№ 07 (July)

The article examines a topical problem of teaching methods in mathematics in basic school – identification and analysis of persistent students’ errors in solving plot-based mathematical problems. The aim of the article is to study the errors of students in solving plot-based tasks of the main state examination in mathematics in basic school and, on this basis, to identify persistent errors of basic school students and search for ways to prevent and correct them in further education. Theoretical and empirical methods are used: analysis, synthesis, generalization, expert assessments. The author notes the influence of successful solution of plot-based tasks on the development of students' analytical thinking. Modern scientific and pedagogical literature devoted to the problem of teaching to solve plot-based mathematical tasks in basic school is analyzed. A review of domestic and foreign sources is provided. Plot-based tasks presented in the control and measuring materials of the main state examination are characterized. The article describes a statistical tool that allows analyzing the distribution of exam participants’ answers to various types of tasks: a “fan” (range) of exam participants’ answers, its functions, specifics of its construction, and an example of its application. The article specifies the main persistent errors in solving plot-based tasks in basic school: incorrect understanding of the problem statement, incorrect choice of solution method, calculation errors, and inability to check the correctness of the solution. The article specifies methodological features of implementing an estimate when solving plot-based tasks. The article suggests effective ways to overcome errors in understanding the conditions of a plot-based task: analyzing and structuring information, reading the task conditions aloud, writing down key data, using examples and analogies, a step-by-step solution plan, practice and repetition, and feedback from the teacher. Calculation errors are indicated as one of the most common problems in solving plot-based mathematical tasks. The article reflects strategies for minimizing calculation errors: correct organization of calculations, checking intermediate results, double checking the final result, using inverse operations, practice and training, concentration and attention, using technology, training, and consultations. The paper also specifies the approaches to finding optimal methods for solving tasks. The theoretical significance of the study consists in the development of the concept of "persistent errors in solving tasks". The novelty of the study is expressed in the identification of specific persistent errors in solving plot-based tasks and methodological approaches to eliminating errors.

The relevance of the study is due to the intensification of the internationalization policy in higher education system in the context of modern reforming higher education. The article considers the specific features of preparation Chinese graduate and postgraduate students for research activity in the field of education of through the implementation of the axiological approach. The aim of the study is to identify and describe the most effective forms of organization and involvement of future teacher-researchers from the People's Republic of China in educational and research activities based on the formation of universal (humanistic), professional and ethno-national values of students. The article describes the ways of optimizing the research work of foreign students using the example of educational and communicative practices of the Faculty of Pedagogical Education of Lomonosov Moscow State University. The main research methods were: a critical review of scientific and pedagogical sources, classification and systematization methods, a questionnaire method, elements of comparative analysis. The key methodological principles of the study are the ideas of multicultural upbringing and education in a single information and educational space. The novelty of the study lies in the description of innovative approaches to the organization of research and socio-cultural activities of foreign students - future teachers in the conditions of a classical university. The forms of involvement of Chinese students in educational and research practices are revealed, taking into account the national psychology and features of the ethnic mentality. The results of the survey of Chinese respondents are presented, allowing us to identify the universal and national-ethnic value attitudes of students in research graduate and postgraduate schools in pedagogical areas. The theoretical significance of the study lies in the conceptual justification of the integration of the pedagogical axiology principles and ideas of multicultural education in relation to the field of training foreign students. From a practical point of view, the article is of interest to researchers in the field of education, teachers and representatives of the management level of universities in the context of improving the mechanisms of social and psychological adaptation of foreign students, graduate and postgraduate students in the Russian educational space.

The development of national identity and citizenship among schoolchildren is becoming an important pedagogical task, actualized in Russian language and literature lessons in the context of modern socio-cultural changes and a general decline in interest in reading. This article is devoted to the study of the potential of project-based learning in Russian language and literature lessons for solving this problem. The purpose of the study is to test a didactic framework for project-based learning aimed at developing national identity and citizenship among eighth-graders and to assess its effectiveness in a comprehensive regional school. The research relies on personal activity-oriented and culturological approaches. Methods of theoretical analysis, pedagogical design, pedagogical experiment, qualitative and quantitative data analysis, surveys, and focus groups were used. Diagnostics of national identity was carried out using the “Who Am I” test in the modification of T.V. Rumyantseva. Eighth graders of “Gymnasium No. 1” in Novosibirsk (NEG = 36) took part in the module testing. Preliminary and post-diagnostics revealed an increase in the “National Identity” category in the identity portrait of students by 4.2% for girls and 6.9% for boys. An expansion of ideas about Russian and regional self-identification was noted. It was found that 79% of students absolutely agree that they achieved the planned learning outcomes at the end of the module. The focus group analysis confirmed a positive perception and awareness of the significance of the acquired experience. The tested didactic concept of project-based learning, based on a culturological approach, demonstrated effectiveness in the development of national identity and citizenship among eighth-graders. 79% of students expressed complete satisfaction with the proposed module. The research contributes to the development of the theory of teaching Russian language and literature by deepening the understanding of the opportunities of project-based learning and the cultural approach in the development of national identity and citizenship. It expands the theoretical base in the field of didactics, offering a framework for designing modules aimed at the development of value orientations and active civic positions of students. The results of the research can be used by Russian language and literature teachers, methodologists, and developers of educational programs to create and implement effective modules aimed at the development of national identity and citizenship among schoolchildren. The expediency of the concept further implementation for coordinated learning and education of responsible citizens with a clear and stable self-identification is emphasized.

The relevance of this research stems from the need to work out materials for teaching foreign students Russian colloquial speech, and syntactic phraseological units are among its most important components. The aim of the work was to describe the procedure for selecting syntactic phraseological units with an evaluative component for the initial stage of teaching Russian as a foreign language. The main research methods used were the analysis of syntactic phraseological units, the classification of these units, and methods for selecting the constructions under consideration. The result of the study is a developed procedure for selecting phraseological units, consisting of five main stages: determining the selection unit, creating a general frame, compiling a sample set, minimizing the resulting sample set, and compiling a phraseological minimum. An identification criterion (to determine whether the analyzed unit belongs to a group of syntactic phraseological units), an evaluation criterion (to identify the prevailing semantic component), a criterion for taking into account the learning stage (to distinguish units by initial and middle stage), a nuclear-peripheral criterion (to distinguish active and passive phraseological units), a criterion of structural complexity (to find the degree of simplicity or complexity of syntactic connections in the structure of the analyzed units, that is, to determine the typicality of a phraseological structure) were worked out for the first four stages. At the first stage, the units of selection were described – syntactic phraseological units with the meaning of evaluation. As part of the second stage, a general frame was created, consisting of more than one hundred syntactic phraseological units. In the third step, a sample set of fifty-three units was created. At the fourth stage, the corps was minimized to thirty-three units. At the fifth step, a list of syntactic phraseological units was compiled including sixteen units with an evaluation meaning. The theoretical significance of the study lies in the description of the procedure for selecting syntactic phraseological units. And the practical significance lies in the fact that the developed minimum can be used in RFL classes as the main or additional material.

Modern foreign language education is aimed at training a specialist with a sufficiently high level of proficiency in a foreign language to solve professional tasks, which should be ensured by the use of various traditional and innovative methods and approaches in both classroom and extracurricular work. The teaching and educational opportunities of extracurricular activities considered in the article correspond to the main trends in education and determine its relevance. The purpose of the study is to identify the specifics of extracurricular work in teaching a foreign language at a military aviation University. The works of domestic and foreign scientists on the issue under study served as the methodological basis. The most significant approaches for the study were competence-based, professionally oriented and personal activity-oriented approaches, as well as the idea of the inseparable connection between the learning process and the process of educating the student's personality. The authors propose a scientific justification for organizational approaches to defining goals, choosing forms and methods of extracurricular activities that should stimulate the development of students' universal competences, including communication, intercultural interaction, self-organization and self-development, teamwork and leadership, project design and implementation, as well as contribute to the development of a creative personality and spiritual, moral qualities. Foreign language communicative competence is considered by the authors as one of the most important components of the professional competency among modern aviation specialists. As a result, the main forms of extracurricular work in a non-linguistic university are described, depending on the level of cadets’ language training. A theoretical contemplation of the extracurricular work importance in teaching a foreign language and the practical use of the research results will make it possible to build up communicative competence more effectively. The practical significance of the research was reflected in the development and testing of scenarios for conducting extracurricular activities in a foreign language, publication of joint articles based on completed research, the results of training and participation of cadets in foreign language Olympiads which were organized by the Department of Foreign Languages of the Krasnodar Higher Military Flight School.

The modern regulatory framework of higher education significantly changes the appearance of the university and necessitates a dynamic revision of the goals and content of the educational process, methods of achieving results and their diagnostics. A modern teacher should be ready to actively master and use new technologies, as well as create original effective technologies in pedagogical activity, primarily in the activity on methodological support of the educational process. The above said with all its acuteness raises the question of improving the level of methodological competence of a higher education teacher. This is impossible to imagine without a theoretical justification of its content in accordance with systemic reforms. The aim of the article is to substantiate the qualitative features of the methodological activity of a teacher in the modern higher education system focused on the personality of the student, and to reveal the content of his/her methodological competence on their basis. The results of the study are based on the normative trends in the development of personality-oriented learning in Russia and the corresponding requirements for the methodological activities of higher education organizations, the specification of which in relation to the functions of the teacher made it possible to present the content of the methodological competence of an educator in a modern university. Methodological competence, in our opinion, consists of particular methodological competences of general and special implication. The theoretical significance of the study consists in generalizing and presenting educational innovations contained in the current educational standards and other regulatory documents from the perspective of appropriate transformations in professional activities for methodological support of all elements of the student-centered educational process. We are talking about the goals and content of training, its forms, methods and means, as well as diagnostics of educational results. The practical significance of the study lies in the possibility of using the presented content of the methodological work of a university teacher in organizing the training of teaching staff for methodological activities, drawing up appropriate educational programs or assessing the methodological competency of the university faculty.

Today, issues concerning the rights of people with disabilities are becoming more and more relevant. To create a society of equal opportunities, it is necessary to create an environment where persons with disabilities can take a full part in all spheres of life, including physical activity and sports. Integration of inclusive solutions in the development of modern educational and sports programs is a fundamentally important task that requires the most versatile approaches and the development of universal methodological programs. The relevance of the study is due to the need to create and implement effective integration models that will allow students with disabilities not only to play sports in general groups, but also to socially adapt, increase self-esteem and improve the quality of life. The modern implementation of barrier-free programs and increased attention to inclusion issues presupposes the particular importance of studying this area. The purpose of the scientific article is to analyze the theoretical and practical aspects of integrating students with disabilities and health limitations into physical education and sports (FEaS), as well as to study the impact of inclusion on their self-esteem, socialization and adaptation. As part of the study, modern directions and methods in the field of introducing inclusive programs in general education and sports processes were analyzed; the main theoretical approaches to the problem of integrating persons with disabilities into sports activities and the results of relevant experiments and research on the topic were studied. An experiment was conducted to identify factors that have a decisive impact on the effectiveness of integration and the success of adaptation for students with disabilities in a sports environment. The participants in the experiment were divided into two focus groups: one was engaged in the current methods of teaching FEaS to students with disabilities, the second was engaged in an inclusive environment, together with students without health restrictions. The main results of the study showed a positive impact of inclusion on the self-esteem and socialization of students with disabilities, which is confirmed by statistically significant improvements in the indicators of adaptation to sports and social communication. The theoretical significance of this work lies in the development of the concept of an inclusive approach in sports, which contributes to the scientific understanding of the adaptation of people with different disabilities. Practical significance is reflected in the possibility of applying the results obtained to the development of updated inclusive sports programs and creating a healthy environment for training students from different health groups, which contributes to their full integration into society.

The relevance of the research stems from a growing demand for educators proficient in several foreign languages, possessing a command of their professional metalanguage, and capable of seamless code-switching. Therefore, implementing a model of bilingual professional training for students majoring in linguodidactics is increasingly relevant. This model facilitates the concurrent development of two foreign languages alongside specialized professional knowledge. However, within higher education system, proponents of the traditional approach – where communicative competence in each language is developed independently, and professional disciplines are typically mastered in the native language or only in one foreign language – often resist the integration of such a model, even in light of its potential benefits. This article aims to substantiate the relevance and necessity of developing a model of bilingual professional training for students majoring in linguodidactics. The primary research methods employed by the author include an analysis of scholarly and methodological works dedicated to simultaneous learning of several foreign languages, as well as surveys and experimental learning. The empirical foundation of this study is comprised of the results of a survey and experimental learning involving graduate students majoring in linguodidactics, demonstrating a need for bilingual training and an awareness among students of the importance of proficiency in two foreign languages. As a result, based on an analysis of trends in contemporary language education, the needs of current and student teachers, and analytical syntheses of documents regulating the educational process, the significance and necessity of developing the model have been demonstrated. The theoretical significance of this article resides in the description of external and internal factors that prove the potential and demand for a bilingual professional training model. The practical significance is manifested in the fact that the data obtained can be utilized as premises for the further development of a bilingual professional training model.

At the initial stage of instruction, communicative-pragmatic modeling in teaching Russian ordinal numerals to non-native speakers promotes the development of productive language skills, particularly in speaking and writing. Focusing on the acquisition of ordinal numerals, this approach reflects a specialized aspect of applied linguistics aimed at identifying the underlying logic behind language patterns. This factor, in turn, determines the structural coherence of instructional models in Russian as a foreign language (RFL) for non-native learners. The relevance of this study stems from the diversity of national speech-thinking practices shaped by ethnocultural perceptions of numerical systems, and from the linguistic complexity of ordinal numerals in Russian. These numerals often pose challenges for non-native speakers due to their syntactic and morphological ambiguity, as well as their functional load in real-life communication. The lack of comprehensive research on integrating communicative-pragmatic models into the teaching of ordinal numerals highlights the need for intentional and contextually appropriate use of pragmadidactic models in authentic communicative situations. The objective of this article is to explore the interplay between pragmatic and communicative competences, and to evaluate the role of communicative-pragmatic modeling in enhancing the communicative skills of non-native speakers acquiring Russian ordinal numerals. Theoretical and methodological foundations of the study are based on an analysis and systematization of scholarly perspectives from both Russian and international researchers. These perspectives focus on the relationship between pragmatic and communicative competences within multilingual and multicultural educational contexts. The practical section of the study illustrates the communicative-pragmatic approach to modeling as an instructional tool that fosters the development of communicative-pragmatic competence in teaching Russian ordinal numerals to non-native speakers. The article examines common learner errors rooted in native language interference and proposes communicative-pragmatic models designed to facilitate effective mastery of ordinal numerals. These models are tailored to address the lexical and grammatical characteristics of numerals while taking into account their pragmatic and sociocultural functions. The study also underscores the significance of pragmatic competence as the ability to interpret and produce contextually appropriate utterances in specific social and cultural settings. The theoretical justification of pragmatic competence as a core component of communicative competence supports the integration of cognitive-pragmatic models into language pedagogy, aligning linguistic and methodological dimensions in foreign language education. The practical significance lies in the potential of the communicative-pragmatic approach as a pedagogical tool for integrating grammatical, lexical, and communicative components in the development of teaching materials that foster communicative competence.

Reducing the terms of training, high demand for qualified vocational teachers, digitalization of education and production require modern higher education to search for new effective methods for organizing the training of teaching staff. The binary nature of future professional agency allows us to talk about the need for effective integration of the components of their training, taking into account the opportunities of digital transformation of education. The aim of the study is to design an integrative system for training preservice professional teachers, determine its result in the form of digital metacompetences and develop a structural and functional model of their formation. The following methodological approaches were chosen for the study: modular-competence, information-contextual and transprofessional approaches. The article presents the author's original concept of implementing systemic integration of pedagogical and industry (engineering) components of training vocational teachers. In the course of the study, digital metacompetences are identified, considered as a result of a complex multicomponent integrative training of professional teachers, their structure and component composition are clarified. A structural and functional model for the formation of digital metacompetences of professional teachers has been developed, the content of which includes a transdisciplinary module "Educational Engineering and Digital Ecosystem of the Organization". The theoretical significance of the study lies in clarifying the concept of "digital metacompetences", their structure and content, in the theoretical justification of the integration of pedagogical and industry (engineering) components of training and the development of a structural and functional model for the formation of digital metacompetences. The practical significance of the study is in the fact that the developed and experimentally tested integrative system for training preservice professional teachers can be used to improve the efficiency of the teaching process for disciplines of the information block in training bachelors and masters at universities, as well as an invariant for practicing teachers to create their own models of organization and implementation of integrative interaction of various areas of vocational training and educational content.

The rapid development of Big Language Models has led to the widespread use of translation services, radically changed the work of translators and put forward new requirements to their professional training. In this connection, the issue of studying the feasibility of using machine translation (MT) in the teaching process has come to the fore. The authors hypothesised that in modern conditions, along with traditional instruments, machine translation can serve as a means of teaching translation. The hypothesis determined the aim of the study – to identify the attitude of the participants of the educational process to the use of MT and its role in training future translators. To achieve the goal, it was necessary to analyze the scientific literature on the use of MT in translator training, to identify the attitude of students and teachers to the use of MT in training by means of a survey, to process the results obtained, to determine how MT can be used in translator training. The research was carried out on the basis of the competence and personal activity-oriented approaches underlying the translator's activities. In the course of the research, the authors used: analysis of scientific literature on the topic, comparative analysis of human and machine translations, survey and mathematical processing of the obtained data, inclusive observation and generalization. The survey involved 99 foreign language teachers and 373 students of Moscow State Institute of International Relations (MGIMO University). The analysis of the obtained results revealed that teachers and students use MT to search for translation options, but are cautious about its introduction into teaching practice, which is due to the undeveloped digital didactics. At the same time, the overwhelming majority of the respondents stated the need to learn and teach post-editing of texts; all teachers support the actualization of curricula in the context of using MT. The authors conclude that MT is a modern tool in the professional activities of a translator and a new means of training, with the final translation product being created with human participation. The novelty of the study lies in the fact that the expediency of including MT in translation training programs and the need to improve the qualifications of teachers have been revealed. The research contributes to the theory of professional education in terms of translator training with the use of MT and can be used in the practical aspect when developing and updating translation curricula.

In the modern world, the role of mathematics as the universal language of science and communication is increasing. These trends are reflected in the system of school mathematical education: the priority goals of teaching mathematics lie in the field of the subject knowledge formation, meta-subject skills and creativity of students. This actualizes the problem of designing an appropriate educational environment as a set of conditions for student's self-development and self-learning. The openness of the educational environment presupposes the involvement of students in the process of its design; however, the methodological aspects of such joint activities have not been sufficiently studied. The aim of the article is to present the characteristics of the subject educational environment (SEE) as a factor in achieving the priority goals of teaching mathematics in secondary schools using the example of joint design of visual technology with students. To achieve this goal, theoretical methods of scientific research were applied: analysis and generalization of scientific, pedagogical and methodological literature; systematization of the information received; modeling. The following empirical methods were chosen: questionnaires; analysis of diagnostic work of students; presentation of data in graphical form. As a result, the basic principles of SEE design were formulated, its model was constructed, and the author's original approach was tested. The theoretical significance of the research is represented by the formulated principles of designing a subject-based educational environment: student-centered approach; openness of the educational environment; integration of the digital environment, where artificial intelligence is its important component; three-part structure of the educational environment; dosed gamification of the educational environment. The practical significance of the research lies in the development and testing of a model for the joint design of a visual novel game based on probability theory for ninth grade students. The experience of implementing the model is shown by describing each of its stages: identifying emotional triggers for studying mathematics; defining the subject content of a novel; creating a storyline based on storytelling; developing character images using neural networks; choosing a platform and creating a novel; testing the novel and analyzing its results. Checking the effectiveness of the author's approach allowed us to conclude that the novel game has a positive effect on overcoming mathematical anxiety and developing students' subject and meta-subject skills.

The need of the modern society for highly qualified and competent specialists, reflected in the regulatory documents of the Federal State Educational Standards, imposes new requirements on contemporary universities in regards of the master’s degree graduates’ professional training. They encompass the students’ ability to conduct research work in a foreign language both in the oral and in written forms; readiness for scientific discourse through research results’ publications in highly rated journals. One of the imperatives in cited publications is the structured abstract’s design based on key points’ content when written in a foreign language. However, a course of the foreign language academic writing is not included into the list of compulsory disciplines for master degree programs. As practice shows, students do not have the necessary knowledge, skills and abilities to independently design a foreign language abstract for a scientific article. This fact is conditioned by the lack of the special pedagogical system aimed purposefully at the foreign language academic writing skills development. The goal of the study is to develop a modified pedagogical technology supporting independent work of the master’s degree students executing a foreign language abstract for a scientific text. The author rationalized the need for the modified pedagogical support technology development based on the analysis of documentary sources and research literature on the problem, questionnaires, diagnostic tests and public assessment of the students’ academic activity results. The pedagogical support technology modification features were revealed on the ground of the theoretical basis of "academic writing", interdisciplinary and transdisciplinary approaches. The modified technology stages are presented and described in the article. Methodological materials for training and diagnostic assessment of the students’ independent activity results are characterized. The theoretical significance of the study lies in detailing and rationalization of methodological approaches that form the basis of the modified pedagogical support technology for master’s degree students’ independent work. The practical significance of the study is conditioned by the possibility of employing presented modified technology in all areas of master’s degree students’ training aimed at academic writing skills development.

The importance of developing the theoretical foundations for the formation of the social and communicative competence (SCCA) of a future architect is due to the need to ensure sustainable social development of the spatial environment of life, taking into account the opinions of future users and customers in architecture. Despite the fact that there is a considerable number of theoretical studies devoted to the assessment of professional and non-professional competences, we can note insufficient elaboration of the issues of assessing the professional competences of a future architect. The aim of the article is the scientific substantiation of the assessment system for the level of formation of the social and communicative competence among future architects, including the justification of the competence descriptors, stages and scale of assessment. The theoretical basis of the research is the work of Russian and foreign scientists devoted to the didactics and methodology of assessing vocational education, university quality management, as well as the problematic field of architecture in 2010-2025 covered in the media. As a result of the research, groups of socio-communicative skills in demand in the modern work of an architect were identified, conditions for a reliable assessment of the level of development of the SCCA were worked out, and the stages were substantiated. Stage 1 – identification of the motivation level of future architects for socio-professional interaction; stage 2 – identification of the proficiency level in the practical participating in socio-professional interaction; stage 3 – assessment of the level of students' independence to use social and professional interaction in project-based activities; stage 4 – assessment of the proficiency level in ecosystem-temporal design skills and an assessment scale; a questionnaire was created for conducting pedagogical experiments with students; the stages of SCCA formation were distributed according to the levels of two-stage bachelor-master training. The theoretical significance of the work lies in the development of the theoretical foundations of a critical diagnostic apparatus for identifying the level of formation of social and communicative competence. The practical significance of this research lies in the possibility of using its results in conducting diagnostic and formative pedagogical experiments among students of architectural schools of the Russian Federation. Non-traumatic forms and ways of using contextual learning situations that contribute to the formation of SCCA to the existing system of training future architects are also proposed.

The paper is devoted to the study of the influence of educational motivation (both internal and external) on the successful completion of the distance course by students (independently and preparing for practical classes) in the discipline "Foreign language" in a multidisciplinary university. In a digital educational environment, adaptive learning, as an integral part of the educational process at a university, allows us to adapt the educational process to the individual needs of students, making learning more inclusive and effective. Modern educators are increasingly turning to digital technologies, which also contribute to the individualization of learning, and they are becoming more relevant and popular. The aim of the study is to examine the influence that educational motivation exerts on the successful completion by students of the distance learning course in the "Foreign language" discipline at the university. The article presents an analysis of data obtained as a result of a survey conducted among first-year students studying at St. Petersburg Polytechnic University. The academic self-efficacy questionnaire “Motivated Strategies for Learning Questionnaire” by P. Pintrich was used to assess motivation and learning strategies. Data analysis showed that students with a pronounced internal goal orientation (students with a high degree of internal motivation) achieved the best results in studying the distance course: we have found that strong internal motivation significantly increases the chances of successful completion of the course, and contributes to the disclosure of its educational potential and opportunities for self-development of students. The paper highlights the importance of developing internal motivation for more effective distance learning. However, taking into account the study of internal and external learning motivation influence on the successful completion of a distance learning course by students, the completion of which does not affect the credit opportunities, the effectiveness of learning directly depends on the independence and motivation of the student, both internal and external, in other words, it is determined by the synergy of internal and external learning motivation in this case. The results obtained expand the theoretical understanding of the key motivational factors influencing the successful completion of online higher education programs by students. The practical significance of the research lies in the development and implementation of scientific and methodological recommendations aimed at optimizing pedagogical support for students and improving the effectiveness of their learning in the distance learning environment.

The relevance of the problem under study is due to the need to improve the quality of foreign language teaching in technical universities. The aim of the study is to justify the expediency of holding a student scientific and practical conference as an interactive form of organizing extracurricular independent work in teaching foreign languages to students of technical universities. The analysis of the long-term experience of the Department of Foreign Languages of the Rostov State Transport University in organizing student scientific conferences has been carried out, positive aspects and difficulties in their preparation have been identified. The leading approaches in conducting the research were theoretical methods of studying, analyzing, comparing and systematizing scientific material, as well as the method of collecting, analyzing and interpreting scientific documentation. As a result of the study, it was found that student conferences, being part of the students’ research work, are implemented on the basis of an interdisciplinary approach, which consists in mastering oral and written speech, improving listening and writing skills in a foreign language, as well as acquiring professional knowledge in their major. In addition, scientific student conferences are classified as interactive forms or teaching methods that are based on the active involvement of students in the learning process through social interaction. The role of participants in the educational process is changing, the emphasis is on cooperation, the exchange of ideas and experience, the teacher acts as a consultant. It is found that the introduction of humanitarian knowledge, principles and methods in teaching natural science disciplines indicates the humanitarization of education. The theoretical significance of the presented article lies in the further development of ideas on the organization of scientific research work of students at the university. The practical significance is due to the possibility of applying the findings and recommendations of the study in the educational process of technical universities.

The relevance of the article is due to the insufficient development of theoretical material and the controversial issue of the project-based activities functionality in the educational process of Russian universities. The aim of the research is to examine the functional potential of the project-based activity. The scientific novelty lies in the fact that the authors explore the functional potential of project-based activities that have already successfully demonstrated their effectiveness in practice, in particular at Sevastopol State University. The study attempts to examine the dynamics of the "project-based activity" concept development, the borrowing and further improvement of progressive ideas of Western educators by domestic researchers. The Western model of student-centered education is evaluated. The authors try to describe the advantages of modern project-based activity at the university, one of which is the creation of a unique atmosphere of mutual cooperation and providing students with the opportunity to express themselves in different areas of educational activity. Special attention is paid in the article to a detailed description of different types of projects, based on the criteria of the line of activities, their structure, organization features, as well as the definition of the final products of student projects. The authors come to a logical conclusion about the wide functional potential of research, information, telecommunication, applied and creative student projects, highlighting in detail what skills and abilities students will acquire during their implementation. In this article, the authors substantiate the idea that project-based activity in a modern higher education institution is an important educational pedagogical technology that allows solving didactic goals and objectives of learning, while moving away from traditional schemes. The high efficiency of project-based learning described by the authors is confirmed by the example of ongoing projects at Sevastopol State University. The authors make a comprehensive analysis of project-based activities in the framework of such disciplines as "Technologies of project-based activity", "Methodology of project-based activity", "Design in the professional field". The article presents a mechanism for implementing significant student projects and their value to potential customers. The theoretical significance of the research lies in the expansion of scientific ideas about the functional potential of project-based technologies in the framework of educational process in the higher education system. The results of the article can be used by university teachers in practical activities when implementing independent, individual or group project-based work of students.

Relevance of the article lies in the necessity of studying socio-cultural activity, as traditional methods of education often prove to be insufficient for shaping students' personalities amid global transformations. This activity contributes to the development of critical thinking, creativity, and civic responsibility, which helps schoolchildren adapt to rapid changes and respond effectively to contemporary challenges. However, the issue of the potential of high school students’ socio-cultural activity in extracurricular events remains insufficiently explored, necessitating an analysis of the factors behind the phenomenon. The aim of the work is to study the factors contributing to the development of socio-cultural activity among high school students in extracurricular events. Using theoretical analysis methods, the article characterizes the essence of socio-cultural activity and its pedagogical potential in the personality development of adolescents through extracurricular events. It also applies survey and correlation analysis methods to study the influencing factors, based on responses to open and closed questions collected from 200 high school students in Astrakhan (Russia) and Atyrau (Kazakhstan). The survey results emphasize the need to consider the factors that ensure the effective functioning of socio-cultural activity among high school students in extracurricular contexts. These factors manifest themselves in adolescents’ personal development, social adaptation, communication skills, career orientation, talent development, counteracting social problems, support for civic education, and coordination with current educational trends. The data show that a high interest in cultural events (45%) enhances creative thinking and broadens horizons, while 65% of students who actively participate in community activities tend to exhibit higher levels of personal growth and self-esteem—driven by social (85%), personal (80%), and organizational (75%) factors. The study identifies specific factors contributing to the development of socio-cultural activity in extracurricular events. The theoretical value of the article lies in clarifying the essence of socio-cultural activity and identifying the factors that influence its development in adolescence. The practical significance is determined by the applicability of the results in designing extracurricular programs aimed at fostering students' personality development. The research findings can be used by educators and organizers of educational initiatives in schools.

The article is devoted to the urgent problem of diagnosing teachers' readiness to work in children's public associations, which acquires special importance in the context of rapid changes in modern Russian society. The establishment of a unified children's movement through the draft law ‘On the Russian Movement of Children and Youth’ (‘Movement of the First’) increases the need for highly qualified personnel with the necessary knowledge and skills for successful work in this area. The aim of the article is to identify the key competences for teachers of children's public associations and to work out a set of diagnostic techniques to assess the degree of their development. The main method of the research was theoretical and analytical approach, which allows to identify the structure of competences and compare existing diagnostic tools with the identified components. The empirical tool was a questionnaire survey among three groups of experts: university teachers, experienced teachers of children's public associations and association leaders. The study resulted in the identification of four key components of readiness for teachers of children's public associations (motivational, cognitive, activity and reflexive), the formation of a list of the most important competences and the compilation of a psychological and pedagogical portrait of an ideal specialist for children's public associations. Communicative skills, responsibility, creativity, love for children and empathy turned out to be the most demanded. Theoretical significance lies in the deepening of ideas about the nature of professionalism of teachers in children's public associations, the development of a comprehensive structure of their competences and the creation of a tool for diagnosing the degree of their formation. The practical value of the study is expressed in the possibility of implementing the developed diagnostic materials in the practice of training and certification of teachers for children's public associations, which will ensure the purposeful development of their competences and improve the quality of educational and developmental work in children's public associations. The work is aimed at improving the system of teachers' training to meet the needs of the developing Russian children's movement, which corresponds to the strategies of state policy in the field of upbringing and education of the younger generation.

The relevance of this study is explained by the need to teach future IT specialists the skills and abilities necessary for communication in a foreign language. At the same time, it seems that the choice of educational trajectory largely depends on the pedagogical conditions of a particular educational institution and country of study – something course developers often tend to neglect. One of such conditions is the educational environment. This study aims to work out an approach for developing emergent oral speech in IT students in the near-to-native language environment. An experimental approach was chosen as the methodology of the study, which included experiential learning. The developed course was tested on 23 Innopolis University first-year students through experiential learning. A total of five tests were conducted. The results of the tests were subjected to statistical analysis that consisted of three parts: checking the normality of data distribution (Shapiro-Wilk test), analysis of variance (ANOVA) for repeated measurements, and post-hoc analysis using paired t-tests with Bonferroni correction for multiple comparisons. It was found that the skill of unprepared speech was actively formed throughout the course and even in its early stages. A certain slowdown occurs only towards the end of the course. Statistically significant emergent speech development from test to test indicates that the course is effective. In experiential learning, a correlation was also found between such particular-methodological principles as learning in a near-to-native language environment and the principle of intensity, which ensure faster acquisition of spontaneous speech skills under time constraints. In addition, it was found that the combination of such pedagogical conditions as the prevalence of group and pair work during the class, continuous speech practice, and the student/ teacher ratio of speaking time in favor of the former, as well as simultaneous performing oral speech tasks by students of a group provides a faster mastery of spontaneous speech by IT students in a near-to-native environment. Theoretical significance of the study is in the introduction of a new concept “near-to-native language environment” and the justification of the need to create a set of conditions for spontaneous speech development in IT students in the near-to-native environment. The practical significance of the study is conditioned by the proposed stages of foreign language speaking skills development. Moreover, a list of communicative situations based on the IT area specifics is proposed.

The relevance of this study is due to the emergence of new concepts of academic ethics associated with the digital transformation of education and the widespread introduction of the latest information and communication technologies in training, including the use of generative artificial intelligence (large language models, chatbots, virtual assistants, etc.). The aim of the study is to systematize and describe the meanings of the most common concepts that reveal the ethical issues of implementing digital technologies in the higher education system, including issues of plagiarism, copyright infringement, shadow authorship of scientific publications and other imitation practices in the academic environment. The methodological basis of the study was the use of axiological, linguopedagogical and interdisciplinary approaches. The author relied on a set of theoretical and empirical methods typical for scientific, pedagogical and linguistic research, including content analysis of scientific and pedagogical literature texts, the method of analyzing keywords and abstracts of scientific publications, methods of systematization and classification of terminology, and the method of semantic analysis. The results of the study consist in identifying and systematizing the most common pedagogical concepts related to the terminological sphere of digital axiology and the phenomena of academic dishonesty and academic fraud in the educational space of higher education. The article discusses ways to replenish the conceptual sphere of pedagogical science in the era of artificial intelligence and total digitalization of educational activities. The article describes the origin and meaning of the terms "copy-paste", "ghostwriting", "shadow authorship", "academic fraud", "academic misconduct", "imitations in education", "digital ethics", "AI plagiarism", "neuroplagiarism", etc. The theoretical significance of the study lies in identifying new approaches to the study of pedagogical terminology in the context of informatization of education, as well as in describing the ways of replenishing the terminological sphere of academic discourse related to axiological issues. The practical significance lies in the opportunity to initiate teachers and students of pedagogical training areas into conceptual ideas that have entered the space of pedagogical discourse in connection with the informatization and digitalization of the education sphere.

Modern conditions of the rapidly developing labor market dictate the need to improve the competitiveness of secondary vocational education (SVE) institutions’ graduates. The main problem in the training of future specialists is the insufficient level of practical training in the context of rapidly developing and changing technologies. The solution to this problem requires an integrated approach to modernizing the educational process in educational institutions, as well as developing partnerships with direct industrial employers. Such innovative spaces as technology parks are becoming the most important element of the educational system infrastructure and can play a key role in the development of professional training of highly qualified specialists necessary for the modern economy. The problem of the research is to study the potential and conditions for implementing a partnership between the secondary vocational education system and the vocational education technology park to improve the effectiveness of students’ professional training and ensure their competitiveness in the labor market. The aim of the study is to determine and substantiate a model of professional training for SVE students in partnership with the vocational education technology park of the Nizhny Novgorod Region, aimed at increasing their competitiveness in the labor market and ensuring compliance with the requirements of the innovative economy. In the process of studying the problem, the authors made an analysis of the conditions necessary for the effective implementation of professional training for students of secondary vocational education in the framework of partnership with the technopark of vocational education. As a result of observation, monitoring and analysis of the technoparks activities in the Nizhny Novgorod region in the field of studying the potential of the sites provided by technoparks, they identified the specific features of the partnership between vocational education institutions and the technopark of vocational education, the factors influencing the effectiveness of professional training for students of vocational education in the conditions of this technopark. The analysis of the monitoring results showed insufficient integration of the vocational education technopark into the educational process aimed at training personnel capable of carrying out both pedagogical and engineering activities. To solve the problem, a model of professional training for students of secondary vocational educational institutions in partnership with the technopark was developed. The developed model of professional training for students of vocational education in partnership with the vocational education technopark is aimed at creating an effective education system that will ensure the training of necessary specialists capable of successfully integrating into the modern labor market.

The wide spread of modern individual’s addiction to social media cannot but affect the appearance of specifics in the structure of his/her personality. The aim of our study was to examine the specifics of the structural components of the personality of women with narcissistic traits and moderate addiction to social media. The empirical data obtained allowed us to identify such factors as «Individualism», «Proneness to conflict», «Self-righteous aggression», «Confidence in her uniqueness», «Competitive position», «Thick-skin», «Demonstrative behavioral stereotype», «Defensive behavior», «The need for warm emotional relationships with others».

Adolescents with delayed mental development are more prone to the occurence of neurotic conflicts than their typically developing peers due to their emotional instability, heightened sensitivity, and limited adaptive resources. The article was aimed to describe the effectiveness of using associative cards in psychological correctional work aimed at overcoming neurotic conflicts in adolescents with DMD. The paper presents a specific psychotherapeutic case illustrating the characteristics of a “Can – Can” type conflict in an adolescent with DMD and its resolution through work with metaphorical cards.

The study of value attitudes of modern student youth to starting a family and childbirth is an urgent problem of society today, the solution of which largely determines the future of demographic development. The aim of the article is to analyse and evaluate the attitude of today's students majoring in psychology to the prospect of starting a family and having children. The results of students’ questionnaire survey within the framework of an empirical study conducted in 2024 at the Faculty of Psychology of the L.N. Tolstoy State Pedagogical University are presented here. It is found that psychology majors express their intention to create a family in the future, plan to have children, but, at the same time, they believe that children can interfere with their career; they note that low income, difficult life conditions do not contribute to the birth of children.