the concept of specialized education in foreign languages at the level of secondary general education. The practical significance of the study is that it has empirically obtained data that allows for the effective organization of work on developing monological speech skills in English among schoolchildren in specialized pre-professional classes using CLIL technology in the natural sciences communication sphere, on the basis of the author's original course "English in the profession." The results of the study within the framework of the article are as follows: generalization of the theoretical foundations of monological speech skills development in the framework of the elective course "English in the profession," aimed at students in grades 10-11, who are interested in professions of the natural sciences sphere; empirically obtained data that allows us to effectively organize the work on the development of monological speech skills in English among schoolchildren of specialized pre-professional classes using CLIL technology to prepare for future communication with foreign colleagues in the professional field of natural science. The results of the study can be used in the organization of both classroom and extra-curricular activities at the level of secondary general education.

The relevance of the study in the work is due to: the growing role of the Chinese language as one of the tools for expanding professional knowledge and skills among specialists of non-linguistic profiles when communicating with colleagues from the People's Republic of China in connection with the rapid transformations of a political and socio-economic nature in the Russian Federation and the strengthening of working ties between employees of international companies of the two countries; the growing contradiction between the need for university teachers of foreign languages in the use of interactive educational technologies in teaching students of non-linguistic specialties to speak Chinese in order to develop all types of foreign-language speech in the course of communication and interaction with representatives of other linguistic cultures, on the one hand, and the lack of optimal experience in the use of interactive educational technologies in teaching Chinese to students of non-linguistic specialties in higher education, on the other hand, the rapid development of interactive educational technologies for teaching foreign languages in the modern world. The aim of the study is to summarize the practice of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The work was based on a competence approach, where the content of teaching the Chinese language was aimed at developing communicative competences and on an interactive approach, which consisted in increasing the motivation of students to learn Chinese through the introduction of new effective teaching methods. The theoretical significance of the study lies in highlighting modern conceptual provisions concerning the problems of using interactive educational technologies in teaching non-linguistic students to speak Chinese. The practical significance of the study lies in the development of a special course "Business Foreign Language (Chinese)," which includes interactive techniques for teaching speaking Chinese, and can be used by university teachers of foreign language. The results of the work are as follows: the effectiveness of teaching non-linguistic students to speak Chinese depends on the teaching methods and the conditions in which they are most effectively implemented. The paper scientifically substantiates the importance of the use of interactive educational technologies in terms of teaching foreign-language professional communication to students of non-linguistic specialties, with the inclusion of appropriate methodological techniques that can be used in higher education, taking into account the profile orientation, as well as in advanced training courses for teachers of a foreign language (Chinese).

The relevance of the problem is determined by the discussions around the learnability of the representatives of «Generation Z». The aim of the study is to assess the potential of the new pedagogical model; the subject of the study is the methodology of teaching humanities and social disciplines in higher education institutions. The ideological approach, which is based on the idea that higher education institutions are called upon to form intellectuals, has been chosen as the key one. The stumbling block in educating the Zoomers is their bourgeois mentality, aggravated by their unwillingness to learn (a side effect of the consumerism indoctrinated into them). As an option for restoring the authority of higher education and increasing its effectiveness, the author proposes the concept of trigger pedagogy, which in the long term can provide a synergy of digital forms and human content of the educational process. In the author's opinion, the issue of spiritual and moral support of studies at universities is of paramount importance today. It is humanities subjects that lay the foundation for the study of social subjects, moreover, they equip students with a scientific worldview that helps them to surpass natural and technical disciplines. In shaping the educational trajectory, students' critical thinking should be cultivated and coordinated. Methodology is critically dependent on the charisma and moral authority of the teacher, his or her love for the subject and ability to express the poetry of the science being taught. The priority of teaching general education disciplines in the junior courses is learning to learn, the next stage – introduction to the basics of research work, further – improving the skills of competent compilation and introduction to the culture of discussion. The basis of trigger pedagogy is the idea of creative attitude to learning. The author is convinced that aesthetically colored interdisciplinarity in teaching humanities subjects can harmonize the entertainment, educational and academic components of education without profanation and populism. As a result, students should realize themselves not only as colleagues, but also as contemporaries and, most importantly, as compatriots. The scientific novelty of the study lies in the approbation of the methods of trigger pedagogy on the basis of higher educational institutions. Theoretical significance of the work is in the substantiation of the principles of the new model of education, practical significance – in enriching the educational process with an aesthetic component.

The relevance of the work is related to the need to understand new challenges and threats and create a theoretical basis to substantiate the factors for achieving psychological comfort for students in modern conditions. The paper presents the results of an analysis of theoretical models, the purpose of which was to determine the basis for describing the components that ensure the psychological comfort of students in the information and educational space of the school in the face of new challenges and threats. The methodological approach, which made it possible to comprehensively consider the factors being studied, was the systemic approach. Based on its basic provisions and principles, approaches to considering the concepts of psychological comfort, socio-psychological climate, psychological safety of the educational environment, and psychological well-being of students were studied. Studies on modern challenges and threats that indirectly or directly affect a child’s sense of psychological comfort/discomfort are analyzed. Psychological markers of psychological comfort and discomfort are described, and some consequences of such discomfort in schoolchildren are given. The theoretical significance lies in the substantiation and description of components important for achieving psychological comfort of students in the context of modern challenges and threats. It is shown that the modern world of challenges and threats can be viewed not so much from the perspective of self-defense or ensuring complete peace of mind, external security, but from the position of other mechanisms and conditions that require new ways of understanding the changing reality, and bring with them new opportunities, which need to be predicted and used for good. Therefore, a special role is played today by the tasks of developing the personal resources of students to be prepared for various kinds of threats, to show resilience in difficult situations, to pursue their goal, while creating and doing something useful for their country, helping others. The practical significance lies in the fact that for each studied component, which provides psychological comfort to students, pedagogical methods are proposed (the method of emphasizing values, the method of value contrasts, the method of giving value, methods of fostering patriotic values, life orientations, methods of reconstructing communication styles, joint discussion of important innovations for the country with adults, trainings for the development of critical thinking, analysis of manipulative technologies used by telephone scammers, express exercises for relieving emotional stress, negative emotions conducted in lessons, dynamic pauses, at recess, self-organization methods, etc.), which can be used to conduct empirical research.

Modern provisions of the higher education system are conditioned by the transforming requirements of the labor market. In accordance with this, new, more flexible teaching methods appear that take into account the needs of not only business, but also the individual needs of students. Tools and methods are borrowed from other areas of application. Thus, the journey map tool came from marketing to education, which is aimed at studying the educational experience and needs of the student. The study of the student's educational path reflects the competence approach, the essence of which is focus on professional and personal abilities. The aim of the article is to determine the stages of developing a student journey map (SJM) as a tool for forming competences while training future managers; as well as the development of SJM in the discipline "Marketing". The study used theoretical and empirical methods, such as analysis, synthesis, generalization, semi-structured interview. As a result of the study, the main stages of SJM development were identified, which include: defining goals and objectives, collecting and analyzing data, creating a student portrait, defining key student actions, defining interaction points, analyzing emotions and needs, visualization. These stages can be applied when developing SJM in any area of education and at any stage, since they represent a system plan. The conducted semi-structured interview of students allowed us to create a portrait of a first-year student, whose main characteristics are: minimal knowledge of marketing, desire to gain new knowledge, active use of social networks, adaptation to a new social environment, desire for teamwork, adaptation to university requirements, high technological requirements. The theoretical significance of the study lies in the analysis of the literature of domestic and foreign authors studying the aspects of the competence-based approach in education; synthesis and generalization of the studied concepts of the competence-based approach. The practical significance of the study is represented by the definition of the stages of SJM development in the preparation of future managers.

The relevance of studying the psychological support of individual’s organizational abilities is due to their demand in many areas of life. Organizational abilities are understood as the psychological properties of a person, which are to ensure the success of organizational activities. The study was conducted in order to examine the influence of some psychological properties on the organizational abilities of an individual. The results showed significant positive relationship between organizational abilities and the realization of the need for self-development, the perception of social support from «significant others» and the time component of the individual’s anticipatory competence.

Guilt as a component of moral consciousness, which continues to develop intensively in early adolescence, is a relevant field of research, since a better understanding of this phenomenon will help prevent possible destructive consequences of its manifestation: increased anxiety, social maladjustment, etc. The aim of the article is to show the results of an empirical study of students’ guilt feeling as aggression in relation to its types and forms. The study involved 32 students of the Institute of Pedagogy and Psychology of the Federal State Budgetary Educational Institution of Higher Education "Petrozavodsk State University" (aged 19 to 21, 15 boys and 17 girls). As a result, statistically significant correlations were revealed between guilt as a form of aggression, and the relationships between guilt as aggression and its forms and types were found.

Psychological and emotional well-being is important for the effective functioning of a person. It is especially relevant for people with the status of unemployed. The aim of the study is to examine the influence of the status of unemployed on the structural components of the psychological and emotional well-being of an individual. It was found that the status of unemployed does not affect the personal sphere, negatively affects the cognitive-evaluative sphere and ambiguously affects the emotional-affective sphere of the psychological and emotional well-being of an individual.