№ 04 (April)

In recent years, we can see a noticeable decline in health of students not only in Russian schools, but in foreign countries as well. The primary cause of this dynamics is an inappropriate lifestyle manifested in insufficient physical activity, improper nutrition and stress caused by academic workload. Existing measures to support and stimulate healthy lifestyles do not show proper results. The health-saving approach in education has not yet achieved full effectiveness although it has some potential. Its organizational and methodological base is under development and requires adaptation to modern educational trends. In addition, there is a need for a clearer definition of the roles of school and family in the process of valeologization of the educational process. Therefore, the development of a valeological culture, as well as the modernization of the valeological approach in educational organizations is an urgent socio-pedagogical issue. The aim of the study is to analyze the significance of the development of a valeological culture for the health of students as a factor of the sustainable development of the Russian society and to identify effective methods of health culture formation in the school education system. The research is based on systemic, empirical and pragmatic approaches. The leading methods in the study are theoretical (analysis, synthesis), and empirical (questionnaire survey, comparison). In the course of the study, 96 secondary school students (6th-9th grades) were surveyed in order to assess the compliance of various individual aspects of their lifestyle with the principles of a healthy lifestyle. The results showed definite trends in the change of students' lifestyles. In particular, a decrease in motor activity, an increase in negative attitudes towards rational nutrition and an increase in predisposition to chemical addictions are observed among students in grades 6–9. These data emphasize the need to strengthen preventive measures against unhealthy lifestyles and popularization of valeological knowledge among students. Theoretical significance of the study consists in the prepared characterization of the current state of the problem, which will make it possible to conduct better theoretical studies devoted to the peculiarities of the development of health culture and healthy lifestyle. The practical significance of the study lies in the fact that the results can be used by teachers and social workers to carry out preventive work and develop scientific and methodological recommendations.

The article is devoted to the problem of the development of integration processes in the field of science, higher education and industry, which is relevant in the context of the strategy of scientific and technological development of the Russian Federation until 2035. The aim of the article is to present a model of scientific, educational and industrial partnership as a tool for the influence of a pedagogical university on the socio–economic development of a region based on new goals, values, meanings, technologies, meaningful, organizational, and institutional solutions. The methodological basis of the study is the approach of designing scientific, educational and industrial partnership as a social mechanism, which is a system of interrelated social actors that work together to achieve a common goal. The most adequate organizational form for the implementation of this social mechanism, focused on building the Future, is a consortium - a project-initiative structure based on the principles of decentralization and standardization. Another basic methodological guideline is the "Future" category, considered in the characteristics of the new (sixth) technological order, which defines a fundamentally new organization of society based on the network principle, assuming a horizontal spatial and temporal distribution that maximizes the range of participants in the development and adoption of managerial decisions. The research resulted in the structure of scientific, educational and industrial partnership created on the basis of these methodological guidelines, organized by Minin University in the format of the consortium "Self-realization and development". The main characteristics of the consortium are multi-party cooperation; taking into account interdisciplinarity and interinstitutional factors in building the consortium structure; defining as the subject of joint activity the implementation of the strategic project "Youth self-realization as the basis of the region's well-being", which is included in the university's development program, a balanced combination of approaches to initiatives within the project: "top-down" and "bottom-up", the inclusion of the digital environment. The theoretical significance of the article is due to substantiating the model of scientific, educational and industrial partnership initiated and organized by the Pedagogical University in order to ensure the vital educational routing of full-fledged socialization and progressive personal development of each person as a subject of building an advanced national innovation system. The practical implication is related to the development of the structure of scientific, educational and industrial partnership diversified by the specifics of the functionality of participation in the consortium and the content of the design solution.

The issue of ensuring a high-quality and effective process of teaching Russian as a foreign language (RFL) – the language of specialization – remains one of the central challenges in the context of modern geopolitical "shifts," which have led to an increase in the number of foreign medical students at Russian universities. The training of medical professionals requires the integration of specialized and language education, fostering not only communicative competence but also professional skills. Despite the existing interest in case technology as an interactive, "contextual" teaching method, its application in teaching RFL to future doctors remains underdeveloped, which underscores the relevance of this study. The aim of the research is to justify the feasibility of using the case-study method in RFL classes for medical students. The research methodology is based on an experimental approach, including the step-by-step development and testing of educational cases related to medicine. Based on a critical analysis of methodological approaches to designing RFL teaching tools, the authors created a portfolio of educational cases, a fragment of which is presented as an illustration of the potential for integrating case technology into the medical educational environment (the core of the case involves modeling a situation in Russian – studying a patient's medical history and its subsequent interpretation for medical practice). The study employed quantitative and qualitative data collection methods (student surveys, observation of their learning activities) and an assessment of communicative and professional achievements. It was proven that (1) cases actualize real communicative situations for medical professionals, fostering the development of professional reflection, critical thinking, and adaptive mobility among students; (2) the use of the case method increases the level of engagement for non-native speakers in the learning process and contributes to the acquisition of professional medical competences. The theoretical significance of the study lies in expanding the range of pedagogical technologies and introducing a new educational tool into RFL teaching methodology. The practical value is determined by the development of a portfolio of medicine-related educational cases that combine the traditional structure of RFL classes with innovative forms of presenting educational material, ensuring the implementation of an interdisciplinary approach to the development of communicative and professional skills among non-native speakers.

In the modern world, primary school strives for the harmonious development of a student’s personality and health, and forms a system of values based on moral, aesthetic and ethical principles. It should prepare children for independent learning of the world around them, self-education and self-development, and educate a citizen of the country who not only knows his/her rights, but also responsibly performs civic duties. The relevance of the research topic lies in the fact that one of the main functions of primary school is to initiate students into the world culture, into the identity and heritage of our country: language, history, literature, art, scientific achievements. Since culture, uniting people into communities and nations, is a source of educational influence and the result of education, the cultural and educational activities of teachers are an important element of teachers' professionalism. The aim of the article is to assess the readiness of acting primary school teachers and to substantiate the need for the integrated use of cultural and axiological approaches in the preparation of primary school teachers for cultural and educational activities. The research was carried out within the framework of systemic, cultural and axiological approaches. The methods of theoretical research included literature analysis, comparison of the role of education and the characteristics of cultural and educational activities in Russian schools and abroad. The results of the research show that there are problems in the education and subsequent training of primary school teachers in terms of the implementation of cultural and educational activities: poor knowledge and mastery of key concepts and methodological approaches, lack of implementation skills, lack of awareness of the importance and readiness to participate in this activity. The theoretical significance of the study is related to the comparison of approaches available in scientific literature to preparing teachers for cultural and educational activities. The practical significance lies in the fact that the systematized material, conclusions and identified problems can become the basis for the development of training programs for preservice and acting teachers to conduct cultural and educational activities.

The global changes taking place in modern society are orienting the school education system towards the development of meta-subject skills or "soft skills" among students. In this regard, the priority goals of teaching mathematics lie in the formation of not only central mathematical concepts, but also the creative abilities of students, as well as functional mathematical literacy, which is based on universal learning activities. This actualizes the problem of choosing educational technologies that make it possible to achieve the stated goals in their unity, while taking into account the phenomenon of the digital generation. Domestic and foreign studies indicate the high potential of TRIZ technologies for achieving subject and meta-subject educational results, developing students' creativity, and the specifics of blended learning technology correspond to the psychological and pedagogical characteristics of the Alpha generation. However, the issue of the use of TRIZ in the context of blended learning of mathematics has not been studied properly. The aim of the article is to study the experience of implementing TRIZ technology in the model of blended learning of mathematics for primary school students. To achieve this goal, a set of theoretical and empirical methods of scientific knowledge was applied. Theoretical methods included analysis and generalization of scientific, pedagogical and methodological literature, normative documentation; systematization of information; modeling. Empirical methods included the analysis and evaluation of students' diagnostic works, statistical data processing, and graphical representation of data. The theoretical significance of the study is represented by a model of the process of organizing the cognitive activity of schoolchildren using TRIZ technologies and digital tools, based on student-centered and problem-based approaches. The practical significance of the research lies in the development and testing of educational activities based on the integration of TRIZ technologies and blended learning in mathematics. As an illustration of the author's approach, the content of a geometry lesson based on the "Station Rotation" model is given. To test the effectiveness of the methodology, the diagnosis of students' meta-subject skills was carried out using dyadic educational research. The analysis of the results using the statistical criterion of uniformity allowed the author to conclude that the level of development of meta-subject skills in the experimental group increased.

The relevance of researching the effectiveness of artificial intelligence (AI) technologies in foreign language learning for students of language majors is determined by the growing and intensifying integration of AI into the educational process, as well as the insufficient development of methodological foundations for its use. The aim of the study is to identify promising scenarios for integrating generative AI into the training of language-major students, considering the specifics of their education and the possible limitations of the technology. The research is based on methods of analyzing scientific literature, systematization, and data synthesis to develop recommendations for the application of AI in the education of language-major students. The study includes a review of modern approaches to the technologization of education, an analysis of digitalization trends, and the integration of AI in the training of Linguistics majors. Key opportunities and limitations of generative AI applications have been identified, including the automation of routine learning tasks, personalization, support for multilingual education, analysis of linguistic material, and its generation for educational purposes. Special attention is given to risks associated with AI dependence and misuse, particularly by students. The risks of potential errors in generated content and challenges in monitoring students' independent work using AI tools are also noted. Furthermore, a literature review revealed that students’ engagement with AI does not always have a positive impact on their readiness to apply acquired knowledge in practice. These challenges collectively necessitate a cautious and controlled implementation of AI in education. Recommendations have been formulated for the use of AI in training language-major students, aimed at balancing digital technologies with traditional teaching methods. The theoretical significance of the study lies in the systematization of approaches to AI application in language education and the assessment of its impact on the training of language-major students, considering the specifics of such preparation. The practical significance of the study consists in the development of methodological recommendations for educators, focused on the productive use of AI in the learning process while maintaining a high level of student training quality.

Reading literacy at the present stage of education development is considered as the basis for the success of school graduates, the guarantee of further self-education and self-development, socialization in society. The basis for the formation of reading literacy is laid already in primary school. Most teachers organize work with text in lessons on the subject "Literary Reading", less often in lessons on the subject "The World Around Us". Basically, the work is carried out with fiction texts, educational articles, and less often with scientific texts. However, such work is not systematic as a rule. Therefore, it is important to look for new effective approaches that allow building a system of work on developing reading literacy in primary school students. The aim of this article is to consider the possibilities of developing reading literacy when conducting research in primary school lessons through working with text information. In accordance with the goal, the following tasks are set: to characterize reading literacy as a key new formation of a modern schoolchild; to examine conducting research in primary school lessons as a productive way of organizing work with text information; to analyze the possibilities of using different types of reading: viewing, searching, familiarizing, studying in research lessons in primary school; to develop an approach to working with text information when conducting research, allowing to develop groups of reading skills underlying the reading literacy of primary school students. To solve the set tasks, the following theoretical methods were used: analysis of state and international documents, domestic and foreign scientific and methodological literature, synthesis, generalization. The study is based on the following: systems approach, activity theory, general approaches to the formation of functional literacy, theoretical approaches to the reading literacy of schoolchildren, scientific approaches to the concept of "research activity". As a result of the work, a new approach to working with text information when conducting research in primary school lessons is presented. We see the theoretical significance of the article in considering research organized in lessons as a productive form of educational activity for the development of reading literacy. We also analyzed the types of reading from the point of view of developing reading skills. The practical significance of their use is substantiated depending on the goals of searching activities when working with text information. This solution can be useful for primary school teachers for systemic work on the development of reading skills that underlie the reading literacy of schoolchildren.

The urgency of searching for innovative career guidance options with students of the digital generation is due to the specifics of their hybrid socialization, combining the impact of the real and virtual environment on the interests of the younger generation, the ideas of high school students about fashionable and sought-after professions. The article reflects the results of a theoretical study of the characteristics of modern schoolchildren, which lead to a distortion of their ideas about their own abilities and make it difficult for them to develop their personal and professional self-determination. One of the main factors contributing to the problems of professional choice even among students of psychological and pedagogical classes is the lack of appropriate motivation among the children of the digital generation and limited knowledge regarding modern professions, in particular, the types of profession of a psychologist. In this regard, the aim of the work was to find effective forms and test an innovative career guidance program for students of the digital generation to increase motivation for choosing a profession as a psychologist. The research is based on a personal activity-based approach. Organizational, theoretical, empirical methods, quantitative and qualitative data analysis and interpretation were used. Empirical results were obtained using standardized methods for diagnosing motives for choosing a profession, determining willingness to choose a profession, identifying awareness, stability of orientation, and propensity for a certain type of profession. The development and testing of an innovative career guidance program based on the idea of joint participation in the analysis of the specifics of the profession of a psychologist, professional tools, types of activity, functions, responsibilities in game and interactive formats with immersion in the real environment of the university has significantly influenced the motivational determinants of students' choice of the profession of a psychologist. The theoretical significance of the research lies in substantiating a new approach to career guidance based on emotional and active immersion in the real environment of the university, the joint participation of schoolchildren, students and faculty in identifying the characteristics of the future profession in gaming and interactive formats, as well as in the substantiated selection and development of forms and methods of career guidance for the profession of a psychologist that best suit this approach, meet the specifics of this particular area of work activity and have a high motivating potential. The practical significance is due to the effectiveness of the proposed methods of career guidance for the profession of a psychologist, which have shown their effectiveness during testing.

The relevance of the study is determined by the importance of fostering children's motivation to sport starting from preschool age, since physical education from a young age should be comprehensive and consistent. The table tennis Olympic Reserve sports school is one of the ways to form and develop the necessary combination of skills and motor abilities of a child. The purpose of the study is to find out the level of children's motivation to table tennis training in the Olympic Reserve sports school. To achieve the aim of the study, a systemic activity-oriented approach, theoretical methods (summarizing scientific and methodological studies, analyzing scientific literature on the topic), and empirical methods (questionnaire and analysis of its results) were used. The experimental work involved 32 students of the State Budgetary Institution of Additional Education of the City of Moscow, the Olympic Reserve Sports School "Moscow City Physical Education and Sports Association" of the Moscow Department of Sports, on the basis of which the study was conducted. In the practical part of the work, we identified the following successive stages: 1) compiling a questionnaire with the questions and answer options; 2) sending out the questionnaire personally to current athletes of the table tennis Olympic Reserve sports school; 3) analyzing the research results and formulating conclusions on the level of motivation of those going in for table tennis at Moscow City Physical Education and Sports Association. In addition, our study included diagnosing the level of motivation of students of different ages to enroll in a table tennis sports school, as well as studying the factors influencing the motivation of those involved. The theoretical significance of the study and its novelty consist in: 1) analysis of motivation factors development for training in the table tennis Olympic Reserve sports school; 2) finding out the difference between the motivational sphere, motivation itself and motives of activity, and their hierarchy; 3) study of motivation in the context of recruitment of people to the sports school for this sport; 4) diagnostics of changes in the level of motivation of those involved in training. The practical significance of the work consists in working out a number of technologies for development of motivation for attending trainings in table tennis in the sports school, which can be applied when working with insufficiently motivated athletes, namely: technology of personality-oriented training, game technology, technology of interactive training, etc.

The article is devoted to the problem of improving pedagogical skills in the process of preventing, identifying and eliminating professional deficits in the context of rapid changes, the need for constant updating of education and advanced training of teachers. The aim of the article is to actualize the problem of teacher training in the context of deficit mentoring based on integrated, system–activity, qualimetric, personality-oriented approaches. It is obvious that the renewal of education is possible only in conditions of identifying and prompt eliminating the emerging educators’ professional deficits, which is facilitated by mentoring and mutual guidance, stimulating the motivation of self-improvement of the teacher. Mentoring for a teacher who has a high degree of basic psychological and pedagogical competences and focuses on systemic self-development is becoming one of the means of identifying emerging professional deficits. The importance of identifying professional deficits is related to the fact that a modern teacher needs to constantly acquire new knowledge and competences in order to improve pedagogical skills. It is shown that one of the means of solving this problem is deficit mentoring, the essence of which is that such partnerships are mutually beneficial and contribute to the professional development of all parties involved. The characteristics of the main types of mentoring activities and means of teacher training are analyzed and it is proved that deficit mentoring provides teacher training in a situation of uncertainty, the need to acquire new knowledge and competences. In order to substantiate the relevance of the problem under consideration, interviews were conducted with teachers from the Institute of Psychology and Education of Kazan Federal University (Kazan), Bauman Moscow State Technical University (Moscow), Moscow State Institute of Physics and Technology (Moscow State Technical University), Russian State Social University (Moscow). Based on the survey results, it was revealed that the problem of professional development in the context of mentoring is relevant and it is becoming in demand in the context of systemic self-development of teachers. The theoretical significance of the study lies in the analysis of the concept of " deficit mentoring" and the specifics of the interaction of the parties in this type of mentoring. The practical significance lies in the fact that the presented recommendations contribute to improving the effectiveness of interaction between the mentoring parties in order to prevent, identify and eliminate professional deficits as one of the key means of teacher training.

The modern development of society, driven by automation, digitalization, scientific and technological progress on the one hand, as well as high dynamism and unpredictability, on the other, challenges the competences and skills necessary to survive in this terrible, unimaginable world of SHIVA. Vulnerabilities are also added by the realities of the functioning of production and business processes focused on the digital and innovative economy, automation and mass uniqueness, the economy of partnership and openness. The relevance of this study is due to the fact that despite the widespread discussion of the formation of 21st century skills among graduate students, the level and format of their development require further analysis and revision. Consequently, the purpose of this research is to find an answer to the question "what and how to teach?" so that the "portfolio" of competences and skills of the 21st century among graduates of the master's degree programs in the field of engineering would allow them to "keep up with the times." The theoretical analysis of domestic and foreign literature on this issue focuses on the relevance of design thinking as a non-standard, heuristic way to solve problems in conditions of uncertainty, as an approach to generating innovative solutions focused on humans, as an opportunity to analyze the situation from several points of view. Thus, the result of this work is the substantiation and application of the methodology of design thinking in the process of mastering the discipline "Foreign language in the professional field." The theoretical significance of the research lies in substantiating the effectiveness of using this technique to master the subject presented above, as it has a more practice-oriented character, improves the skills of conversational speech and monologue in academic and professional contexts, grammatical and listening skills, and develops skills in working with authentic texts. In addition, the methodology of design thinking promotes the development of convergent and divergent thinking, as students learn to analyze, offer creative solutions for prototyping a unique product, taking into account the values and requests of the audience, to be flexible and adaptable. The practical significance of the experience lies in the fact that future engineering specialists can use their projects as part of their qualification work, as well as apply the experience gained to work on other projects.

The relevance of the work is determined by the modern combination of trends towards innovation and preservation of the best national university traditions. In the author's opinion, the coordinates of modern “digital humanism” do not coincide in many respects with the guidelines of the educational system. The aim of the study is designated as the analysis of the influence of neuroservices on the professional attitudes of future lawyers; the object is the prospects of introducing the basics of digital humanism in jurisprudence; the subject was pedagogical models and methods implemented in law schools. The author preferred the axiological approach (as the most acceptable in pedagogy) and time-tested methods of evidence evaluation implemented in jurisprudence. The fundamental difference between the functioning of artificial intelligence and human thinking is that people operate not with information, but with impressions of it. To confirm this thesis, a stress test of ruGPT and NiceBot neural networks was conducted, which revealed that their capabilities in the legal field are rather modest, moreover, they could result in fatal errors in the legal evaluation of the obtained data. In this connection, the author suggests shifting the focus from the vulgar consumer-resource approach to meaning-oriented learning, which is understood as a centuries-proven way of intellectual development, unthinkable without basic erudition. The very formulation of the question in the spirit of digital determinism is inhuman. We need not to adapt people to the options of neural networks, but to ennoble with humanism the information society prone to mental and moral degeneration. The emphasis on research activity can not only reveal the secrets of the profession to students but also clarify what it means to live up to one's calling and to take the proper place in life. The scientific novelty of the study lies in the critical analysis of the "digital future" of jurisprudence. The theoretical significance of the work lies in the search for criteria for distinguishing between human thinking and its computer surrogate. The practical significance of the study lies in an attempt to find pedagogical techniques that can, if not resist, then at least compensate for the destructive impact of digitalization on the professional development of a lawyer.

The issues of advancing a sober worldview among the younger generation are an urgent problem not only for Russia, but for all mankind. Pro-alcohol beliefs have been shaped for a long time in modern society, and their positions are constantly being strengthened by various methods, marketing techniques and methods. The range of means for preventing the use of psychoactive substances is much poorer. Today, practitioners need theoretical works devoted to the establishment and preservation of sobriety. We need not the fight against alcohol abuse, but rather the confirmation and preservation of sobriety. The problem is that the theoretical and methodological basis for the indoctrination of a sober worldview in modern socio-cultural conditions today is almost undeveloped. There is also a lack of modern literature on the theory and methodology of the work for establishing and maintaining sobriety. The aim of the study is to develop the theoretical foundations of upbringing in sobriety. Hence the objectives of this work are the following: 1) theoretical proof of the failure of some imitation forms of work on the prevention of psychoactive substances use in the educational environment, namely, "the formation of a fashion for a sober lifestyle"; 2) critical assessment of the "pedagogical" strategy – the formation of a fashion for a sober lifestyle. Within the framework of the theory of dynamic information systems based on the categorical-systemic methodology, using the method of "A series of information criteria", we examined two objects: "sobriety" and "fashion". We identified the fundamental information criteria of these objects; built a typological model of the "fashion" object; made a comparative analysis of the fundamental qualities of the objects. The results of the study clearly showed that the populist slogan "creating a fashion for a sober lifestyle" is invalid as a pedagogical strategy. And the tools of fostering a sober lifestyle require new theoretical and methodological elaboration. This work can be useful in developing methodological recommendations for the formation of a sober worldview.

Within the framework of education informatization, a wide range of digital tools is used, among which there are computer modeling tools that allow us not only to study the theoretical foundations, but also to try the knowledge gained in practice. The relevance of the study is determined by the need to use modeling programs for the design and simulation of digital logic circuits for training university students in the field of computer system architecture. This allows the visual representation of digital circuits, creating and testing them in real time, which helps to better understand how logic elements and the more complex models made up of them work. The aim of this study was to examine the effectiveness of using the tool Logisim for developing and simulating digital logic circuits in classes on computing system architecture. An extensive library of logic elements and diagrams is available in it. Logisim allows users to run simulations of their circuits in real time. Users can import and export circuits in a variety of formats, making it easier to collaborate and share projects. The main approaches to the study were the analysis of the works of Russian and foreign researchers related to the use of virtual laboratories for modeling and studying digital circuits of electronic devices, as well as statistical analysis of the results obtained with the use of the Logisim program. In addition, the research materials are based on the experience of teaching computer architecture by the authors. The main results of the study include: description of the functionality of the Logisim digital logic design and modeling tool; demonstration of the stages of design and simulation of digital circuits using it; definition of criteria for assessing the quality of the Logisim program. The results of the study showed that the capabilities of Logisim were highly appreciated by students using it in practical classes on studying the architecture of computing systems. The theoretical significance is represented by the developed criteria for assessing the quality of the software product. The practical significance is determined by the description of the capabilities and the assessment of the quality of the Logisim program: its reliability, the presence of the necessary components and functions for modeling objects of the subject area, as well as accessible and understandable reference documentation are noted.

The relevance of the study is due to the need to create an invariant model of an inclusive educational environment, which will become the basis for creating variable models that allow practitioners to improve the effectiveness of inclusive education. The aim of the article is to identify the invariant goals of inclusive education models that are widely implemented in modern educational practice, as well as to present the results of an empirical study aimed at identifying invariant and variable special educational needs of children from different nosological and social groups studying in inclusive schools and colleges. Theoretical analysis of a number of inclusive education models has revealed a tendency to set an invariant goal aimed at satisfying the general educational needs of students with special educational needs: 1) the invariant goal of the IECE model is cognitive, social, linguistic, emotional and physical development, development of skills for meaningful and active participation in a safe, open social environment; 2) the invariant goal of the IPAA model is development of the most important social skills of self-care, interaction, cooperation, communication through the participation of each student in the class community; 3) the invariant goal of the socio-cultural model of an inclusive educational environment is the formation of inclusive norms and values, special thinking and actions in accordance with these values among the participants in the educational process. It is proved that special educational needs are one of the reasons for goal-setting when creating models of an inclusive educational environment. It was found out in the course of an empirical study that a number of special educational needs coincide for students aged 10 to 17 from heterogeneous groups (children with disabilities, children in a difficult social situation, gifted children, children-speakers of other languages): need for self-realization through high quality education; need for creative activity and broad social communication; need for physical and psychological safety; need (one third of respondents) for pedagogical and psychological support, assistance. The identified invariant special educational needs can become a guideline for determining invariant goals when modeling an inclusive educational environment. The theoretical significance of the study lies in identifying special educational needs common to different heterogeneous groups of children studying in an inclusive educational organization, which are the basis for formulating invariant goals in the inclusive education model. The practical significance of the study lies in the proposed system of questioning children to identify basic educational needs that are invariant for different heterogeneous groups of children.

The relevance of the study is conditioned by the sharply increased number of academic dishonest acts committed by university students all over the world and the change of their nature due to the use of modern electronic programs and artificial intelligence. The aim of the study is to develop a system of pedagogical prevention of electronic academic dishonesty. This study is of a theoretical nature. The following methods were used: studying of the scientific literature, comparison, generalization, analysis and synthesis. The main results include the following: the conducted analysis of domestic and foreign scientific literature convincingly shows that the phenomenon of academic dishonesty (AD) has a global nature, and racial, national, gender and other factors are not decisive in this case. The statistical data provided by the authors show that the most frequently used measures to combat this pernicious phenomenon (adopting the "Code of Honor", a system of punishment for students including their expulsion, etc.) are ineffective. A special form of AD, namely "electronic academic dishonesty (EAD)" and its types (known at present) are identified, and its potential harmful impact on the developing personalities of university students is described. It is substantiated that EAD can cause more significant harm to the prestige of educational institutions and doubt the quality of training of young specialists, since in the process of using digital technologies for personal gain, students do not activate such important cognitive mechanisms as memory, comprehension, comparison, analysis, logics, highlighting the main idea, etc. The theoretical significance is as follows: the author's definition of EAD is given and its main forms are described; a "pedagogical approach" has been developed for the implementation of pedagogical prevention of EAD, focused on a comprehensive solution to the issues of moral education, achieving "academic integrity", informing students about the norms of academic ethics and increasing their responsibility for their actions; the Russian-language content of the AD is supplemented by the analysis and translation of foreign publications. The practical significance of the study is due to the recommendation of several areas of work for both the faculty and student self-government bodies in order to minimize cases of EAD.

This article examines the development of practice theory as a philosophical basis for interdisciplinary educational research. The aim of the study is to present a systematic analytical review of the theory of practice by philosophers and social theorists, which is the foundation of interdisciplinary pedagogical research. The socio-philosophical methodology of practice theory involves the substantiation, first of all, of scientific approaches, methods and means of research activities in the field of pedagogy, possible on the platform of an interdisciplinary approach. From the authors’ point of view, interdisciplinary pedagogical research is a systemic area of scientific research that unites various disciplines and methods to study pedagogical phenomena and processes, allowing us to consider pedagogical reality from different points of view and in a structural relationship, as well as take into account the influence of sociocultural, psychological, economic and other factors. The philosophical theory of practice is one of the theoretical and methodological foundations of interdisciplinary pedagogical research. It is a philosophical system that explores the essence and structure of practical activity and its role in the formation of knowledge, values and skills of both students and teachers. The results of the study demonstrate that the development of a philosophical theory of practice is an important aspect of the pedagogical system. A general analytical review of the development of the socio-philosophical theory of practice showed that practice plays a key role in the formation of social relations, individual subjects and social structures including the system of education. Research in this area will help to better understand the interaction between power, education and social processes, as well as the ways in which the educational practices change and transform in modern society. The theoretical and practical significance of the study is determined by the appeal to the fundamental bases of the historically formed and differently manifested diversity of mechanisms for transmitting social experience based on the theory of practice. The presented analysis of philosophical theories can provide an epistemological basis for both the academic theoretical study of education and its empirical use by practicing teachers.

The relevance of the research topic is determined by the need of modern society and the state to improve educational activities in the field of training the personnel reserve of law enforcement agencies. Thus, the steady development of science and technology, which has led to the emergence of new forms and types of legal relations, determines the public and state need to review the existing foundations of educational activities in the field of training the personnel reserve of law enforcement agencies. The article analyzes the provisions of domestic and foreign doctrine on controversial issues of training specialists in the field of law enforcement. The current problems of theoretical and applied nature are outlined, as well as ways to neutralize them in the foreseeable future, taking into account the requirements of today. The author of the publication examines the progressive approaches of domestic and foreign researchers to controversial issues of improving the mechanisms of training specialists in the field of law enforcement through the integration of digital technologies into the practice of educational activities, as well as strengthening international cooperation in this area. The aim of this study is to develop a set of measures to improve the mechanisms of educational activities in the field of training specialists for the "law enforcement sector". The analysis carried out in the course of this study allowed the author to formulate reasonable conclusions and results, the integration of which into educational activities will significantly support a steady increase in quantitative and qualitative indicators in the field of education, which will contribute to solving the fundamental tasks of the state in the field of ensuring basic constitutional and legal guarantees in the future. The theoretical significance of the research results lies in the possibility of using them in the course of further doctrinal works on controversial issues of organizing educational activities in the field of training personnel reserves for law enforcement agencies, while the practical significance lies in the possibility of using the results obtained in the course of legislative activity and in the practice of teaching legal disciplines. It should be noted that the given conclusions and research results represent the author's subjective views on the problems posed in the publication and the accumulated practical experience of teaching legal disciplines in educational institutions of higher education.

Currently, the subject "World Around Us" occupies a significant place in the primary education system. As the analysis of current methodological literature shows, this subject is presented in various substantive options in accordance with the original vision of its essence by the developers of specific educational methodological complexes. At the same time, the essential integral nature of the subject "World Around Us" is not always taken into account when constructing the content of curriculum programs used by practicing teachers while teaching primary school students, especially in the framework of the subject "World Around Us". Therefore, the relevance of the problem studied in the article is due to the need for a theoretical justification of the spiral principle’s importance for designing curriculum programs for the subject "World Around Us", or more precisely, the logic of their content. The aim of this study is to describe the specific features of the spiral principle taking into account the essential integral nature of the subject "World Around Us", to determine the relationship between current conceptual integral scientific ideas and the previously mentioned principle in the context of a modern vision of the subject "World Around Us" implementation. The leading approach to the study is the integral methodological approach, in particular, as it is interpreted by A.V. Bukalov, B.M. Kedrov, M.S. Pak. Considerable attention is paid to the description of the spiral principle’s understanding from philosophical, psychological, didactical and methodological points of view. Particular attention is paid to the relationship of the spiral principle to the logic of spiral dynamics by K.W. Graves, D. Beck and K. Cowan and the integral theory of K. Wilber. The significance of the ideas of spiral learning by D. Bruner and taxonomy by B.S. Bloom are commented on. A potential version of constructing the content of the academic subject "The World Around Us" is presented in the form of a figurative model "Snail", based on the visualization of the author's STREAM technology technique. From the point of view of theoretical significance, this article generalizes and systematizes scientific ideas about the principle of spirality, clarifies the weight and necessity of applying this principle from the position of an integral view of this principle as a conceptual component of the subject "The World Around Us". From the standpoint of practical significance, the article describes the logic of construction and presents a potential example of the content of the subject "The World Around Us", which contributes to the reproducibility of the theoretical experience reflected in the article by practicing teachers in the field of teaching this subject in primary school.

The relevance of the study is due to the contradiction between the objective need of the inclusive education system for teachers who are ready to build partnerships with parents raising children with disabilities and special needs and create conditions for their effective parental participation in their children's school education, on the one hand, and the lack of effective forms of future teachers’ practical training for the inclusive education system that helps them gain experience in partnership with parents raising children with disabilities and special needs, as well as creating conditions for effective school parental participation in inclusive education, on the other hand. The aim of this article is to argue for the actualization of the need to prepare teachers to build partnerships with parents of children with disabilities and special needs and to explore the potentials of the «learning by service» approach in implementing new forms of practical training for graduate students who are ready to create conditions for effective parental participation in teaching their children in the context of inclusive education at school. The leading research methods were theoretical analysis and the questionnaire method for obtaining empirical data. Based on the «learning by service» approach, a form of practical training for teachers on the master's degree program is proposed, which ensures the acquisition of experience working with parents of children with disabilities and special needs. In the course of the study, the results were obtained which help to find out the attitude of parents and teachers to the role of parental involvement in the development of inclusive education. The authors conclude that teachers of inclusive education should be trained at the higher education level to build partnerships with parents of children with disabilities and special needs and to promote their active participation in the process of educating their children in a modern inclusive school. The theoretical and practical significance of the article lies in the fact that it identifies the specifics of parental involvement in inclusive education, actualizes the need to train teachers to ensure it. Based on the «learning by service» approach, a form of practical training for teachers on the master's degree program is proposed, ensuring the acquisition of experience working with parents of children with disabilities and special needs.

The development of Russian education exports implies a significant increase in the number of foreign students in the country's universities. In such conditions, the issues of preparing globally educated graduates are becoming increasingly relevant. The importance of methods for assessing the level of global competences development in students is also growing. Today, this problem is most often solved by using surveys and testing of students, which naturally significantly narrows the chances for obtaining objective data. In addition, such methods often limit the possibilities for a comprehensive analysis, since they do not always consider the contextual and social aspects of these competences’ development. The aim of the study is to examine and test in practice other methods that allow assessing the level of the relevant competences’ formation. Analysis of scientific literature shows that an alternative approach here may be the use of microsociological methods that focus on the study of social interactions and everyday practices of students. The advantage of the approach in using such methods is that they provide a deeper understanding of how global competences are formed in real conditions, taking into account the influence of the social environment, cultural characteristics and individual differences. In this paper, in addition to a general analysis of various microsociological methods, an analysis of how some of them can be applied to study this problem in practice is presented. In particular, the paper presents the results of a study conducted using two of them with the participation of foreign students of the Kabardino-Balkarian State University. The results of the analysis of essays and drawings showed that students have different ideas about global threats, which depend on their personal experience, cultural background and educational context. From a theoretical point of view, the study allows us to conclude that microsociological methods can significantly improve the understanding of the process of building up global competences, and also contribute to the development of knowledge about how global competences are developed in various social and cultural contexts. From a practical point of view, the results can be useful for developing effective strategies for building up global competences, which is important for both researchers and practitioners in the field of education, since it can contribute to the creation of more effective educational programs.

The relevance of the research is conditioned by the increasing role of English as an instrument of international communication in the scientific and technical sphere and the necessity to improve the efficiency of its learning by engineering students. With the rapid development of artificial intelligence technologies, there is a need to study their potential for improving the English language learning process, especially in terms of enlarging specialized vocabulary and developing professional communication skills. This article is devoted to the study of the educational potential of artificial intelligence in the context of teaching English to students majoring in engineering. The aim of the study is to analyze and evaluate the effectiveness of using artificial intelligence tools to improve the level of English language proficiency among students of technical universities. The following approaches were used in the research: systematic review of scientific literature, analysis of existing educational platforms and applications based on artificial intelligence, pedagogical experimentation with the use of various artificial intelligence tools (e.g. chatbots for language practice, automated essay evaluation systems, personalized learning programs) in the process of teaching engineering students. The effectiveness was evaluated by means of comparative analysis of the results of control and test works, as well as by analyzing the feedback from students and teachers. The results of the study demonstrate that the integration of artificial intelligence tools into the educational process helps to increase students' motivation to learn English, improve their learning of specialized vocabulary, develop their listening and speaking skills, and build their confidence in using English in their professional activities. In addition, artificial intelligence can provide a personalized approach to learning by adapting learning materials and the pace of learning to the individual needs of each student. Theoretical significance of the study lies in the systematization and generalization of practical using artificial intelligence in teaching foreign languages, as well as in the development of a theoretical model of integrating artificial intelligence tools into the learning process for students of technical specialties. The practical significance of the work lies in the development of specific recommendations on the use of artificial intelligence tools in teaching English to students of technical universities, which can be used by teachers, developers of curricula and students themselves to improve the effectiveness of learning. The results obtained can be used to improve existing methods of teaching English and to develop new educational resources with the use of artificial intelligence technologies.

Suicide is a serious threat to society, resulting in significant socio-economic losses. The presented article examines the suicidal behavior of children and adolescents in Russia, considered as a socially significant phenomenon determined by a complex of social, psychological, biological, cultural and environmental factors. The article defines the characteristics, motives and forms of manifestation of suicidal actions. It is found out that suicide rates among young people in Russia remain among the highest in the world, have sustainable tendency, and adolescents aged 16-19 are the most vulnerable age group.

The article actualizes the problem of studying subjective perception of loneliness as a phenomenon by students of different ethnic groups, as well as the level of its subjective feeling and the predominant type. The aim of the article is to present the results of an empirical, cross-cultural study of the subjective perception of loneliness in student age. Based on the data obtained, it can be concluded that there are differences in the perception of loneliness, its types and levels of subjective feeling among students of different ethnic groups.

In today's world, where interaction between people is becoming increasingly complex, the study of interpersonal dependence seems relevant. The aim of this article is to determine the content of the self- image and the prevailing type of relationships with other people for women with a high status of interpersonal dependence. As a result, the identification characteristics of the self-image of women with a high status of interpersonal dependence change in the direction of strengthening the reflexive Self and weakening the communicative Self. The authors revealed the prevailing type of relationships with other people and significant correlations between the indicators.