№ 02 (February)

In the context of digitalization of the preschool education system, there are reasonable risks in the field of psychological safety of the child's personality. The widespread use of digital resources in the process of teaching, upbringing and development of preschoolers undoubtedly contributes to a deeper realization of the personal creative potential, intensive cognitive development, stimulates cognitive interest and motivating component of children's activities. At the same time, the problem of the negative impact of digitalization on the emotional sphere of a preschooler actively immersed in the digital world remains relevant. The purpose of the article is to identify the specific features of the use of electronic content in the education, upbringing and development of preschool children in terms of ensuring their psychological safety using the example of the work at the Pelican educational center of M. E. Evseviev Mordovia State Pedagogical University. The research used the following methods: theoretical and comparative analysis of sources, experimental and mathematical methods. The study used several methodological approaches and principles: personality-oriented, activity-based approaches, principles of expediency, polymodality, adaptability, which allowed us to consider digital resources and tools as effective and safe means of teaching, upbringing and development of a child. Understanding the psychological safety of a person as a certain state of the psyche, manifested in the integrity, sustainability of development, adaptability and flexibility of a person, the ability to control oneself, led the authors to the idea that psychological safety is possible only in a comfortable educational environment, as well as under the condition of developing proper requirements for the use of digital tools in working with preschool children. Based on these requirements, its content includes various software and digital products selected in accordance with the training areas of preschool education and relevant areas of additional education for children: cognitive, artistic and aesthetic, socio-communicative and speech developing, physical development, sports and health protection, the development of natural scientific thinking and technical creativity. The authors have identified positive dynamics in the level of emotional intelligence development, anxiety and negative emotional states of children. The results obtained show that it was possible to ensure the psychological safety of preschoolers with the active use of digital resources and technologies. The theoretical significance and novelty of the study lies in identifying the methodological foundations and specifics of the use of digital resources in working with preschoolers without compromising psychological safety. The practical significance of the study lies in the fact that the results and conclusions obtained will contribute to improving the process of digitalization of preschool education, ensuring the personal psychological comfort of the children with the active use of digital resources.

According to the current regulations, achieving a high degree of “digital maturity” of the education sector on the basis of a unified, high-quality, safe educational space is a strategic direction for the development of the Russian Federation. The procedure of the state final certification (SFC) is a mandatory part of educational programs at higher education institutions. The effectiveness of the SFC procedure in higher education institutions can be improved by eliminating a number of problems. The main ones include significant time costs for organizational processes, lack of an effective tool for interaction between graduates and supervisors, and the need to manually fill out paper documentation. The solution is the implementation of an information system to automate the management of certification processes. The aim of the article is to use information technologies for working out an automated system that supports the management of state final certification in higher education institutions to reduce time costs for organizational processes. The leading method of research is empirical analysis, survey and interviewing, study of world experience of information technology implementation in the educational process, analysis of regulations of state final certification in various educational institutions to identify the problems and requirements for the information system – web application with client-server architecture. At the stage of system design the actors were identified and their roles were described, functional and other requirements to the system were formulated, UML-diagrams for modeling user interaction in the system and data flows were developed. The developed client-server application has successfully passed a series of functional, load and usability testing. The documentation on implementation and operation of the system was formed, recommendations for continuing work on it were described. The possibilities of improving the architecture and realized functions of the application using computer vision methods and integration with information systems of higher education institutions were evaluated. Theoretical significance of the research: generalization of the world experience in the implementation of information technologies in the educational process. The approaches described in the work can be adapted to the realities of the Russian educational system. The practical significance of the work lies in the fact that the implementation of its results will ensure the reduction of time costs for organizational processes of the SFC procedure, improving the quality of process management, increasing accessibility for all participants of the educational process.

The relevance of studying the impact of artificial intelligence (AI) technologies on teaching foreign language to students of non-language departments is determined by the rapid development of modern AI technologies and the insufficient clarity regarding their influence on the effectiveness of education. The aim of this study is to assess the nature and boundaries of the influence of AI technologies on the effectiveness of foreign language teaching to students of non-language departments and to develop recommendations for their careful use. The study is based on methods of analysing scientific literature on the topic, systematization, content analysis, and data synthesis to develop recommendations for using AI in foreign language education. The research involves the systematization of theoretical aspects of AI use in foreign language teaching, identifying positive and negative factors influencing the effectiveness of teaching students who do not major in linguistics. It highlights that AI has significant and, in some cases, extensive potential for positive impact. The results of content analysis of publications on AI in education are described, revealing key trends and contradictions and identifying positive, negative, and neutral factors influencing foreign language education for non-language majoring students, which define the conceptual boundaries of its impact on educational effectiveness. Recommendations are proposed for the careful use of AI in foreign language teaching to students of non-language departments, aimed at enhancing the effectiveness of education and minimizing potential risks. The theoretical significance of the research lies in the systematization of issues related to the use of AI in foreign language education and assessing its impact on the effectiveness of teaching students of non-language departments. The practical significance lies in the potential application of the developed recommendations by foreign language teachers to improve the efficiency of teaching students of non-language departments with the use of AI technologies.

The relevance of the study is due to the fact that the effectiveness of the development of methodological and other components of professional competence depends on various aspects of educational organizations functioning (resources, personnel, contingent, external environment, etc.). At the same time, the dependence on these factors is especially significant for schools with low educational results. These aspects are taken into account within the framework of the implementation of personalized support for the development of teachers' methodological competence. In this regard, the problems of the study are the factors influencing the educational achievements of students in schools with low educational results, which must be taken into account when implementing a personalized approach to teachers’ advanced training. The aim of this study is to analyze the potential of personalized support for the development of methodological competence of teachers at schools with low educational results. The main part presents an analysis of scientific literature on the problem of studying the professional competences of teachers and the relationship of professional and personal characteristics of teachers with the learning achievements of schoolchildren. The essence, concept, levels of development of teachers' methodological competence, the main forms and methods of studying teachers' competences used by domestic and foreign scientists are described. The results of the study showed the effectiveness of using a personalized approach to the development of methodological competence of teachers at schools with low educational results. The theoretical significance lies in the fact that the article analyzes scientific approaches to the study of teachers' methodological competence, clarifies its content and structure for teachers at schools with low educational results. The practical significance lies in the fact that the developed model of personalized support for the development of professional competences of teachers at schools with low educational results opens up fundamentally new opportunities for building a system of adult education according to individual educational programs and organizing individual training sessions and routes.

The article discusses the issue of the reading literacy formation in the native (Yakut) and Russian languages. The relevance of the study is due to the importance of the successful formation of reading skills among primary school students as one of the basic educational outcomes and components of functional literacy, as well as to the lack of up-to-date data on the condition of reading activity in two languages and methods of its diagnostics at the modern stage of bilingual education development in the Republic of Sakha (Yakutia).The aim of the study is to describe the current state of reading activity in the Yakut and Russian languages and to work out diagnostic materials for the quality of reading literacy in bilingual children. The methodological basis of the research consists of situational, competence-based and empirical approaches, in which pedagogical observation was conducted in urban and rural schools, contextual questioning of three target groups (primary school teachers, parents of younger schoolchildren and students in grades 1-4 of Yakut schools). The results of previous research on the topic of bilingual education were reinterpreted in terms of reading skills, international methods of reading literacy measurements among primary school students and selected methodological developments were studied. As a result of the research, empirical data were obtained on the current state of reading activity of primary school students in two languages, including comparative aspects. Besides, diagnostic materials designed to identify the quality of reading literacy in their native (Yakut) and Russian languages were developed. The author came to the conclusion that diagnostic materials require prolonged experimental verification and testing in primary schools with the native language of instruction. The theoretical significance of the research lies in the concretization of the methodological and linguistic-didactic foundations of reading literacy formation among bilingual students. The practical significance is determined by the prospects for the maximum use of methodological recommendations and educational and practical materials in the educational activities by teachers at Yakut schools for the formation of reading literacy in the Sakha language among primary school students.

The development of artificial intelligence (AI) technologies in the educational process of a modern university is one of the most important areas for improving the university's digital educational environment. The authors propose a hypothesis about the desire of students to use AI tools in all possible cases, both in learning and scientific activities. The aim of the study is to express the opinion of students about the use of AI in educational and research activities at the university. In the course of the research, theoretical methods were used, which consisted in analysing and systematizing the provisions of domestic and foreign scientific literature on the research problem. Empirical methods were implemented in the process of conducting an online survey of students at a technical university – Ryazan State Radio Engineering University named after V. F. Utkin. The survey involved 537 respondents aged 18 to 24 years and older, 70% of them were male and 30% were female. It has been revealed that at the moment students actively use ChatGPT in their learning activities, but they do it very carefully and cautiously. There is an understanding that AI can make mistakes, convey subjectivity, bias, and inaccuracy from texts by various authors. It is concluded that the use of neural networks and AI technologies is a strategic direction for the development of the educational process in modern universities. The novelty of the research lies in the fact that, based on the analysis of scientific works by Russian and foreign authors, survey materials of students and their own experience, the authors found out: the didactic importance of more active development of analytical and critical thinking among students; the directions of their training in correct ways of interacting with AI in the educational and scientific activity; the necessity of developing digital didactics in relation to the level of higher education is substantiated. The theoretical significance lies in enriching the theory of vocational education in terms of developing a set of issues to identify students' attitudes to the use of neural networks and AI technologies and in providing the academic community with an analysis of the student survey results. The practical significance lies in the possibility of applying the research results in the process of working with university students, to develop digital didactics in order to deepen and expand the potential of using neural networks and AI technologies, to explain to students the legitimacy of using the newest technologies.

In the modern period of Russia's development, it is of particular importance to study methods and mechanisms for increasing the social responsibility of young people as a part of society, which can positively influence the resolution of social and economic crises. One of these mechanisms is the implementation of social projects. Many grant competitions have been established in Russia from public and private foundations and organizations, but the activity of young people in these competitions is not high enough. To investigate the possible motives for their participation, the author of this article found out that one of the reasons for the lack of engagement was the low quality of instructing young people to submit grant applications. The aim of this article is to work out a training model for preparing grant applications and their components as a way to increase the social responsibility of young people. To achieve this goal, we used such methods as data and document analysis, compilation, classification, generalization, sociological research methods, and statistical information analysis. The theoretical basis for our research includes philosophical theories and scientific materials on topics like the socio-cultural characteristics of young people, technologies for fostering social activity and responsibility, causes of low social engagement, methods for measuring social activity, and modern educational technologies. As a result of our research, we presented the approaches of scholars to the concept of social responsibility and philosophical ideas on human social responsibility. The content of the training model for preparing grant applications includes its various components, such as normative, methodological, personnel, substantive, and evaluative. It also includes principles, directions for pedagogical work, teaching methods, and approaches to evaluating results. The theoretical significance of this research lies in the scientifically based modeling of the educational process and the analysis of current training programs for preparing grant applicants. This research contributes to the development of a theoretical understanding of how to effectively prepare young people for grant applications and develop their social responsibility. Practically, this research can be applied by teachers and experts in grant competitions to develop the content of their training programs. It can also be used by organizations that work with young people to support grant activities and promote social responsibility.

The relevance of the study is dictated by the high practical significance of the study of axiological aspects of the problem of deficiencies in the professional development of teachers in order to predict and eliminate the risks of their deskilling in the educational space of a special (correctional) educational institution and the fragmentary nature of its study. The aim of the article is to theoretically substantiate, identify and discuss the results of the study of axiological deficiencies in the professional development of teachers. The axiological approach, as applied to the professional development of teachers, makes it possible to focus on the internal value-meaning determination of this process, unfolding in self-education, self-cognition, improvement of oneself, one's inner world, personal qualities and professional competences. The theoretical analysis of the problem allowed us to find out that the axiological deficit in the professional development of teachers is manifested in the absence of orientations toward continuous development of professional competences in the hierarchy of teachers' values, with the dominance of values that limit the subjective involvement of the teacher in the processes of professional development. Axiological deficiencies in the professional development of teachers in a correctional school were identified and analyzed in the course of the empirical study. These were the rejection by teachers of value orientations toward public recognition and creativity, as well as an indifferent attitude toward the values of productive life, development and knowledge. The authors found and interpreted correlations between the indicators of value orientations and the factors of professional development of teachers. The results obtained allow us to conclude that the professional development of teachers is mediated by their value orientations, which determine the direction, content and sustainability of this process. The theoretical significance of the obtained results consists in the development of scientific ideas in the issues of phenomenology and structural-content analysis of the professional development of teachers and its deficiencies of an axiological nature. The obtained results of the study can be in demand in the practice of the heads of educational organizations and heads of school methodological associations when planning individual educational routes of teaching staff.

The relevance of learning Russian as a foreign language in China is manifested in the growing number of students choosing it as a second foreign language. In addition, learning Russian provides an opportunity to better understand the history, culture and traditions of Russia, a country with which China has long-standing historical, economic and political ties. Online platforms and applications for learning foreign languages offer a variety of resources and opportunities for students to choose and adapt their own learning program. Video communication and online conferencing technologies allow students to communicate and study from virtually anywhere in the world. Technological trends in teaching Russian as a foreign language to Chinese students have great potential for development and attraction of even more students. The aim of this article is to analyze the relevance, prospects and technological trends in learning Russian as a foreign language in China, showing the role of online platforms and applications in learning. The article outlines a number of approaches taken as a basis for the conducted research: analysis of the relevance of the issue (assessment of Chinese students' interest in learning Russian, associated with the growing economic and political role of China and the strengthening of Russian-Chinese relations); determination of prospects (assessment of the potential for the development of Russian language teaching in China, conditioned by the development of modern technologies); highlighting technological trends; comparison of the effectiveness of online and offline teaching methods with a conclusion about the advantage of a combined approach. In general, the study uses a descriptive approach based on the analysis of data on the prevalence and effectiveness of various methods of teaching Russian in China. The main findings of the article include the conclusion that apps and online platforms are revolutionizing the study of Russian by Chinese students. Apps offer interactive lessons, personalized recommendations and access to a variety of learning materials, allowing you to study anytime and anywhere. Online platforms provide webinars, courses, and individual lessons with teachers, as well as the technical possibility to record and re-watch lessons. The article describes the prospects and problems of introducing technological innovations into teaching Russian as a foreign language in China. The theoretical application of the research results lies in demonstrating the effectiveness of using modern technologies (mobile applications, online platforms, WeChat) in teaching Russian as a foreign language. The study touches on cultural aspects, showing how the choice of online resources and applications is determined by the cultural preferences and habits of Chinese students. This contributes to understanding the influence of culture on the learning process. The practical application of the findings of the article is possible in the development of online courses in the Russian language designed for Chinese students, taking into account the specifics of their needs and preferences, as well as for improving the qualifications of Russian language teachers working with Chinese students.

The relevance of the research topic is largely determined by the practical prevalence of morally outdated methods of organizing the learning process, the need for their transformation in order to train competitive specialists in the field of law. The main purpose of this study is to work out measures to improve the educational process, to develop algorithms (methods and techniques) for using digital tools in teaching activities through the prism of accumulated theoretical and empirical material. The article analyzes the provisions of the national pedagogical and legal doctrine and normative legal sources on controversial issues of the organization of the educational process in educational organizations and institutions of higher education in the context of continuous integration of digital tools into the professional activities of teachers and lecturers. The issues of theoretical and applied nature on the stated problem are studied, the trajectory of the development of means and methods of organizing the educational process in the foreseeable future is outlined. At the same time, a comprehensive analysis of theoretical and empirical material on the use of digital tools in the educational process when teaching legal disciplines was carried out, the opinions and positions of domestic and foreign researchers were studied. The theoretical significance of the obtained results lies in the possibility of their use in other scientific works on the organization of the educational process, the development of basic methods and techniques of "teaching". The practical significance of the research results is revealed in the possibility of their use in the preparation of educational and methodological material on legal disciplines. The conclusions and recommendations presented by the author of the publication on improving the educational process in educational institutions and organizations of a legal profile are the quintessence of the accumulated professional experience in teaching related disciplines on the basis of the Samara State University of Economics.

In the Russian education system, game-based learning is gaining increasing popularity due to its appeal to modern students. Quest, as an interactive game technology, is widely used for developing foreign language communicative competence. However, the analysis of literature shows that typically web quests, rather than offline quests, are used for developing socio-cultural competence. The aim of this article is to study the motivational and didactic potential of offline quests in forming students’ socio-cultural portrait of their native country by means of a foreign language. This paper uses the English language teaching as an example. The methodological basis of the research includes: a multicultural approach in foreign language teaching, ideas of gamification in education, concepts of interactive foreign language learning and developing motivation, the concept of developing learners’ socio-cultural competence, and an algorithm for using quests in foreign language teaching. The authors conducted a trial experimental study to determine the learners’ attitudes towards quests as a means of acquiring knowledge about their native country in a foreign language. They also assessed the effectiveness of quest technology in generating this knowledge. The authors developed and implemented a quest called "Let Us Travel around Russia" for students aged 15–17, and conducted a questionnaire and post-quest testing. The research showed the following results: 1) the analysis of the questionnaire revealed a positive attitude of students towards participating in an offline quest in a foreign language and studying socio-cultural material about their native country in this format; 2) the analysis of the tests showed the effectiveness of developing learners’ knowledge after the quest. The theoretical significance of the study lies in the systematic analysis of scientific and methodological literature on the issue of using quests for the development of socio-cultural competence. The study also has practical significance since the developed tasks can be used both for conducting similar quests and for classroom work aimed at forming students' socio-cultural competence.

Technology intensive enterprises (TIEs) are experiencing a new stage of transformation of their activities influenced by the industrial revolution 5.0. Human centricity, the demand for digital, entrepreneurial and research competences (RC) in the labor market are the key ideas of the “Industry 5.0” concept that determined the current challenges for TIEs. The Russian Federation focuses on achieving technological leadership. It determines the technology intensive enterprises’ strategic objectives; their solutions call for specialists who should consider scientific research as the basis for their professional and personal development in the professional field. University graduates will replenish the intellectual potential of TIEs in the Russian economy leading sectors. In this regard, a future specialist’s participation in research activities conducted at the university is of particular importance. All of the above determines the relevance of the problem of a future specialist’s research competence development for TIEs under Industry 5.0. At the same time, the RC essence as a pedagogical phenomenon still remains insufficiently studied. Hence, it determines the research aim – to reveal the essence of a future specialist’s research competence for technology intensive enterprises under Industry 5.0. on the basis of the conducted theoretical analysis. The leading methodological approaches are competence-activity, person-centered and polysubjective approaches. The competence-activity approach specifies RC content concept as personal qualities to attain graduates’ professional potential in activities connected with TIEs’ problem solving. The person-centered approach associates RC with future specialists’ personal characteristics as prerequisites for their professional activity in the TIEs. The polysubject approach considers the influence of the modern TIEs’ characteristics on the RC content. The following theoretical results were obtained: TIEs’ characteristics influencing the research competence of a future specialist were identified; the pedagogical essence of research competence was revealed and the content of research competence concept was specified; the five-component structure of research competence was proposed. The practical significance of the article lies in the study of JSC “Russian Railways” as a technology intensive enterprise according to the highlighted characteristics that allow us to specify the content of structural components of research competence of a future specialist.

The relevance of the study is determined by society's need for sustainable development in the regions of the Russian North and, consequently, for the preparation of highly qualified specialists, including teaching staff. Since the competence-based approach is fundamental for defining the goals, content, and assessment of educational activities, the degree of a teacher's professionalism is determined by the level of formation of competences necessary for educational activities. The aim of the study is to develop a matrix of northern competences for foreign language school teachers. Based on the competence-based approach, the definition has been expanded and a matrix of northern competences for school foreign language teachers has been developed during the research. To identify the level of northern competences formation, a survey was conducted among 88 teachers who teach foreign languages in schools in Petrozavodsk and some northern districts of Karelia. The results of the study showed that the level of unique northern competences formation among foreign language teachers in the Republic of Karelia is different. It was found that the degree of formation of four key components of unique northern competences varies between teachers in Petrozavodsk and those in other districts of Karelia. The level of subject competence is higher in Petrozavodsk; the level of methodological competence is similar, but it is slightly higher among teachers working in Petrozavodsk; the level of ICT competence is the same; the level of reflective-evaluative competence is comparable, but teachers in schools and districts of the republic show significantly lower levels of satisfaction with their pedagogical results. The theoretical significance of the study lies in clarifying and expanding the content of professional competence for foreign language teachers in Northern and Arctic zones of Russia through the development of a matrix of northern competences for school foreign language teachers. The practical significance of the study is that its results can be used to work out a professional development program for school foreign language teachers in the regions of the Russian North, create a corpus of texts based on foreign-language ethnocultural material and corresponding educational workouts, and synchronize the sociocultural content of the educational-methodological complex for foreign language disciplines with topics from the general education program.

The relevance of this study stems from the need to integrate emotional intelligence into language education in the context of global digitalization. Modern requirements for linguists' training involve not only the development of language competences but also the cultivation of emotional intelligence as a key component of professional competence in the context of digital transformation in education. The study aims to develop, theoretically substantiate, and experimentally verify the effectiveness of a modular educational model designed to integrate the development of language competences and emotional intelligence of linguistics students in a digital educational environment. The research methodology is based on systematic and competency-based approaches, allowing us to consider social-emotional learning as a holistic process of developing professional and personal qualities. The study employed theoretical methods (analysis of scientific literature, modeling of the educational process) and empirical methods (pedagogical experiment, testing, surveys, expert evaluation). Five interconnected educational modules were developed and experimentally tested: "Global Emotions," "Human Stories," "Digital Humanity," "Emotional Mentorship," and "Community Service in English." Each module includes a system of exercises aimed at simultaneously developing language skills and emotional intelligence. The experimental verification of the model's effectiveness was conducted over one semester with 60 linguistics students. The experimental results demonstrated statistically significant differences between groups: participants in the experimental group showed substantial improvement in emotional intelligence indicators (17.9% increase) and language competences (24.9% increase) compared to the control group (5.0% and 10.1%, respectively). Qualitative analysis of the results confirmed improved emotional expression skills in written communication and enhanced intercultural empathy. The theoretical significance of the research lies in substantiating the relationship between emotional intelligence and language competences, as well as developing a conceptual model for their integrated development. The practical significance consists in creating and validating specific educational modules ready for implementation in higher linguistic education.

Economic processes are inseparable from the life of each person, therefore it is so important to form economic culture in students who, sooner or later, depending on their age and course of study, embark on the path of making independent economic decisions. In order to make rational economic decisions that are beneficial both to themselves and to the state of which they are members, it is necessary to develop a culture of this kind of activity. Ultimately, the dynamism and sustainability of the development of the economy of the entire state will depend on the degree of development of the economic culture of citizens. Therefore, teachers face the difficult task of economic education and enlightenment of the Russian student community. The aim of our article was to study and analyze the views of domestic and foreign authors on the essence of the concepts of "culture" and "economic culture", to determine the structural elements of the latter and to generalize the characteristics of its formation in university students. The study of the problem was carried out using such methods as analysis, synthesis, and generalization. The analysis of domestic and foreign literary sources allowed us to identify the essential characteristics of economic culture, its components, and, on their basis, to formulate the authors’ original definition of this concept. Besides, our study resulted in summarizing the characteristic features of the process of economic culture formation among students in the system of higher education. The theoretical significance of the article lies in the analysis of the views of domestic and foreign authors on the essence of the concepts of "culture" and "economic culture", the definition of its structural elements. The practical significance is in the generalization of the characteristic features of the formation of economic culture among students of higher educational institutions, which must be taken into account by teachers when developing and implementing educational programs, as well as extracurricular work with students. Among them, the following were identified: continuity and consistency, basic economic disciplines that form the core of the educational process, interdisciplinary approach, active learning, integration of theoretical knowledge with practical experience, the influence of digital literacy and international cooperation, the significant role of teachers and educational programs, regular assessment of results.

The modern sphere of education in Russia is aimed at strengthening traditional spiritual and moral values. According to the Decree of the President of the Russian Federation of November 9, 2022 No. 809, a special place among them take such values as citizenship, high moral ideals and historical memory. They form the basis for schoolchildren to realize their belonging to the civil community and the cultural basis of the country - the basis of their civic identity. But the experience of the existence of the state-administrative system of Russian general education demonstrates the need for a methodological development of conditions for the implementation of a schoolchild's civic identity. These conditions should support the student's activities, when the child not only develops an idea of values but also appropriates them. The aim of the article is to describe the technology of designing board games with students as a condition for the development of their civic identity. The leading approach to designing board games with students is the idea of a person as a social unit and a unique personality with the ability to identify and seclude oneself. The authors of the article distinguish four interrelated blocks in the described technology: a block of forming opportunities for the implementation of their civic identity by schoolchildren; a block describing the stages and guidelines in designing board games with students; a board game model; an evaluative and demonstrative block. To confirm the effectiveness of the proposed technology, the project "Vyatka through the eyes of children" was implemented from the 2023 to 2024 academic year. As a result of the study, the authors found a positive relationship between the activity of designing board games with students and the development of their civic identity. The theoretical significance of the article stems from the authors' contribution to the development of scientific ideas about the conditions for the development of schoolchildren's civic identity. Practical application of the technology of designing board games with students in education allow us to achieve the most effective results in the development of the civic identity of schoolchildren.

Modern scientific knowledge and the social picture of the world dictate new goals and identify new values of education. Post-non-classical science, philosophical and cultural post-modernism, sociological post-materialism and the media environment are the result of a centuries-old process of evolution of the natural and social in man, capturing all of his/her surrounding space. The trend of media development of the sociocultural environment has launched a process of reducing the level of learning motivation among adolescents within the framework of school geographical education. This requires organizing geography lessons taking into account the motivational component, in particular, increasing the level of learning motivation through the development of the experience of personal self-awareness, formation of a cultural and geographical picture of the world. In this line of reasoning, it is possible to put forward a new form of unity of post-non-classical education and culture in the mind of the student - art memes within the framework of meme art technology. The aim of the study is to evaluate the effectiveness of introducing meme-art technology to increase students' learning motivation. The research methods were: theoretical analysis, synthesis, modeling; survey, pedagogical experiment; methods of mathematical statistics; diagnostic tools – “Methodology for studying the learning motivation of older adolescents at the stage of graduating from high school (for 9th grade students)” (M.I. Lukyanova, N.V. Kalinina). The methodology for using meme-art technology aimed at increasing the learning motivation of schoolchildren was tested in a pedagogical experiment on the basis of Municipal Budgetary Educational Institution “Secondary School No. 2” in the town of Chernyanka, Belgorod Region. The formative stage of the pedagogical experiment made it possible to prove the effectiveness of meme-art technology in increasing the level of learning motivation of schoolchildren to study a geography course. The theoretical significance of the study lies in justification of the meme-art technology introduction into the educational process in geography, taking into account the age characteristics of adolescents and generation Z. The practical significance of the work lies in the possibility of using the developed materials by geography teachers in preparation for lessons and extracurricular activities.

The paper attempts to characterize the Dunning-Kruger effect from the point of view of the psychological content of socially conditioned cognitive errors (distortions). The Dunning-Kruger effect is understood as the tendency of people with a low level of competence to make erroneous conclusions and wrong decisions, but unable to realize this due to the low level of their competence. A study was conducted in order to specify the psychological content of the effect. The results showed that the psychological characteristics that contribute to the manifestation of the Dunning-Kruger effect include inflated self-esteem and anticipatory inadequacy of the individual.

The relevance of the study is due to the fact that the examination of the psychophysiological condition of students can become a criterion for finding effective ways to improve their performance and maintain health. The aim of the work is to assess the psychophysiological condition of students after the winter holidays and to offer recommendations for improving performance based on the results obtained. As a result of the comparative analysis, a decrease in the psychophysiological indicators of students after the winter holidays was revealed in comparison with the data obtained in the intersession period. Recommendations for restoring the body resources of students are proposed.