№ 05 (May)

The relevance of the problem under study is associated with the growing number of difficult life situations in the lives of modern adolescents and their families, the lack of ways and mechanisms for guaranteed protection of schoolchildren from getting into such situations, the need to find ways and technologies for preventive work. The aim of the study: to analyze the characteristics of emotional intelligence development in adolescents in difficult life situations, to outline the targets and main directions of psychological and pedagogical influence. The works of domestic and foreign researchers in the field of emotional intelligence, issues of behavior and coping in difficult life situations served as the theoretical and methodological basis of the work. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (testing, quantitative and qualitative analysis) methods. The study involved 128 schoolchildren in difficult life situations, aged 13–15 years. The diagnostic program included 4 methods. According to the data obtained, teenagers in difficult life situations are characterized by a fairly low level of awareness in matters of emotional intelligence, and a tendency towards average values of indicators is traced in most of the respondents, which is interpreted as a very positive trend, manifested in the desire of teenagers to understand themselves, their inner feelings. The novelty of the publication is associated with the identification of the characteristics of emotional intelligence of teenagers in difficult situations, as well as identifying targets for psychological and pedagogical influence, substantiation and selection of the most effective methods and technologies of work. The theoretical significance of the work consists in studying the characteristics of the emotional intelligence of adolescents, identifying the specifics of the manifestation of the emotional intelligence of adolescents in difficult situations. Practical significance – the developed diagnostic program can be used to assess the emotional intelligence of adolescents; the results of the study can be used as a basis for working out psychological and pedagogical programs for the development of emotional intelligence of adolescents in difficult life situations.

The reduction in the number of representatives of younger generations among university teachers and the emerging problems of intergenerational interaction have set the task of finding conditions and factors of group solidarity. The article discusses the hypothesis that historical memory can become one of such foundations. In the context of preparation for the 80th anniversary of the Victory in the Great Patriotic War, the issue of preserving the historical memory of these events is becoming urgent. All this allowed us to formulate the goal of the article: to determine the possibilities of using the historical memory of modern generations of university teachers as a basis for group solidarity. The theory of generations, the theory of "imagined communities" and the theory of memorial culture ("memory studies") served as the theoretical basis for the study. The main research methods were theoretical (analysis, synthesis) and empirical (questionnaire) methods. 23 teachers from Omsk State Pedagogical University took part in the survey. The results of the empirical study allowed us to identify differences in modern generations of teachers: in priority sources and mechanisms for constructing memory of the war (school or works of art); in the heroes who personify it; priority commemorative practices associated with the memory of the war which are determined by individual characteristics and preferences. Despite the different conditions and events of generations’ emergence into adulthood, the historical memory of the war can be considered as the basis for group solidarity of the professional and pedagogical community. Historical memory, is not only the basis for group solidarity, it can strengthen it due to the similarity in the emotional perception of the tragic events of the war, intimate images of the war and the values that it generates. The obtained results and conclusions of the work allow us to adjust the scope of application of the theory of generations, to highlight the spaces of intergenerational integration. The practical significance of the study consists in the possibility of using it to select optimal sources, mechanisms and forms of constructing the historical memory of university teachers.

Landscape painting teaching takes place in an open-air environment, and this element of art pedagogy has become mandatory for most professional and continuing education programs. For this reason, research in the field of landscape painting techniques is relevant in modern conditions, despite the established traditional methods of holding plein-air events. Traditional methods have become classics of academic art education, but they were guided by the specifics of the last century education. The need to update classical methods is associated with changes in society, which have greatly influenced the characteristics of the younger generation. At the same time, we consider the substantive part of classical approaches to be valuable for artistic pedagogy, and the use of innovative technologies is a bridge that can connect a modern student with the techniques developed in plein-air painting. The aim of the research was to work out a methodology for teaching landscape painting, which takes into account traditional methods of teaching landscape painting and modern trends in education, fine arts and information technology. The analysis of landscape painting techniques allowed us to identify the substantial systematics of traditional vocational training. The proposed methodology provides a selection of combinations of various innovative techniques, methods and technologies within the framework of the implementation of the traditional classical program on plein-air painting. The innovative elements presented in the study make it possible to achieve better results without losing the value of traditional approaches. The evaluation system of the research results makes it possible to reflect the creative and executive functioning skills of students. Variations of combining innovative elements with classical methods effectively support the creative activity of students and stimulate their interest in creativity. The theoretical significance of the study consists in actualizing the issues of stimulating educational and cognitive activity and maintaining the creative activity of students in the process of teaching fine arts. Based on the results of the experimental work, the practical significance of the research has been confirmed, the results of which (the methodology of landscape painting, individual elements of the methodology, the system for evaluating educational results) can be applied in additional education (general development and pre-professional programs) and at the level of vocational education.

The study relevance of the adult foreign language teaching methods through the prism of invariant and variable approaches is determined by the growing need to improve educational programs in the system of additional education, taking into account the specific characteristics of adult learners. The aim is to make a comparative analysis of invariant and variable approaches in the context of plurilingual foreign language teaching, to identify their specifics and integration opportunities to improve the effectiveness of the educational process. The research is based on the methods of analyzing scientific literature, questioning students, systematization and generalization of data. In the course of the research, the theoretical foundations of invariant and variable adult learning of foreign languages are studied, the features of the organization of the educational process are analyzed. In the course of the research, the theoretical foundations of invariant and variable adult learning of foreign languages are studied, and the specific aspects of the organization of the educational process are analyzed. The use of the questionnaire made it possible to identify key factors influencing the success of learning, including motivation, experience in learning other languages, preferences in learning formats and the use of digital technologies, and others. As a result of the study, it was found that the invariant approach ensures the systematization of knowledge and the formation of basic language competences, while the variable approach contributes to the individualization of learning, increasing motivation and practical orientation of learning. It is proposed to combine both approaches, use a modular structure, set short-term goals and implement rational variable elements in accordance with the individual needs of students. The theoretical significance of the study lies in the systematization of the principles of invariant and variable approaches and the definition of their role in teaching foreign languages to adults. The practical significance of the work lies in the applicability of the findings in the development of additional education courses and in teaching foreign languages to adults. Taking into account all of the above, the demonstration of productive models of teaching foreign languages becomes relevant, in which a comparative analysis of invariant and variable approaches plays an important role as the basis for organizing effective preparation and improvement of implemented foreign language teaching programs.

The article considers the problem of describing the professional competence of a (trainee) language teacher in the context of the transformation of the higher education system in Russia and the transition to new educational standards. The aim of the work is to identify and systematize the characteristics of the professional competency of a language teacher, which can be presented in the form of competences of graduates from language teacher education programs. The main research method is a comparative analysis of the Federal State Educational Standard of higher education in the areas of «Pedagogical education» and «Linguistics», Educational Standards of Moscow State University in the same areas and the Professional Standard «Teacher». The main results of the article include the identification of common types of professional activity in the analyzed standards, which made it possible to single out the language teacher education profile as combining the areas of «Linguistics» and «Pedagogical education»; definition of six basic professional competences of a language teacher (general pedagogical, methodological (linguodidactic), communicative, research, managerial, self-educational). An analysis of the wording of competences in the standards made it possible to identify competences that are difficult to unambiguously relate to a specific type of professional activity based on their wording. It was also found out that there are individual direct and semantic repetitions in the competences designated by different codes. A conclusion is made about an excessive number of competences in individual standards, the absence of a system-forming concept of competence (correlation with a specific type of professional activity) in 27 of the analyzed competences, and the question is raised about the practicality of having different wording of professional competences of a trainee teacher at different universities. The theoretical significance of the article lies in the systematization of existing approaches to defining the professional competences and the development of a model of basic professional competences of a language teacher. The practical value lies in formulating proposals for describing competences in the new generation of standards currently being developed. In particular, it is proposed to reduce the number of competences in the new standards, unify the designations of identical competences, develop unified competency maps for graduates of language teacher training and tools for assessing their development in university graduates.

The relevance of the study is determined by changes in global approaches to English language teaching, where there is a paradigm shift from teaching English as a foreign language to teaching English as a language of international communication. In light of the global transition to a new concept, it is necessary to reconsider key principles, particularly the need to form and develop intercultural competence through the medium of English, which can be achieved by selecting appropriate intercultural materials. One significant drawback of school educational and methodological complexes is the lack of supplementary video materials that could update the content of English language textbooks. The aim of the study was to justify the necessity of developing intercultural and regional video materials to complement existing educational and methodological complexes for English language teaching and to examine the effectiveness of their use in order to update the content of these complexes. During the study, a set of video materials consisting of 7 videos with methodological materials was worked out and tested with the participation of international students from Petrozavodsk State University. The trial involved 110 students from grades 9–11 and 8 English language teachers from district schools in the Republic of Karelia. The results of the study showed that the video materials are interesting and in demand among students and teachers. The findings indicated that 98% of students learned a lot about the cultures of other countries and noted their significant differences from their native culture. 100% of teachers stated that the tested video materials have the potential to foster a positive attitude towards their native culture, the culture of other countries, and the study of English. The theoretical significance of the research lies in justifying the necessity for developing and utilizing intercultural video materials in addition to school English language textbooks. The results of the study are practically relevant as they can be used for further development of a set of video materials for school textbooks.

The difficulties encountered in learning and teaching a foreign language at a university at the present stage require constant reflection and the use of effective technologies and teaching methods, one of which is the Socratic dialogue method. The review part of the study is devoted to the consideration of cognitive competences formed with the help of Socratic pedagogy, as well as the levels of complexity of using Socratic dialogues in practice, namely: basic, logical-epistemological, moral-ethical. The aim of the article is to systematize the experience of teaching a foreign language at a university using the principles of Socratic pedagogy based on the practice of applying the Socratic method systematized for the disciplines of the Humanities cycle. The Socratic dialogue method, rooted in Plato's famous "Dialogues," uses suggestive questions based on human experience and consistent statements to gradually deduce new knowledge as a result of the dialogue, guiding the interlocutor to discover knowledge in himself. Socratic pedagogy, partly intersecting with the techniques of street epistemology and practical philosophy, offers common stages, principles, techniques and strategies for integrating Socratic dialogue and Socratic inquiry into the teaching of the Humanities and natural sciences. Due to the lack of a description of using Socratic dialogue practice in teaching a foreign language in the methodological literature, both at school and at university, the author proposes practical recommendations for foreign language teachers. The article presents a set of exercises based on authentic videos and texts in English for the introductory stage of applying a short dialogue in the classroom. A series of practical tasks and cases for the main stage is proposed, as well as a combination of statements in English to begin using Socratic techniques in the classroom. A grouping of questions in two languages has been developed according to the purpose of the statement with specific examples. The experience of applying the practice of Socratic dialogue in foreign language classes, in addition to its cognitive and methodological value, has a moral, ethical and educational component. Thus, the article presents descriptions of the results of solving controversial cases in the classroom. The psychological adaptation of students to a new type of learning, new requirements and new roles at the university can be adjusted with the help of Socratic questions and clarifying their position in the classroom, the origins of thinking and the reasons for behavior. The theoretical significance of the research lies in the systematization of the experience of using Socratic pedagogy in modern higher education; the practical value for teachers is the representation of the experience of using Socratic pedagogy in learning a foreign language.

The relevance of the study is determined by the need to ensure high quality education in the context of dynamically changing social and technological realities, which are caused by the renewal of the professional-pedagogical system, taking into account the normative documents, conceptual foundations of reforming the Russian school, harmonization of professional and educational standards in the training of future primary school teachers. The aim of the article is to develop a model of forming methodological competence of preservice primary school teachers as a factor of their professional development. The leading approach to the research was the theoretical analysis of scientific literature, the use of which allowed us to outline the main categorical and conceptual contours of the phenomenon on the topic under study. Consolidation of scientists' opinions made it possible to formulate the authors’ original definition of “methodological competence” of a primary school teacher and to develop a model of its formation, the application of which in practice will allow, ultimately, to improve the professional competency of a teacher. The main result of the study was the developed model of methodological competence of a primary school teacher, structurally consisting of blocks: target, theoretical-methodological, content-operational, control-evaluative, and resultant blocks. The main result of the study was the developed model of methodological competence of an elementary school teacher, structurally consisting of blocks: target, theoretical-methodological, content-operational, control-evaluative, resultant block. A deep understanding of modern organizational methods and ways of interacting with students, taking into account their age characteristics, will allow the future teacher to effectively plan work, adequately respond to the challenges of modern times and thereby ultimately contribute to the harmonious development of the student’s personality. The realization of the proposed model will ensure the formation of scientific, psychological and pedagogical, didactic and methodological knowledge, skills in preservice teachers and their application in future professional activity. Theoretical significance lies in the fact that the obtained results enrich the understanding of the competency of primary school teacher in pedagogical education, laying the foundation for future organizational decisions and initiatives for its development, creating a basis for further improvement of primary school education. The practical significance of the research results lies in the fact that the methodological model provides a clear strategy and algorithm of actions for the effective training of preservice primary school teachers in an educational institution.

This article is devoted to the basic principles of teaching oral foreign language speech to students of creative specialties, in particular future artists, designers and teachers of fine arts. Given the specifics of their professional activities, special attention is paid to the application of the English for Specific Purposes (ESP) approach. Methodological approach allows us to build the learning process in such a way that the language training of students is directly related to their future professional field and ensures the formation of the necessary communication skills. The relevance of the research is due to the increasing role of the English language in the professional activities of representatives of creative professions. In the context of globalization and digitalization of art, foreign language proficiency is becoming not only a means of international communication, but also an important tool for professional growth, providing access to foreign educational programs, international competitions, and expanding employment opportunities. The scientific novelty of the work consists in a comprehensive analysis of the principles of teaching oral speech in a multilingual educational environment, taking into account the specifics of the professional training of students in creative fields. The article examines the features of the formation of oral communicative competence among students in the process of teaching English, provides the author's methodological solutions aimed at improving the effectiveness of the educational process. The methodological basis of the research includes pedagogical observation and questionnaires aimed at identifying the most successful principles and methods of teaching oral foreign language speech. In the course of the research, the author analyzes the degree of effectiveness of various methods, evaluates their practical significance and suggests principles that make it possible to adapt training to the professional needs of students. The survey results confirm the need to focus on professionally oriented communication, the use of visual and project-based teaching methods, as well as the inclusion of role-playing games and work with digital tools in the educational process. The author highlights the key principles of oral language teaching that contribute to the formation of stable communication skills, and offers recommendations for optimizing the methodology of teaching English to students of creative specialties.

The study analyses the synergetic effect of integrating traditional teaching methods and massive open online courses in the context of developing business foreign language communication skills. The relevance of the work is determined by the contradiction between the growing demand for flexible hybrid formats in the context of digitalisation of education and the remaining gaps in the methodology of their implementation. The aim of the research is to identify mechanisms of effective combination of offline and online formats for the development of professional language competences, including cross-cultural negotiations, business correspondence and digital presentation. Scientific novelty lies in the development of a three-level model of integration (methodological-technological, integration, strategic), which takes into account polysensority (combining auditory, visual and kinaesthetic channels) and adaptability on the basis of AI analytics. A quasi-experiment involving 120 students divided into control (offline only) and experimental (hybrid) groups formed the methodological basis. The experiment used mixed methods: comparative analysis of academic performance (CEFR tests, expert evaluations), Likert scale questionnaires, analyses of MOOC log files and e-portfolios. The materials included courses from Coursera and Open Education platforms with professionally oriented content adapted to the study objectives. The results showed that the hybrid groups achieved a 27% increase in business vocabulary acquisition compared to 12% in the control groups (p<0.01) and also showed an increase in independence (68% of students actively used additional cases) and digital competences (89% mastered the creation of presentations in Canva in the target language). Qualitative analyses revealed problems: 45% of faculty had difficulty interpreting MOOC data, and 31% of students noted dissonance between duplicate assignments in online and offline formats. The authors conclude that hybrid models are 40% more effective than traditional models due to the combination of emotional intelligence (classroom training) and analytical rigour (MOOC AI recommendations). The integration allowed personalisation of learning through adaptive algorithms that tailor content to students' weak points. The recommendations include the introduction of digital literacy modules for teachers (working with analytics, designing synergistic scenarios) and the development of inter-university standards for assessing competences in a hybrid environment. The latter should unify digital skills metrics, synergy criteria and validation procedures for e-portfolios. The study contributes to the theory of digital didactics by proposing a model that transforms the teacher's role from lecturer to curator of digital resources. The practical significance lies in the algorithms for integrating MOOCs into national educational systems, taking into account ethical and infrastructural challenges.

The relevance of the research is determined by the need to develop a systemic approach to education quality management at the level of educational programs in the context of changing labor market requirements. The need to ensure that graduate training meets employers’ demands requires the development of regulatory, organizational and methodological aspects for assessing the effectiveness of educational processes. The aim of the work is to test the quality assessment model, analyze statistical data and identify the strengths and weaknesses of the bioengineering master's degree program. The approach to the organization of the model includes the development of criteria that reflect not only the set of requirements for the program accreditation, but also the analysis of students' academic achievements, allowing them to solve interdisciplinary tasks and adapt to the dynamic requirements in their professional activities. There is a set of methods applied in the work, namely: analysis of the regulatory acts regarding the requirements of the Federal State Educational Standard and the Self-established Educational Standard of higher education required by the university to open a program; systematization of accumulated experience in evaluating educational programs; pedagogical modeling and design of organizational and methodological mechanisms for ensuring interdisciplinarity and practice-oriented education, innovative development of the university; analytical work with data from the annual monitoring of the quality of graduate training. The results of the study confirmed that the model provides an assessment of the program effectiveness: at the operational level – through monitoring academic performance and involvement in project-based activities; at the strategic level – through an analysis of employment and professional adaptation of graduates. Growth areas were identified: the need to strengthen interdisciplinary design modules and expand partnerships with enterprises. The theoretical significance of the work is in the development of education quality management methodology through the integration of qualitative and statistical methods, which expands the possibilities to predict the long-term effects of educational programs. The practical significance consists in the development of an algorithm for implementing an assessment system that considers the specific focus of the program, determined by the material and technical base of universities and the needs of the industry. The results of the model testing can be scaled to other engineering areas, used to adjust the program to increase the competence of graduates in the use of digital technologies and strengthen the university's cooperation with regional enterprises.

The relevance of the study is caused by the need to adjust the basic elements of students’ historical awareness in the framework of the implementation of the Order of the Ministry of Science and Higher Education of the Russian Federation dated February 27, 2023 No. 208 (amendment to UC-10 "Civic Position" in the 101 Federal State Educational Standard of Higher Education). One of the tasks of government policy to counter the falsification of history is to preserve historical memory, save historical experience, and form traditional spiritual and moral values among students. The dissemination of destructive ideology contributes, among other things, to the distortion of historical truth, the destruction of historical memory. The aim of the article is to analyze the most significant and demanded by young people historical symbols and key events in the history of Russia; to identify the specific features of interpreting the stages of national history within the framework of family historical memory; to study the specifics of updating and interpreting the family past, identifying the main sources and mechanisms to pass on family history. The article presents the results of a longitudinal study of the historical memory of young people. The Omsk Armored Engineering Institute, the Omsk State University named after F.M. Dostoevsky, and the Omsk State Transport University served as the experimental base for the study. 5443 students of Omsk universities took part in the study in the period from 2009 to 2025. The study included a descriptive analysis of key stages and significant events perception in Russian history and a series of unstructured interviews with the use of the semantic differentiation method. The author recorded the characteristics of historical memory formation in students who took part in military operations. Students perceive as the most important stages of the historical process those that have become an important part of personal or family experience and are traumatic ones: participation in voluntary or forced displacements, wars and military conflicts, man-made disasters. The theoretical significance of the study lies in the conceptualization of family memory as a resource for countering extremist views. The authors came to the conclusion that systematic work is needed to develop historical memory based on the family as a commemorative field, to form an archive of oral and visual family history in order to contrast traditional family spiritual and moral values with aggressive information flows that distort the semantic and evaluative part of historical memory. It is this that determines the practical significance of the work.

The relevance of the issue under study is due to the fact that modern society has a need for life-long education. Rapidly changing technologies initiate the need for prompt updating of the materials of the studied disciplines. At the same time, there is a need to design the content of the discipline in such a way as not to lose the basic, essential foundations, to show how this or that concept was formed, while preserving the content aimed at developing skills that are relevant at the moment. The aim of this article is to propose and justify the effectiveness of the instructional design model based on the image of the result for heterogeneous disciplines. The authors believe that the proposed model should be considered as an integration of systemic and activity-based approaches, focused on the development and implementation of a holistic picture of the image of the discipline learning result. This approach ensures the most effective mastering of heterogeneous disciplines consisting of blocks of materials that are poorly integrated. It is noted that the implementation of the proposed design model is quite obvious for "homogeneous" disciplines with a clear structure and a single methodological approach, the structure of such disciplines is quite uniform and is built on the principle "from simple to complex". The authors define a new terminological concept of "heterogeneous discipline", meaning disciplines that do not have a clear structure and a single methodological approach, containing, as a rule, disparate information suggesting interdisciplinary intersections of different disciplines contents, and analyze the main principles and stages of the model implementation. A comparative analysis of the proposed model with existing models is carried out. The definition of a digital designer of an educational product is introduced. The conclusion emphasizes the importance of using the model to transform the educational process of the university in the context of digitalization. The theoretical significance of the study consists in the analysis of modern approaches to the category of "instructional design" of both Russian and foreign scientists and the addition of new definitions to the conceptual apparatus of the category. The practical significance of the study is in the development of recommendations on the prospect of implementing the proposed model for designing the content of heterogeneous disciplines and implementing the model for the discipline of "Basic Informatics".

The relevance of the article is due to the demands of the time associated with the global transformation of society, its digitalization, transition to online learning, remote work, etc. The accumulated experience of distance learning has revealed some problems. In this regard, the purpose of the article is to solve them by determining the legal and pedagogical foundations of distance learning at the university. To achieve the goal, the principles of activity-based and systemic approaches to learning were used. As a result of the study, problems associated with the organization and implementation of distance learning were identified: insufficient readiness of subjects of educational relations to switch to distance learning; inconsistency of the available equipment with the potential of distance learning; inadequacy of the regulatory framework associated with the advancement of scientific and technological progress; risk of the psychological health impairment for subjects of educational relations; specificity of the university that does not provide for a complete transition to distance learning. In search of ways to solve the problems that have arisen, a comparative analysis of different types of training related to the use of distance technologies was made; the experience of domestic and foreign scientists concerning distance learning organization was analyzed and summarized, and a pedagogical and legal model of organizing distance learning at a university was developed, which defined the regulatory and methodological foundations of organizing distance learning at a university, its subjects, means and results. The authors identified principles of training necessary and sufficient for its successful use in the educational process of the university, and a modular technology relevant to distance learning; models and types of distance learning were differentiated depending on the tasks to be solved. The theoretical significance of the article lies in the systematization of the material and accumulated experience in the field of distance learning. The practical significance of the article lies in solving the problems that have arisen, taking into account the specifics of the university, in defining and substantiating the legal and pedagogical foundations of organizing distance learning. The novelty of the research lies in the developed model of distance learning, which integrates pedagogical and legal experience in organizing distance learning at a university.

In the context of ongoing educational transformations, the tasks and functions of the faculties of higher education institutions are becoming more complex, which entails the need to change the methodological support of the educational process. The implementation of new approaches to the organization of methodological activities in higher education is associated, first of all, with the degree of expression of the methodological competence of an individual teacher. Therefore, various aspects of the phenomenon of a teacher’s methodological competence at a modern university are one of the significant subjects of scientific research. The aim of the article is to theoretically substantiate the concept of "methodological competence of a higher education teacher" in the context of the existing educational environment and its structure. The consideration of the methodological competence of a teacher of the higher education system was preceded by a retrospective analysis of domestic and foreign articles in the field of professional competence, a particular manifestation of which is methodological competence. As the main results of the study, a modern view on the concept of "methodological competence of a higher education teacher" is presented from the position of a functional approach, taking into account the integral essence of professional competence and practical significance. A model of the structure of methodological competence is also proposed, including components (gnoseological, praxeological and axiological) and four levels described using universal descriptors. These universal descriptors can be refined based on current requirements for the content of methodological competence. In our opinion, it should be expressed in the language of particular methodological competencies or competences. The theoretical significance of the study lies in the fact that the interpretation of the methodological competency of a university teacher in relation to today's realities serves as the basis for solving the problem of identifying or updating the organizational-pedagogical and psychological-pedagogical conditions for its formation. The study is also significant from a practical point of view, since the developed model of the methodological competency structure can be used by educational organizations of the additional professional education system when working out programs aimed at improving methodological activities, as well as for intra-university monitoring of its effectiveness.

When acquiring artistic literacy in drawing, the student needs to master the professional sequence of image making and methodological principles of work. This is necessary to convincingly convey the shape and individual characteristics of the depicted object. Without the basic skills of methodically correct drawing, the student will not be ready for professional artistic activity, for independent creative work. The aim of the article is to propose a developed series of special tasks for performing short-term drawings with various purposes aimed at mastering the basics of educational drawing. The following methods were applied: analysis of special scientific literature; analysis of students' drawings; pedagogical experiment. The meaning of the tasks consists in repeated training aimed at learning the methodological principles of drawing, which include, first of all, the principle of methodical consistency in working on a drawing and other principles that help retain the regular stages of drawing in the mind of the person drawing. The methodological principles reveal the methods of working on a drawing, the main provisions that must be followed in the work, starting with solving simple tasks and ending with the transfer of the ideological intention of the drawing, give understanding of the tasks that should be solved at the initial stages of training and throughout the development of the drawing course. It is proved that the fulfillment of the compiled assignments has a positive impact on the development of professional drawing skills. The use of the developed tasks in the educational process contributes to achieving better results in acquiring artistic literacy in drawing. The theoretical significance of the research lies in the substantiation of the methodology of teaching students the basics of educational drawing. The practical significance lies in methodically grounded tasks, the effectiveness of which is proved by conducted pedagogical experiment. The research results can be used to teach students academic drawing on various topics of the program, ranging from household items to human figure drawing.

The need to update educational standards embodying the mechanisms of teaching legal and procedural disciplines, including those in the field of civil and arbitration procedure, is primarily due to significant transformations and changes of a scientific and technical nature affecting various spheres of society and the state. Thus, the traditional mechanisms for the implementation of educational activities, which are the basis for teaching legal and procedural law disciplines, appear to be largely outdated and ineffective today. The aim of the study is to identify significant problems in this sphere with the subsequent 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 pedagogical and legal doctrine on controversial issues of educational activities aimed at training specialists in the field of civil and arbitration procedure. The patterns of fundamental educational parameters formation are studied, problems of theoretical and applied nature are identified, and the author's original methods of solving them in the foreseeable future are presented, taking into account the prevailing spiritual, moral, and socio-economic formations in society and the state. At the same time, the progressive approaches of domestic and foreign researchers are analyzed, in which the use of digital technologies in education is considered as one of the indispensable conditions for the further development of the higher education system. The theoretical and practical significance of the results obtained lies in the prospect of their use in the course of further scientific research on improving educational activities, as well as in their application directly in the legislative and pedagogical-legal activities of educational organizations and institutions. The presented research results embody the author's subjective view of the available theoretical material on the stated problems with elements of constructive criticism and accumulated practical experience in teaching legal and procedural disciplines in educational organizations and institutions of higher education.

The article gives an analysis of the need to improve higher education in the field of "green" construction in accordance with the situation in the modern construction industry. It emphasizes the importance of the "green" construction connection with interdisciplinary areas in the process of obtaining professional education in colleges and universities. This determines the relevance of the article topic. The aim of the article is to propose an option for improving academic disciplines in the field of "green" construction and developing research interaction based on the analysis of the current situation in the field of learning the basics of "green" construction in colleges and universities. To achieve the goal of the article, the following methods were used: theoretical analysis and conceptual synthesis of scientific results devoted to the development of the APE system, as well as the problems of informatization of domestic education, system analysis, expert-analytical methods for assessing the content of educational and methodological materials for creating an educational resource on the "Fundamentals of "green" construction". The advantages of "green" construction are shown – environmental protection from pollution, economic benefits due to cost reduction and investment attraction, improved health and comfort of people and social benefits, such as the development of local communities and improvement of their infrastructure. The multicomponent essence of the "green" construction technology requires the use of an interdisciplinary approach for its study and the involvement of specialists from various subject areas, which determines the need to revise the content of the course "Fundamentals of "green" construction" in the context of digital transformation of both the construction industry and the system of training specialists for it. The open education platform of the APE system is proposed as the technological basis for the implementation of the developed solution. The article presents the content of the enlarged thematic blocks of teaching the discipline "Fundamentals of "green" construction", and also highlights the basic characteristics of open educational platforms that allow ensuring the planned educational results of the developed course implementation. The theoretical significance of the article lies in expanding scientific understanding of the potential of studying "Fundamentals of "green" construction" based on online learning. The practical significance of the conducted study lies in disseminating knowledge in the field of "green" construction, in the formation of sustainable practice in the construction industry by providing access to a wide audience of professionals and interested parties to relevant knowledge, improving the skills of specialists due to the opportunity to exchange professional experience and implement innovative engineering and construction solutions.

The introduction of artificial intelligence (AI) technologies into the process of teaching foreign languages opens new horizons for the formation of foreign language competences of students majoring in non-language specialties. However, in order to use generative AI with maximum efficiency, it is necessary to take into account a number of factors and specific features that have a significant impact on the learning outcome. In this context, research tasks oriented at studying conditions that ensure the effective application of AI technologies in the learning process are of particular importance. The aim of this study was to evaluate the impact of the level of critical thinking and digital literacy of students on the effectiveness of using generative AI technologies in the process of foreign language competences formation among students of technical universities. The research methodology is based on a quasi-experimental design with the participation of 150 students divided into experimental and control groups. Data collection was carried out by means of questionnaires, interviewing, testing. Data was processed by methods of statistical analysis: descriptive statistics, t-test for independent samples, correlation analysis (Pearson's coefficient), regression analysis. The results of the study showed that the students of the experimental group, who had taken an additional course on the development of digital literacy and performed tasks for development of critical thinking skills, used AI tools with greater efficiency and significantly improved their language competence compared to the control group. The greatest improvements were noted in oral and written communication, reading comprehension, and listening skills. The statistical significance of the differences in learning outcomes between the control and experimental groups confirmed the effectiveness of the integrated approach to teaching with the use of AI. Theoretical significance of the study lies in confirmation of the hypothesis that critical thinking and digital literacy are the key factors of successful AI application in the educational process. The practical significance of the work lies in the development of recommendations for the integration of AI-technologies in teaching foreign languages to non-language students. The results of the study can be used in the process of updating educational programs, providing the growth of the level of students’ language training effectiveness.

The use of artificial intelligence (AI) in sports programs is becoming a trend of the last decade. The introduction of modern technologies allows you to increase the motivation of students for physical education and sports, improve the results of their training and reduce the risk of injury. The study of the issue is especially relevant now when, in the context of the rapid development of AI and changes in the requirements for training specialists in the field of physical education and sports, there is a need to introduce modern approaches and methods into the educational process. Artificial intelligence has been used in professional sports for several years, allowing us to increase the efficiency of both team and individual training. Its use in the educational process at universities will help to significantly improve the quality of education and motivate students to keep playing sports after graduation from the educational institution. The aim of the study is to develop a methodology for introducing AI into the educational process within the discipline "Physical Education and Sports" (FEaS) in universities of the Samara region. An in-depth analysis of the scientific literature on the issue of introducing AI into learning processes was made, and an experimental study was conducted. As part of the experiment, the participants were divided into two groups: one kept exercising within the framework of the traditional educational process, the second actively used AI to create an individual training plan for each student. Based on the results of the study, a number of proposals were developed to introduce web resources using artificial intelligence, mobile applications and wearable devices into the educational process. This will reduce the risk of injury during training, improve the individual performance of students and increase their involvement due to gamification. The theoretical significance of the study lies in the developed methodology for teaching students sports disciplines using modern mobile applications based on AI as an analogue of the current training programs for physical education and sports. The practical significance of the study lies in the potential to use modern technologies to build new learning processes, to increase youth interest in FEaS, to reduce the risks of injuring students during exercises and find more effective training options, taking into account the individual characteristics of each student.

The modernization of higher education opens up the prospects of using artificial intelligence to train librarians. Information interaction supported by generative content services has the potential to develop soft skills (time management, adaptability, digital literacy, critical and systems thinking) and improve the quality of librarian training. The aim of the study is to identify the peculiarities of the use of generative neural networks in teaching students of the training area 03.51.06 Library and information activities for the development of their systems thinking. The leading approach is to model library and information service situations in the digital space of scientific knowledge. The adapted methodology of A. V. Panov and M. A. Fedorova is used to assess the level of systems thinking. 84 students of the Library, Information and Museum Activities Faculty of the Orel State Institute of Culture participate in the experimental work. Scientific novelty: the potential of using generative neural networks for the development of students' systems thinking is substantiated. The results present the ideas of a methodological approach aimed at strengthening the influence of the identified factors for the development of students' systems thinking: a combination of theory and practice of interaction; interrelation with the study of other digital technologies; informing about the risks and ethical issues of including artificial intelligence in educational and work activities, followed by a discussion of these aspects at the stage of reflection. Theoretical significance – the identified didactic capabilities of generative content services are clarified in relation to the preparation of students in the area of training 03.51.06 Library and information activities. Practical significance – the factors influencing the effectiveness of generative neural networks use for the development of systems thinking in preservice librarians have been identified: working with Internet resources, virtual manipulation, creating complex objects from the simplest functional elements. The results obtained are the basis for improving librarian training programs in the context of the digital scientific knowledge space formation. In conclusion, the authors formulate characteristics of neural networks use for the development of systems thinking: creating conditions for understanding the social importance of the profession, developing creative attitude to work, mastering scientific and critical activities; considering the problems of libraries.

The relevance of the research is driven by the need to reconsider traditional approaches to teaching English grammar in non-language universities. This is related to the fact that the following questions remain unresolved: insufficient hours allocated to studying this aspect of the language due to the overloaded curriculum with other aspects such as economic translation, home reading, and written speech practice; limited students' exposure to the English content outside the classroom; a significant gap between students' theoretical and practical knowledge, leading to the problem of inert knowledge, where mastery of English grammar rules does not always ensure effective communication in the language. Accordingly, the article aims to systematize the most effective methods of working with grammar material in the context of a non-linguistic university. The research is conducted within the framework of a usage-based approach. The following theories, hypotheses, and principles were also applied in the study: the noticing hypothesis, the interaction hypothesis, the principle of transfer-appropriate processing, and the delayed-effects hypothesis. The study of the leading trends in the field of teaching foreign grammar, based on scientific works of domestic and foreign authors, allowed us to formulate the key principles for working with grammatical aspect of the language: presentation of the material that illustrates the use of grammatical constructions, practicing grammatical forms, and recycling of the learned material. The theoretical significance of the research lies in expanding the framework of scientific understanding of teaching English grammar, revisiting the effectiveness of traditional approaches, and exploring the possibilities of applying artificial intelligence when working with the grammatical elements. The practical significance of the article is determined by the fact that the proposed principles for working with grammatical material can enrich the teachers' methodological toolkit. Additionally, the showcased methods of interacting with grammatical units can be adapted for use in various educational contexts, considering the needs of the learners.

The implementation of the Startup as a Diploma program has led to a more sustainable awareness of the need to form a system of competences in university students responsible not only for understanding and skills in project-based activities, but also, in accordance with the demands of the Russian economy and society, for the need for dynamic development of student entrepreneurship, which will be able to meet the needs of society for new technological products and services. The relevance of this work is confirmed by the goals and objectives of the national projects of the Russian Federation, implemented since January 2025, which clearly specify the need for the functioning of not only technological entrepreneurship, but also student startup design as its manifestation. Student startup projects, continuing in the format of final qualifying (diploma) theses, are provided with information, consulting, technological and financial support, both from higher education institutions and from the business community, that is, this type of entrepreneurial (project) activity is in demand and interesting to students. The aim of the study is to analyze the modern mechanism for completing the final qualifying work in the format of "Startup as a Diploma" by university students, which implies the use of various algorithms by students, including team (project) work performed by students of various training areas and the use of systems and strategic analysis methods. The main approaches used in the implementation of this study were analysis and synthesis, since there was a need to collect a significant array of information on the topic of the study in order to identify the main patterns in the intra-university implementation of student startups, including in the form of a diploma, as well as the subsequent combination of the obtained data as a complex of an array of information on student startup design. The results of the study are a clear formation of the business process for the implementation of the intra-university program «Startup as a Diploma». The scientific novelty of the study lies in the justification of the growing popularity of student entrepreneurship, as well as the need to develop final qualifying works in the form of a startup. The theoretical significance of the article lies in structuring and generalizing existing methods that can be applied in the development of startups. The practical significance comes down to the real process of introducing student startup entrepreneurship into the higher education system, which will contribute to the overall development of the state economy through the popularization of small and medium-sized businesses among university students.

The relevance of the study is conditioned by modern changes in the system of higher education aimed at the transition from traditional knowledge transfer to competence-oriented approach. There is an increase in the requirements for training specialists in the field of Psychology with not only deep theoretical knowledge, but also practical skills, critical thinking, communication skills and the ability to independently solve professional problems in English-speaking countries. This approach ensures the adaptation of graduates to rapidly changing conditions of professional activity and contributes to their competitiveness in the labour market. The aim of the article is to analyse the peculiarities of the competence-oriented approach in the system of training psychologists in English-speaking countries, to identify effective educational strategies and methods that contribute to the development of professional competences, as well as to determine the prospects for further improvement of curricula. The article examines the systems and competence approaches, which allow us to consider the training of psychologists as a complex process of acquiring the necessary knowledge, skills and personal qualities. The comparative-analytical method is used to compare different models and practices of training in leading universities of English-speaking countries. The research methods include the analysis of normative documents, educational programmes, as well as interviews with teachers and students, which allows us to get a comprehensive view of the implemented approaches. Theoretical significance of the study lies in the systematisation of modern knowledge about competence-based learning in Psychology and the development of conceptual foundations for its implementation in professional training. Practical significance is determined by the possibility of using the results to improve training programmes, improve the quality of training and adapt the educational process to the requirements of the professional environment. The results obtained can be applied by educational institutions for the development and implementation of competence-oriented training programmes for psychologists, as well as for improving the effectiveness of pedagogical practices and student motivation. This contributes to the formation of future psychologists' key competences necessary for successful professional activity in modern society.

Suicidal behavior of children and adolescents is a serious socio-psychological problem for modern society. The scientific work examines the socio-psychological characteristics of suicidal individuals, risk factors for development and motives of their suicidal behavior. The specific features, signs of behavior, causes and factors of suicidal behavior are highlighted. Antisuicidal factors are presented: family determinants, personality traits, socio-psychological factors. It was found that suicidal symptoms are common among adolescents aged 16-19 years, girls commit them more often than boys; they are due to mental disorders, family and school conflicts.

The lack of high-quality communication and poor interaction skills in preschool children are negative trends in the development of a psychologically healthy personality, which determines the relevance of the study. The aim of the work is to develop dialogic speech in preschool children with general speech underdevelopment by means of visual modeling. The article presents the results of the conducted experimental work, qualitative and quantitative analysis of the obtained diagnostic data, as well as developed tasks and demonstration material for them using the method of visual modeling.

In the age of innovative progress, speech therapy instructors are interested in finding new methods and means of speech therapy work. The study of the characteristics of the monologue speech development in preschoolers with severe speech disorders, planning and implementation of educational work using information and communication technologies have become the field of our research. Diagnostic examination according to V.P. Glukhov's method allowed us to find out that preschoolers with severe speech disorders lack the ability to compose a coherent story. The article presents an approach to using multimedia presentations in combination with traditional technologies in speech therapy for the development of monologue speech in preschoolers with severe speech disorders.