№ 08 (August)

The problem of the educational system transformation is indisputably urgent. In a changing society, it is also necessary to transform pedagogical practice. As a response to the new challenges of the time, innovative pedagogical activity is in demand in the national and global education system. In this regard, the aim of the study is to examine the experience of teachers in the development and implementation of innovations in the educational process and their reflexive assessment. These materials are the result of analysis, synthesis and generalization of the experience of domestic and foreign researchers. The main methodological approaches in the study are systemic, personality-oriented and individually differentiated ones. In the article, the author reveals the essence of innovative pedagogical activity and closely-related concepts – “innovation”, “innovative learning”, and also defines the main socio–cultural challenges and opportunities for innovative pedagogical activity in the context of social needs and demands. It is noted that the problem is complex and requires systematic consideration, based on a humanistic and democratic approach to educational activities. Innovative pedagogical activity is defined in the article as the creation and implementation of innovations in the educational process in order to improve its organization and the quality of learning outcomes. Social processes such as globalization, informatization, digitalization, democratization and humanization of education require the formation of a "modern" person who can successfully live in society and develop it. In this regard, it is necessary to constantly transform educational practices in order to ensure their compliance with the challenges of the present time. The introduction of innovations into the educational process takes place at all levels of management, but the key factor for making qualitatively effective changes to the designated process is the readiness of teachers for this type of activity. The theoretical significance of this article is as follows: the necessity of transforming the educational system is substantiated, the main factors determining the importance of innovation activity are identified, the relevance of improving the quality of teachers’ professional training through the development of their readiness for innovative pedagogical activity is specified. The practical significance of the article is due to the fact that the results of the study make it possible to determine the directions for improving the educational process in general, and the professional training of student teachers for innovative activities in particular.

Modern continuing professional education (CPE) is undergoing active transformation under the influence of digitalization and the introduction of artificial intelligence technologies. The study of the capabilities of generative neural networks, such as ChatGPT, is of particular relevance to increase the flexibility, adaptability and personalization of the educational process. At the same time, existing studies mainly focus on higher or general education, while the specifics of CPE remain insufficiently studied. This necessitates scientific understanding of the vectors of integrating generative AI technologies into the CPE system aimed at adult learners with diverse professional contexts. The aim of this study is to identify and scientifically substantiate the key vectors of generative neural networks integration into the CPE system using ChatGPT as an example. The study is based on a combination of methodological approaches - systemic, competence-based and personality-oriented, as well as empirical data obtained from the analysis of educational practices and in-depth interviews with experts involved in the development and implementation of CPE programs. The leading research method used was qualitative analysis: content analysis, SWOT analysis and modeling. As a result of the study, five key vectors of ChatGPT integration into the practice of continuing professional education were identified: personalization and adaptive learning, automation of assessment and feedback, support for research and project-based activities, expanding the accessibility and inclusiveness of education, as well as professional development of teachers. Based on these areas, a systemic model of ChatGPT integration was proposed, including target, content, technological, organizational and pedagogical, assessment and regulatory components. The model also reflects the levels of teachers’ digital maturity in accordance with the UNESCO AI matrix (2024). The theoretical significance of the article lies in clarifying the pedagogical framework for the use of generative AI in the continuing professional education system and conceptualizing the model of its integration. The practical significance is associated with the possibility of using the developed recommendations for strategic planning, methodological support and regulation of the processes of introducing AI into the educational practice of CPE institutions.

The relevance of pedagogical prevention of emotional burnout among preservice teachers is due to the limited abilities of practicing teachers to independently overcome stress due to their lack of knowledge about their individual characteristics and the mechanism of professional emotional burnout. Our experience in the implementation of pedagogical prevention of emotional burnout of a preservice teacher has confirmed the real possibilities of its implementation in the framework of teaching disciplines of the psychological and pedagogical cycle. The aim of the study was to identify the pedagogical conditions for the prevention of emotional burnout of a student teacher. The main idea of our research was to identify opportunities to develop the student teacher's resistance to stressful situations in the process of pedagogical prevention, which is characterized through personal, cognitive and praxeological criteria, which allows for its diagnosis. The development of students' readiness to resist stress was carried out through the implementation of pedagogical conditions: a) organization of students' self-discovery, identification of predisposition to emotional burnout, informing students about the essence of burnout syndrome; b) updating the data of the diagnostic survey and determining the strategy of personal and professional development; c) identifying the causes of failure in the professional development of students and stimulating the development of a future professional; d) organizing measures to prevent and overcome emotional burnout of a preservice teacher. The analysis of the results of experimental work on the formation of students' readiness to overcome stress based on the implementation of pedagogical conditions allowed us to determine the dynamics of stress tolerance among preservice teachers in accordance with the assessment of its criteria, for example, the level of cognitive and praxeological criteria of students' readiness for stress resistance increased by 14%. The dependence of students' vulnerability to stress on personal anxiety, on the level of subjective control and the success of professional development was confirmed. An increase in the development of social communicative competence and a decrease in anxiety were recorded. The theoretical significance of the study is due to the identification of criteria for students' readiness to overcome stress and the pedagogical conditions of its development. The practical significance is confirmed by the experimental verification of the pedagogical conditions for the formation of preservice teachers' readiness to overcome stress based on the diagnosis of their individual characteristics.

In a multilingual educational environment, the development of effective methods and technologies for teaching Russian as a foreign language is particularly relevant. Group mentoring technology is one of the innovative pedagogical practices that can significantly improve the quality of education and help overcome the language barrier. The aim of the article is to study and justify the effectiveness of group mentoring technology as part of a comprehensive approach to teaching Russian as a foreign language (RFL). The primary method of research was an experiment conducted at the Preparatory Faculty of the Ural State University of Economics (USUE), where this technology was implemented. The experiment involved foreign students with varying levels of proficiency in Russian (A1 and B1). The methodology included diagnosing language proficiency before and after the experiment, observing the dynamics of language activity, and surveying students to determine their attitudes towards group mentoring methods. The main results of the study showed that the use of group mentoring technology ensures a higher level of language success, adaptation, and motivation among foreign students. The group consisting of mentors and mentees showed better results in all testing categories (grammar, vocabulary, speaking, writing) compared to the group trained with the use of traditional methods. Moreover, the mentoring group demonstrated a higher degree of overcoming the language barrier when communicating with Russian-speaking people and greater satisfaction with the learning process. The theoretical significance of the article lies in clarifying the concept of group mentoring as a pedagogical technology within the context of the comprehensive approach to teaching RFL. The practical significance of the research is in the fact that the results can be used to further improve curriculum programs for foreign students and to develop methodological recommendations for other educational institutions to ensure effective language and sociocultural adaptation in Russia.

The relevance of the work presented in the article is due to the need to consider the issue of preparing student teachers for professional agency that meet the requirements of the updated Federal State Educational Standards for General Education. The aim of the study is to determine the structure and substantive content of preservice primary school teachers’ readiness for the development of functional literacy in their students. The main approaches to the research were comparative pedagogical analysis, systematization of scientific and theoretical material and modeling. In the course of the scientific work, relevant materials related to the preparation of teachers for professional activity were analyzed. Foreign scholars interpret the readiness of a preservice teachers as the ability to effectively perform professional tasks and achieve high results in their work. Russian researchers, in turn, define professional readiness as the acquisition of knowledge, skills and abilities by a student teacher necessary for the qualitative organization of the educational process. After a detailed analysis of various interpretations concerning student teachers' readiness to work, we came to the conclusion that the ability of a primary school teacher to develop functional literacy in students is a complex personal quality. It combines a number of individual psychological and professional pedagogical competences that ensure the success of a teacher's professional activity in the field of functional literacy development in primary school students. Based on the results of studying the structure of readiness for pedagogical activity, we have identified the main components necessary for a preservice teacher to develop functional literacy in primary school students: value-motivational, cognitive, praxeological and activity-based ones. Each of these components included content corresponding to the activity under study. The theoretical significance of the study is in identifying the structure of the preservice primary school teacher's readiness for the development of functional literacy in primary school students and its visualization in the form of a model with a detailed description of the content. The practical significance of the work is due to the need to improve curricula of higher pedagogical educational institutions to solve the problem of preparing students for future professional agency that meet the requirements of the updated Federal State Educational Standards of General Education.

The relevance of this study stems from the rapid development of modern technologies and their expanding application within the educational sphere. The digital transformation of education, the active implementation of artificial intelligence (AI) tools, and the growing demand for educators' digital competence underscore the necessity to investigate the readiness of preservice teachers to work with new technologies. However, contemporary teacher training programs often prioritize traditional methods, neglecting the need to integrate AI into the teaching process and develop relevant skills. This creates a risk of professional obsolescence among graduates and a decline in the quality of educational services in the context of technological revolution. Consequently, the aim of this article is to identify the level of readiness among students in pedagogical specialties to apply artificial intelligence in educational activities. Within the research framework, a literature analysis was conducted to identify AI modules in the curricula of teacher training universities. Additionally, an analysis of the content of these curricula was made, revealing the relationship between module design and students' AI readiness. Based on the research findings, shortcomings in the current content of AI-related courses within pedagogical universities were identified; risks associated with students potentially neglecting personalized learning and AI utilization were presented. The following solutions were proposed: reforming teacher education curricula; focusing on addressing ethical and privacy challenges arising from the use of this technology; strengthening student teachers' AI preparation through empirical research and scientific methodology, including experimental studies; integrating AI via digital pedagogy modules. The theoretical significance of the study lies in defining the direction for future research on the specifics of AI application in education. The practical significance of this research is driven by the imperative to prepare students in pedagogical universities for implementing AI in the educational process.

In the context of globalization and the digitalization of education, proficiency in English is a key skill for students in engineering fields. It provides not only access to up-to-date scientific and technical information but also enables successful professional communication. However, the use of authentic materials in the learning process, such as scientific articles, technical documentation, and professional podcasts, is associated with a number of challenges. The effectiveness of learning and student motivation can decrease due to the complexity of vocabulary, grammatical structures, and cultural contexts, which often exceed the capabilities of students with varying levels of language proficiency. The aim of this study is to explore and implement innovative methods for adapting authentic materials using artificial intelligence in teaching English at technical universities. The authors analyze the potential of modern technologies, including language complexity analysis, the use of generative neural networks to automate text simplification, create contextual exercises, personalize learning tasks, and visualize complex professional concepts. The study presents practical approaches to applying GPT-based tools that allow adapting educational texts to students’ language proficiency levels. The use of these technologies promotes individualized learning by considering the unique needs of each student, thereby increasing engagement and motivation to learn a foreign language. The results of an experiment conducted at the Russian University of Transport confirm the effectiveness of materials adapted with AI tools. Significant improvement in academic performance and communication skills was observed in groups where these technologies were applied. The study emphasizes that the integration of artificial intelligence into the educational process does not replace the role of the teacher but serves as a powerful auxiliary tool that optimizes the preparation of educational materials and supports the development of professionally oriented competences. The theoretical significance of this work lies in expanding the understanding of the capabilities of artificial intelligence tools in the linguodidactics of engineering disciplines, while the practical significance is found in the development and testing of innovative teaching methods that contribute to improving the quality of specialist training in the context of modern digital education.

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the formation of mediative competence in the process of language education is of particular importance. The need to acquire this competence is due to the requirements of professional communication, as well as to the challenges of intercultural interaction, which requires future specialists to be able to act as mediators between representatives of different linguistic and cultural systems. In this article, mediation skills are considered as an integrative component of professional training of specialists in the field of intercultural communication, including the mediation of meaning between participants in communication through linguistic means. The aim of the study is to theoretically substantiate and practically verify the model of mediation skills formation in the course of teaching foreign languages based on a competence-based approach. The scientific novelty of the research consists in clarifying the structure of mediation skills, which included such elements as reception, production, interaction and mediation, as well as in developing an integrated model reflecting the goals, content, methods and means of teaching aimed at developing these types of skills. Modern pedagogical technologies were tested in the course of the research, personality-oriented methods were implemented, and the conditions for the effective formation of mediation skills were considered. The results obtained confirm the effectiveness of the proposed model: positive changes in the level of students' communicative and mediation skills formation are noted, optimal methodological conditions for its application in the educational process are identified. The theoretical significance of the work consists in expanding scientific ideas about the content of mediation skills as an important component of professional training of specialists to work in a multicultural environment. The practical significance lies in the possibility of using the proposed methodological recommendations, techniques and technologies in the language education system, which contributes to improving the level of training of specialists in the field of intercultural communication and their successful integration into the professional community.

The study of the peculiarities of student teachers’ practical training in China was carried out taking into account the nature of the system of teacher education development in this country. The relevance of the study is due to the systemic challenge of integrating theory and practice in teacher education. As China's education modernization process develops, the government, universities and educational institutions are looking for effective mechanisms and ways to successfully combine theory and practical training. The aim is to provide regions of the country, education departments and educational institutions with highly qualified teachers. The purpose of this study is to analyze the characteristics of teachers’ practical training in China in a specific historical period, to identify its structural features, ways of implementation, and to summarize the experiences of teacher education in China. The study implemented a historical-genetic, factual and problem-chronological approach. Tracing the evolution of the Chinese teacher education system vertically and analyzing objective data, such as political documents, statistical data and major events in the field of education, the study describes the regularities and modern features of the development of practical teacher education and training in China. The author has analyzed and summarized scientific articles in Russian and Chinese on the subject of the research. In addition, primary sources – normative acts, agreements, administrative documents of the Chinese government were used. The study revealed and confirmed that the practical training system of higher pedagogical education in China has dynamic evolutionary features: from a focus on expanding scale to improving quality; from a single and closed training mode to a multiple and open mode of joint teacher training; from binary division to the construction of an integrated system that connects pre-service training with post-service training with the active use of ICT, adapting them to modern conditions. The results of the study will provide a theoretical basis for improving teacher education policies and will help teacher training institutions to optimize their curricula. For schools, this is an opportunity to introduce innovative teaching methods, which will ultimately improve teachers' professional skills and the quality of basic education. This has important practical implications for modernizing the education system and building a strong nation.

The relevance of the study is due to the growing interest of African French-speaking countries in Russian education and, as a result, the need to develop effective methods and tools for teaching Russian as a foreign language to this target audience. The use of online resources is becoming particularly relevant in the context of the digitalization of education, providing a flexible and affordable way to learn Russian as a foreign language. However, the systematic analysis and online educational platforms adapted to the needs of African Francophones for learning Russian as a foreign language remain insufficiently represented. The aim of this article is to identify, analyze and systematize existing online educational resources suitable for teaching RFL to French-speaking students from Africa, as well as to develop recommendations for their adaptation and integration into the educational process. The following approaches were used in the study: analysis of scientific and methodological literature on the problems of teaching Russian as a foreign language, comparative analysis of existing online platforms and resources for learning foreign languages, as well as assessment of existing online resources for learning Russian as a foreign language. Special attention was paid to the consideration of the contrasting linguistics of French and Russian languages, as well as socio-cultural factors influencing the learning process. The results of the study allowed us to identify the most promising online educational resources with the potential for effective teaching RFL to French-speaking students from African. The functional capabilities of the platforms, their methodological content, interactivity and adaptability to the individual needs of students were analyzed. Based on the analysis, specific recommendations were formulated for adapting existing resources and developing new ones that take into account the specifics of teaching Russian as a foreign language to French-speaking students from Africa, in particular, the need to include exercises to overcome the interference of their native language, take into account socio-cultural differences and use authentic materials reflecting modern Russian culture and realities. The theoretical significance of the research lies in the systematization and deepening of knowledge about methodological principles and approaches to teaching Russian as a foreign language to French-speaking students from Africa in the context of using online education. The work contributes to the development of theory and practice of distance learning of Russian as a foreign language, offering specific recommendations for the development and adaptation of online educational resources for a specific target audience. The practical significance of the research lies in the possibility of using the results of work by teachers of Russian as a foreign language, methodologists and developers of educational online platforms to create effective and adapted to the needs of French-speaking students from Africa educational materials and resources. The proposed recommendations can be used in designing online courses, creating interactive exercises, selecting authentic materials, and organizing remote interaction between teachers and students.

The relevance of the research is due to technological changes and the rapid development of digital artificial intelligence (AI) tools in teaching foreign languages. Digital didactics is becoming a reality and a necessity today, however, in the light of the global transition to digital tools, a revision of the content of some pedagogical tools is required, in particular, a revision of the content of such an instrument as an individual educational trajectory. Digital AI tools make it possible to personalize learning, however, consideration of the concept of personalization shows that it requires a high level of subjectivity development. The purpose of the study was to substantiate the need to re-examine the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The study was based on the prerequisites of learner-centered approach in terms of e-learning. In the course of the research, an algorithm for individual work with digital artificial intelligence tools in English language teaching was developed and tested. The testing involved secondary school students in grades 9-11, undergraduate university students, and adults studying at a language school. The total number of participants was 119 people. The results of the study showed that despite the fact that 84% of students used AI for various purposes at the initial stage of the study, only 18% used AI to learn a foreign language, and after the conducted pedagogical experiment, this number rose to 93%. At the same time, the study revealed a correlation between the age of students and the difficulties they face when working with AI to learn a foreign language. The theoretical significance of the research lies in substantiating the need to review the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The results of the study are significant in practice, because they can be used to further develop a more holistic methodology for teaching foreign languages using digital AI tools.

There are many entertaining virtual technologies in the modern world, computer games being one of the realities without which the young generation cannot imagine their life in today's constantly evolving space. Computer games provide new opportunities for modifying the educational process in order to optimize and modernize it. For this purpose, it is necessary to look for new learning tools that will help to make the process of acquiring knowledge, skills and abilities more productive and significantly increase the motivation of students. Computer games can be used in this case, as they are able to display real situations to users and immerse a person in a virtual world, where it is necessary to solve a number of communicative and situational tasks. The study of this aspect today is extremely relevant, primarily because the history of computer games is not great. This topic is considered by many researchers, but the impact of computer games on different spheres of life, including learning, is not sufficiently studied and, for this reason, gives extensive opportunities for further research. The aim of the study is to prove through a practical experiment the assumption that computer games of non-educational nature can serve as a tool for independent work to improve the communication skills of students studying English in non-linguistic universities. This research used the following methods: theoretical – analysis and generalisation of scientific works and literature on the problem under consideration, pedagogical experiment, mathematical – statistical processing of the research results. The results of the experiment clearly show the effectiveness of using computer games as independent work for students. Listening skills improved by 6.2%, and reading ones by 8.7%. The experiment proved the results of introducing and using computer games in the educational process to be successful. The theoretical significance of the research lies in the detailed analysis of the concept “gamification”, its main classifications, as well as in the examination of computer games functions. Practical importance is represented by a number of methodological recommendations for the introduction of computer games as a tool for independent work into the educational process. The effectiveness of using this tool in learning English is proved by the results of the experiment.

The article substantiates the need to use a projective strategy as a conceptual basis for preparing graduate students for a professional (demonstration) exam. The aim of the study was to propose a system of tasks for preparing student teachers for a professional (demonstration) exam, taking into account the specifics of the projective strategy implementation. The research material includes the provisions of the projective education theory, the idea of the essence of designing and constructing the educational process. In the course of the study, students' activities were monitored at the pre-examination stage and in the process of participating in the professional (demonstration) exam. In addition, methodological products prepared by exam participants were analyzed. The scientific novelty lies in clarifying the concept of "projective strategy", which makes it possible to transform the student's existing knowledge and experience into a new format for the independent implementation of their professional activities and self-realization. The idea of the nature of projecting, its actual specifics determined by the objective correlation of ideal design with action in the space is the basis of this strategy. The article presents the goals and content of university classes, offers a system of tasks that is built taking into account the projective strategy and is aimed at forming the readiness of student teachers to present the progress and results of solving a professional examination task with justification for the actions performed. The results of the conducted research point to the need to include the developed educational system in university training. This strategy is aimed at a systematic, progressive and active solution of a professional task: from the search for a linguistic methodological idea to self-control over the progress and results of its implementation. It ensures the integration of psychological, pedagogical and subject-methodical knowledge and skills, promotes the development of a professionally oriented attitude to the upcoming role of the exam participant. The task system, developed on a projective strategy basis, helps student teachers to form an idea of exam preparation as an integral process, correlated with a certain sequence of stages of methodological activity, at each of which methodological products are created (lesson passport, technological map, summary (scenario) of a lesson fragment, monologue-introspection). The obtained research results expand the scientific understanding of the importance of a projective strategy in the system of linguistic and didactic training of future teachers. The structure and content of university classes developed on its basis can be used in the practice of teaching university subjects and in the system of advanced training of school subject teachers.

Correctness, consistency and polyvariability of the applied methods in modern scientific research in pedagogy make it possible to focus scientific search in two interconnected planes of analysis and theorization of pedagogical phenomena and processes – theoretical-technological and experimental. In such a presentation of the resource potential of the organized research, concepts, problems, goals, ideas formed in the implementation of the process, meanings, models, synthesized tasks, functions, priorities, methods consistent with changes, methodology, ideology, pedagogical conditions can be clarified. The aim of the study: structural and functional clarification of the conceptual apparatus that determines the actions, functions, components, conditions and priorities of the process of theorization and formation of the culture of socio-economic development of the individual in various planes and meanings of classical and non-classical pedagogy. The methods of the research are analysis, synthesis, comparison, juxtaposition, scientific theorization, pedagogical modeling. The set of level components of the ecosystem approach (adaptive, adaptive-productive, reproductive-productive, creative-productive, functional-technological, innovative-promising, control-synergetic approaches) are defined in theorization and illustrated at the subject-semantic level. The results of theorization determined the factors (level definitions of the concept of "culture of socio-economic development of the individual" in a broad, narrow, local, adaptive, adaptive-productive, reproductive-productive, creative-productive, functional-technological, innovative-promising, control-synergetic senses), problems, models, ideas, meanings, functions, principles, priorities, pedagogical conditions, ideology, methodology of forming the culture of socio-economic development of the individual in the system of continuous education. The theoretical significance of the study lies in the level determination of the concept, components of theorization (models, ideas, principles, functions, conditions), clarification of the ecosystem approach in theorization and study of the process of forming the culture of socio-economic development of the individual in the system of continuous education. The scientific and practical novelty of the research is determined in the plane of clarification of elements and products of the theoretical pedagogical phenomenon (culture of socio-economic development of the individual). In the future, scientific and methodological support for the formation of the culture of socio-economic development of the individual will be determined.

The digital transformation of education, caused by the dynamic development of the economy and the active introduction of modern digital technologies, requires the modernization of the training system for pedagogical personnel. The relevance of the study is due to the fact that the need to develop competences in student teachers that ensure the effective use of interactive educational resources, artificial intelligence systems, big data technologies and neural network algorithms is increasing in the conditions of the digital economy. This requires rethinking and modernization of the content of digital training of pedagogical personnel. The aim of the study is to determine the key areas of training student teachers to use modern digital technologies in educational practice. The study has an applied focus and combines theoretical analysis with empirical testing of the hypothesis. The main methods were observation, questionnaires and testing of the 2-nd – 4-th-year students of pedagogical field at the Ryazan State University named after S. A. Yesenin. The total number of participants in the experimental work was 420 people. To process the obtained data, the methods of mathematical statistics were used: descriptive indicators and frequency analysis. Based on the analysis of the results, four priority areas for the formation of digital readiness in student teachers were determined: fostering competences in the creation and use of interactive educational resources in distance learning systems; mastering the capabilities of artificial intelligence and neural network technologies in the educational environment; application of big data analysis technologies for personalization of learning; designing individual educational trajectories based on modern digital tools. The obtained data formed the basis of the developed program for the modernization of information training of student teachers, which was successfully tested at the university. The theoretical significance of the study lies in clarifying the key areas of digital competences development among student teachers in the context of the digital transformation of education. The practical value is represented by the development of a model for training teaching staff that integrates modern digital technologies into the educational process. The results of the study can be used by universities when updating the content of pedagogical education, as well as for developing programs for advanced training of in-service teachers.

The authors of the article examine the issue of personnel training for the field of creative industries in professional educational institutions of secondary vocational education. The relevance of this problem is due to the increased influence of the creative industries on the economic development of Russia and the need for competitive specialists who are ready not only to act professionally, taking into account existing requirements, norms and standards for the production of goods and services, but also to rationally and successfully solve problematic tasks in an ever-changing economic and organizational conditions. The process of their training requires the targeted and step-by-step formation of readiness for future professional activity. The aim of the article is to determine the essence of readiness for professional activity in the field of creative industries, to characterize its components, and to draw conclusions about the key patterns of the process of its formation on this basis. The methodological basis of the research includes the following approaches: a socio-cultural approach that allows us to understand the creative industries and training personnel for them as a specific socio-cultural phenomenon; a polysubjective (dialogical) approach that considers the personality of a future specialist in creative industries as a product and result of his/her interaction with subjects of the educational process and the professional community; an activity-based approach that determines the process of professional training of a specialist in creative industries as a process of mastering general professional activity; a contextual approach related to the chore influence of cognitive and professional motives and the realization of the socio-cultural content of professional activity. As a result of the research, it was found out that the readiness of a graduate of secondary vocational education institution for professional activity in the field of creative industries is an integrative quality of an individual as a person and a subject of activity that is dynamically developing in the process of professional training. The key patterns of the process of formation of the studied readiness are determined by the relationship between its components and external social and pedagogical conditions. The obtained research results expand scientific understanding of the meaning, content and patterns of the process of forming the readiness of a future specialist in creative industries. They identify theoretical and methodological approaches to the process of forming readiness for professional activity in the field of creative industries and specify this concept. In the future, they can be used to develop a model for the formation of specialists' readiness for professional activity in the field of creative industries.

The relevance of the study of health-preserving educational technologies and their integration into higher education institutions is increasing in the context of new socio-economic challenges and the necessity of training healthy personnel for the Russian economy. The main emphasis is placed on the implementation of an English-language inter-university project and pedagogical strategies that integrate health-related topics into the educational process. The purpose of this article is to describe the experience of teaching a foreign language to students majoring in medical and humanities fields within the framework of interdisciplinary project-based activities aimed at creating an English-language thematic website using mentoring and peer consulting technologies to develop communicative competence and health-preserving competence. The study involved students from the humanities programs at Petrozavodsk State University and students from the Pacific State Medical University. The methods employed included observation, experimentation, comparative analysis, a formalized survey with open and closed questions, and statistical methods. It was found that participation in the inter-university project significantly improved both the students' awareness of health-preserving issues and their level of foreign language competence. Notably, the students from the Pacific State Medical University demonstrated a higher level of development in health-preserving competence (80.9%), while the students from Petrozavodsk State University showed a more pronounced dynamic in their awareness of the importance of health and health-related issues (from 48.3% to 65.5%). A particularly noticeable increase in the average score for both universities was observed in the area of lexical and grammatical accuracy in oral (Δ ̅x = 1.06 at PSMU and 1.42 at Petrozavodsk State University) and written speech (Δ ̅x = 1.1 and 1.42, respectively), as well as in phonetic presentation and structuring of written works, especially among students at Petrozavodsk State University (Δ ̅x = 1.69 and 1.17, respectively). The scientific novelty of the research lies in the theoretical and methodological justification and practical testing of specially designed educational conditions that facilitate the development of health-preserving competence among students in humanities and medical specialties within the context of an inter-university interdisciplinary digital project. An important aspect of the experimental learning is the testing of mentoring technology by medical students and their consulting of students in the humanities during interactions conducted in English. The theoretical significance of the research is reflected in the development of a scenario for the interdisciplinary project, as well as in the description of algorithms and tools that facilitate the integration of this project into the educational process. The practical significance of the work is manifested in the presentation of the results of experimental learning aimed at developing both health-preserving and communicative competences, which is crucial for training qualified specialists.

The relevance of the stated topic stems from the fact that teachers working with children with disabilities are often susceptible to significant emotional burnout, which negatively affects their personal and professional characteristics and determines high staff turnover in special organizations. However, this problem has not received due attention to date, and it requires study both in theoretical and practical terms. The goal is to identify the specifics of emotional burnout manifestations on the personal and professional level in teachers working with children with disabilities compared with teachers working in a comprehensive school. The methodological approach is person-oriented. Two natural groups participated in the study – teaching staff of a special institution and that of a comprehensive school. To study the features of emotional burnout and personal and professional characteristics of teachers working with children with disabilities, a number of standardized methods were used to identify signs of professional burnout, phases of emotional burnout, and personal and professional characteristics of teachers. According to the results of the study, many respondents showed a significant level of psycho-emotional exhaustion, which is manifested in constant fatigue and lack of energy; personal alienation, which is reflected in the fading of interest in work and detachment from children; reduced professional motivation, leading them to think about changing jobs and even profession. The results obtained formed the basis for developing a program for the psychoprophylaxis of emotional burnout, which included areas of work at four levels: emotional-personal, stress-dynamic, professional activity-oriented, personal-motivational. The theoretical significance lies in identifying the characteristics of emotional burnout in teachers working with children with disabilities on the personal and professional level. The practical significance lies in the fact that taking into account the identified personal and professional characteristics, when drawing up and implementing a program for the psychoprophylaxis of emotional burnout in practice, shows the effectiveness of the measures taken, so the program can be recommended for further use in institutions for working with educators teaching and raising children with disabilities.

In the context of the development of the knowledge economy and hyper-competition, human capital management is becoming a key factor in national progress that requires reconsidering of traditional approaches to education and leadership. The problem is particularly acute in education, especially in schools operating in difficult socio-economic conditions. Traditional models of strategic management based on directive planning and reactive problem solving are ineffective, which requires the development of more adaptive approaches to development. The aim of the study is to develop and test a scientifically based approach to the formation of an effective development strategy for schools operating in difficult social conditions, taking into account the principles of emergence, continuous organizational learning and distributed leadership - key elements of the scientific school of strategic management "Learning School". The concepts of Henry Mintzberg, Peter Senge, Richard Rumelt and other scientists, who consider strategy as a result of self-organization, collective experience and continuous experimentation, served as the theoretical basis for the study. The research methodology included theoretical analysis, qualitative methods (case studies of successful schools), and quantitative analysis of educational achievement monitoring data. The results of the study confirm that reliance on the concept of a learning organization ensures greater sustainability and adaptability of strategic management than traditional approaches. The strategy, built on local initiatives of teachers, microsteps, diagnostics of the social context and reflection, improved the quality of education and strengthened trust in the school community. The leader transformed from an administrative executor into an “architect of opportunities”. The theoretical significance lies in deepening the understanding of the nature of emergent strategies in the educational sphere and proving their productivity in the context of limited resources and social complication. The practical value of the study is expressed in the fact that the model proposed by the authors can be used to develop and implement programs to improve the quality of education in similar organizations. The data obtained allow us to recommend the "Learning School" as a promising paradigm of strategic management for educational organizations striving for sustainable development in the context of multidimensional challenges of our time.

The relevance of the study is driven by increasing demands for the quality of translator training amid the widespread use of spontaneous speech in professional communication. An analysis of current practice reveals that the teaching of spontaneous speech translation at the initial stage is often neglected, which leads to the development of unstable translation skills. This stage requires a specific methodological approach, as it is at this stage that the foundational skills of understanding and translating spontaneous speech–characterized by unpreparedness, situational nature, and unpredictability–are developed. The aim of the article is to develop and scientifically justify a step-by-step methodology for the formation of spontaneous speech translation skills in undergraduate linguistics majors at the initial stage of training, with experimental validation of its effectiveness. Theoretical and methodological foundations include the competence-based, activity-based, and cognitive-discursive approaches, which ensure the integrative development of linguistic, translation, communicative, and cognitive competences through students’ active involvement in practice-oriented learning that accounts for the mechanisms of perception, processing, and reproduction of spontaneous speech. The article presents a three-stage methodology: the first stage focuses on the perception of spontaneous speech (development of receptive skills, identification of keywords and communicative intent, content prediction); the second stage emphasizes linguistic and semantic interpretation (rapid information processing and transformation, summarizing, paraphrasing, logical structuring); the third stage addresses translation production (development of productive skills in consecutive interpreting, speech improvisation, and work under conditions of high uncertainty). The theoretical significance lies in the substantiation of a step-by-step approach to teaching spontaneous speech translation at the initial stage of professional training, expansion of scholarly understanding of the development of translation skills in working with spontaneous discourse, and the integration of multiple methodological approaches into a unified system opening up new prospects for further research in the field of professional training of translators. The practical significance consists in the applicability of the developed methodology in higher linguistic education, its adaptability to different language pairs and specializations, and its potential to inform the revision of existing translator training programs with greater emphasis on spontaneous speech from the early stages of instruction.

The relevance of the study is due to the need to improve the technologies for the development of foreign language socio-cultural competence in foreign students of Master's degree studies in the Humanities in the context of the digital transformation of education. The search for tools that can bridge the gap between traditional approaches to teaching and the requirements of modern multicultural environment, where effective communication involves not only language literacy but also a deep understanding of socio-cultural contexts, is of particular importance. The aim of the study is to analyze the potential of digital scribing technology as a means of developing foreign language socio-cultural competence of foreign students of Master's degree studies who speak Russian at the B1+B2 level. The leading approach of the study was an integrative approach that combines theoretical concepts and practical aspects for a comprehensive analysis of the process of implementing digital scribing technology. The results of the study: increasing involvement, developing creativity, and developing skills for adaptive use of language in non-standard situations. The methodological basis was a theoretical analysis of scientific literature, as well as an empirical assessment of the effectiveness of the proposed learning tasks. The scientific novelty of the study lies in the development of an algorithm for integrating digital scribing into the educational process and the creation of a specialized set of tasks aimed at visualizing cultural codes and social norms through associative images; analysis of intercultural communicative situations using graphic elements; reflection of linguistic and behavioral patterns in the context of Russian realities. The theoretical significance lies in the creation of a scientific basis for the development of foreign language socio-cultural competence among foreign students of Master's degree studies (level B1 + B2) in the context of digitalization. It offers a theoretically substantiated algorithm for integrating digital scribing into the educational process and reveals the mechanism for visualizing cultural codes and norms through associative images and graphics as a tool for deep understanding of socio-cultural contexts. The practical significance of the study is revealed in providing teachers with a specific tool – a specialized set of tasks based on digital scribing and a clear algorithm for their application in the educational process. This directly contributes to the academic adaptation of foreign students of Master's degree studies in Russia, developing their skills in interpreting cultural meanings and adaptive use of language.

Currently, the geopolitical situation has led to the politicization of international sports. Specifically, restrictive sanctions imposed on individual sports federations, athletes, and sports organizations, as well as on representatives and representative offices of the Russian Federation within international sports organizations have led to a decrease in the system for training sports personnel in Russia, and a sharp loss of motivation in children's and grassroots sports due to the lack of strategic objectives for this activity within the Russian Federation on a global scale. The purpose of this article is to present new opportunities and trends in organizing the system of international professional and educational cooperation within the sports industry from the perspective of the Russian Federation by analyzing traditional forms and contents of cooperation between partner countries. The main approaches to the study were contextual and environmental. These approaches considered the existing problems of personnel training in the industry in accordance with current factors of the professional and educational environment. They also considered the problem of training personnel for the implementation of official duties in accordance with modern social needs, using the principles of developmental learning, such as the problem method and systemic and competence-based approaches. The results of the study included increasing the motivation of participants in professional and educational international collaboration between universities of friendly countries. This collaboration was aimed at improving the quality of training in physical education and sports. The theoretical significance of the research lies in identifying the main directions, forms, and content of international collaboration in higher and postgraduate education in the field of physical education and sports. The practical significance of this article is in highlighting the importance of addressing the issues of international cooperation that affect the quality of work in sports organizations. It also aims to provide recommendations for resolving these issues. This article will be beneficial for university instructors and coaches who are involved in professional training in physical education and sports.

The study of the effectiveness of the integrated application of modern intelligent information technologies in higher professional mathematical education is an urgent issue due to the emergence of digital assistants and generative neural networks with extensive didactic capabilities. The aim of the study is to analyze and evaluate the effectiveness of the digital teaching assistant model in the professional training of undergraduates in mathematics. The research methodology is based on systematic and technological approaches. Based on a systematic approach, the teacher's functions requiring automation (assignments verification, adaptive learning) have been identified, and intelligent information technologies with the potential to automate these functions have been identified based on a technological approach. Content analysis was used to compare student decisions with those of artificial intelligence. Empirical and statistical methods (experiment, observation, survey, chi-square criterion, clustering) were used during the research and to analyze its results. As a result of the study, the effectiveness of introducing a digital teaching assistant into the educational process at the Faculty of Computer Technology and Applied Mathematics was determined: the average score of the experimental group in academic performance increased from 3.48 to 4.0. It was found out that intelligent information technologies are most effective for differentiating tasks, visualizing complex concepts (algorithms, graphs). Based on experimental work, the effectiveness of using specific intelligent information technologies in teaching has been proven. The theoretical significance of the research lies in the fact that it contributes to the theory of digital didactics by systematizing approaches to automating teacher functions using intelligent information technologies. The practical significance lies in the fact that the developed digital teaching assistant model provides teachers with specific ways to automate routine functions, which frees up time for creative and individual work with students. The use of components of the digital teaching assistant model provides the teacher with modern digital tools both for designing learning materials and for organizing classes.

The relevance of the materials presented in this article is determined by the need to improve specialized training of schoolchildren in psychological-pedagogical classes. The article aims to describe digital educational content on the basics of psychology for students in these classes. The results of an empirical study based on a survey are presented to obtain initial data on how this content contributes to improving students' psychological training. The study involved 84 schoolchildren from psychological-pedagogical classes. Survey results confirm the «usefulness» of psychological-pedagogical classes and their assistance in students' professional orientation towards pedagogical professions.

The relevance of the topic is determined by the need to study the psychological mechanisms that enable individuals to maintain resilience under conditions of stress and uncertainty. The aim of the article is to examine resilience as a key factor influencing the effectiveness of coping strategies in overcoming life difficulties. The article provides a theoretical and analytical review of contemporary research in the field of coping psychology, highlighting the relationships between levels of resilience and the choice of coping strategies. Particular attention is given to the role of cognitive attitudes, motivational components, and personal resources. The article also outlines practical applications of the findings in psychological prevention and correction.