№ 12 (December)

Current trends in the development of modern education are focused on the implementation of interdisciplinary approaches that promote the development of a harmoniously developed student. In this context, interest in the use of music as a resource with the unique potential for a comprehensive impact on the cognitive and emotional spheres is growing. Musical genres, characterized by expressiveness and diversity, are considered an effective means of developing the linguistic, communicative, and creative abilities of schoolchildren, making them a popular tool in the general education system. The aim of this study is to identify the educational potential of integrating musical genres into the educational process to stimulate speech development, creative thinking, artistic self-expression, and problem-solving. The methodological basis of the study is based on a comprehensive approach, including theoretical analysis of scientific literature, comparison of empirical data, and elements of pedagogical modeling. Particular attention is paid to studying the relationship between the perception of musical works and the stimulation of students' verbal and creative activities. The results of the study demonstrate that integrating a musical component into the educational process not only enriches learning content but also develops multidimensional competences, including communicative, creative, and meta-subject skills. Music is considered as a universal language of emotional and semantic expression, enhancing motivation for learning, expanding vocabulary, and stimulating cognitive activity. The theoretical significance of the study lies in its substantiation of the role of music as a mediator between students' emotional and cognitive activity. Its practical significance lies in the development of recommendations for integrating musical genres into the school curriculum as a resource for comprehensive development and preparing students for effective performance in a dynamic and innovative society.

The topicality of the article stems from the fact that the sphere of error analysis has not always been regarded as a priority in the field of language teaching, and, therefore, it has failed to receive all the attention that it deserves. The same can be said about lexical inaccuracies in the professional training of pre-service language teachers. Thus, the main aim of the article is to examine and analyze the most frequent errors in the written pedagogical speech of prospective English language teachers. Students of Lomonosov Moscow State University and Herzen State Pedagogical university completed a CELTA-style assignment designed to demonstrate their analytical, pedagogical, and professional language skills. As far as methods and materials are concerned, 78 students’ written contributions were analyzed and assessed both by a specialist in the field of ELT and two AI tools (DeepSeek and ChatGPT). The research findings led to a classification of the most frequent errors. As a result of the analysis made, several types of professionally oriented lexical errors were singled out. The latter were divided into two main categories: professional language use (lexical errors caused by a knowledge gap and the discrepancy between two different terminological systems) and teaching methods (inadequate solutions applied to the given pedagogical problems). In addition, there are several implications regarding the weaknesses of generative AI (specifically, the aforementioned neural networks). The practical findings of the study prove that greater efforts should be concentrated on developing professionally oriented lexical competence concerning the process of training pre-service language teachers. Moreover, it is argued that the use of AI technologies for evaluating students’ written assignments should be handled with extra caution and care on the part of language instructors. The theoretical significance of the study deals with the reconsideration of developing language skills in the sphere of professionally oriented vocabulary while training future language teachers. The practical significance lies in the possibility of using the results described in the article as a means of preventing errors that future language teachers are often prone to make, as well as a source of information that can be used for educational materials and course design to ensure the ongoing development of professional communicative competence of the target audience.

The issue of organizing a student research association in the field of humanistic pedagogy is relevant in connection with the development of the humanistic trend in the education system and the strengthening of the scientific research component at the university. One of the ways to realize the scientific potential of students is through their association in student scientific communities. These communities have a historical basis and follow the traditions of their respective departments. They are aimed at solving scientific problems that are relevant to the field, developing research skills, and fostering personal growth and an active lifestyle. Based on the Department of Psychology and Pedagogy of Preschool Education at Irkutsk State University, there is a student research laboratory focused on the issues of humanistic pedagogy. This laboratory takes in students studying in the field of preschool education and additional education. The aim of the article is to describe the activities of the above-mentioned scientific association in the system of professional training of future teachers of preschool education. The leading research approaches include the theoretical principles of humanistic pedagogy, the work of foreign and domestic humanistic educators, philosophers, and the humane-personal approach developed by S. A. Amosashvili, as well as the system-activity approach. The results of the laboratory's work are represented by several quantitative and qualitative indicators: high motivation, initiative, and productivity among students in publishing scientific articles, attending conferences and competitions with a humanistic focus, participating in youth festivals, and organizing events with the public organization "Parental Care". These include holding events for children, parents, and teachers, such as master classes, round table discussions, workshops, and scientific events on the topic of humane pedagogy at the university. The theoretical significance of the article lies in the discription of the substantive aspect of the laboratory's activities. The topics in the field of humanistic pedagogy allow us to trace the scientific interests of students and contribute to the development of humanistic pedagogical thinking. They can enrich professional activities by applying the ideas and values of humanistic pedagogy that are relevant in modern educational settings. The practical significance of the article is represented by a variety of forms of student activities that can be included in the university's educational process when teaching students in pedagogical fields.

In an era of rapid social and state development and modernization of the legal system, the issue of quality in modern legal education has become increasingly important. Thus, legal education and the development of professional skills of future specialists play a fundamental role in the formation of a civil society. Therefore, the relevance of this study is determined by the need to adapt the legal education system to the modern requirements of society and the labor market, as well as by the need to train highly qualified legal professionals. The aim of this study is to develop an innovative legal education model that goes beyond simply transferring theoretical knowledge and instead fosters a comprehensive understanding of the law, analytical abilities, and professional competence among students. This model is based on a holistic approach that combines dialectical thinking, system analysis, and practical orientation. It is based on a synthesis of generally accepted scientific methods and specialized research tools, including processes of cognition that move from the particular to the general and vice versa, as well as the creation of educational models. Integration of various scientific fields plays a significant role, allowing us to combine the achievements of pedagogical science, psychological theory, law, and modern information technology into a unified educational system. The conducted research has allowed us to form a comprehensive model for legal education development based on a harmonious combination of traditional and modern practices. During the course of the work, we identified key directions for reshaping the educational process, with a focus on enhancing its practicality, incorporating digital technologies, and fostering cross-disciplinary collaboration. The scientific significance of the research lies in enriching the methodological foundation of legal education and developing innovative approaches to educational organization. The results have significant practical potential, which could be realized through improvements to the legal education system, enhancing the effectiveness of professional training, and promoting legal culture development in society. The practical significance of this work lies in the potential for implementing the developed recommendations in law school curricula, thereby improving the quality of legal training and ensuring the competitiveness of graduates in the job market. The potential for future research lies in testing the proposed model in an educational setting, monitoring its effectiveness, and making adjustments based on the findings.

One of the trends in the current stage of digital transformation of the education system is the intensive use of large generative models. Various aspects of the problem of applying artificial intelligence systems in pedagogy are the subject of numerous studies, however, despite this, the practical aspects of using neural networks for image generation are still relatively underexplored. The aim of the study is to analyze the role, place and potential of using neural networks for image generation in teaching students to work with digital design. The authors used theoretical and empirical research methods. A comprehensive review of scientific works by domestic and foreign authors allowed us to conclude that the primary attention is paid by researchers to the personalization and individualization potential inherent in neural networks and the associated ethical issues. The article presents the experience gained in using neural networks for image generation within the framework of the course "Modern Visualization Technologies in Marketing". It considers the content of the course and methods of its study. The results of the survey among students who have studied the course were analyzed. The survey aimed to gather information about the existing experience with working with neural networks for image generation, the convenience of using specific neural networks, the quality of generated images, and any problems that may have arisen while working with neural networks. The article discusses the use of chatbot-based writing prompts by students, and the technologies involved in this process. An analysis of the survey results revealed that the key skill required for the successful use of neural networks is the creation of effective prompts. The Recraft neural network was rated as more suitable for teaching digital design than the Kandinsky network. The theoretical significance of the study lies in its analysis of the specific features of using large generative models in the educational process. A scenario for the multimodal use of large generative models by students was identified, in which one neural network acts as a prompt generation tool for another neural network. The practical significance of the study lies in the development and practical testing of the content, forms, and methods of using neural networks for image generation in digital design.

The current state of the labor market is characterized by a strong demand for graduates from higher education institutions with expertise in modern information technology. In order to train competitive specialists, it is necessary to provide appropriate professional training for teaching staff who are able to continuously improve their professional competences in designing and implementing methods of blended and electronic learning as well as distance learning technologies in the educational process. The relevance of this study is justified by the need to improve the level of professional competences development among university teachers in the field of using ICT in the educational process. The aim of the study is to theoretically substantiate and analyze the experience of implementing pedagogical conditions for the formation of professional competencies of teachers of economic and legal universities in using the capabilities of the electronic information educational environment in the organization of blended and electronic learning. The primary research methodologies employed are the pedagogical concepts of blended learning by D. Harrison and H. Kanuki, the concept of “flipped classroom” learning by A. Sams and J. Bergman, the theory of digital pedagogy by J. Selvin, as well as the didactic system based on information exchange processes by E. Yu. Ignatyeva. The leading methods of this study were the methods of analysis and generalization of scientific and methodological literature, and a pedagogical experiment. According to the study's findings, there was an increase in the level of professional competence among teachers of economic and legal universities in the areas of information and communication technology and the use of electronic information and educational environment components in the learning process. The successful use of electronic training courses for the advanced training program provides grounds for drawing conclusions about the effectiveness of the applied training activities for the design, development and use of electronic academic courses for organizing blended and electronic learning in higher education organizations. The results of the study indicate the importance of training higher education teachers in the use of electronic information and educational environment in electronic and blended learning as part of their professional development. The theoretical significance of the study lies in expanding the concept and approach to the issue of improving the qualifications of higher education teachers. The practical significance of this research lies in its potential to be used in solving problems related to the development and enhancement of professional skills among teachers in higher education institutions.

In today's world, the general education system emphasizes the introduction of new methods for teaching labor skills based on the regulations and laws of the Russian Federation. In accordance with the Federal State Educational Standards, model programs, and educational work programs, particular attention is given to engaging students in socially useful activities as well as in volunteer and community service practices. The development of labor motivation and the cultivation of responsibility are considered essential tasks determined both by state policy and by the social demand of society. The aim of the study is to characterize labor education in contemporary schools within the framework of a regulatory and legal approach. The methodological foundation is the regulatory and legal approach, which makes it possible to systematically and consistently analyze the mechanisms of implementing labor education in educational institutions through its forms, methods, and means. On the one hand, the legislative framework actualizes the values, goals, objectives, and outcomes of labor education, recognized by society and required by the state. On the other hand, the regulatory and legal approach is considered as a resource for regulating all aspects of the educational process, ensuring legal responsibility and coherence of actions among the participants in education. Results. The study provides an original definition of the concept of a “regulatory and legal approach” in the context of labor education. Key regulatory documents are analyzed and systematized into two groups: value-based and procedural. The legal foundations of labor education regulation are examined at the federal, regional, and local levels. The theoretical significance of the study lies in clarifying the content and structure of the regulatory and legal approach to schoolchildren’s labor education, thereby expanding scientific understanding of the legal foundations of educational activity. The practical significance is determined by the possibility of applying the results in the work of educational authorities, in the development of educational programs, in providing regulatory support for school practices, and in the training of specialists in the field of social pedagogy and educational management. Conclusion. The effective implementation of labor education is impossible without a clear regulatory and legal framework that defines the boundaries, goals, and forms of such activities in schools.

The educational process aimed at acquiring general cultural and professional competences of a future specialist today includes several types of activity, including research. Research work makes it possible to deepen the process of training a future professional, including creative areas of training, but requires special approaches to organization. The aim of the study is to find the most effective ways to increase motivation for research work among students of secondary vocational education institutions in the specialty "Design (by industry)". As part of the literature review, a number of publications are provided that consider the issues of organizing research work in universities and colleges. It was found that this experience of work reveals the professional and creative potential of students and helps them to solve problems in a more innovative way, using new approaches. To understand the current situation and the opinions of students, we conducted a survey in the form of a questionnaire. During the survey, four groups were identified, depending on their involvement in the work under study: from active participants (10%) to those who completely ignore it (40%). The majority (57%) of all survey participants noted gaining new knowledge and experience as the main motive for participating in scientific activities, 36% of respondents hope to improve their academic performance with the help of scientific research activities, 26% of college students are inspired to conduct research, write projects and scientific articles by the desire to prove themselves and demonstrate initiative. It is significant that the desire to receive a reward or prize with the help of science took only fourth place in the system of motives for young people. The main obstacle (73%) to participating in scientific research activities is insufficient free time. The most popular function of a scientific supervisor as a professional mentor was identified by the survey participants as the control function. Preferred forms and formats of participation were identified, including teamwork (70%) and participation in specialized competitions (56%). The results of the study will be directly applied to the development of scientific research work in the college under study with the possibility of subsequent extrapolation to other educational institutions. In the future, the tested practical actions may be included in the list of theoretical foundations of professional pedagogy.

The evolution of societal dynamics is marked by a reevaluation of the ideological and philosophical underpinnings of our society, which urgently necessitates a return to the historical past to comprehend its influence on the development of individuals and communities. A sharp increase in attention to commemorative issues has led to the active introduction of the concept of "historical memory" into the scientific and practical use within the education system, considered as a powerful resource for upbringing worthy citizens of their country. Modern developing society is interested in fostering the culture of historical memory of the younger generation, which determines the shift of focus in the discourse of this problem in the field of elaboration of pedagogical mechanisms for its solution. The objective of this research is to explore the process of developing historical memory in the context of the growing importance of this topic in public discourse and governmental institutions. Additionally, we aim to examine the pedagogical aspects of this phenomenon and its methodological interpretation within the framework of educational theory. To achieve the research goal, we used a variety of methods, including conceptual analysis, general logical methods of cognition (such as analysis, synthesis, abstraction, comparison, induction, and generalization), and a content analysis of scientific literature related to the issues under investigation. In the study, the authors make a scientific and theoretical analysis of the concept of "historical memory" as a socio-educational category. They consider the importance of addressing the issue of preserving and developing historical memory in educational settings, and they propose basic methodological approaches for fostering a culture of historical awareness within the pedagogical process. The theoretical importance of this article lies in the fact that it has conducted a phenomenological examination of the concept of «historical memory», explored diverse perspectives on this concept, and provided a methodological rationale for the process of establishing the foundations of historical memory in the educational context. The practical significance of the research is determined by the applied nature of the proposed methodological approaches to the development of students' historical memory within the framework of the pedagogical process.

The article attempts to examine the concept of adaptability as a professionally-relevant personal character trait of educators, specifically focusing on their proficiency in modifying study materials to align with the evolving objectives and conditions of teaching. There exists an objective professional need for teachers to respond flexibly to the challenges of a dynamic educational environment. However, the role of adaptability in influencing their professional decisions remains underexplored. Consequently, this research gap underscores the relevance of our study. This article is aimed at describing the identified and empirically verified influence of adaptability on the professional actions undertaken by foreign language teachers in the course of linguodidactic design of exercises and tasks. The primary research method for investigating this problem was a baseline study, supplemented by the analysis of scientific literature, regulatory documents, and content analysis of teaching/learning materials. Through the analysis of current research, this study was able to achieve three key outcomes. First, we refined the definition of adaptability as an acquirable professionally-relevant personal character trait of educators. Second, we established a substantive distinction between the concepts of ‘adaptability’(general) and ‘professional flexibility’ (specific). Finally, we characterized teachers’ professional actions as outcomes of their pedagogical and methodological decisions. Findings from our baseline study revealed a correlation between the professional actions educators undertake during linguodidactic design and confirmed that teachers’ success in adapting and modifying exercises and tasks is directly dependent on their level of adaptability. This article makes its theoretical contribution by framing linguodidactic design as a sequence of professional actions and by developing and mapping a system of specific foreign language teachers’ actions required for the modification and adaptation of exercises and tasks. The guidelines for linguodidactic design along with the examples of adapted and modified exercises and tasks presented in this article have immediate practical applications. They are significant for updating the content of teacher training programmes and for optimizing the daily practices of in-service foreign language teachers.

This article examines the issue of the development of functional literacy among schoolchildren by foreign language teachers using supra-professional competences. The relevance of the research is due to the need to implement the requirements of the Federal State Educational Standard for General Education concerning digitalization and individualization of education, which creates a need for new competences of teachers. The development of functional literacy among schoolchildren requires foreign language teachers to have supra-professional competences that ensure the integration of digital technologies and an individual approach in educational practice. Supra-professional competences, which have a metasubject character, consisting in a combination of these processes, meet the requirements of modern educational needs. The aim of the article is to theoretically substantiate and analyze the potential of supra-professional competences of foreign language teachers in the development of functional literacy among schoolchildren in the context of digital transformation of education. The main approaches to studying the problem of functional literacy development in the context of applying supra-professional skills are activity-based, systematic, and meta-disciplinary approaches. The activity-based approach sets the benchmark for research in the professional activity of a foreign language teacher, the systematic approach focuses on the educational process as a single interconnected system, the meta-disciplinary approach allows us to competently combine knowledge from different fields and disciplines, as well as coordinate the processes of digitalization and individualization. The research results include a terminological analysis of the concepts of «supra-professional competences» and «functional literacy», a description of the meta-disciplinary nature of supra-professional competences, a description of the implementation of digitalization and individualization processes in the professional activity of teachers, and the identification of the potential of supra-professional competences to solve the problems of functional literacy development. The theoretical significance of the article lies in the terminological analysis of the concepts of «supra-professional competences» and «functional literacy of schoolchildren». The practical significance lies in determining the prospects for the application of supra-professional competences to solve the professional tasks of foreign language teachers in the field of functional literacy of schoolchildren.

The article discusses the problem of optimizing the structure of a foreign language lesson in a higher education institution. The relevance of this research stems from the growing demand for a higher level of practical proficiency in a foreign language among students, as well as the need to optimize every aspect of the learning process. Special attention is given to the initial, organizational, and motivational stages, which, in traditional practice, are often reduced to mere technical procedures that do not contribute to solving the modern challenges of foreign language education. It is proved that the traditional approach to the beginning of the lesson, limited only to organizational issues and the announcement of the topic, is not effective enough to solve the modern most important tasks of foreign language education. The aim of the article is to theoretically substantiate and develop a practice-oriented model for conducting the initial stage of the lesson, aimed at improving the overall effectiveness of learning. The main approach to studying the problem is to analyze and synthesize domestic (activity-based, student-centered) and foreign (ESA, ARC models, Theory of Self-Determination) methodological concepts, as well as to compare the structural elements of the beginning of lessons in authentic British textbooks. The main results of the study were: identification of the shortcomings of the traditional "organizational structure"; development of a three-component model of an optimized initial stage (communicative launch, actualization and problematization, joint goal setting). The model was tested, which confirmed the increased involvement of students, increased motivation and intensification of speech practice. The theoretical significance of the work lies in the systematization of scientifically based approaches to the design of the initial stage of the lesson. The practical value of this article lies in providing specific techniques and general guidelines for teachers on how to turn the start of a lesson into a multi-functional module that engages students in productive learning activities.

The relevance of this study is determined by the changed modes of communication in the digital age, which imply the combination of different modalities for the perception and transmission of information — linguistic, visual, auditory, gestural, and spatial. As a multimodal tool, the listicle is defined by its unique structure and information organization, making it an effective resource for fostering language skills, critical thinking, and the ability to work with modern materials that meet the needs of the digital student generation. However, the potential of listicles as a medium for the multimodal approach to teaching English in higher education remains understudied. Accordingly, the aim of this study is to outline the principles for using listicles in the English language instruction of students in non-linguistic universities. The research is grounded in the social semiotic theory of multimodality by G. Kress and T. van Leeuwen, and also draws on the tenets of connectivism as advanced by G. Siemens and S. Downes. The study revealed the characteristic features of listicles, which include: concise presentation of information, accessibility and adaptability to diverse educational contexts, a hybrid nature, multimodality, hypertextuality, and a structured format. The article also outlines the stages for working with listicles, taking these features into account. These stages include: the focus on language skills and systems aimed at discussing the article as a whole, as well as interactive and collaborative reading; the analysis of the listicles' structure, which determines their methods of influencing readers and conveying meaning; and the creation of a listicle according to specified criteria. The theoretical significance of the article lies in the fact that the obtained data create a scientific basis for the inclusion of modern multimodal texts in the educational process, exemplified by listicles, and expand the scope of application of the multimodal approach in general. The practical implications of this work are that the proposed tasks can greatly diversify English language instruction and boost student engagement. They are designed to foster digital-age skills in handling multimodal sources of information and to prepare students for successful professional careers in the context of a constantly changing information landscape.

Until recently, most research in the field of pedagogy dealt with the issue of lecture productivity from the perspective of a teacher. Scientists have been developing new forms of lectures, recommendations for their optimization in changing conditions. Recently, research has started to explore the educational potential of lectures from the perspective of students. However, in most articles, students from an exceptional university or first-year students are the focus of the study (even when the analysis is made in comparison to teachers). In this case, a survey of students from different universities (with different organization of the educational process) makes it possible to determine the dependence of recipients' opinions on the productivity of lectures in higher education institutions on these differences. This determines the relevance of our work, the purpose of which is to describe the students' and cadets' understanding of the didactic potential of a modern university lecture. The research methods used included a system of general scientific methods, such as analysis, synthesis, generalization, and comparison. Additionally, statistical calculations and questionnaires were utilized in the study. The survey results showed that there were common and conflicting positions on the analyzed issue among the two groups of recipients. Cadets learn less material through lectures (compared to students), which contributes to their reluctance to make changes to the way theoretical classes are conducted. Students, on the other hand, are more likely to be open to making changes. At the same time, both are confident in the usefulness of lectures. Undergraduates equally believe that the main thing in a lecture session is the personality of the teacher (his/her charisma, the level of professionalism as a lecturer and as a specialist in the field in which the lecture is given), humor, the desire and ability to interact with the audience, correct behavior, the skill to ask questions, etc. All recipients are eager to receive an electronic copy of the lecture, while cadets are less likely than students to take notes in a notebook during the lecture. Methodological findings about choosing the format of a lecture in this situation worry students and cadets less than the assessment of the importance of the teacher's personality. The results obtained indicate the importance of focusing on the development of the teacher's rhetorical skills, deepening his/her knowledge of the subject, and improving communicative competency. Taking these components into account can form the basis for the development of higher education teachers, determining the practical significance of the study. The theoretical significance of the study includes expanding understanding of the didactic conditions for improving lectures in military and civilian universities.

In the context of updating the legal framework for education, it is becoming increasingly important to strengthen the requirements for protecting the rights of students and ensuring the responsibility of teaching staff. This is because the legal competence of a future teacher is an integral quality that ensures the legitimacy of their professional activities and helps to prevent legal risks for educational organizations. The need for targeted development of this competency is determined by the requirements of federal legislation, current federal state educational standards in the area of «Pedagogical education», as well as the professional standard «Teacher». Another factor that contributes to this is the increased regulation of the processing of personal data of students and their parents or legal representatives within the educational system. The aim of the article is to theoretically substantiate the concept of «legal competency of the preservice teacher» and to develop a model of mechanisms for its development at the stages of professional training at the university. The methodological basis of the research was based on competence-based, activity-based, systemic, and axiological approaches. The methods used included analysis and synthesis of scientific sources, regulatory analysis, typologization, and conceptual modeling. The main results presented are: 1) clarified substantive definition of legal competency of preservice teachers; 2) structural model of competency, including value-motivational, cognitive, operational activity-based and reflexive-evaluative components; 3) a set of interconnected mechanisms for its development (normative-regulatory, didactic, digital-environmental, project-expert, reflexive-evaluative), ensuring the transition from the acquisition of basic legal knowledge to sustainable methods of lawful professional behavior; 4) the algorithm for integrating the developed model into the main professional educational program of pedagogical education (diagnostic-target, design, activity-based, assessment-reflective stages) and the assessment construct based on criteria and indicators (legality of decisions in typical and non-typical pedagogical situations, readiness for legal expertise of local acts, compliance with the requirements for personal data, the ability to legally interact with participants in educational relations). The theoretical significance of the work lies in clarifying the conceptual and categorical apparatus of the pedagogy of law and substantiating a holistic model for the development of legal competency. The practical significance lies in the possibility of using the proposed model in designing work programs for disciplines and practices, developing funds of assessment tools and intra-university regulations for the legal security of educational activities.

Globalization and the digital transformation of society have an ambivalent impact on the value orientations of young people. On the one hand, they provide access to opportunities for intercultural exchange; on the other hand, they create risks of erosion of traditional values, spreading disinformation, developing virtual identities, and dependence on digital technologies. These trends allow us to consider the development of value orientations in modern youth as a complex and multifaceted process that requires reflection and study in contemporary realities. The aim of this article is identifying the influence of key factors on the development of values among modern youth. The research is based on a holistic approach to analyzing the factors influencing the development of value orientations, identifying new trends caused by the processes of globalization and digitalization. The study resulted in the identification of key factors, including: the family, which transmits sociocultural norms; the education system, which expands the cognitive field and encourages conscious choice of values; mass media, which has significant potential to influence youth's perception of social reality, especially in the context of the digitalization of the environment; reference groups, including peers, friends, authoritative figures, and opinion leaders, who have a direct impact on the development of identity and the acceptance of a specific value system; and the socio-economic environment, which determines opportunities and limitations, influencing the formation of pragmatic orientations and values related to material well-being and social mobility. The theoretical significance of this study lies in the systematization and deepening of scientific knowledge about the mechanisms of developing value orientations in a dynamically changing socio-cultural context. The practical significance of the study is due to the possibility of using the results obtained to develop and implement effective educational programs and strategies aimed at establishing positive value orientations in young people, contributing to successful socialization and integration into society, as well as strengthening the spiritual and moral foundations of society.

In the context of digital transformation of the economy and increasing complexity of the financial landscape, the development of financial literacy among the population becomes a strategically important task of government policy. Present-day research shows insufficient level of financial competences among a significant portion of Russians. Despite active implementation of financial literacy in educational programs, there is a contradiction between growing requirements for citizens' financial literacy and insufficient theoretical substantiation of pedagogical approaches to its development in the educational process. Aim of the study – theoretical substantiation and systematization of pedagogical approaches to the development of financial literacy in the modern educational process based on the analysis of domestic and foreign experience. The methodological foundation consists of a complex of interrelated approaches: the systemic approach ensures holistic examination of financial literacy as an integral characteristic of an individual; the activity-based approach reveals mechanisms of financial competency development through dynamic cognitive activity; the competency approach determines orientation toward developing the ability to apply knowledge for solving practical tasks. Main results of the article. The concept of financial literacy as an integral characteristic of the individual, including cognitive, activity-based, and motivational-value components, has been clarified. Theoretical approaches to financial literacy development have been systematized: cognitive, activity-based, person-oriented, and sociocultural. A system of pedagogical principles of financial education has been substantiated, including specific and adapted general didactic principles. A theoretical model of financial literacy development with step-by-step implementation has been worked out. Theoretical significance lies in developing scientific understanding of the essence and structure of financial literacy, enriching the theory of financial education with a system of principles and methodological approaches. The practical significance is determined by the possibility of using the results for the improvement of educational programs and the training of pedagogical personnel. Scientific novelty consists in a comprehensive interdisciplinary analysis of pedagogical approaches, the first proposed system of specific principles of financial education, and the development of a step-by-step model for developing financial competences.

The relevance of this article stems from the importance of academic writing in English as a key skill for modern postgraduate students who face challenges in writing scientific texts. This underscores the need to develop effective training modules. The aim of this article is to describe the experience of teaching postgraduate non-linguistic students majoring in humanities to write abstracts, theses, and articles in English while mastering academic writing and developing digital literacy within a specialized training module. The study involved 49 postgraduate students at Petrozavodsk State University. It utilized conceptual and systemic analysis of existing theories and approaches to teaching academic writing and developing digital literacy, observation, experimental learning, and expert evaluation. The experimental learning showed that all participants mastered abstract writing in English (100%). Meanwhile, the success rate for theses writing was 63%. Only 30.6% of respondents succeeded in writing a scientific article. During the course of study in this module, postgraduate students demonstrated improvement in writing abstracts (the average score increased by 1.4 points) and theses (by 1.0 point). In article writing, the improvement was only 0.4 points. The results indicate a reduction in the degree of "Russian accent" when writing scientific texts of varying complexity. However, the greatest difficulties remain in aspects of the structure and logic of scientific article presentation. The data obtained confirm an overall improvement in postgraduate students' skills and knowledge in digital literacy, with an increase in the average score of 1.4 and a mode value of 1.7 points. The scientific novelty of this study lies in the development and implementation of an integrated module on academic writing in English, based on digital literacy skills, in a preparatory course for the Candidate exam. The study emphasized the importance of using ICT in teaching academic writing. Its theoretical significance lies in expanding understanding of methods and approaches to teaching academic writing in English. It confirms the need for competency-based and student-centered approaches in the educational process and emphasizes the role of digital technologies in developing academic writing skills. Its practical significance lies in the creation of an effective training module that can be integrated into curricula to improve the quality of postgraduate student training. Furthermore, the study's results can serve as a basis for the creation of additional training courses aimed at developing academic writing skills and digital literacy, thereby enhancing the competitiveness of beginning scientists.

The relevance of this study stems from the systemic challenges of digital transformation, manifested in the total immersion of adolescents in virtual environments, with computer games playing a dominant role. The existing prohibitive and permissive strategies for regulating digital leisure are not constructive, while the risks of gaming addiction, desocialization, and reduced productive activity continue to grow. In this regard, there is an urgent need to develop pedagogical strategies aimed not at confronting digital reality, but at activating its educational and developmental potential. The purpose of this article is to identify the didactic potential and evaluate the effectiveness of using creative game-based environments (using Roblox Studio as an example) to develop digital competences and prevent destructive forms of interaction between early adolescents and the virtual environment by transforming gaming into productive project-based activities. The methodological basis was an integrative approach synthesizing the principles of competence-based, subject-activity-based, constructionist, and facilitation approaches in combination with the theory of self-determination by E. Deci and R. Ryan. In the experiment on a sample of 22 early adolescents, a combination of methods was used: a psychological and pedagogical experiment, observation, analysis of the products of creative activity, questionnaires, and interviews. The main results include: proof of the effectiveness of the methodology, manifested in a pronounced shift in the motivation of adolescents from the consumption of game content to creative activity; identification and systematization of a set of developed digital competences (3D modeling, animation, basics of Lua programming); development of a model for methodological support of the basic psychological needs of adolescents in the educational environment of Roblox Studio; presentation of a psychological and pedagogical portrait of a mentor with operational principles of activity. The theoretical significance of this work lies in the development of a prototype psychological and pedagogical technology "Digital Creation Pedagogy". Its practical value lies in the potential for implementing this methodology into supplementary education, teacher training, and parental counseling.

The relevance of the research problem is due to the strategic role of promoting the Russian language as an element of the Russian Federation's "soft power" in the global cultural space, especially on the African continent, where the Republic of Tunisia is a key partner in educational and humanitarian cooperation. In the context of geopolitical challenges, there is a shortage of professionally oriented approaches to learning Russian as a foreign language (RFL), which highlights the need to integrate elements of professionalization into educational tracks to enhance motivation and learning effectiveness in this country. The aim of this article is to determine the trajectory of professional training for the Tunisian audience and the specifics of their inclusion in the Russian language learning system, taking into account the geopolitical and educational interests of Russia and Tunisia. Special attention is focused on the development of competences in the fields of tourism, pedagogy, and general education. The leading approaches to studying the problem include a comprehensive analysis of scientific literature on promoting Russian as a foreign language abroad (based on the works of T. L. Klyachko, A. V. Batanov, G. A. Zavarzina, and others), a historical and retrospective review of the practice of teaching Russian in Tunisia since 1956, and a systems approach to modeling educational tracks that integrates the principles of professionalization (from diagnosing interests to adapting to Russian universities). The main results of the article are to identify a body of research confirming the growing interest in RFL in Tunisia; to describe existing practices (in lyceums and universities, such as the Tunis Higher Institute of Languages, the Sidi Drif Higher Institute of Tourism Studies (University of Carthage); the Kerkuan Center for Tourism Education in Hammamet, etc.); to develop professionalization trajectories, including diagnostic stages (surveys, tests), the development of competences through the implementation of communicative modules with a professional bias and the integration of cooperation with Russian centers of open education; to identify priority areas of training (tourism, teaching RFL, receiving specialties in the Russian Federation) for effective professional self-determination of students. The theoretical significance of the article lies in expanding the concept of Russian as a foreign language as a tool for professional self-determination, contributing to the theory of intercultural education, and modeling educational tracks for African countries. The practical significance is evident in the recommendations for optimizing programs implemented by open education centers to adapt Tunisian students in Russian universities, which contributes to strengthening bilateral partnerships and exporting Russian education to the African continent.

The relevance of the study is driven by the intensive digital transformation of the education system, which reveals a systemic shortage of teaching staff capable of not only technically mastering but also methodically integrating artificial intelligence (AI) technologies into their professional practice. This problem is confirmed by the results of a diagnostic experiment, which found that 89.4% of preservice teachers have an introductory and initial level of AI competence. The aim of the research was to develop and theoretically substantiate a specialized laboratory practicum project designed to develop a holistic digital pedagogical competence in students – a complex quality combining technological skills, methodological flexibility, a reflective stance, and readiness for innovation. The methodological foundation comprised competency-based and systemic approaches, implemented through an original two-tier assignment model. The instrumental level focused on mastering basic AI tools (generative neural networks, speech recognition and synthesis platforms, dialog systems and chatbots), while the competency level focused on the pedagogical design and testing of AI solutions in simulated learning situations. The substantive content of the practicum is presented through four interconnected modules: fundamentals of prompt engineering, development of electronic educational resources using AI, application of speech technologies (ASR/TTS) for creating an inclusive environment, and design of dialog systems (chatbots) for organizing feedback and self-assessment. The main result of the study is the developed laboratory practicum project, which ensures a gradual transition from the acquisition of technical skills to the development of the capacity for pedagogical design. A key feature of the model is the mandatory reflection on each technical action, encompassing the justification of its didactic appropriateness, analysis of potential ethical risks, and design of specific scenarios for using AI in real school practice. The theoretical significance of the work lies in the development and scientific substantiation of an integrated competency model that synthesizes the technical and pedagogical aspects of preservice teacher training, thereby contributing to the advancement of pedagogical education methodology in the context of digitalization. The practical significance lies in the fact that the implementation of this practicum in the university's educational process allows students to purposefully develop not only confident digital skills but also critical soft skills: ethical reflection, methodological flexibility, and sustained readiness for innovative professional activity.

Based on the analysis of the survey results, the article identifies the main categories of school difficulties faced by primary school students (in learning, communication, and socialization). Coping strategies were studied as a resource for overcoming school difficulties. The article discusses the content and forms of psychological and pedagogical assistance to students, and provides examples of activities for working with primary school students and their immediate environment. The aim of the study: to examine the nature of school difficulties for primary school students (in learning, communication, socialization), to determine the targets of psychological and pedagogical support in overcoming school difficulties. The theoretical and methodological basis of the work were the works of scientists in the field of educational activity, pedagogical and developmental psychology of primary school students. Theoretical, empirical (questionnaire, testing) methods, data processing methods were used in the course of the work. The study involved 300 primary school students from grades 1 to 4. The survey was conducted in 4 educational institutions of the city of Tula. The results of the study are illustrated with the help of diagrams. Based on the research materials, the directions of effective psychological and pedagogical support for primary school students are presented: creating conditions for independence, initiative, and curiosity, development of interest in acquiring knowledge, ability to learn, etc. Novelty of the study: scientific ideas about school difficulties of primary school students, the resource approach determining the choice of effective strategies for overcoming school difficulties have been supplemented and systematized. The theoretical significance of the work consists in clarifying the concept of "school difficulties", identifying their specificity in primary school age. The practical significance consists in the fact that the obtained data can be used to improve the provision of psychological and pedagogical support for students, organizing the prevention and correction of school difficulties. The results of the study may be useful for teachers and educational psychologists when interacting with primary school students with difficulties in learning, communication, socialization, designing developmental, correctional-developmental, preventive programs, programs for individualization of education, and educating parents.

The relevance of the research problem is determined by the need to develop foreign language communicative competence and discussion culture among university students, which are fundamental for effective intercultural interaction and successful professional activity in the context of modern globalization. Contemporary linguistic education aims not only at acquiring language knowledge but also at fostering critical thinking, the ability to clearly and argumentatively express one’s views, as well as developing interpersonal communication skills in a foreign language. The aim of this study is to reveal the discussion potential of Siegfried Lenz’s short story “A Night in the Hotel,” with a focus on its philosophical and life themes, to effectively organize multi-stage work in a discussion club. This is intended to develop key components of discursive and communicative competence in students studying German as their first or second foreign language, including the ability to analyze semantic aspects of the text, formulate a reasoned position, and have a productive dialogue. The main research methods include linguistic and cultural analysis, interpretive analysis of authentic literary texts, and the use of discussion technologies and practice-oriented forms of work. Working with a profound philosophical work by a well-known German-speaking author within a German-language conversation club stimulates students to comprehensively interpret the text and develop critical and analytical thinking, activates motivation to learn the foreign language, and fosters discussion culture. The theoretical significance of the article lies in summarizing modern concepts of developing foreign language communicative competence, integrating cultural components, and discursive practices into the language learning process. The practical significance is manifested in the development of methodological recommendations for organizing comprehensive work with authentic literary texts and applying discussion methods, which contributes to the development of students’ universal communicative and intercultural competences, demanded in professional and social spheres. Systematic implementation of discussion technologies and working with substantial literary texts in a foreign language can become an effective tool for preparing students for successful foreign language communication and the development of dialogue culture in modern higher studies.

This article examines the moral education of schoolchildren based on national values, a crucial task in today's world, where globalization and information technology are blurring boundaries. The relevance of this research topic stems from significant changes in the value orientations of today's youth, the lack of clear moral guidelines, and the strategic objective set in Decree No. 309 of the President of the Russian Federation dated May 7, 2024, on nurturing a harmoniously developed, patriotic, and socially responsible individual based on traditional Russian spiritual, moral, cultural, and historical values. A lack of comprehensive research proposing specific mechanisms and technologies for integrating national values into everyday school practice is noted, as well as challenges in implementing educational work, such as formalism and the lack of a methodological framework. The aim of this study is to identify the role of national values in the moral education of schoolchildren and determine the pedagogical conditions for its effective implementation. The study is based on a comprehensive, axiological, historical-pedagogical, and socio-functional methodological approaches. To achieve the stated goals, theoretical methods (analysis and synthesis, comparative analysis, deductive and inductive approaches, classification and systematization) and empirical methods were used. Among the empirical methods, pedagogical observation (to record moral qualities and attitudes toward national values) and anonymous surveys of schoolchildren and teachers (to identify the development of national value orientations and evaluate educational practices) were used. Interviews with parents and a study of student activity products were also conducted. The results of the study demonstrate the effectiveness of using national values for the moral education of schoolchildren. The survey of schoolchildren revealed that schoolchildren value patriotism but are weak in active advocacy and social activism. Teachers are aware of the importance of education, but they consider their methods to be ineffective and need to improve their qualifications. National values form the basis for the moral education of schoolchildren. The theoretical significance of this study lies in its complementarity with existing approaches to the moral education of schoolchildren, systematization of modern views, and highlighting the role of national values in the educational process. The practical significance of this work lies in the fact that its results can be used to develop curricula and extracurricular activities, as well as for teacher training.

The relevance of the study is due to the complex of modern challenges faced by the Russian education system: geopolitical changes, globalization and digitalization processes. In these conditions, the task of preserving and developing ethnocultural diversity, in particular, the culture and traditions of the Udmurt people, is of particular importance. A key role in solving this problem is given to the teacher, whose own developed national identity and the ability to use modern tools to educate schoolchildren are becoming especially important. The aim of the article is to determine the role and potential of media pedagogy in the development of the Finno-Ugric identity of student teachers in the Udmurt Republic. The work is experimental in nature and relies on a combination of methods: questioning and interviewing students of a pedagogical university, analyzing essays by schoolchildren and student teachers, as well as a method of expert assessments to identify key factors affecting the development of national identity. The study revealed a contradictory situation. On the one hand, student teachers have a fairly high level of personal Finno-Ugric identity. On the other hand, significant gaps were found in their preparation for the use of media technologies to develop this identity among schoolchildren. Analysis of the essays showed that students understand insufficient manifestation of the ethnocultural component in the work of a modern school and expect its strengthening in the "school of the future." At the same time, preservice teachers demonstrate limited awareness of specific media resources and weak readiness for their practical use for educational purposes. The results of the work emphasize the need to integrate media pedagogy into the teacher training system. At the theoretical level, the study justifies the importance of the teacher's media competence as a key condition for effective ethnocultural education. At the practical level, recommendations have been developed for the educational policy of the Udmurt Republic: the introduction of special courses in media pedagogy into the curricula of pedagogical universities, the creation of school media centers focused on the production of ethnocultural content, and the development of partnerships between educational organizations and national media.

The relevance of the study is justified by the need to individualize trainings for younger adolescents (11-13 years old), who often show resistance, anxiety or hyperactivity in group classes. The aim of the article is to systematize the techniques for adapting training exercises taking into account personal characteristics. Based on the analysis of literature and practical experience, the author proposes original modification of games, techniques and exercises. This approach reduces stress, increases involvement and creates a safe psychological environment for the development of communication skills in adolescents. The article also describes specific techniques for working with protest behavior in adolescents and social isolation.

The relevance of studying women’s self-destructive behavior is determined by its high occurrence and serious consequences for mental and physical health. The aim of the study was to identify psychological factors contributing to such behavior in women aged 18–30. The methods included the Deliberate Self-Harm Inventory (DSHI) and the BIQLI questionnaire, statistical analysis. The results showed that the most frequent forms of self-harm were cutting and scratching; a significant correlation was found between body image dissatisfaction, weight control concerns, and the frequency of self-destructive manifestations.

The relevance of the program is due to the fact that self-efficacy is an important characteristic of a person today, but there are practically no programs to maintain and develop this indicator. The aim of the program is to develop women's self-efficacy. The goal is realized through the impact on the psychological well-being of the participants, which has a relationship with self-efficacy. Comparing the results in the group that participated in testing and the control group, we see that the level of self–efficacy in the group that participated in testing increased at the end of the program, while in the control group it did not.

Adolescents are the most susceptible to information found on various internet resources, which can lead to the distortion of different aspects of their personality, such as their self-esteem. The aim of our study was to examine the specifics of self-esteem among adolescents with varying degrees of Internet addiction. The empirical data obtained allowed us to find out that the self-perception of modern adolescents depends on the specificity of the influencing factors combination, and the degree of Internet addiction is only one of them.