№ 01 (January)

Anton Semenovich Makarenko determined in many respects the direction of pedagogical thought development both in the USSR and influenced the pedagogy of other countries. His works are devoted to labor education in a team, the organization of labor and aesthetic education and the development of conscious discipline. Despite the fact that his work dates back to the past century, his ideas still resonate with modern educators in different countries and remain relevant in modern realities, where the economic success of a country is directly related to the quality of education. One of the countries which economic success has attracted everyone's attention is Japan. The purpose of this article is to examine what contribution the works of A.S. Makarenko made to the formation of the idea of pedagogical relations in Japanese schools. The leading approaches to the study of this topic were historiographic, comparative pedagogical, retrospective ones, analysis, generalization, etc. The author analyzes how Makarenko's ideas could come to the pedagogical world of Japan and makes a review of some works of Japanese scholars devoted to their study. The dynamics and reasons for the popularity of Makarenko's ideas among Japanese educators are considered, and examples of those methods that were brought into Japanese reality are given. A.S. Makarenko can be called one of the pioneers in the development of a conscious approach to the process of pedagogical interaction. Information about his work came to Japan mainly from East Germany in the post-war period on the wave of democratization, which probably served as one of the reasons for Japan's successful overcoming the post-war crisis and further economic prosperity. The theoretical significance of the article lies in the importance of studying the phenomenon of pedagogical interaction itself, the quality of which, in turn, is directly related to the level of knowledge and skills acquisition by students. Besides, there is a need to update the universal methods in pedagogy formulated by A.S. Makarenko based on his unique experience. The practical significance of the article is due to the need to expand pedagogical interaction in educational organizations in order to improve the quality of education.

In today's world, foreign language teaching is becoming more and more demanded, especially among Chinese students who are eager to broaden their knowledge and cultural horizons. However, teaching Russian as a foreign language can be challenging due to the differences in grammar, vocabulary and sound system compared to Chinese. China and Russia have a long history of interaction, both politically and economically as well as culturally. Therefore, the knowledge of Russian language for the Chinese can be a key to enhancing opportunities for co-operation and understanding of each other. Interest in learning Russian among foreign students is also driven by the desire to study in Russian educational institutions, participation in international projects, and the development of tourism between the two countries. Due to the increasingly active economic ties between China and Russia, knowledge of Russian opens the door to new business and career opportunities for Chinese specialists. The authors present some methodological techniques aimed at developing foreign language communicative competence of Chinese students in Russian as a foreign language. The use of artificial intelligence tools can improve the process of teaching a foreign language, especially when it comes to such specific categories of learners as students from China. The use of interactive online platforms, virtual and augmented reality for learning is an important methodological technique. With the help of such ways of organizing the learning process, students can not only learn Russian at a convenient time and pace, but also receive feedback from the artificial intelligence on their successes and mistakes. This allows students to immediately see the results of their learning and correct their actions. The aim of the article is to investigate the application of different methodological techniques in the practice of teaching Russian as a foreign language to Chinese students with the use of artificial intelligence technologies. The main results of the study showed that the considered methods allow Chinese students to become more actively involved in the learning process, to develop their creative and cognitive activity. The use of artificial intelligence in teaching foreign languages allows us to effectively monitor the progress of each student and adapt teaching materials according to their needs. Regular data analysis helps to identify the individual weaknesses and strengths of each learner, which contributes to a more accurate adjustment of the educational process trajectory. Thus, the use of artificial intelligence technologies in teaching Russian as a foreign language to Chinese students allows us to effectively structure the learning process in accordance with the individual needs of students and improve their results in learning the Russian language

The article suggests turning to the pedagogical ideas of Froebel and the Theory of Inventive Problem Solving (TRIZ) by G. Altshuller with the aim of adapting them to new learning models, including foreign language lessons. Neither of these technologies has yet been adapted to the subject of "Foreign Language" in primary school, which underlies the relevance and novelty of our research. The purpose of the article is to demonstrate a system of work in English language classes for primary school pupils based on the conceptual provisions of "Froebel's Gifts" and TRIZ-based learning, which are based on the development of creative thinking. Pedagogical renovation will allow us to rethink the unique past experience and adapt it to new educational principles. The value of these two technologies lies in the fact that they provide an opportunity to reveal the child's creative potential. They are united by innovation and a student-centered model of education. This is expressed in the system of conducting classes, methods and techniques, the main goal of which is the principle of creative teaching. The theoretical significance of the article lies in the adaptation of the classical pedagogical concepts of Friedrich Froebel and the Theory of Inventive Problem Solving (TRIZ) of Genrikh Altshuller to modern educational realities. The article presents a synthesis of these concepts, which combine approaches to the development of creative thinking in primary school pupils in the process of learning foreign languages. An important contribution is the justification of the relevance of old theories in the era of information technologies, which proves the viability of Froebel's pedagogical ideas and their potential to stimulate the creative thinking of students, which has theoretical value for subsequent research in the field of pedagogy and the psychology of creativity. In addition, it is theoretically significant that TRIZ, traditionally used in technical sciences, is considered in this work as a tool for developing divergent thinking in the field of linguistic education. The practical significance of the article is manifested in the proposed methodology for using "Froebel's Gifts" and elements of TRIZ in foreign language lessons in primary school. The article provides examples of specific exercises that help develop not only lexical and grammatical skills in children, but also their creative abilities. The practical results of the study show that the use of interdisciplinary integration and game-based methods increases the interest of primary school pupils in learning and contributes to a better understanding of the educational material, as well as the development of skills in solving creative problems, which can be useful for teachers in developing effective educational programs.

The relevance of the research is due to the fact that today university teachers face a number of updated requirements, such as mastering the representative technologies skills in order to create and develop their personal brands. While considering the personal brand of teachers as an image developed on their professional activities, personal qualities, values and skills, as well as a combination of professional image and personal characteristics that make them unique and recognizable in the educational environment, then social networks are an effective tool for self-branding. The purpose of this research is to develop a methodology in order to build an interactive personal brand of a university teacher. The survey was conducted at Samara State University of Economics. The research resulted in technology for building an interactive personal brand of a university teacher. It includes 10 stages: defining the idea of a personal brand and targeting a specific audience; developing the concept of a teacher’s personal brand; creation of the unique image in the professional field; development of requirements for the corporate identity of the teacher’s personal brand; creation of corporate identity and attributes; identification of online platforms for promotion; analysis of the content perception by consumers; analysis of competitors; identification and analysis of educational forms and methods of work that are used by domestic and foreign specialists; checking the performance of the indicators that teachers wanted to achieve by developing and promoting their personal brands. The theoretical significance of the work lies in deepening knowledge on the problem of forming a personal brand of a teacher, taking into account the modern interactive educational environment. The practical significance of the study is due to the fact that the authors have identified and described the technology to build the interactive personal brand of a university teacher which consists of 10 stages. The reliability and validity of the results were ensured by a comprehensive analysis of national and foreign scientific research on the problem mentioned, taking into consideration the fundamental methodological principles and the use of methods appropriate to the study. The scientific novelty of the research lies in the fact that the methodology developed by the authors makes it possible to form and improve the self-branding of university teachers for the purpose of their adequate, positive and effective assessment by the employers, students and colleagues.

Development of financial literacy of the population is one of the primary tasks of the modern state. Russian and foreign scientists have proven that the developed skills and abilities in the field of finance directly affect the state and development of the banking and financial system of the country, the amount of savings of citizens, reduce the degree of uncertainty and risk in the stock market and ultimately lead to an increase in the population’s income and well-being. The aim of this work is to study the state of financial literacy of the population using the example of the Samara region and to develop recommendations for the implementation of further measures to improve it. To achieve this goal, such research methods as analysis and synthesis, induction, deduction, comparison, and others were used. The article presents the leading approaches to defining financial literacy, confirms the relationship between progressive economic growth and a high level of formation of financial knowledge and skills among the population. The example of the Samara Region shows that within the framework of the implementation of the Strategy for Improving Financial Literacy, financial knowledge and skills were formed, mainly among schoolchildren, which indicates a violation of the continuity of financial education of citizens and ultimately negatively affects the level of economic development of the region. Technological progress significantly changes the situation around the world and affects the labor market and productivity, as stated in the report of the Russian office of the World Bank "Russian Federation. New Skills for a New Century: Regional Policy". The report notes that the development of such cognitive skills as solving complex problems, as well as socio-behavioral skills, including teamwork, and a combination of competences that promote adaptability (for example, logical financial thinking and self-confidence, including economic ones), is becoming increasingly relevant for successful participation in labor activities and expanding career opportunities. Many countries begin to improve their education systems, adjusting them to modern requirements for teaching these skills. The necessary changes concern all levels of education, including preschool level. Russia is among the 25 countries in the world with high scores in mathematics, reading and natural sciences, but lags behind in learning 21st century skills. This gap must be overcome, since the development of such skills will determine the competitiveness of the Russian workforce in the future. The theoretical significance of the study lies in the analysis of modern approaches to the category of "financial literacy" of both Russian and foreign scientists. The practical significance of the study is expressed in the development of recommendations on the directions of further development of the financial literacy among certain categories of the population using the example of the Samara Region.

The article discusses the problem of training future engineers in terms of building up their general and professional competence. The urgency of this problem is due to the request of the state and society for training highly qualified specialists. The authors analyze conditions for the development of general and professional competence among students of engineering specialties. The relevance of the research topic is due to the need to train engineering personnel at the present time, taking into account the rapidly changing needs of society, the state, and the economy in such personnel. Satisfaction of this need can be ensured exclusively by improving the quality of training of future engineers, primarily by developing their general and special competences. The aim of the study is to analyze the role of natural science disciplines in the formation of the professional competence of future engineers. Research objectives include: characterization of the process of studying natural science disciplines from the perspective of their content, formed in the study of knowledge and ideas; research on the role of natural science disciplines in the formation of the professional competence of future engineers. Within the framework of the study, a systematic approach was applied, which considers competency as a characteristic of a person and a combination of knowledge, abilities, skills, value orientations and work experience. The main results of the study are presented in the form of an identified set of methodological and organizational conditions that ensure the formation of professional competence of future engineers through the study of natural science disciplines. The formation of common and special competences among future engineers is achieved through the formation of comprehensive ideas of the objects of the world around them. Conditions for this are created when studying natural science disciplines. An analysis of the specifics of the content of natural sciences in terms of the possibility to build up general and professional competence of engineering students is presented. The theoretical significance of the study is due to the systematization of knowledge and ideas about the role of natural sciences in the formation of the professional competence of engineering students, the possibilities of the modern education system to ensure a higher level of professional competence. An overview of various authors’ opinions on the conditions for the formation of general and professional competence of engineering students is presented. The practical significance of the study is due to the fact that the identified conditions for training future engineers through the study of natural sciences make it possible to ensure a high level of professional competence among future engineers without transforming the educational process, but only by changing the forms of organization of educational activities. The novelty of the study lies in the fact that the work presents a description of the methodology for developing general and professional competencies in engineering students through the study of natural science disciplines.

The UNESCO World Conference on Arts and Culture Education formulates a course on integrating the processes of teaching music and information technology. The Federal state educational standards of basic general, secondary vocational and higher education levels contain requirements for work programs of the discipline "Informatics", which are common to all training profiles. The aim of the study is to compile a methodological guidebook for the adaptation of computer science work programs to the requirements of educational programs in music educational institutions. The work used such leading theoretical methods as the analysis of pedagogical literature, normative legal documents in the field of education, and technical documentation of software products. The pedagogical experience of mutual enrichment of knowledge and skills in the joint study of engineering and musical subjects is analyzed. The existing programming languages are examined, their technological characteristics and the degree of suitability for the organization of the educational process are compared. The experience of using various environments for music content development has been studied, their advantages and disadvantages have been highlighted. The documents of the Federal State Educational Standard have been studied and a table of the distribution of topics of "Informatics" by education levels has been compiled: grades 8-9, grades 10-11 and courses of special vocational education, courses of higher education. The research resulted in a modification plan for the main sections of the discipline: “General information about the Python programming language”, “Organization of data input and output”, “Programming linear algorithms”, “Programming branching algorithms”, “Programming loops”, “One-dimensional arrays” and others. The theoretical significance of the research consists in the construction of algorithmically and technologically related thematic computer science classes for electronic music programming. The practical significance of the study is demonstrated by the example of the use of a special library of functions developed by the author, which allows students to create programs in Python at a higher, and therefore more accessible level. The paper presents the results of testing the author's methodology in the Moscow educational institution "Academy of Jazz" (basic general and secondary professional musical education).

The relevance of the work is due to the complicating conditions of military-professional activity, which lead to the need for high-quality training of military specialists with a high level of intellectual qualities, where the creation of an innovative educational environment is one of the priority directions for the progressive personal and intellectual development of students. The aim of the article is to develop methodological and pedagogical conditions built in the context of a new vision of learning activity, which contributes to the expansion of the intellectual potential of military cadets. The leading approach to the study was the content analysis of scientific and pedagogical literature, the implementation of which allowed us to systematize the views of scientists and develop the authors’ original idea of the definition of intellectual potential with the argumentation of the structural composition of its determinants. The article provides empirical research, which is represented by conducting diagnostic and formative experiments, organized on the basis of the branch of the Military Training and Scientific Center of the Air Force "Military Air Academy named after Professor N. E. Zhukovsky and Yu. A. Gagarin" in Syzran. The main result of the study was the clarification of the intellectual potential concept in the context of future military professional activity and the substantiation of indicators and criteria for the development of the analyzed category in the process of studying humanities in a military university. The authors designed a model of innovative orientation of the educational process on the basis of the system approach, which has a block-modular structure and contributes to the effective creation of conditions for the development of intellectual potential, which will assist in the operational solution of military-professional tasks. In the article, the authors demonstrate the value of using an e-learning course, the educational component of which consists of practical exercises, designed according to the technology “Step by step” and the technology of creativity development by Sh.A. Amonashvili. The theoretical significance of the study is determined by the specification of the categorical understanding of the intellectual development of students at a military university. The practical use of the results of the work is associated with the possibility of implementing the proposed model of innovative orientation of the educational process in the educational activities of a military university.

The modern labor market needs highly qualified specialists. This is due to the rapid dynamics of technology development and the introduction of innovations into all spheres of society. The demands of the modern state and society for employees who are ready to constantly learn have made adjustments to the system of modern adult education and served as a catalyst for the development of a system of lifelong education. However, it is necessary to develop the ability for continuous learning and self-education at the stage of studying at a university. The aim of the study: to design and test in the educational process the technology of pedagogical support for the cognitive activity of university students when learning martial arts. Leading approaches to the study of the problem: systemic, competence-based, personal activity-oriented and individually differentiated ones. Research methods: analysis of philosophical, psychological and pedagogical sources, scientific periodicals on the topic of research; study of regulatory documentation; pedagogical modeling; empirical methods (participant observation in natural conditions of the educational process, testing, survey, mathematical statistics). The main results of the article: this article presents a scientific and theoretical review of the problem of pedagogical support for students in the educational process in order to develop cognitive activity, the technology of pedagogical support for the cognitive activity of university students in learning martial arts, as well as the results of experimental research proving the effectiveness of the developed technology. The theory of pedagogy of physical education and sports is supplemented with new knowledge about the essence of pedagogical support of students’ cognitive activity, promoting the conscious inclusion of students in the process of self-government (self-knowledge, self-determination, self-organization, self-realization, self-control, self-correction) of psychophysical state to create a personal project. A model of pedagogical support for the cognitive activity of students when learning martial arts at a university has been designed. It is presented as a set of interrelated components (goal, principles, content of activity, stages, forms, criteria, result), which ensures the formation of a system of knowledge, abilities, skills, and motives.

The relevance of the study is determined by the need for scientific and methodological support for the process of designing the subject-spatial environment of children's educational centers at Russian universities in order to provide additional educational services. The opening of such centers is often complicated by the lack of a clear understanding of the substantive and structural-functional content of the subject-spatial environment, developed, on the one hand, on the basis of the regulatory requirements of the Federal State Educational Standard for preschool education, and on the other hand, taking into account the educational needs of preschool children, parents (legal representatives) and requirements in the field of additional education. The aim of the article is to disseminate the experience of creating a subject-spatial environment of an educational center for preschoolers working at the Mordovian State Pedagogical University named after M. E. Evseviev and to determine its key characteristics that influence the efficiency and optimal functioning of this system. Systemic, integrated, activity-based, anthropological, ecological, environmental approaches serve as the methodological basis of the research in the article. We proceed from the results of fundamental and applied research on the design and development of the subject-spatial environment of educational organizations and kindergartens. The key methods are theoretical analysis of regulatory documents and sources, modeling, theoretical and comparative analysis. The results obtained provide the opportunity to reveal the specific features of the construction of the subject-spatial environment of the educational center at a pedagogical university (saturation, variability and transformability, accessibility, safety and multifunctionality). The theoretical significance of the study consists in identifying methodological approaches and principles, specifics of constructing the subject-spatial environment of the educational center at the university. The practical significance consists in the possibility of using the experience of the Mordovian State Pedagogical University named after M. E. Evseviev in creating and developing this environment in the conditions of a pedagogical university.

The relevance of the study is stipulated by the need to examine the role of artificial intelligence (AI) in writing essays in a foreign language by participants in interuniversity competitions. Recently, authors have been abusing the use of neural networks when writing essays, which raises concerns about the role of this stage of the competition in identifying the creative potential of students. In this regard, the aim of the study is to identify the advantages and disadvantages of writing an essay as a competitive stage of the Olympiad in a foreign language and the advisability of holding it. The methods of analysis and synthesis, generalization and comparison served as the methodological basis of the study, which made it possible to present the theoretical foundations of the scientific work, as well as to make a comprehensive analysis of the results of such a stage of the competition as essay writing. The leading approach to the study of the problem should be considered the empirical approach, according to which the use of AI should be limited only to the sphere of processing and analysis of text data, but not an independent author's work. This study and its results confirm the proposed position. Analyzing the experience of holding an interuniversity competition in English at the Rostov State Transport University, the author comes to the conclusion that neural networks capable of producing text are universally available, but such generated work does not meet the requirements for competition participants, it does not express a personalized approach to doing the assignment, which becomes obvious when checking such works, including a comprehensive text borrowing detection system using AI. The scientific study confirms the advisability of holding a competitive test at the interuniversity Olympiad in the form of writing an essay in a foreign language, since this type of written work has a number of advantages: it reveals the creative abilities of students, indicates the degree of formation of foreign language competence and critical thinking, as well as the professional competence of the participants in general. The theoretical significance of the study lies in further studying the issue of the possibilities of using AI in teaching a foreign language. The practical significance of the work is determined by the results of the study, the experience of holding an interuniversity Olympiad in English, which can be used by teachers of technical universities.

The process of knowledge accumulation resulted in a significant increase in the amount of information, which is reflected in the content of education. New educational information is interdisciplinary in nature. The forms of interdisciplinary approach in modern education are extracurricular courses on robotics, technical construction and modeling, microcontroller programming, digital laboratories, nanotechnology and computer modeling, physical and mathematical training of students to continue their studies in universities, formation of students' natural science literacy. Modern concepts of interdisciplinary approach implementation are STEM-education and NBICS-convergence. The aim of this article is to describe educational practices reflecting the application of interdisciplinary approach in school education. The given materials are the result of analyzing scientific literature, observations of schools and institutions of additional education, the results of the author's own practice of teaching students at pedagogical university in the content fields of STEM-education and NBICS-convergence. The study confirmed that a large number of teaching and learning materials for the implementation of the interdisciplinary approach have been created nowadays; these tools substantially correspond to the concepts of STEM-education and NBICS-convergence. Traditional training in school subjects Physics, Mathematics, Computer Science for engineering and physics-technical specialties in higher education is also interdisciplinary in nature. The theoretical significance of the article consists in specifying the content component of the interdisciplinary approach in school education for career guidance of students to actual engineering and physics-technical specialties. The practical significance lies in the description of a set of modern educational practices that should be included in the training of bachelor's and master's degree programs of the training area “Pedagogical Education” in the specialties related to the teaching of physics, mathematics, computer science. The most effective tool for the implementation of interdisciplinary approach is the training of schoolchildren in additional education programs. Among all interdisciplinary directions of additional engineering and physics education of schoolchildren, robotics deserves attention as one of the key technologies of the fourth industrial revolution. Natural science literacy is the key direction of interdisciplinary approach implementation at the level of basic education.

The relevance of this study is determined by modern requirements for the quality of foreign language teaching, which must meet the challenges of globalization and actively contribute to the development of students' sustainable language proficiency in the context of intercultural communication. In the era of digitalization and the acceleration of international contacts, it is especially important to implement innovative teaching methods that enable students to learn the language effectively, ensuring not only the development of a lexical base but also the ability to apply the acquired knowledge in real-life communication situations. One such method is the use of spontaneous speech in the learning process, which serves as a powerful tool for activating cognitive processes and deepening vocabulary acquisition. The aim of this study is to examine the role of spontaneous speech as an important mechanism contributing to the development and expansion of vocabulary in foreign language learners. To achieve the research goal, the following objectives were set: to make an analysis of existing foreign language teaching methods with a focus on vocabulary development; to investigate the effectiveness of using spontaneous speech as a method of active learning; to determine the relationship between the introduction of spontaneous speech and the speed of learning new lexical units; to develop recommendations for teachers on integrating elements of spontaneous speech into the educational process. The results of the study indicate that spontaneous speech significantly influences the activation of students' lexical skills. This method not only improves the retention of new words but also significantly accelerates their use in oral and written communication. The theoretical significance of the study lies in expanding the scientific understanding of the process of foreign language teaching by proposing new approaches to building students' lexical base. The practical significance of the study consists in the development of methodological recommendations for teachers aimed at integrating spontaneous speech into the educational process. This includes the use of role-playing games, group discussions, situational dialogues, and other methods that stimulate active language use. Implementing these recommendations not only enhances students' language skills but also boosts their confidence in using the language in real-life situations. Thus, the study highlights the importance of applying innovative teaching methods that bring the process of learning a foreign language as close as possible to real communication. The integration of spontaneous speech elements into the educational process is a promising direction that can significantly improve the effectiveness of teaching and prepare students for successful intercultural communication in modern conditions.

The issue of fostering the need for self-development in the process of developing a person's creative potential is becoming one of the most urgent problems in training a preservice teacher. In this regard, the aim of the article is to analyze the scientific and methodological literature, the experience of teachers and to determine the conditions, technologies, forms, means and methods of fostering the need for personal self–development in the process of systematic, integrated development of the creative potential among students of a pedagogical university. This is especially important in the era of dynamic changes, the current situation of uncertainty, and intensive digitalization. The authors prove the need to develop creative potential in order to foster the need for self-improvement. The article substantiates the complex, system-synergetic, integrative, differentiated, personally oriented approaches to the development of the student's creative potential in the process of educational and extracurricular activities in the context of the implementation of the principles of naturalness and continuity of education. It is shown that creativity is one of the important components of the activity of a teacher who has to solve constantly emerging problem situations and take into account the individual characteristics of students at the same time. It is shown that tolerance is fostered in the process of developing creative potential, and such professionally significant qualities of a modern teacher as mobility, rationality, adaptability, creativity are formed. The results of the survey and interviews conducted with teachers of the pedagogical university allow us to determine the role of self-development in the professional activity of a teacher. The scientific novelty of the publication lies in the fact that: the necessity of fostering the need for self-development of a teacher as the basis of his/her professional skills is substantiated; the concepts of "need", in relation to creativity, and "creative potential of a pedagogical university student" are clarified; the most promising directions for the development of the creative potential of a future teacher are identified; prospects for further scientific research are determined. The theoretical significance of the work lies in the fact that its results make a certain contribution to the methodology of teacher training, it proves the need for creative personal development, identifies the most popular technologies, forms and means of developing creative potential in order to foster the need for self-development of the preservice teacher. The practical significance lies in the fact that the work makes it possible to improve the process of fostering the teacher's need for self-development in the process of developing creative potential.

The relevance of the study is conditioned, first of all, by the increased requirements to the competency of university graduates. The modern labour market imposes higher and higher requirements for communicative skills in a foreign language, especially in such in-demand spheres as marketing. Graduates of non-linguistic specialties who speak a foreign language in the professional sphere have a significant competitive advantage. The existing methods of teaching foreign languages do not always adequately meet the needs of students majoring in non-linguistic specialties in the formation of professionally oriented communicative competence. The development and testing of the effectiveness of new methods, taking into account the specifics of the marketing sphere and the possibilities of AI, is highly relevant. The aim of the research is to determine and quantitatively evaluate the effectiveness of the methodology of teaching foreign language communication in marketing for students of non-linguistic profile using artificial intelligence technologies. The study of the effectiveness of the methodology of forming foreign language communication in the field of marketing for non-language students using artificial intelligence technologies is based on the qualitative approach to the research. This approach focuses on understanding the essence of the phenomenon, studying the opinions and experience of the participants. The results of the study suggest the assignment of specific indicators of the effectiveness of using the methods of foreign language communication formation in the sphere of marketing of non-language students with the use of artificial intelligence technologies: statistically significant improvement of academic indicators of task performance; correlation between the frequency and effectiveness of students‘ use of artificial intelligence tools; students’ feedback, etc. The research contributes to scientific knowledge by studying the effectiveness of AI application in the formation of foreign language communicative competence in a narrow professional sphere. It allows obtaining new data on the interaction of technologies and teaching methods. The results of the research can be used for the development of new curricula and methodological aids for teaching foreign languages in marketing, as well as for the professional development of teachers. The obtained data will help to determine the optimal ways of using artificial intelligence technologies in the educational process. In general, the study responds to the important need for the development and implementation of innovative methods of teaching foreign languages, which will improve the competitiveness of graduates of non-language specialties in the modern labour market.

This article studies the issue of professional identity of faculty, which is considered to be one of the most essential types of identity of those who are currently working in higher education sphere. The topicality of this study shows itself in growing importance of professional life of a modern individual, with this undoubtedly referring to the faculty bearing their own responsibility for professional development, acting in the conditions of longer career paths as well as adjusting the directions of their professional trajectories. Being the leading kind of a mature person performance and representing his or her universal function, professional activity demonstrates sense-making nature, giving an opportunity of finding existence reasons particularly in professional activity and in matters related thereto. It is the professional performance which allows a person to express oneself and also structures time and formulates personalized meanings. Rapid transformations of contemporary society, labor market and educational environment changes bring professional identity of a university teacher to the fore as this kind of identity is capable of fully reflecting an individual’s personal values as well as aims and intentions. With that said, professional identity is subject to development throughout the whole life, being the process of continuing interpretation of the accumulated experience and knowledge. This research is aimed at demonstrating greater importance of the faculty professional identity compared to the other types of identities. With the help of the survey conducted with 127 objects-sample as well as using the quantitative method, we concluded that in the process of induced and spontaneous identification, the majority of the surveyed teachers opted for professional identity as the main type thereof. Theoretical value of the given research could find its expression in focusing more on faculty professional identity issues as well as its impact on teachers’ performance efficacy and overall well-being. In terms of practical importance, the conclusions made can be applied in the course of educating would-be teachers and postgraduates and also when devising advanced training courses for the experts in the given sphere.

The problem of behavior self-regulation among convicted persons is relevant in the context of the need for their successful further socialization and prevention of recidivism. The aim of the study was to determine the characteristics of behavior self-regulation in persons serving sentences in prison. As a result of empirical research, it was revealed that convicts demonstrate indicators of the general level of self-regulation and most of its components (planning, modeling, programming, evaluation of results, flexibility), as well as indices of perseverance, self-control and volitional self-regulation significantly lower than those of law-abiding citizens. At the same time, the indicator of independence among convicts is significantly higher.

The focus of the article is the study of the reasons that determine life at different age stages: early and late adolescence, as well as early and late youth, and maturity. The relevance of the study of reasons for life at different age stages is due to the need to understand changes in those values of people that can help them cope with difficult life situations. The purpose of the article is to show the results of an empirical study of reasons for life in different age groups. Based on the data obtained, the following conclusions were made: motivation for life varies by age group, with fear of suicidal thoughts decreasing with age.