№ 03 (March)

The relevance of the study is due to the fact that the demand for higher technical education in modern Russia by foreign citizens has increased significantly. As a result, many universities have faced the problem of mass training of applicants in the context of learning Russian as a foreign language. The influx of students from Asia and Africa requires interpretation and optimization of Russian language teaching. In order to make such work productive, it is necessary to take into account not only the opinion of the teachers, but also the point of view of the students. The aim of the study is to identify the most important difficulties for students that arise in the process of learning Russian in technical universities (taking into account the opinions of foreign students). To find the opinion of students, a survey was conducted among graduates of the Omsk Automobile and Tank Engineering Institute (37 cadets from 17 foreign countries) and Omsk State Transport University (11 students from China). The approaches of methodologists and students to this issue do not coincide. Teachers claim that the greatest difficulties are associated with the motivation to study the Russian language and with learning specialized "technical" topics and the grammar of the scientific style. As the results of the survey showed, the opinions of students and cadets have their specific features. For students, the most problematic is the process of cultural adaptation and getting used to the process of studying at the university. At the same time, problems in mastering the Russian language are noted by students regularly and do not depend on the topics and courses within which this occurs. In addition, a dependence was revealed between students' opinions on the success of their studies and the opportunity to learn Russian as a foreign language in the preparatory course. The theoretical significance is related to the ranking of difficulties in learning Russian as a foreign language. The practical significance is due to the identification of the most difficult components of successful engineering education for foreign citizens in our country (considering the opinions of both teachers and students).

Currently, the main form and method of assessing the level of competence formation in a graduate of an educational institution is a demonstration exam (demo exam). The main issue here is the assessment of the level of formation of the competences necessary for practical activity by the expert commission (group). Thus, the development of a scientifically grounded methodology for choosing the members of an expert group to assess the level of competence formation in a graduate of an educational institution is an urgent pedagogical problem. The aim of the research is to improve the methods of conducting pedagogical expertise to increase the effectiveness of the demo examination. To achieve this goal, an algorithm for selecting an expert group based on the "Snowball" method has been developed, in which the decision-maker is chosen by the student at the first iteration. The pedagogical category "effectiveness" has been defined in relation to conducting a demo exam. A pedagogical experiment was conducted, quantitative values of increasing the effectiveness of the educational process were obtained when forming an expert group using the proposed method. The theoretical significance of the research conducted by the authors lies in the development of a scientifically grounded method of organizing expert groups to assess the level of formation and development of professional competences among students, which significantly improves the effectiveness of the educational process as a whole. The practical significance of the research conducted by the authors lies in the development of an algorithm for the formation of expert groups during a demonstration exam in an educational organization, which makes it possible to optimize the number of iterations when selecting experts, increase the effectiveness of the demonstration exam by students’ "accepting" assessment scales, and their readiness to correct individual educational trajectories based on the grades received, i.e. the transformation of the demonstration exam into a prognostic pedagogical examination, the results of which are in demand by students, make it possible to effectively form and develop promising professional competences that ensure their further success in the labor market.

The modernization of higher education opens up prospects for the use of three-dimensional graphic image processing technologies in the training of highly qualified specialists in accordance with the challenges of the future. Informational interaction with 3D models has didactic potential for the formation of demanded soft skills (creative thinking, ability to work in a team, project management experience) and improving the quality of training of digital school instructors. The aim of the study is to identify the specific features of the teamwork skills development among student teachers using 3D technology. The leading method is computer modeling using the tools of the Vectary program, when users create projects directly in a web browser. Scientific novelty: the potential of using 3D tools to develop students' teamwork skills is substantiated. Theoretical significance – the identified potentials of three-dimensional graphics processing technologies are clarified in relation to the training of student teachers and their group activities. 74 bachelors of the Faculty of Pedagogy and Psychology of Vyatka State University are involved. The area of training is Pedagogical Education 03.44.05, specialization "Physics and Computer Science", "Biology and English", "Russian language and Literature". Laura Stack's method is used to diagnose the level of team building. The results of the study present the ideas of using Vectary to develop students' teamwork skills in the framework of the "Theoretical", "Analytical", "Practical", "Methodological", and "Demonstration" stages when working on 3D virtual group projects. The results obtained are the basis for improving the training programs for preservice subject teachers in the context of the priorities of Industry 5.0. Practical significance – the factors influencing the effectiveness of the use of 3D technologies for the development of teamwork skills of digital school instructors have been identified: the degree of details in working out instructions; the existing user experience with three-dimensional image processing tools and the quality of previously learned material in previous disciplines; the interests of future specialists in the chosen field; the experience of participating in team projects. In conclusion, the specific features of teamwork on 3D models are formulated: group support for an individual participant in making extraordinary decisions; acceleration of personal and organizational growth; reduction of anxiety and burnout.

The relevance of the topic of this study is predetermined, first of all, by the recent reform of the modern school education system in the form of a ban on the use of various electronic means of communication in education and in need of general theoretical understanding. The problem of digitalization of the modern education system has been discussed by the scientific community for quite a long time: the advantages are emphasized, the risks are discussed, and proposals are put forward. Ideas about the need to ban the use of mobile phones have also been discussed for a long time. However, to establish such an imperative limitation requires not only a detailed study of regulation, but also the proposal of implementation procedures. The aim of the work is to make a comprehensive analysis of the legislative provisions, together with an evolving understanding of both the actual need for a ban and the possible consequences of the proposed changes to confirm the ill-considered implementation. To achieve this goal, we study, first of all, the regulatory framework that prohibits the use of mobile phones in the learning process. The article analyzes the opinions of both domestic and foreign scientists who have studied the characteristics and problems of the process of digitalization of educational activities, as well as the risks of misuse of various gadgets by students. Special attention is paid to the positions of the legal community, which note some inconsistency in legal regulation and insufficient elaboration of the educational system readiness for such prohibitions in principle. The results of the study reflect not only an in-depth analysis of the regulatory and legal material of the established ban on the use of mobile phones by students and the theoretical positions of the scientific community, but they are also based on the practical pedagogical and legal activities of the authors of the work. One of the main conclusions is the opinion that there are a number of problems due to insufficient in-depth study of the reform carried out and violation of the unity of theory and practice of application. As a result, the authors formulated a number of proposals, firstly, to ensure that banning phones in schools increases the effectiveness of the educational process, and secondly, to reduce its possible negative consequences during learning. The theoretical significance of the research lies in the possibility of using it for further work on the scientific understanding of the prohibition or restriction of the use of any digital devices in education. The practical significance is expressed in the fact that the main conclusions can be useful in educational activities to solve emerging problems.

The acceleration of the internationalization of education is a general trend in the development of higher education and a general requirement for universities, which is why countries and universities around the world compete annually for educational migration flows. In addition, the events of the past years (the pandemic, the transition to distance learning) have necessitated the search for new forms of interaction with students from abroad, resulting in increased interest in the educational potential of digital media in order to create an adaptive environment for international students. The identified problem allowed us to formulate the aim of the article, which is to determine the characteristics of social adaptation of foreign students in the context of digitalization. The works of domestic and foreign scientists on the issue of social adaptation of foreign students, including those related to transformations in the educational system caused by digitalization, served as the methodological basis of the research. The research is based on an integrative approach. Theoretical research methods were chosen as the leading methods: the study and analysis of pedagogical literature and policy documents; analysis, generalization and systematization of information from scientific sources, causal analysis. The article identifies factors that hinder the social adaptation of foreign students in the context of digitalization; suggests possible ways to eliminate them using remote means; identifies priority tasks of social adaptation of foreign students using remote means. The theoretical significance lies in determining the role of digital tools in organizing the adaptation processes for international students; identifying the potential of using remote means in the process of students' adaptation to the conditions of study at the university; determining the tasks of social adaptation of foreign students using remote means. The practical significance lies in the fact that the results obtained can be used as the basis for a process model of social adaptation of foreign students using remote means; applied by teaching staff, tutors, mentors in order to improve work with foreign students in the educational system of the university.

The network form of implementation of educational programs is becoming more and more common in the higher education system, and not only leading universities, but also regional universities are involved in the development of such programs. In accordance with federal requirements, several organizations may participate in the implementation of a network program, so there is a need to develop a model of their interaction. When designing a specific network partnership model, external factors usually come to the fore, among which the leading role is played by the university’s connections with other educational and specialized organizations. Meanwhile, effective partnership is possible if organizations are compatible on a number of internal parameters, such as strategic goals, corporate culture, organizational structure, etc. Therefore, the problem of choosing a network interaction model based on an assessment of the internal compatibility of partners, considered in the article, seems relevant to us. The aim of the study is to develop a methodology for assessing the compatibility of partners under a network agreement, allowing one to select the most effective model of network interaction. The authors based this policy on a methodology for assessing the compatibility of economic partners within the framework of strategic alliances, adapted to the specifics of educational organizations. As a result of the study, a classification of network partnership models is proposed, based on basic methods of interaction between organizations. Three main types of models are identified – linear, radial and hierarchical, and their brief characteristics are presented. A methodology for quantitative assessment of the compatibility of partners under a network agreement is proposed, within which four main compatibility criteria are identified – strategic, resource, organizational and cultural, for each of which indicators are defined. The final compatibility assessment is a weighted average expert assessment based on a set of criteria, with weight coefficients depending on the choice of interaction model. The proposed methodology was tested on network educational programs of the Faculty of Physics and Mathematics of Smolensk State University. The theoretical significance of the research lies in the development of the author's original methodology for choosing a network partnership model based on a comprehensive expert assessment of the compatibility of participating organizations, which can be used in further research on this issue. The practical significance is determined by the prospects of using the developed methodology in the design of educational programs in a network format.

Historical self-awareness is one of the qualities of a person that determines his/her maturity, the ability for spiritual self-organization, for conscious and critical perception of events observed in life. The purpose of the article was to describe the results of a study of historical self-awareness of modern Russian student youth. The study was conducted using systemic and functional approaches, integrative, correlation and other methods. The main practical tool was the method of sociological survey, with the help of which, according to a questionnaire compiled on the basis of the questionnaire of E. N. Shestakova, 94 students of the Kamensk Technological Institute, branch of the South-Russian State Polytechnical University named after M. I. Platov (Kamensk-Shakhtinsky, Russia), were surveyed in 2024. The analysis covered students' perception of history and their place in it, the level and direction of their interest in Russian history, students' civic consciousness, and other issues related to the historical self-awareness of young people. The survey results were compared with those obtained in a similar study by E. N. Shestakova in 2006. It was found that most modern young people are interested in historical issues, and this interest is determined for modern students not only by an internal urge to understand their own history and identify their place in it, but also by a distrust of official publications on historical topics. At the same time, students' interest in the public life of the people as part of history has increased. In addition, it was noted the need for young people to receive information from history in various forms and methods, including those related to modern digital technologies. The theoretical significance of the work lies in the clarification of the concept of historical self-awareness. The practical significance of the study lies in the formulation of methodological recommendations for teaching history in a technical university, in particular, it is recommended to pay attention to methods of situation analysis, problem-searching methods, drawing up structural-logical schemes, developing communicative competence, etc.

The problem of differentiation in groups with a mixed level of foreign language proficiency is one of the most acute in bilingual education. The relevance of the work is justified by the lack of practical research on the use of linguistic differentiation in a bilingual educational environment, since a significant number of studies on differentiated learning focus exclusively on non-linguistic forms of its application. The aim of this article was to discuss the positive results of using translanguaging, as well as the differentiation of learning goals that help overcome certain problems in the process of teaching Humanities to groups with a mixed level of foreign language proficiency. The methodology of this research includes content and language integrated learning, lingual didactics and a person-oriented approach. Linguistic differentiation occupies a central place of the study and is presented in the form of translanguaging. The development of a system of assessments in the experimental work is based on the theories of cognitive and speech development. The practical part of the study includes the application of standardized tests and methods of mathematical statistics. The outcomes of the experimental work described in the article showed that most of the problems that reduced the effectiveness of learning arose as a result of individual differences in students' levels of learning a foreign language and, consequently, in their educational needs. Among the main methods of improving the effectiveness of the educational process were identified: linguistic differentiation in the form of translanguaging and differentiation of learning objectives, also subdivided into subject and linguistic levels. The results of the analysis of the development of subject competence showed that the combination of various forms of differentiation used in the learning process contributed to ensuring sustainable progress in learning educational material for the majority of students with both higher and lower levels of foreign language proficiency. The theoretical significance of the study lies in proving the effective use of translanguaging as a form of linguistic differentiation of instruction. The practical significance of the article is expressed in the description of a number of specific problems that arise in groups with a mixed level of foreign language proficiency in the process of developing subject competences in teaching in a foreign language and the selection of certain differentiated instruction methods that help solve these problems and can be effectively applied in similar situations by other teachers and methodologists.

Тhe article attempts to develop a concept of the phenomenon of hybrid education of children with a migration background. The relevance of this study is due to the fact that it deals with the study of two phenomena. Firstly, the concept of hybrid learning, which is often confused and considered synonymous with blended learning. Secondly, the education of children with a migration background is considered in a new context, since this concept does not have a clear definition. Together these are considered as a process of hybrid education for children with different learning histories, including children with migration histories. The migration background acts on the basis of the principle of synergy. In the context of these reflections, the authors considered it necessary to study this trend in education as relevant and in demand by both the education system and the new migration policy of the Russian Federation. The purpose of the article is to theoretically substantiate the phenomena under study (hybrid learning and migration background as a synergistic effect and mechanism of acculturation). The methodology of the research is presented by the theoretical and methodological foundations of hybrid learning, migration theory, which we consider in the context of the subject-activity theory. We separate hybrid learning from blended learning and do not consider them as identical concepts, seeing them as a new technology of learning in the digital space, which combines live (personal) communication and communication in a digital environment. The migration background of contextual education is not clearly defined, it is often considered as the education of migrant children, as foreign speakers and children with special migration histories. We consider the main results of the study as opportunities for testing the project of a structural and functional model of hybrid education for children with a migration background. The theoretical significance of the research lies in the development of a new concept of hybrid learning, combined with the education of children with a migration background, in which the hybrid is considered as an innovation in the education of children-speakers of other languages. The practical significance lies in the possibility of extrapolating the leading idea into the practice of education of these children in the context of the new migration policy in education.

The relevance of this study is due to the fact that more and more students entering the university today have health problems, and the list of deviations in their current condition related to chronic diseases is constantly increasing. The large percentage are pathologies of the cardiovascular system. However, due to the intensification of the educational process in universities today, there is a tendency to decrease the volume of students' motor activity, which can negatively affect their physical development, physical fitness and functional condition. In this regard, there is a need to find an effective teaching methodology. The aim of the study is to determine the impact of practice-oriented training, varying in nature of physical activity, on female students with health disabilities who are medically assigned to a special medical group at Samara universities. To achieve this goal, various methods were used, including the analysis of scientific and methodological sources on the topic, methods of description, pedagogical experiment, methods of mathematical statistics, and functional methods for assessing morphological and physiological changes. The study systematized and analyzed the works of domestic and foreign scientists, reflecting the fact of an increase in the overall incidence of diseases among young people. The practical part of the study included a pedagogical experiment, which allowed us not only to study in depth the health condition of female students with abnormalities of the cardiovascular system, but also to record various functional shifts at the period of the study. As a result of the analysis of the dynamics of the functional condition indicators of female students with various heart pathologies who had regular physical activity, it was found a decrease in heart rate (HR), systolic and diastolic blood pressure, and pulse pressure, which indicated favorable dynamics in the body's adaptation to physical activity. Based on this, it can be concluded that a decrease in physical activity in a special medical group can adversely affect the health of students, while the development of proper health-preserving behavior at the university will undoubtedly help them in life. Theoretical significance: scientific ideas about the general patterns of morphological and functional characteristics change and their development at different stages of practice-oriented education of university students with problems of the cardiovascular system are clarified, supplemented and systematized. The practical significance of the research lies in the possibility of successful applying the research results for the work with students in a special medical group.

The professional standard "Teacher" describes a number of new labour functions, labour actions carried out within the teacher's activity framework. Modern teachers do not always perform all the required new functions and actions, so their compensatory education is now organized in educational institutions of additional professional education. The aim of the article was to present the structure of the teacher's professional subjectivity development system in an educational organization of additional professional education. The main approaches in our research were the study of literary sources on the chosen topic and the definition of the component characteristics of the teacher's professional subjectivity development system. The article results in the presentation of the main structural elements of the teacher's professional subjectivity development system in the educational organization of additional professional education: 1 – the coordination component involves the organization of long-term planning; 2 – the research component is aimed at conducting research on the professional needs of teachers, missing competences, and the peculiarities of teachers' professional subjectivity; 3 – the experiential component is aimed at conducting teacher training within the framework of advanced training courses, organizing the development of a student's own individual educational vector; 4 – expert component involves an analytical review by the tutor of the educational organization of additional professional education and by the trained teacher of the levels of teacher’s professional subjectivity, comparing their characteristics at the first and last stages of training. The theoretical significance of the article lies in the examination of significant research by domestic, American and Canadian researchers on the problems of continuing professional education, issues of professional subjectivity and its development. The practical significance consists in identifying the main characteristics of the teacher's professional subjectivity development in an institution of additional professional education.

In a rapidly changing world characterized by dynamically developing technologies and increasing information overload, the task of preparing schoolchildren capable of independent, critical and creative thinking comes to the fore. Traditional approaches to learning, focused on the reproductive assimilation of knowledge, are insufficient for the formation of competences necessary for successful adaptation and implementation in the future. In this regard, there is a pressing need to develop the personal potential of each student, to form a stable motivation for learning. The experience of cognition, including the skills of observation, analysis, synthesis, hypotheses, experimentation and interpretation of results, allows students not only to assimilate knowledge, but also to actively participate in the process of its construction. It is the experience of cognition that provides the opportunity for critical assessment of information, an independent search for solutions and adaptation to changing conditions. Within the framework of our research approaches, the process of cognition is considered as a reflection of reality in thinking, creative activity aimed at creating knowledge about the world. The key element in the formation of cognitive experience is the use of tasks of the third type – the tasks that the student is not yet able to solve independently, but which stimulate his cognitive activity. The proposed technology is based on the systematic use of scientific cognition methods (empirical, theoretical and universal) in solving problems of the third type. The research methodology includes analysis and synthesis of literary sources, modeling and design of the structure of teaching technology. As a result of the theoretical study, the works of domestic and foreign researchers in the field of formation of cognitive experience in schoolchildren were analyzed. The authors propose the theoretical development of the technology of teaching preservice teachers aimed at fostering the experience of cognition in schoolchildren through the use of tasks of the third type and methods of scientific cognition. The article is of theoretical interest to methodologists and teachers dealing with the issues of cognitive experience development. The obtained results can become the basis for updating specific subject methods and working out practical materials for developing students’ experience of cognition.

The relevance of the research is conditioned by the growing need for technical specialists with developed business writing skills in English in the context of globalization and internationalization of business and science. Despite the high level of professional knowledge, many engineering students experience difficulties in composing business correspondence and professional documents in English, which hinders their effective communication and successful integration into the international professional community. The aim of this article is to justify a model of teaching engineering students to write in English in order to develop the necessary competences for successful professional and academic activity in an international context. The model is designed to fill the gaps in language training, focusing on the specifics of business communication and requirements for professional texts. The methodological basis of the research is a complex approach, including the analysis of existing methods of teaching business English, taking into account the specifics of teaching students of technical specialties, as well as the principles of competence and communicative approaches. The model is based on the integration of authentic materials, interactive tasks, project-based activities and feedback system aimed at developing practical skills of writing business letters, reports, proposals and other types of professional texts. Emphasis is placed on developing skills of information structuring, using business style, observing grammatical and stylistic norms, as well as taking into account cultural peculiarities of business communication. The results of the study demonstrate the effectiveness of the proposed training model in improving the level of proficiency in business writing in English among engineering students. Practical application of the model showed a significant improvement in the quality of professional texts, increased students' confidence in their language skills and their readiness for international professional interaction. The obtained data confirm the necessity of purposeful and systematic work on the development of business writing skills in English among students of technical specialties. Theoretical significance of the research lies in the expansion of ideas about the methodology of teaching business English in a technical university, as well as in the substantiation of principles and approaches to the formation of relevant competences. Practical significance consists in the possibility of using the developed model of teaching in the educational process of technical universities to improve the quality of language training of graduates and their competitiveness in the international labor market. The model can be adapted for different technical specialties taking into account their specific needs and requirements to business communication.

At present, the task of intellectual development of students comes to the forefront in teaching mathematics at school, and the development of their mathematical thinking is becoming increasingly relevant. The aim of the article is to examine those elements in the procedural-cognitive side of the content of teaching mathematics, which act as mental means and methods of mathematical knowledge. The methodological basis of the study is the systemic, meta-subject and activity-based approaches. As a result of learning mathematics, the mind of a person forms structures corresponding to the identified elements of the content of teaching mathematics, which are called mathematical thinking schemes in the article. These include logical, algorithmic, combinatorial and figurative-geometric cognitive structures. The article provides their characteristics and describes the practical experience of their formation in schoolchildren. All these structures are universal, i.e. they are used regardless of the specific mathematical material, and they are of great importance not only for learning, but also for mathematical creativity. All the considered schemes of mathematical thinking have one common characteristic: their formation can be carried out only over a long period of time, using the sensitive possibilities of their development in each age period. A theoretical analysis of the relationship between the processes of differentiation and integration of such structures is made. It is shown that the process of integration should prevail quantitatively in the formation of such structures, gradual, small-step accumulation of mathematical knowledge. However, qualitative leaps and breakthroughs in the creation of knowledge can occur through differentiation, using the deductive method. The recommendations given in the article to teachers on the formation of various types of mathematical thinking schemes in schoolchildren at different levels of education are of practical significance. The greatest attention is paid to figurative-geometric thinking schemes and their role in teaching mathematics. It is noted that the use of computer mathematics systems in teaching, which also help in conducting computer experiments and in research-based learning, is a great help to the teacher in forming such patterns of thinking in the conditions of a digital society.

The article considers the possible advantages to be brought by the use of mind-maps in the process of teaching economic translation to the Economics majors. The topicality of this study has found its expression in the fact that methodologists and educators are currently engaged in an active search of ways to develop and hone a wide range of learners’ competences which would match the requirements of present-day employers on the labor market. Our study was aimed at demonstrating how the application of this tool can significantly improve the quality of economic texts’ translation. With the help of such methods as observation and the method of experiment, we revealed qualitative and quantitative benefits of creating mind maps when preparing to translate the texts of economic character. The experimental group which took part in our study made on average almost twice as less errors of various types in their translation, the latter being preceded by mind map creation. In contrast to this, the control group, translating without prior mind mapping, showed less proper comprehension of the material to be translated and greater translation inaccuracy. As a result, the conclusions have been made regarding the efficacy of mind-maps usage at economic translation classes: more opportunities of streamlining the material, its retention, of revealing interrelation between the ideas and concepts of such texts. Scientific novelty of this research is demonstrated in the idea of using mind-maps in relation with the translation of economic texts: the process prior to the translation itself traditionally does not imply making any mind-maps. The theoretical value of the study can be found in combining mind-maps with the possibility of more efficient translation activity, along with developing ‘higher order’ cognitive skills, while its practical importance of mind-maps preceding translation process might be applied in devising university curricular, educational programs and plans for teaching foreign languages and translation in higher education institutions.

It is known that regular physical activity has a beneficial effect on the functional development of all organs and systems of the human body and has a positive effect on many processes of rehabilitation after illnesses and treatment of diseases. The number of students suffering from diabetes is increasing every year, therefore, the problem of studying the effect of physical exercises on the course of the disease remains relevant today. Thanks to special methods for the implementation of physical activity, it is possible to correct the complex course of diseases, for example, diabetes mellitus, where regularly maintained physical activity is a very effective method for reducing blood sugar. The aim of the study: to identify the effect of physical activity on students of a special medical group suffering from diabetes mellitus within the discipline "Adaptive physical education". The study used methods of analysis and generalization of scientific and methodological literature, pedagogical experiment, questionnaire: short health form SF-36, photometric index, methods of mathematical statistics. This technique has been tested on students with diabetes mellitus from three universities in the Samara region. The results of the study and conclusions: The significant decrease in blood sugar levels in the experimental group of students revealed during the study confirms the positive effect of regular physical activity on the course of diabetes mellitus. The experiment showed that 58% of students who regularly exercised observed a positive effect from physical activity, were very happy to attend additional classes in recreational aerobics. Chronic exacerbations of the disease and acute respiratory infections in this group were observed much less frequently. The authors conclude that the developed training methodology for students with diabetes can be used in higher education institutions as training in regulating blood sugar levels, improving the emotional background, and therefore improving the quality of students’ life. The theoretical significance of the research lies in the generalization and systematization of scientific material on this topic, the definition of the main directions of teachers' work with students suffering from diabetes mellitus. The practical significance is determined in the development of new methods of teaching the discipline “Adaptive physical education” in universities aimed at an individual predictive approach in modern education.

The development of research skills in primary school students is a task that requires a comprehensive approach and involves creating favorable pedagogical conditions. An important aspect of establishing such conditions is the use of the pedagogical potential of ethnocultural traditions, which enriches the educational process, making it more diverse and engaging for children. The aim of this study was to examine the pedagogical conditions for developing research skills in primary school students through the pedagogical potential of ethnocultural traditions, which serve as a rich source of knowledge, skills, and values. In the course of the research, the following tasks were addressed: identifying and describing the pedagogical conditions that facilitate the effective development of research skills in primary school students; determining the means of the pedagogical potential of ethnocultural traditions for the development of research skills; and conducting an experimental study to assess the effectiveness of applying ethnocultural traditions to the educational process. Based on an analysis of psychological and pedagogical literature, the identified pedagogical conditions contributing to the development of research skills in primary school students laid the groundwork for organizing and conducting experimental work. The research methods included M.V. Matyukhina’s test “Study of the Motivational Sphere of Primary School Students for Research Activity” and the methodology for assessing the practical readiness of these students for research activities worked out by N.N. Sandalova. The latter methodology represents a comprehensive approach aimed at determining the level of research skills development in primary school students. During the experiment, innovative techniques that integrate ethnocultural traditions into the educational process were developed and tested. The results of the study showed that the use of the pedagogical potential of ethnocultural traditions helped to increase motivation for research activities, developed creative potential, and fostered the development of research skills in primary school students. The theoretical significance of the study lies in defining pedagogical conditions in the context of ethnocultural traditions. Its practical significance stems from the fact that the proposed methods of integrating ethnocultural traditions can be implemented in the educational process to enhance its effectiveness.

The article presents the results of studying the development of public pre-school education in the RSFSR during the Great Patriotic War. Various aspects of the development of public preschool education in 1941–1945 are represented in science: social protection of children, organization of pre-school institutions, development of theory and practice of preschool education, training of educators, etc. In foreign works, more attention is paid to the medical, social and psychological problems of children who suffered from military conflicts. The relevance of the study is confirmed by the fact that modern research does not sufficiently represent the theory and practice of preschool education in the RSFSR, which were covered on the pages of the journal "Preschool Education" during the war. In 1941–1945, the journal published more than a hundred articles on various issues of preschool education. However, so far they have not been the subject of a special discussion. Meanwhile, the experience of wartime can be used in modern conditions. The aim of the study was to summarize the experience of raising preschool children during the Great Patriotic War, presented on the pages of the magazine "Preschool Education" for 1941–1945. The material for the study was the articles of the journal " Preschool Education" (1941–1945). The methodological basis of the research is the principles of historicism and scientific objectivity. For a comprehensive analysis of the problem under study, theoretical methods (analysis, synthesis, comparison, generalization, classification) and historical and pedagogical methods (actualization of the problem, study of historical and pedagogical sources) were used. The author identifies and describes the factors of the development of public preschool education during the years of the war, the types of preschool institutions, the specific features of the educational work of kindergartens, the content of work with parents, the contribution of educators to the cause of Great Victory, and defines the regulatory framework for the work of preschool institutions. The theoretical significance of the research lies in the fact that its results deepen and expand scientific knowledge on the development of public preschool education in the RSFSR during the Great Patriotic War. The practical significance lies in the fact that the results obtained can be used in historical and pedagogical research on relevant topics, in the content of academic disciplines on the history of preschool pedagogy, in the design of tasks and directions for the development of public preschool education in modern conditions.

The issue of giftedness has been of interest to mankind since ancient times. Many attempts have been made to explain this phenomenon for such a long time. There are at least a dozen concepts and even more definitions of the idea of "giftedness" at the moment. However, modern psychology and pedagogy have not come to a consensus on the definition, diagnosis, preservation and development of giftedness. The development of giftedness is a trend in modern technological education. The issue of national security of the country, the transition to the highest stage of the post-industrial economy development – the "knowledge economy", the demand for a "successful" person – all this determines the relevance of the problem under study. Educational institutions need a single integrated approach to the development of students' technical and artistic talents in technological education, which would meet the needs of each specific school. Focusing on the national importance of the issue of student giftedness, the need for comprehensive work with gifted students and the lack of methodological elaboration, the aim of this article was to develop an integrated approach to supporting and developing the giftedness of students of technical and artistic orientation in technological education. The detection and development of giftedness is a complex, multidimensional and lengthy process that requires an integrated approach to the organization of special psychological and pedagogical conditions. Working with the learner's abilities involves psychological support that takes into account his/her individual characteristics. This study was conducted on the basis of the Novosibirsk State Pedagogical University and Ushinskaya Secondary School in the Kondinsky District of the Khanty-Mansiysk Autonomous Okrug – Yugra in 2021-2024 and was devoted to the development of an integrated approach to the support and development of technical and artistic talents of students in technological education in an educational institution. It has both theoretical and practical significance. The theoretical conclusions drawn as a result of the work suggest a shift in emphasis in the existing curriculum in favor of extracurricular activities and additional educational programs. They also open up new possibilities for the application of these programs in the future. The practical materials developed during the research will be useful for teachers at schools and organizations of additional education working on the development of students' abilities of technical and artistic orientation in technological education, both as methodological support and as learning materials for advanced training.

The problem of assimilation of social axioms is actualized within the framework of the influence of parental prescriptions on the dynamics of their manifestation in the context of social transformation. The aim of the work is to study and substantiate the characteristics of the social axioms of the "Information" and "New" generations and their connection with various parental prescriptions in the educational space of the family to improve the socialization process caused by the influence of social institutions of the family and school, society and the achievement of efficiency and quality of education at the present stage of development. A review of studies of the social axioms phenomenon is presented, which found out that domestic and foreign scientists in their works characterized the essence, analyzed the model of social axioms and the connection of five aspects of social axioms (social cynicism, belief in a reward for efforts, belief in the possibility of controlling destiny, social complexity, spirituality / religiosity) with such phenomena as self-esteem, trust, hope, locus of control, overcoming difficulties, well-being, adaptation. The issues related to the influence of parental prescriptions on social axioms and the dynamics from the "Information" to the "New" generation have not been considered by domestic and foreign scientists. The study uses systemic and generational approaches to analyze the relationship between social axioms and parental prescriptions, theoretical analysis of literary sources on the issue of social axioms, dynamics of generations, parental prescriptions, and the method of mathematical statistics (correlation analysis). Diagnostics was carried out using the questionnaire "P. Drego's Prescription Scale"; the questionnaire of social axioms by M. Bond and K. Leung (as adapted by A. N. Tatarko and N. M. Lebedeva). The results of the empirical study showed the presence of numerous connections between social axioms and parental prescriptions among representatives of the "Information" and "New" generations; the social axiom "Reward for efforts" was dominant one; significant correlation links between spirituality/religiosity and parental prescriptions prevail among representatives of both generations with the polar nature of the correlation vector. The obtained results can be applied for theoretical substantiation and forecasting in the conditions of social transformation of the increasing influence of prescriptions of social institutions on the assimilation of social axioms, as well as the development of adaptive capacity in education to the “rapid” change of reality in children of the “Supernova” generation.

In today's globalized world, where tourism is one of the most dynamically developing industries, English language proficiency is becoming a critical professional skill for tourism professionals. Effective professional communication in English allows specialists to expand opportunities for international cooperation, attract foreign tourists and improve the quality of service. However, traditional language teaching methods are often insufficiently effective in preparing students for real situations of professional interaction. In this connection, the research and implementation of interactive Internet technologies in the educational process, which can simulate authentic situations of professional communication and stimulate the active use of English language, is of particular relevance. The aim of this article is to analyze the effectiveness of interactive Internet technologies in the formation of students' ability to use English in tourism for professional communication. The study examines different approaches to the use of interactive platforms, online simulators, virtual tours and social networks to develop students' communicative skills, analyze speech strategies and expand vocabulary in the context of professional activities in the tourism industry. The expected results include identification of the most effective interactive methods and tools, development of recommendations for their implementation in the educational process, as well as assessment of the impact of the use of interactive technologies on students' motivation to learn English and their readiness for professional activity. Theoretical significance of the study lies in the expansion and deepening of knowledge about the possibilities of using interactive Internet technologies in language education, as well as in the development of theoretical foundations for the creation of effective methods of teaching English to specialists in the field of tourism. The practical significance of the work lies in the possibility of using the developed recommendations and methodological materials by teachers of the English language in higher educational institutions, as well as by specialists in the development of online courses and interactive teaching aids for the training of competent and in-demand specialists for the tourism industry.

The article is devoted to the study of psychological problems of adolescents in the Republic of Karelia. The relevance of the work is due to the fact that Karelia is a leading region in the prevalence of mental disorders. The aim of the article is to present the results of the empirical study of psychological problems of 546 adolescents of the Republic of Karelia. Based on the data obtained, the predominant problems of this age group (self-esteem, choice of future profession and self-determination, as well as difficulties in communication with peers and learning activities) were identified.

The relevance of the research is due to the need to study various aspects of life satisfaction of athletes in order to improve the psychological and pedagogical support of their training. The aim of this work is to analyze the influence of life satisfaction of young Russian athletes on their perception of external factors affecting training and competitive activities. The study revealed that the life satisfaction indicators have the most significant influence on the respondents’ perception of the groups “Socio-economic and information factors” and “Political, organizational and administrative factors”.