№ 06 (June)

The interaction of preschool educational organizations (PEO) and families as a pedagogical problem has been relevant for many years, as generations change and, accordingly, views on education and upbringing. Currently, interest in this problem is caused by the fact that modern conditions of social development require innovative solutions for organizing interaction between participants in educational relations, since traditional forms do not always make it productive and comfortable for everyone. The aim of the study conducted and presented in this scientific article is not only to highlight the problem of interaction between PEOs and families, but also to analyze its origins and search for solutions. The research methods used were a remote survey of parents of pupils of PEO "Kindergarten No. 73" in Magnitogorsk, which was conducted via Yandex Forms. 182 parents took part in the event, the general number of respondents was 345 people. The questions in the questionnaire were closed and open. The method of observing participants in educational relationships during online meetings on the Sferum platform, preparing projects together with children under the mentorship of a teacher, as well as during an interactive quest in a preschool institution was also used. A conversation with parents organized after each event was also informative. The article proposes innovative technologies for interaction between PEOs and families of pupils, such as: a project competition developed on the basis of digital solutions, consultation on the Sferum platform, and a family interactive quest. Particular emphasis is placed on the professional competence of a kindergarten teacher, who must have not only knowledge and skills in the field of preschool pedagogy and psychology, but also digital competences that allow him/her to organize constructive interaction not only with children, but also with their parents in a kindergarten setting. Educators act not only as users of digital products and interactive equipment, but also become their developers themselves. The theoretical significance of the study lies in scrutinizing the scientific experience of interaction between PEOs and families, in generalizing existing approaches to the issue not only in Russia but also abroad, presenting the opinion of parents on the degree of their involvement in the educational process of children and effective forms of interaction. The practical significance lies in demonstrating the testing of interactive innovative forms based on the use of artificial intelligence and neural networks in project-based activities, as well as digital solutions in organizing an interactive family quest.

Under the influence of modern information technologies, higher education has entered the era of digital education. Traditionally accepted relationships in the university, when a student is an object, and a teacher is a subject of the educational process, are being questioned. The structure of interaction and relationships between teachers and students at universities is changing. If earlier the interaction between a teacher and a student was limited by space and time, then in the era of digital information education these restrictions can be eliminated. There was also distance learning (through paper letters, videotapes, etc.) before the widespread use of the Internet, however, such education was episodic, one-sided and could neither replace nor fully complement traditional classroom-based higher education. However, today the situation has changed, and this issue is relevant to consider not only from the point of view of new educational methods, but also from the position of changing the nature and direction of communication between students and teachers as the main participants in the educational process. The aim of the article is to describe in detail the characteristics of changes, technological achievements and trends in the development of interaction between participants in the educational process at a university in the era of digital education. This article is of a theoretical nature. It uses systemic, cultural-historical and communicative approaches. The results of the study suggest that the choice of electronic educational environments requires a clear correlation with the format of pedagogical activity and its targets. Moodle demonstrates the greatest efficiency in the framework of systemic training designed for a long term; the platform provides detailed control of students' academic achievements and structured accumulation of educational analytics. In turn, Zoom is suitable for organizing synchronous classes: online lectures and seminars, where immediate exchange of opinions between participants is important. Theoretical significance of the work. The article contributes to understanding the functional characteristics of digital educational platforms in the context of transforming interaction between students and teachers today. Practical significance of the work. The results of the study can be useful for updating university programs through the targeted implementation of technologies for adjusting pedagogical approaches taking into account the synergy of asynchronous and synchronous formats, and for improving the quality of distance learning. The novelty of the study lies in the fact that the work examines the specific features of interaction between teachers and students in digital environment in the context of the present time using specific examples.

The relevance of the problem under study is determined by the primary importance of creating such pedagogical conditions for organizing the process of teaching schoolchildren, in which the quality of their knowledge would be at a high level. At the same time, it is much more difficult to create favorable conditions in the general education system in those regions where there is a tense socio-economic situation, a lack of material security for general education, a shortage of qualified teaching staff, a methodological base and other equally important elements that make up the sum of pedagogical conditions for the development of high-quality school education in certain constituent entities of the Russian Federation. The aim of the article is to analyze the pedagogical conditions for ensuring the quality of general education in such socio-economically underdeveloped regions of Russia as the Jewish Autonomous Region, the Republic of Tuva and the Republic of Ingushetia. The leading theoretical approaches to the study of the problem are induction, deduction, idealization and abstraction. Practical methods of work are presented by analysis, synthesis, comparison, measurement and mathematical processing of statistical data. The main results of the article: the analysis of pedagogical conditions in the general education system in the Jewish Autonomous Region, the Republic of Tuva and the Republic of Ingushetia was carried out; the regions demonstrate a tendency towards deterioration of pedagogical conditions for ensuring the quality of general education; the number of students per an educator has increased by 21.98% over five years in the Jewish Autonomous Region, by 5.20% in the Republic of Tuva and by 70.30% in the Republic of Ingushetia; in the subjects under consideration, a tendency towards an increase in the number of students who received an "unsatisfactory" mark in Russian and Mathematics in the Basic State Exam is observed; a direct regression dependence was found, according to which with the deterioration of pedagogical conditions (with an increase in the workload per one educator of the school (teacher)) the number of students who received an unsatisfactory mark increases. The theoretical significance of the article is manifested in the clarification of the term "pedagogical conditions for ensuring the quality of general education". The practical significance is that the analysis made can be used by any interested parties, teaching staff and government structures of socio-economically underdeveloped regions of Russia to improve the quality of general education by creating more favorable pedagogical conditions.

The relevance of the research topic is determined by many reasons, including the need to saturate the professional labor market with qualified personnel. Currently, the training of such specialists in the context of globalization and the widespread integration of advanced achievements of science and technology into the practice of professional activity is impossible without the use of digital educational tools. The aim of this study is to identify significant problems in the foreseeable future with the following development of a set of measures to resolve them, taking into account the requirements of today. The article analyzes the tenets of domestic and foreign doctrine on controversial issues of the use of digital technologies and modern educational software products in teaching practice. The opinions of domestic and foreign researchers are examined, problems of theoretical and applied nature on the stated topic are identified, as well as ways to resolve them in the foreseeable future, taking into account the social, economic, spiritual and moral foundations prevailing in society and the state. The author of the publication examines the progressive approaches of domestic and foreign researchers to the controversial issues of integrating software products and digital technologies into the teaching practice of various disciplines. The positive and negative sides of learning digitalization are outlined. At the same time, a retrospective analysis of digital technologies integration into educational activities has been made, and the key characteristics of its different stages have been identified. The obtained research results represent a unique material, the use of which in practice will contribute to solving a wide range of state-legal tasks, both in the field of education and in the field of information security of the state. The theoretical and practical significance of the results obtained lies in the possibility of their use in the course of further scientific research on controversial issues of developing and integrating the latest software products into the practical teaching of academic disciplines. The presented conclusions and research results embody the subjective views of the author and the accumulated practical experience of teaching legal disciplines in educational institutions and organizations of higher education.

In the modern world, where cultural diversity is becoming an integral part of public life, the ability to constructively resolve interethnic conflicts is of particular importance. Subjects of education who are at the stage of active personality formation are faced with the need to develop tolerance, empathy and constructive dialogue skills. However, lack of knowledge about other cultures, stereotypical thinking and poorly developed communication skills often become an obstacle to harmonious interaction. This prompted us to conduct a study to identify the level of communicative tolerance among subjects of a multicultural educational environment and to find innovative technologies for its development. The study was conducted based on methodological approaches (cultural-historical, systemic, activity-based, personality-oriented, comprehensive) and principles (scientific nature, effectiveness, consideration of individual characteristics, availability, systematicity, consistency) and included target, theoretical-methodological, diagnostic, morphological, procedural, and result blocks, each of which comprised a set of methods and techniques to achieve its main goals. An empirical study of communicative tolerance of 10th-grade students of the Secondary School No. 10 in Kyshtym (N=36) was conducted using the methods of “Diagnostics of Communicative Tolerance” by V. V. Boyko and “Scale of Ethno-National Attitudes” (O. E. Khukhlaev, I. M. Kuznetsov, N. V. Tkachenko). It revealed an average level of communicative tolerance in most subjects, indicating moderate tolerance for individual differences. Most of the subjects demonstrated an average level of communicative tolerance. Subjects with patriotic attitudes were 36%, with neutral attitudes – 39%, with negative attitudes – 12%, with nationalistic attitudes – 13%. Ethno-national attitudes are predominantly patriotic and neutral, indicating respect for their culture in the absence of a pronounced interest in other ethnic groups. Correlation analysis revealed a link between a possible decrease in neutral ethno-national attitudes and an increase in the propensity for cooperation and communicative tolerance. For the effective resolution of interethnic conflicts, we certainly need complex measures, including the development of tolerance, communication skills and emotional intelligence, the study of cultures, avoidance of stereotypes, the practice of empathy and participation in conflict resolution trainings; the creation of a tolerant environment in the family and cooperation with the school. It is necessary to implement not separate measures, but program-target complexes capable of integrating the efforts of teachers, parents and students to develop communicative tolerance. The obtained results expand the understanding of the causes and prerequisites for the emergence of interethnic conflicts between students of comprehensive schools. The materials of the work and the developed recommendations can be used in mass practice by school psychologists and other employees of educational institutions for the purpose of conflict correction.

The relevance of the article is determined by the key challenges facing Russian higher education, related to the necessity of developing digital competences among students in the context of digital acceleration. In a situation of acute shortage of highly qualified specialists with the required digital skills, educational organizations are forced to revise established training methods. The main emphasis is placed on the importance of implementing a multi-level digital learning environment and specialized approaches that promote the development of both professional and general competences, including cross-industry and existential skills such as communication and digital literacy. The purpose of the research work is to describe the experience of inter-university activities to develop digital competence in students of different training areas in a specially modeled digital foreign language learning environment. The study, conducted as part of a joint project between Petrozavodsk State University and the Pacific State Medical University, involved 105 students. The research methods included observation, analysis, a formalized survey in a remote format and statistical processing of the obtained data as well. The experimental training showed that the average score of PSMU students after the training was higher (4.56 versus 4.48 among PetrSU students); however, PetrSU students demonstrated better improvement dynamics (+1.3 versus to +1.22) in the digital competence components, such as clarity of presentation and quality of visualization. The same results were recorded in the evaluation of emotional response and audience engagement. The dynamics of the overall average score was +1,3 points at PetrSU and +1.22 points at PSMU. Participants' subjective assessments also indicated an improvement in digital content creation skills. The scientific novelty lies in the theoretical substantiation and practical testing of conditions for the formation of digital competence in students of the humanities and medical profiles within a unified digital environment in a foreign language, as well as in the identification of didactic and methodological principles of pedagogical technology for modeling educational spaces. The theoretical significance of the study is in the creation of a multi-level foreign language digital learning environment and describing step-by-step algorithms and tools for integrating digital competences into the educational process. The practical significance consists in presenting the results of experimental education aimed at forming digital competence. The authors emphasize the importance of creating such an environment based on project-oriented learning to enhance students' competitiveness in the digital economy.

Media education in the 21st century is not only a modernization marker, but also an objective requirement of modern life. The strategic focus of government policy on digitalization in all spheres of education is reflected both in the main provisions of government programs ("Education Development" up to 2030) and in the work functions of a teacher, as stipulated by the requirements of a professional standard. The study determined that the result of media educational activities is the development of media competence in student teachers. The aim of the article is to theoretically and methodologically analyze and empirically verify the levels of formation of the main structural components of media competence among students majoring in the training area 44.03.01 "Pedagogical Education". The aim of the article was achieved through following the methodological provisions of the systemic, acmeological and competence approaches. The article presents a retrospective analysis of the interpretation of the "teachers’ media competence" concept in the works of both domestic and foreign researchers. The component structure of student teachers’ media competence is substantiated with an emphasis on its motivational, cognitive and operational-creative components. The article presents the results of an empirical study conducted with the 2nd–4th year students majoring in the area of training 44.03.01 “Pedagogical Education” at Yevpatoriya Institute of Social Sciences – branch of Crimean Federal University named after V.I. Vernadsky to identify the levels of media competence components’ development. The theoretical significance of the study lies in the detailed analysis of the terminological essence of the definition “media competence of student teachers”, its component structure, and the justification of its targeted development in student teachers in the process of their professional training. The practical significance of the study is reflected in the results of the empirical study and the proposed diagnostic tools for determining the levels of development of the media competence components in student teachers (motivational, cognitive, operational-creative) identified in the study, which can serve as a further basis for constructing a system of activities for the targeted development of media competence in student teachers in the context of professional training.

Modern foreign language education faces the need to increase the efficiency of developing lexical competence in students who exhibit clip thinking, multitasking, and focus on quick results, under conditions of limited time and intensive academic workload. The relevance of the research is due to the need to systematize microlearning techniques aimed at optimizing the process of forming lexical competence in linguistics students. The aim of the work is to develop and experimentally verify the effectiveness of a system of microlearning techniques in the formation of lexical competence. The methodological foundation consists of competency-based, communicative, and system-activity approaches, the concept of microlearning, the theory of communicative teaching, and the theory of step-by-step formation of mental actions. The empirical part was implemented through a pedagogical experiment involving 112 linguistics students, divided into control and experimental groups with an equivalent initial level of lexical skills. As a result of the research, a system of microlearning techniques was developed and theoretically substantiated, including four interconnected blocks: semantization, activation, automation, and integration of lexical units. The system-forming factors of this system are technological integration, methodological continuity, adaptability, and interval learning, implemented through a unified digital ecosystem. The experiment confirmed a statistically significant advantage of the experimental group in all key parameters of lexical competence (p<0.01), including the volume of active vocabulary, accuracy of lexical material usage, speed of vocabulary actualization, and stability of formed skills. Additionally, increased student motivation, reduced language anxiety, and optimization of time spending for both students and teachers were noted. The theoretical significance lies in expanding scientific understanding of the mechanisms of lexical competence formation in a digital educational environment and detailing the psycholinguistic aspects of microlearning. The practical significance consists in the development of specific techniques and algorithms for their integration into the higher education process, which can be adapted for various educational contexts.

In the context of dynamic changes in education, technology, and society, modern teachers are required to be flexible and ready for continuous development, updating knowledge, skills, and competences. However, in order to meet these requirements, teachers often need professional support and assistance that a supervisor can provide. As a professional, the supervisor solves a number of tasks: helping the teacher to clearly determine the goals and priorities of the work; to realize all aspects of the problem and his/her own role in solving it; to control emotions; to develop a positive attitude towards professional activity, willingness to take responsibility for its results. The aim of the article is to identify the potential of supervision in the context of ensuring continuous professional development of a teacher. The research used general scientific theoretical methods (analysis, synthesis, comparison and generalization of scientific information), and conducted experimental work on the introduction of supervision in educational institutions in Yevpatoria, Republic of Crimea. The research resulted in understanding that supervision in education is based on such areas of work as professional counseling, creation of psychologically comfortable conditions for subjects of professional activity, organization of productive social intergroup and intragroup interaction, diagnostics and resolution of professional conflicts, prevention of professional burnout and correction of professional errors, assistance in the development and self-development of an educational organization and individual employees. The theoretical significance and novelty of the research lies in identifying the specifics of the implementation of these areas in the context of pedagogical practice. The practical significance of the article lies in the experimental study of the supervision influence on the professional development of teachers. The results of the research can be used to develop and implement effective supervision in educational institutions, to ensure continuous professional and pedagogical education.

The most important task of modern primary school is the development of personality through the formation of universal learning actions (hereinafter referred to as ULA), which are the basis of the educational process. A special group of cognitive ULA is formed by the ability to work with information. At the level of primary education, this ability is manifested in the selection of sources for obtaining information, finding and analyzing information in accordance with the educational task; recognizing reliable and unreliable information; presenting information using diagrams and tables, converting text information into a graphical model. Working with a model when studying new objects and their properties is often used in lessons on the subject "The World Around Us". Essential features and relations discovered during modeling become clearly understood and visually presented to students. The aim of this study is to examine the potential of forming ULA of the "Working with Information" group in primary school students at lessons on the subject "The World Around Us" using basic summaries. The basis for the study was one of the educational organizations of the Perm Region, the total number of participants in the pedagogical experiment was 50 students. The following methods were used in the study: theoretical and comparative analysis of sources, pedagogical experiment, methods of statistical processing of results. The authors revealed positive dynamics of developing skills to work with information in primary school students after targeted use of basic summaries in lessons. The article defines pedagogical conditions of effective use of basic summaries for developing skills to work with information. The theoretical significance and novelty of the study lies in clarification of key concepts of the study, definition of pedagogical conditions for basic summaries application in lessons on the subject «The World Around Us». The practical significance of the study lies in the fact that the obtained results and conclusions confirm the effectiveness of basic summaries as a means of developing skills to work with information in primary school students; the worked-out versions of summaries and described techniques can be used in practice by primary school teachers.

The relevance of the article is due to the need to introduce global changes in the educational process of higher education institutions related to the transformational processes taking place in society. The aim of the article is to identify the problems that have arisen on the path of transformation of the educational process and propose ways to solve them. The leading approaches to the study of the problem are multimedia, system activity-oriented and contextual approaches. Using their principles has led us to the following results. Financial, organizational, psychological, infrastructural and substantive problems are highlighted, as well as the ways to solve some of them. Financial problems are related to the rapid pace of new projects implementation and the introduction of expensive digital technologies; organizational problems are related to the regulatory and legal support of the educational process; psychological problems are caused by discrepancies in the experience of working teachers and the potentials of digital technologies, as well as problems in the cognitive sphere of students; infrastructural problems are a consequence of financial problems and the advanced nature of innovative products as compared with the development of a regulatory framework governing activities with their use; meaningful ones are based on the search for a balance between traditional and innovative teaching methods. The theoretical significance of the article lies in the systematization of the main transformational trends currently taking place in the educational processes of higher education institutions. The practical significance of the article is due to identifying ways to solve these problems: creating conditions for the use of traditional teaching methods as fundamental and innovative as complementary; developing competences in the field of IT technologies; eliminating repetitions in the work of teachers by making changes in regulatory legal acts regulating paperwork at the university. The novelty of the research consists in comparing the potential of innovative products and methods with their use in solving specific problems that have arisen in the university educational process.

The relevance of the topic under consideration is due to the need for a teacher to find effective ways to unleash the creative abilities of modern students. The aim of the study is to identify and evaluate the potential of eduScrum as an innovative way to develop creativity among high school students in English lessons. The central research method is a formative experiment, during which the influence of the pedagogical technology of the Dutch teacher-innovator Willy Wijnands (Ashram College, Alphen an den Rhein) on the development of creativity among students of class 10A of the "Lyceum No. 23" in Beloozersky was determined. Other methods used in the process of organizing and conducting research include: observing students at various stages of the experiment, comparative analysis of the level of creativity before and after the introduction of eduScrum pedagogical technology, and reflective survey of students. The study is preliminary in nature, forming a practical basis for further, more extensive study of the prospects for using eduScrum. Summarizing the results of the study, it can be confidently stated that eduScrum technology has played a positive role in increasing the level of creativity among high school students in the English language curriculum. In particular, the positive influence of W. Wijnands' pedagogical technology was revealed, mainly on the development of originality and resistance to closure. A reflective survey showed that the students also positively assess eduScrum's contribution to the development of their creativity. The theoretical significance of this study is expressed in the generalization and systematization of information about eduScrum technology in relation to the English language as a school subject. The practical significance of the research presented in this article lies in identification of empirical aspects that have a direct impact on the effectiveness of eduScrum and deserve close attention from the community of practical teachers working to develop creativity in high school students.

In the modern conditions of globalization and rapid development of technologies, understanding the requirements for the competitiveness of university students is becoming especially relevant. Numerous studies aimed at examining this phenomenon define the concept of "competitiveness" from the position of different scientific fields. The aim of this article is to clarify the concept of "competitiveness of a university student", its structure and the functional purpose of its components. The leading approach to the study of the problem is a systems approach, which provides methods of functional decomposition and structural-functional analysis. In the course of the study, an analysis of approaches to defining the concept of "competitiveness" in economics, psychology and pedagogy was made. The dialectical triad "strategy, activity, result" was revealed as a pattern for identifying the functional structure of the desired personality trait and further formalization of the concept of "competitiveness of a university student". It has been determined that the leading function of the considered personality trait is mobilization and presentation, aimed at self-organization of the student for building up and following a strategy for achieving success in the professional and personal spheres and demonstrating this through the actions taken and their results. The performed functional decomposition made it possible to determine four interconnected functional blocks in the structure of the student's competitiveness: motivational-value, cognitive, professional activity-oriented, personal. Pairwise synergy of the identified blocks and their functions determine the presence of strategic, tactical and operational competitiveness of the university student correlated with the components of the identified dialectical triad. The theoretical significance of the work consists in clarifying the concept of "competitiveness of a university student" based on the integration of knowledge from various scientific fields, which allows creating a more complete picture of shaping the desired personality trait in the process of professional training. The practical significance of the study lies in increasing the efficiency and accuracy of the developed methods and means for formation and diagnostics of university students’ competitiveness in the process of their professional training. The article may be of interest to researchers whose scientific interests and work are aimed at improving the quality of professional training and developing the competitiveness of university students.

The globalization of education and the growth of academic mobility have made preparatory departments for foreign citizens key structural units of Russian universities, facilitating the integration of students into Russian educational system. The work of preparatory departments is aimed at developing language, academic, and socio-cultural competences of foreigners for further study in Russia. Consequently, there is an urgent need to accurately determine the level of proficiency in Russian as a foreign language, particularly at the zero (A0) level. This ensures the individualization of the educational process and enhances the effectiveness of learning. The aim of the article is to develop and test a comprehensive diagnostic tool for assessing the initial level of Russian language proficiency in foreign students when they enter preparatory departments. The methodological foundation of the study included systemic activity-oriented, axiological, communicative, and linguistic-cultural approaches. The experiment was conducted at the preparatory department of the Ural State University of Economics. Before the research, a diagnostic tool consisting of six blocks was developed: phonetics, vocabulary, grammar, reading, writing, and linguistic-cultural knowledge. A scoring system was used in the diagnosis, allowing us to find out the level of foreign students’ preparedness for further study Russian language, starting from the elementary level (A1). The results confirmed the necessity of applying a comprehensive approach to assess language proficiency, which helps to identify individual characteristics and difficulties faced by students at the initial stage. The theoretical significance of the article lies in the clarification of diagnostic criteria for the A0-level and the expansion of the methodological basis for teaching Russian as a foreign language (hereinafter referred to as RFL). The practical significance lies in the possibility of applying the developed diagnostic system in educational institutions that implement pre-university training programs, contributing to the improvement of learning effectiveness and the successful adaptation of foreign citizens to the Russian educational environment.

The relevance of methodological support of project-based activities in the system of continuous agrotechnological education “school-university” is due to the high educational potential of this direction, which contributes to the effective development of students and strengthening of ties between educational organizations of different levels. Project-based activity acts as an instrument for the development of professional competences, creative thinking and interdisciplinary approach, which is especially important in the context of today's challenges. The aim of the study is to develop pedagogical conditions for methodological support of project-based activity on the example of the network project office of the Vyatka State Agrotechnological University and the Secondary School No. 7 in Slobodskoy. To achieve the goal, we used general scientific methods of research, including the analysis of scientific and pedagogical literature, generalization and synthesis of theoretical data, as well as questionnaire survey of teachers in Vyatka State Agrotechnological University and Secondary School No. 7 in Slobodskoy to identify the key problems of project activity organization. As a result of the study, the theoretical foundations of methodological support were established, the key problems arising among the participants of the network project office were identified, such as insufficient coordination of actions between the participants, limited resources and methodological base, as well as difficulties in the formation of students' motivation. In addition, a list of pedagogical conditions was defined necessary for successful support of project-based activities, creation of the network project office structure, formation of a team of specialists, organization of productive interaction of all participants of the educational process, support of the motivation system and development of students' professional orientation. Theoretical significance of the research consists in deepening the understanding of the problem of methodological support of project-based activity, as well as in the development of a scientifically grounded model of network interaction between school and university. Practical significance lies in the possibility of using the obtained results to improve the practice of organizing project-based activities in the conditions of network cooperation. The developed recommendations can be used by educational institutions to improve the effectiveness of project-based work, increase the motivation of participants and ensure continuity between educational levels. The proposed approaches can strengthen partnership relations between schools and universities, which creates conditions for the training of highly qualified specialists in agrotechnological industry.

The relevance of this article is dictated by the demands of the time, as it reflects the evolution of the dominant pedagogical potential of communicative processes in the context of epochs through the analysis of the works of outstanding thinkers, characteristics of educational systems, pedagogical tools, cultural, educational tasks, potentials of pedagogy, educational goals, etc. The aim of this article is to examine the educational dominants of the pedagogical potential of communication, identifying those that were determined in the process of communication processes formation. The paper defines the content of the concepts included in the title – communication and pedagogical potential. The article examines the pedagogical ideas characteristic of the most important historical epochs and times in the traditional chronology, starting from antiquity to the actualization of dominant ideas of pedagogical potential in modern times. For a correct and accurate understanding of the ideas expressed in the works of outstanding thinkers, the author refers to authoritative opinion, examining the works of domestic and foreign scientists. It is found out that the sources of modern communication can not only be explained, but also adjusted, if necessary, in order to optimize pedagogical potential, in particular, in relation to the educational process in higher education. It is impossible not to take this factor into account and even more so not to use it in the educational process: this is one of the conditions for successful professional training. The determination of two main communication models, which currently function as "communicative (humanistic)" and "corporate (rational)" should be considered as the result of the work. The communicative model is associated with a high degree of empathy, attentional ability, responsibility, overcome crisis phenomena in a multi-level identity. The corporate tendency is characterized by rationality, pragmatism, low degree of empathy, and willingness to communicate in order to obtain benefits. The author of this paper described this dichotomy earlier and outlined the results of the research in her dissertation for the degree of Candidate of Pedagogical Sciences (2005), however, the consideration of dominance in the format of evolution occurred for the first time. It should be noted that the results obtained in this study are fully synchronized with the data of our previous works that have been tested. The practical significance of this article lies in the confirmation of the fact that the dominant pedagogical potential of communication processes has a centuries-old history and a solid foundation of pedagogical, philosophical, and sociological ideas. Thus, the functioning of the mechanism of pedagogical potential and meeting the requirements of its optimization should be sought, among other things, in the works of thinkers of past eras.

The issue of the artificial intelligence influence on the academic performance and quality of student learning has become particularly relevant in recent years due to the rapid development of this technology and its widespread use. Today, both the positive effects of integrating artificial intelligence into the educational process and possible negative consequences, including a decrease in student motivation and a deterioration in the quality of knowledge acquisition, are actively studied. However, there are still disagreements among researchers and educators regarding the nature and consequences of artificial intelligence-based technologies impact on the educational process. The main objective of this work is to analyze the key aspects of the generative artificial intelligence influence on student academic performance, cognitive activity and quality of learning. The objectives of the work included assessing the current status of artificial intelligence in education, identifying the possible impact of this technology on the effectiveness of academic work and students' cognitive activity, and developing recommendations on how to use generative artificial intelligence in education. The work is based on systems, competence-based, axiological and activity-based approaches. The results of the work include recommendations for the implementation of generative artificial intelligence technology in the educational process based on the analysis of relevant research on the topic over the past 5 years, as well as our own empirical research. The results show the ambiguity of the perception of the latest generation digital technologies role in education, the lack of uniform criteria for assessing the artificial intelligence impact on the educational process and the need for further scientific and practical work in this area. The theoretical significance of the work lies in identifying contradictions related to the use of generative artificial intelligence in educational institutions. The practical significance of the study is expressed in the proposed measures to optimize the educational process, taking into account the peculiarities of student interaction with neural networks, aimed at improving the quality of education and eliminating potential risks.

The relevance of the study is driven by the need to integrate digital technologies into the educational process of the university, aimed at overcoming resource limitations and developing creative thinking in graduate students. The aim of the work is to justify the didactic potential of gamification for the development of creative thinking among graduate students in foreign language classes and to demonstrate its practical application through the development of tasks corresponding to the levels of Benjamin Bloom's taxonomy. The leading approach of the study was an integrative approach that combines theoretical concepts and practical aspects for a comprehensive analysis of the gamification implementation process. It is implemented through an algorithm that includes the stages of diagnosing educational needs, choosing game mechanics, integrating them into the educational process and evaluating the results. The theoretical significance of the study lies in systematizing the relationship between gaming methods, Bloom's taxonomy levels and language learning. This expands didactic approaches in pedagogy, offering a model that can be adapted to various disciplines. The practical value of the work is confirmed by the development of problem-oriented cases. These tools transform traditional teaching methods, making them more dynamic and compliant with the requirements of the globalized world. Thus, gamification in foreign language learning acts as a catalyst for creative thinking, allowing students to experiment, make mistakes, and find non-obvious solutions in a safe gaming environment. The proposed methods demonstrate how game approaches combine the development of language skills with metacognitive competences, which is critical for training specialists who can effectively operate in a multicultural professional environment. The algorithms and cases developed in the study can be adapted to other disciplines, strengthening the connection between theory and practice in modern education.

The relevance of the research is due to the need for early development of legal education, which contributes to the formation of an active civic position and awareness of the rights and duties among younger generation. Extracurricular activities provide unique opportunities for interactive learning, allowing children to learn legal norms in an informal situation. In addition, there is a need to prepare children for life in a legal society, especially in the context of dynamic changes in legislation, which increases the importance of legal literacy in their daily lives. The purpose of the study is to present didactic means of developing legal literacy among primary school students in extracurricular activities. The research methods used were methods of the general scientific level (inductive-deductive analysis, concretization and generalization), methods of the specific scientific level (systematization and generalization), experiment (diagnostic stage). The research resulted in the development and presentation of a set of worksheets for the development of legal literacy among primary school students in extracurricular activities. The main sections of the presented pedagogical tool are: "Introduction to the world of law", "My rights and duties", "What is good and what is bad?", "Fundamentals of proper behavior". The theoretical significance of the research lies in the generalization of existing knowledge and approaches related to legal education and training. It systematizes key aspects of legal literacy formation, identifying best practices and methodological shortcomings that require attention. The practical significance of the research lies in the development of specific didactic tools, such as worksheets, which can be used by teachers in the educational process. These materials provide a systematic approach to legal education and help children learn legal norms more effectively through active interaction and practical application of knowledge. The novelty lies in an integrated approach to the formation of legal literacy of primary school students by means of extracurricular activities. The study presents new working materials adapted to the age characteristics of primary school students, which can significantly increase the interest and involvement of students in the study of law.

The relevance of this work is determined by the need to overcome contradictions between technological progress and psychological-pedagogical challenges. Social networks have become an integral part of students' daily lives – over 80% of students use social networks daily not only for communication but also for searching educational materials, participating in study groups, and collaborating. At the same time, efforts to transform social networks into a full-fledged pedagogical tool are still incomplete. The aim of the research is to create a conceptual model for using social networks in education that integrates psychological, pedagogical, and ethical aspects. The methodological basis of the research includes: Marshall McLuhan's media education theory, J. Selvin's digital pedagogy theory, Danah Boyd's and Sherry Turkle's psychological models of digital socialization, as well as pedagogical concepts of blended learning and network interaction. The main results of the work are presented in the form of a conceptual model. The developed model is comprehensive and it is based on three key components: psychological, pedagogical, and ethical. The focus areas of these components are: psychological – specific features of students’ digital socialization and the impact of social networks on their emotional intelligence; pedagogical - methodological aspects of using platforms for educational purposes; ethical - ensuring safe interaction in the digital space. A system of principles for the functioning of the model has been developed, along with an implementation algorithm and criteria for evaluating educational content. Methods for minimizing risks and recommendations for implementing the model have been proposed. The following algorithm for implementing the model is suggested: preparatory stage, design stage, technical stage, participant preparation stage, pilot stage, scaling stage, and sustainable operation stage. For implementing the model, it is proposed to use the following control point groups: organizational, methodological, technological, and psychological-pedagogical. This research contributes to the development of scientific knowledge by systematizing disparate approaches to integrating social networks into education and proposing an interdisciplinary model that combines psychological, pedagogical, and technological aspects, determining the optimal balance between the educational opportunities of social networks and methods for minimizing their risks through the use of an original taxonomy. The practical significance of the research lies in developing recommendations and algorithms for educators.

The article is devoted to the problem of human capital development in the system of higher education by means of mentoring activities as one of the components of the competitiveness of a modern university. The relevance of the study stems from the fact that the majority of school graduates focused on university admission, which led to an imbalance, but currently the opposite process is taking place, as many school graduates choose colleges, which leads to a reduction in the number of applicants entering universities. This situation increases competition between universities, the effectiveness of which depends on human capital, and mentoring is one of its development factors. The aim of the article is to consider the impact of mentoring on the development of human capital as a condition for increasing the competitiveness of universities. In accordance with this goal, the main elements are identified and approaches to the content of the «mentoring» and «human capital» concepts are analyzed. In addition, the authors’ original definition of these concepts is proposed in relation to the activities of a university teacher. The authors found out that mentoring also contributes to the formation of communicative personal traits, teamwork skills, professional development and instills need for self-improvement. Based on a systemic activity-oriented, person centred approaches, the authors formulate such didactic conditions for the development of the human potential of a university teacher as: creating an innovative environment of an educational organization that promotes systematic professional development; designing individual programs for professional and personal growth; active participation in mentoring activities; increasing motivation for personal self-development. The identified conditions contribute to the resource development of the teachers’ professional development system in the course of their main professional and mentoring activities. An adapted evaluation table of the teacher's competitiveness (A. R. Bayanova et al.) is presented; the results of the survey are based on an adapted questionnaire developed by A. R. Masalimova and I.I. Irismetova. The authors underline the need to take into account changes and challenges in the process of developing the human capital of scientific and pedagogical personnel of universities, the importance of improving mentoring at universities in the design and implementation of strategic goals of educational institutions.

The modern system of higher education places increasingly high demands on the level of graduate training, especially in the context of globalization and growing mobility of professional personnel. In this regard, the development of sustainable self-learning skills among students becomes particularly relevant and an integral part of professional education. One of the priority areas is the development of foreign language professional competence as a means of integration into the international professional community. Foreign language competence is regarded not only as proficiency in a foreign language, but also as a complex category that includes the ability to use the language in professional and intercultural communication. The aim of this study is to analyze the conceptual foundations of the independent development of foreign language competence among students, as well as to explore methodological approaches aimed at its enhancement in the context of higher education. Special attention is paid to students’ independent learning activities, which contribute not only to the development of language skills but also to the formation of universal competences such as critical thinking, information literacy, and self-organization. The study employs theoretical methods, including the analysis of scientific and educational literature, as well as comparative, systemic, and structural-functional approaches. As a result, key structural components of foreign language competence have been identified—linguistic, communicative, pragmatic, and sociocultural. The study presents the levels of competence formation and practice-oriented recommendations for its development. The theoretical significance of the research lies in clarifying the structure of foreign language competence and identifying its components in the context of professional training. The practical significance consists in the development of recommendations for promoting students’ autonomous learning activities. The scientific novelty lies in a comprehensive approach to the analysis of self-educational strategies for developing foreign language competence, taking into account the current requirements for pedagogical training.

The relevance of the research is determined by the need to reduce the gap between academic training and the industry requirements. Modern challenges in the nuclear medicine related to the development of nuclear energy and high-tech industries, as well as the request from both medical institutions and technology companies to obtain more accurate and informative results by using of mathematical and algorithmic methods for the analysis, interpretation and processing of medical signals, actualize the need to give the students of technical specialties not only theoretical knowledge, but also practical competences in these areas. One of the most effective ways to gain practical skills is to integrate industry competitions into the pedagogical system of engineering education. The aim of the paper is to substantiate the need for systematic participation of students and teachers in specialized competitions and identify the key factors to realize this approach successfully. There are developing radiation safety skills and implementing digital transformation of data processing by using modern information technologies used as examples in the paper. The paper is devoted to the study of pedagogical conditions that contribute to the effective training of specialists through the integration of industry competitions into the educational process. The main approach here is to analyze scientific theories and practices that should be used to integrate industry championships into higher education effectively, as well as to identify the advantages and disadvantages of existing variants for implementing such integration. The work results in substantiating the necessary conditions for integration and describing positive experiences by using the examples of radiation and information technology trajectories in a bioengineering educational program. The theoretical significance is determined by the basis of socio-psychological theories that confirm the effectiveness of the activity-based approach in education. The practical significance of the work lies in the examples of successful integration of practices based on competitive events into the educational process and improvement of the education quality.

Starting university studies is always associated with stress for students, and for those who continue their sports careers, this stress doubles, complicating the processes of adaptation to new academic activities. This determines the need for a thorough study of these processes. The relevance of our work lies in an integrated approach to the study of adaptation processes by examining the personal qualities of boxing students that affect their adaptive capabilities at the university. The purpose of the study is to investigate the role of sports influence on the personal development of students and compare the level of adaptation to the learning activities of students at the university. In the course of the research, methods of description, pedagogical experiment, methods of mathematical statistics, as well as psychodiagnostic techniques were used. The article analyzes the works of domestic and foreign scientists devoted to the study of the development of personal qualities in sports activities. The authors have identified certain personal qualities of boxer athletes, which show the level of their adaptation to educational and sports activities. An empirical study has confirmed the hypothesis that such qualities of boxer athletes have a positive effect on their ability to quickly integrate into a new team and successfully master academic disciplines even under significant athletic loads. Based on the results of research conducted using the above methods, the level of their development was found out, which led us to the conclusion that sports activities really facilitate the adaptation of student-athletes to study compared with ordinary first-year students. However, the high workload in the training process and competitive activities negatively affects the academic performance of boxer athletes. The theoretical significance of the results obtained lies in the deepening of scientific knowledge about the influence of sports on the formation of students’ personal qualities, which affect the adaptation processes in higher education. The practical value of the research lies in the fact that the data obtained can be useful in working with first-year students to facilitate their successful adaptation to the educational and sports process.

The article is devoted to the topical issue of preparing future psychologists for professional activity, where foreign language proficiency is an essential tool. The relevance of the research is due to the growing need for specialists who are able to communicate freely with foreign colleagues, study foreign scientific literature and participate in international projects. The aim of this work is to develop and test an effective foreign language teaching methodology for future psychologists based on the LSP course, aimed at building up professionally-oriented language competence. The theoretical basis of the study was provided by practice-oriented approaches, such as the communicative approach, which focuses on the development of communication skills in a professional environment; the professionally-oriented approach, which provides for the integration of language knowledge and skills with professional knowledge; and the competence-based approach, aimed at forming a set of competences necessary for the successful work of a psychologist. Various methods were used in the study: comparative-analytical method, analysis of regulatory documents, educational programs. The theoretical significance of the study lies in the development of a foreign language teaching model adapted to the needs of future psychologists, taking into account the specifics of their professional activities and aimed at developing linguistic, sociocultural, and professional competences. The practical significance of the study lies in possible applying the developed materials in the educational process to improve the level of foreign language proficiency among future psychologists. The results of the study are expected to be used in the development of curricula and methodological materials for foreign language courses in psychological universities, as well as for the organization of advanced training courses for practicing psychologists. The developed materials can be adapted for different levels of language proficiency and types of educational institutions. In addition, the research results can be used to develop online courses and other digital resources that promote independent work by students and increase the effectiveness of learning.

The complexity and scale of the problem of suicide among children and adolescents, due to the psychological characteristics of age and a variety of causes, necessitate the development of effective preventive measures. The work examines the substantive aspects and types of prevention, measures aimed at developing a positive attitude towards life in adolescents, supporting mental health and preserving their lives. It has been revealed that prevention includes a number of measures aimed at avoiding the development of crisis situations, early detection of depression signs and other psychological disorders, improvement of mental health and development of a positive worldview.

The relevance of the study stems from the fact that the geopolitical situation today determines the important issue of the connection between such phenomena as self-efficacy and psychological well-being in women. It is the connection between these three components – self-efficacy, psychological well-being and tolerant attitude to situations of uncertainty that became the aim of our study. As a result of the empirical study, statistically significant connections between the presented phenomena were identified.