№ 11 (November)

An urgent issue in modern higher education, particularly when teaching English in a technical university, is the contradiction between the need for systematic monitoring of language skills development and the ineffectiveness of traditional assessment methods. These methods take up a significant amount of academic time and prevent the adaptation of the educational process to the individual needs of students. The aim of this study is to explore a dynamic approach to resolving contradictions: to evaluate the development of English language proficiency levels of technical university students based on their entrance and final tests in order to enhance the effectiveness of monitoring language acquisition. To achieve the goal, the following tasks were set: 1) To analyze the theoretical aspects of testing as an assessment tool. 2) To describe the stages and specifics of the entrance and final testing at the Russian University of Transport (MIIT). 3) To analyze the results of the entrance and final testing of 1st-year students of the Foreign Language Department of RUT (MIIT). 4) To evaluate the effectiveness of the applied testing format and to identify promising areas for its improvement. The testing results demonstrate the effectiveness of the applied format and its compliance with its purpose. The use of systematic entrance and final tests allows us to effectively monitor the dynamics of the development of English language proficiency among technical university students. This helps us to tailor educational materials to individual student needs, and as a result, increase the effectiveness of their learning. Based on a detailed analysis of the testing results, areas for further development were identified, in particular, the need to adjust the teaching methods for level B1. The theoretical significance of this research is the analysis of contemporary methods used to assess students in technical universities when learning English, as well as identifying the most effective methods for monitoring the progress of learning materials. The practical significance of this work lies in the analysis of the results from two years of testing, which shows a positive trend towards students' progress from A1 and A2 levels to higher levels, as well as a noticeable increase in their language proficiency. Additionally, the study demonstrates the transition of some students from the entry-level A0 to higher proficiency levels.

The importance of digital literacy research stems from the rapid digital transformation of all aspects of life, requiring individuals not only to possess technical skills but also the ability to critically analyze information, adhere to ethical standards, and adjust to constantly evolving technologies. In the context of globalization and increasing volume of digital data, the development of digital literacy becomes the basis for successful socialization and professional agency. However, the lack of a unified approach to the definition and structure of digital literacy complicates the development of effective pedagogical strategies and methods for its assessment, which makes the systematization of existing concepts an important scientific and practical task. The aim of the article is to analyze existing approaches to defining digital literacy, identifying its structural components and levels of development, as well as substantiating its role as a basis for the development of digital competency. The leading approaches to the study of the problem are theoretical analysis of scientific concepts, a comparative method for identifying common and distinctive features in the structure of digital literacy, as well as a structural and functional approach in identifying its key components. The main results of the study include the author's original definition of digital literacy as an integrative dynamic quality of the individual, revealed as a high level of motivation, readiness and ability to effectively and responsibly use digital technologies to work with information, communicate and solve problems in professional and everyday life based on the acquired knowledge and the ability to determine the achieved level based on reflection. Based on the analysis of domestic and foreign studies, a structure of digital literacy is proposed, consisting of five interrelated components: motivational, information-cognitive, technological, communicative and reflective-evaluative. A three-level system for assessing the development of digital literacy (low, medium, high levels) has been developed, which can serve as a basis for diagnostics and further development of digital competences. The theoretical significance of the article lies in the systematization of modern approaches to understanding digital literacy and clarifying its structural components, which contributes to the development of pedagogical theory. The practical value of the study is related to the possibility of using the obtained results in developing educational programs, methods of developing digital literacy, taking into account the age and professional characteristics of a person. A promising direction for further research seems to be the adaptation of the proposed model to the regional characteristics of educational systems.

The relevance of the problem under study is related to the increase in the number of children with autism spectrum disorders. Speech disorders in children of this category are one of the patterns of their development. The aim of the study: to develop and test the author's original technology for teaching speech comprehension to preschoolers with autism spectrum disorders (ASD). The theoretical and methodological foundation of this work was based on the works of both domestic and international scholars in the fields of correctional education and special education. Research methods: theoretical (examination and analysis of psychological and pedagogical literature, analysis, generalization and systematization of information), empirical. The study was conducted on the basis of the Child Development Center No.2 (kindergarten No. 120 of the compensatory type), the Center for Psychological, Pedagogical and Social Support, and "Tula kindergarten for children with disabilities" in Tula. A total of 25 older preschool children with ASD participated in the study. The diagnostic program of the study included N.M.Trubnikova's comprehensive methodology (examination of speech comprehension in preschool children), which contains the following criteria: a) understanding the nominative side of speech; b) understanding sentences; c) understanding grammatical forms. According to the data obtained, the level of speech comprehension in children with ASD is at a low level. Preschoolers do not fully understand the qualities and effects of objects and have difficulty identifying them based on descriptions. They comply with requests partially, but sometimes forget or change the procedure. In addition, they do not understand the singular and plural forms of nouns, prepositions. Children are negative about assignments, they are not interested, they are absent-minded. They are very rarely active and often need assistance from an adult in the form of repeated instructions. The novelty of the research consists in the development of an author's original teaching technology containing didactic and stimulating materials that contribute to the visualization of the presented information and the development of the child's speech activity. The theoretical significance of the work consists in studying the characteristics of speech development in normal and autistic children, as well as in a retrospective analysis of existing didactic means of developing speech comprehension in children of this category. Practical significance: the results of the research can be used as a basis for the development of psychological and pedagogical programs aimed at the implementation of the educational field of "Speech development".

The article presents practices of pedagogical support in three regions: Russia, Asia and Europe. These regions share common problems and solutions in the field of pedagogical support for the older generation in response to economic and social demands of society. The paper analyses existing government initiatives, projects and practices, organizations and programs of formal and non-formal education for the third age people in the selected regions. The aim of the work is to analyze modern practices in pedagogical support for older adults and identification of best practices that can be scaled up for the national education system. The research methodology is based on the systematization and generalization of international cases and scientific publications, as well as on the use of comparative analysis of existing practices. Regulatory legal documents, scientific articles and materials of open sources of the Internet were used as information sources for the study. The results of the study actualize the importance of pedagogical support for the older generation. The study of current pedagogical support cases has allowed us to identify and compile a list of successful solutions. The author examines the list of existing pedagogical practices and identifies common ground and differences between Russian and foreign educational approaches. In Russia, pedagogical practices to support the older generation focus on inclusion in active social life and gaining new knowledge and skills for life and professional development. In this regard, universities for older adults, government initiatives, and projects are being developed. In Asia, support for older adults is regulated by the government, combining Confucian values and modern requirements for professional and personal development. In Europe, the education for the older generation is based on institutional approaches with extensive funding and social inclusion. The general trends of pedagogical support are noted – the presence of institutional formations supported by the state (social centers, colleges, third age institutes, which offer professional and cultural development courses, professional development and retraining programs), private initiatives (network organizations in collaboration with economic sector organizations offering courses and cultural events that allow them to learn from the existing experience of the older generation and integrate them into the professional and social life of countries). The theoretical significance of the research consists in the systematization of actual pedagogical practices. The practical significance of the study consists in the fact that the results will allow the scientific and pedagogical community to develop an idea of the implemented measures to support the older generation.

Various aspects of finding effective means to achieve subject-specific learning outcomes are being explored in pedagogical science. The need to assimilate a large amount of information implies that students need to possess a range of skills related to strategies for searching, analyzing, evaluating, and using this information. We believe it's a good idea to organize lessons in primary school that focus on creating various information models for solving text problems, particularly tabular models. Modeling allows not only for effective assimilation of information but also for transforming it into new results. The aim of the study is to teach primary school students to solve text problems using table modeling, which facilitates the search for different ways to find the correct answer. An analysis of various points of view by scientists made it possible to identify the operational composition of modeling and present some aspects of methodological work in teaching primary school students to construct tabular models for tasks on proportional relationships between quantities. The following can be highlighted as methodological accents when working with children: the presence of three columns in the table, a specific sequence of values arrangement in the columns, the possibility of integrating the table and the drawing in the process of solving the problem, and the search for several solution methods (if they are possible). During the 2024–2025 academic year, an experimental study was conducted at educational institutions in Saransk and the Republic of Mordovia. The experiment, aimed at teaching primary school students, involved working on text problems using table modeling. The results of the experiment showed a positive trend in the development of primary school students' ability to solve text-based problems using table modeling and find different ways to provide correct answers. The theoretical significance of the study lies in the substantiation of the methodology for developing the skills of primary school students to construct an algorithm for presenting information in tabular form. The practical significance lies in the possibility of using the identified methodological aspects when organizing work with text problems in mathematics lessons in primary school.

The relevance of the issues under study lies in the need to prepare school students for their future professional activities and to identify the best ways for them to make a professional decision. Pre-specialized training and specialized education, implemented in grades 9-11, have great opportunities for this. The article deals with such form of professional self-determination as the elective courses, which are aimed at the development of initial professional skills. The aim of this article is to create a system of tasks to help high school students develop their initial professional skills in preparation for a career as a web designer, and to test this system. Project-based assignments completed by students as part of each module of the elective course "Fundamentals of Web Application Design" served as the basis. Research methods: theoretical (study and analysis of the pedagogical literature and regulatory-legal framework; analysis, generalization and organization of the information); empirical (development and testing of educational materials, including project-based works; pedagogical experiment). In particular, generalized labor functions have been identified based on the professional standard for "Designer of Web and Multimedia Applications", which can be used when teaching information technology to 11th grade students. Based on the identified general labor functions, an elective course has been developed. Its goals and objectives are presented, as well as the minimum knowledge and skills required for successful completion. The content of the course is described, and tasks for various types of assessment are outlined: incoming, ongoing, momentous, and final assessments. The pedagogical experiment confirming efficiency of developed educational materials has been carried out. The theoretical significance of this research is to determine how, in the process of teaching computer science, school graduates can be prepared for the profession of a web designer. This will be done by considering the generalized labor functions outlined in the relevant professional standards. The practical significance lies in the development of a course with an emphasis on incoming and final control, which will help determine the level of understanding of the educational material. The significance of the tasks proposed was evident from the results of the project-based work presented by students at the end of the elective course. The novelty of the study illustrates, that the developed and implemented elective course complying with the professional standards allows developing initial professional skills, preparing high school students for the informed choice of a career.

The relevance of this article stems from the need to fully integrate homeschoolers into the inclusive education system in order to enhance the effectiveness of their education and socialization processes. The aim of study was to determine the specifics of psychological and pedagogical support for home-schooling subjects and to develop recommendations aimed at increasing the rehabilitation potential of the family. The methodological basis for the study was the concept of the socializing function of hospital-based pedagogy and home education for children; models of specialized services to support an inclusive school in the domestic and foreign educational concept, a resource-potential approach to considering the family as a key participant in social rehabilitation relations. The research materials include the results of a survey of children and their parents (18 families) practicing homeschooling. The approaches to organizing and supporting homeschooling for children with disabilities and special needs were analyzed, typical limitations and problems of subjects of the educational process at home (students, learners, family members) were described, and relevant ideas for the further development of inclusive practices were highlighted in the best practices of interaction with families of children studying at home. It was found that the psychological and pedagogical support for home-based education provided by educational organizations did not fully comply with the framework of inclusive education. The organization of school-family cooperation focuses primarily on education, with insufficient attention paid to the process of socialization and the resources of collective interaction. Online presence and psychological and pedagogical assistance for parents are not fully utilized, which affects the development of socio-personal competences and overall student success. It is revealed that the membership of individual students in the classroom has a formal character, since there are no friendly and companionable interpersonal relationships, and involvement in extracurricular activities is episodic. It was suggested that support should be comprehensive, including all aspects of home-based education. The support should take into account the unique circumstances of each family and should be provided by a team of dedicated professionals from an inclusive school. The theoretical significance of the study consists in expanding the range of issues related to inclusive education. The practical significance consists in the development of recommendations concerning the content and forms of psychological and pedagogical support for subjects of home-based education.

The article discusses the problem of teaching English speech etiquette to 5th grade students, in particular, greeting and farewell formulas, in accordance with the requirements of the Federal State Standard of Basic General Education. The relevance of this study is determined by an attempt to organize targeted practical training of schoolchildren in the units of English speech etiquette and their use in speech. The aim of the study is to develop and test a set of exercises in English lessons in the 5th grade that help students learn and remember speech formulas that should be used during greetings and goodbyes in various communicative situations with native speakers of the British speech culture. The leading methods in the study are the analysis of theoretical sources on the topic, pedagogical modeling and a three-stage pedagogical experiment. The research is based on the works of Russian and foreign scientists who emphasize the national-specific nature of speech etiquette and its role in intercultural communication. It is concluded that it is necessary to integrate the cultural component into the process of teaching foreign languages. The study analyzes methodological techniques aimed at memorizing etiquette formulas, such as role-playing games and semiotic editing, implemented in the forms of collective, group and individual exercises. The results of experimental work conducted on the basis of a secondary school with the participation of 5th grade students have shown that the use of a set of exercises based on modeling real communicative situations in the process of teaching English contributes to improving students' knowledge and skills in terms of English-language etiquette formulas of greeting and farewell. In the experimental class, an increase in the average score and a reduction in the number of unsatisfactory grades were statistically recorded, i.e., the effectiveness of the proposed complex is proved. The theoretical significance of the study is due to the fact that it raises a number of methodological problems related to teaching English-language speech etiquette formulas to middle school students; extensive scientific and methodological material has been collected, systematized and analyzed. The practical significance of this research lies in the potential for using its findings in teaching English at the secondary school level.

The relevance of the topic under study is determined by the needs of educational practice to identify resources for the social development of gifted children, one of which is leisure activities. The author considers this problem on the basis of several significant aspects. Firstly, the focus is on the fact that the manifestation of giftedness has its own characteristics which are reflected in the behavior of children in society; so gifted children have difficulties with social interaction and they need the support of teachers and parents to acquire the necessary social experience. Secondly, the characteristics of leisure activities are considered from the perspective of enriching the social experience of gifted children, which is necessary to meet their developmental needs. Thirdly, both teachers and parents should be actively involved in the organization of leisure activities for gifted children; and coordination of their actions will contribute to the social development of gifted children. The aim of this article is to define the essence of the concept of «leisure activities for gifted children» in the context of their social development, and to actualize the use of this concept in the theory and practice of pedagogy of children's giftedness. The research is based on the principles of activity, phenomenological, and socio-cultural approaches. These approaches allow us to understand leisure activities as an essential resource for the social development of gifted children. This is necessary for the harmonious development of their social skills. The results formulate the concept of «leisure activities for gifted children» and its qualitative characteristics that contribute to the social development of gifted children; it is clarified that leisure activities and the interaction of social educational institutions and family in leisure activities are an important resource for the development of the social experience of gifted children. The results obtained contribute to the development of the theory of support for the development of gifted children, and also allow us to outline the prospects for research on the social development of gifted children. This study is aimed at a theoretical understanding of the resources of leisure activities in the social development of gifted children and updating the educational practice of leisure activities for gifted children.

The study focuses on presenting an integrated approach to teaching Russian as a foreign language to Chinese students, combining the development of values, the transmission of knowledge, and the enhancement of skills within the curriculum, while taking into account diverse learning styles and learner needs. This approach is motivated by the theoretical and practical relevance of instructional and educational activities aimed at implementing contemporary concepts of patriotism formation. The aim of the article is to present the experience of fostering patriotic values among students of the Faculty of the Russian Language at Sichuan University (China) through the incorporation of oral communication training based on linguodidactic models defined by the ideologemes of the textbook series “Introduction to Contemporary China”. The research employs a comprehensive framework grounded in the principal approaches to foreign language teaching - communicative, sociocultural, and problem-based. The leading methods applied are discourse analysis and modeling of the teaching process in Russian as a foreign language. The results of the empirical study are illustrated at different stages of the educational process. Linguodidactic models based on instructional texts are represented through excerpts from first– and second-year students’ utterances, serving as communicative units of discourse. Project-based modeling is demonstrated in the representation of the concept of “small homeland” in second– and third-year courses. The constructive-modeling function is exemplified by the lesson model “Beautiful China” and by third– and fourth-year students’ monologues, reflecting the dynamics of integrating linguodidactic modeling with patriotic education within the framework of the “Introduction to Contemporary China” series. Teaching Russian outside the target-language environment presents a number of unresolved challenges, which highlight promising directions for linguodidactic modeling in relation to the specific features of teaching oral communication skills in the context of the “Introduction to Contemporary China” series. This determines the theoretical significance of examining a system of internationalized education, which global and long-term orientation is aimed at training highly qualified specialists in the field of international relations. The practical significance is expressed through linguodidactic models that represent the dynamics of developing oral communication skills in the training of linguists-interpreters, which in turn determines the potential for creating a system that integrates linguodidactic principles with instructional and educational-developmental aspects.

The relevance of this work stems from the ongoing shift in approaches to foreign language instruction. While previous eras emphasized refining learners' lexical and grammatical competence, the contemporary focus is on acquiring language as a communication tool. Within this context, fostering peer interaction during lessons becomes increasingly vital, as it offers a more effective pathway for developing communicative abilities in the target language. This is particularly crucial for Chinese student cohorts, who frequently encounter genuine speaking difficulties in foreign language learning. These challenges often relate to characteristics of the Chinese education system, which traditionally prioritizes exam success over cultivating effective communication skills. The article's objective is to examine methods of peer interaction in Russian as a Foreign Language (RFL) classes. The primary research methodologies employed are systems analysis and comparative analysis. Key Findings. The work outlines the theoretical foundations and core principles underpinning peer interaction in RFL instruction. These include: a focus on communicative objectives; ensuring task appropriateness and difficulty level; providing clear instructions and task definition; implementing guided autonomy; fostering psychological comfort and accommodating individual differences; incorporating reflection and language support. Furthermore, the article identifies specific peer interaction techniques (pair work, group work, project-based work), analyzes potential challenges (language barriers, dominance by certain students leading to exclusion of others, lack of communication within specific pairs/groups), and proposes solutions. Theoretical Significance. The study's contribution lies in identifying, analyzing, and comparing key RFL peer interaction methodologies, alongside outlining their potential for application within student groups. Practical Significance. The findings can be directly applied in teaching Russian to international student audiences. Additionally, they offer practical utility for further research in foreign language pedagogy, including Russian as a Foreign Language.

Pedagogical education of parents in the context of deviant behavior of schoolchildren has always been an urgent problem. This is explained by the fact that the development of a growing child is a complex process and the result of the influence of various macro-, meso-, micro-factors on him/her. In fact, we are talking about the socialization of a normative personality. However, in the practice of educational organizations, it is necessary to interact with various types of families, in some of which the normative values are distorted. In this case, we are talking about the formation of a problematic child. In this regard, there is an urgent need for educational organizations to work on the pedagogical education of parents. The aim of this article is to provide a brief analysis of the nature of children's deviance and the creation of educational programs for the pedagogical training of parents, considering modern realities in order to prevent the development of deviant behavior in children. After analyzing a large amount of data related to this issue, the authors have proposed their own approach, based on an overview of global strategies for organizing it. The authors propose to use the model of work of an educational organization with a family developed 20 years ago by Professor V.N. Gurov as the methodological base of these approaches. At the same time, the large amount of data provided by the authors, obtained during the survey, necessitates certain adjustments and additions in the use of the basic model of V.N. Gurov. Among them are the creation of a digital educational environment, the increasing risks and threats of modern childhood (bullying, involving children in dangerous groups, etc.), and the increasing difficulties in the relationship between children and parents. To prove this, the authors cite data obtained by the Center for Psychological, Pedagogical and Counseling Assistance "We are together" at the BSPU named after M. Akmulla. In the article, the authors described the structure of digital educational content, which, in their opinion, complements the V.N. Gurov’s model. It can be used to create electronic materials for educating parents about preventing deviations in children, either as a standalone distance course or in combination with face-to-face sessions at parent meetings. Thus, the designed working version of the model for the pedagogical education of parents in preventing deviations among students involves improving work on parental education based on software products; consideration of the issue of updating the network infrastructure of an educational organization, including the latest parental education program for teachers to master the skills of widespread use of technical tools. In fact, the authors are talking about the digital transformation of teaching staff.

"Broad Bachelor's degree" is an innovative model of education that combines both obtaining an education in accordance with personal interests and acquiring deep knowledge in disciplines. The concept of the "Broad Bachelor's degree" has become an integral part of the educational landscape, within the context of a federal initiative aimed at enhancing the competitiveness of graduates and optimizing the Bologna system. The aim of the article is to develop an educational model of "Broad Bachelor's degree" in the area of training "Education and Pedagogical Sciences" using a technological university as an example. Our study uses methods of analyzing modern literature, comparative study of educational models used in leading Russian universities, as well as open sources on the Internet (university websites). The main results of the study: an educational model of a “Broad Bachelor's degree” for training teaching staff at a technological university has been developed. It involves integrated training of students in the Humanities along with natural and technical disciplines, thereby ensuring a harmonious combination of fundamental and applied training. The educational model consists of two levels: basic (4 semesters) and professionalization (7 semesters), as well as an intermediate step to determine the future learning path of students after completing the core curriculum. A single core is the foundation of the basic level, which consists of four modules: introductory and additional courses. At the next level of professionalization, six training profiles have been developed for students. A graduate who completes training according to the program developed for the training of teaching staff will have a unique qualification basis. The student can obtain additional qualifications with the issuance of a diploma of retraining. Such teachers are characterized by a high degree of versatility and versatility due to the simultaneous mastery of several profiles. Due to the acquisition of unique knowledge and skills, a graduate of such a program demonstrates higher competitive advantages in modern economic conditions, has more chances to take top positions in educational institutions. The theoretical significance of this research lies in the development of a new educational model that could help us to move away from the traditional Bologna system. Practical significance lies in the possibility of using the proposed model in the practice of higher educational institutions to optimize the educational process and increase the competitiveness of graduates.

The relevance of the research problem is driven by several factors, including the need to adapt to new realities in the rapidly changing modern world, as well as the importance of fostering psychological resilience to such changes. In the context of foreign language teaching, the development of flexible thinking also takes center stage. In this way, cognitive flexibility influences one’s ability to sustain communication in daily life, successfully overcome barriers in interaction, perceive learning as a process where mistakes serve as opportunities for professional growth, lay the foundation for a growth mindset, and rely on critical thinking to understand the logic of a foreign language. Of particular importance is the study of cognitive flexibility in relation to English language teaching at a non-linguistic university, where students learn both general English and English for specific purposes. The latter involves simulating real workplace scenarios, analyzing professional case studies, and engaging in specialized discussions. Accordingly, the aim of this article is to outline the psychological and pedagogical aspects of developing cognitive flexibility in non-linguistic university students by identifying its key characteristics and proposing targeted exercises. The study is grounded in cognitive flexibility theory and constructivist theory of learning. The findings reveal the following features of cognitive flexibility: the ability to adapt to changing conditions, the capacity to generate novel and creative solutions, the application of existing knowledge in new contexts, the analysis of problems or situations from multiple perspectives, the ability to switch between different rules and tasks, and the demonstration of a growth mindset. Based on these characteristics, the paper describes task types that facilitate the acquisition of essential skills for adapting to the demands of the modern world. The theoretical significance of the study lies in its comprehensive examination of cognitive flexibility, enriching the understanding of executive brain functions and their application in foreign language learning. The practical significance of the research is twofold: it expands the methodological repertoire of creative exercises for English language instructors and it demonstrates the potential for applying the proposed techniques in other educational contexts, tailored to learners' needs.

The article discusses the urgent issue of enhancing the motivation for self-development among students and teachers in the secondary vocational education (SVE) system, particularly in relation to their preparation and participation in innovative professional skills competitions. The authors argue that these competitions can serve as a catalyst for the development of innovative skills and competencies among participants. The significance of this study lies in the current situation of uncertainty, lack of workers, and the need for accelerated training in order to implement the "Professionalism" project. It is necessary to find ways to increase the motivation for learning and self-improvement among students in vocational education in order to address these challenges. As experience shows, competitions are one of the most effective ways to increase motivation. The purpose of this study is to identify organizational and pedagogical factors that can help increase the motivation of students and teachers in vocational education to learn and develop their skills through professional competitions. The primary strategies are student-centered, game-based, context-based — competence-based ones. They set a fundamentally new direction for the competitive movement, which helps to increase motivation for self-development, improve the quality of education, and prepare graduates who are in high demand on the job market. The effectiveness of the organizational and pedagogical conditions for preparation and participation in competitions is confirmed by the high results of the college's students and teachers. Recommendations on theoretical, practical and psychological preparation of the contestants are given. The theoretical significance of this study lies in the clarification of the concepts of "competition", "motivation" and "activity". It also justifies the need for the formation and development of innovative competences among teachers and students in order to promote continuous professional growth. Additionally, it identifies the most relevant areas for further research in this field. The practical significance of this research lies in the development of a methodology for the comprehensive training of students for competitive events, through the collaboration of college teachers and enterprise mentors. The study was conducted on the basis of the Ulyanovsk Vocational and Polytechnic College (Ulyanovsk) and the Ural State Pedagogical University (Yekaterinburg).

The relevance of the research stems from the increasing demand for skilled entrepreneurial talent in the knowledge economy and the ineffectiveness of existing educational programs in meeting this need. In the context of the ongoing transformation of economic systems worldwide, entrepreneurial education has become increasingly important for sustainable development. Current research is characterized by fragmented approaches and lack of unified understanding of entrepreneurial competences structure. The aim of the article is to provide theoretical justification for the system of entrepreneurial competences development in the educational process based on integration of modern pedagogical approaches and entrepreneurial practice. Research methodology includes systemic, activity-based, competency-based, and culturological approaches. The methodological foundation comprises general scientific methods of analysis, synthesis, comparison, as well as special methods of content analysis, conceptual modeling, and structural-functional analysis. The main results include: development of an integrated model of entrepreneurial competences incorporating cognitive, functional, personal, and social blocks; creation of a multi-level competence development model (basic, advanced, expert levels); substantiation of pedagogical principles system (practice-orientation, problem-based learning, individualization); development of a methodological system integrating interactive teaching methods, project-based technologies, and experiential learning. Theoretical significance lies in systematization of entrepreneurial education concepts, development of a comprehensive conceptual model of competency development, and substantiation of methodological foundations for educational process organization. Practical significance is determined by the possibility of using the results to improve educational programs, develop new pedagogical technologies, and enhance the effectiveness of entrepreneurial personnel training in higher and continuing professional education systems. Scientific novelty consists in theoretical substantiation of an integrated approach to entrepreneurial competences development, combining various methodological approaches and considering the specificity of entrepreneurial activity as a complex socio-economic phenomenon.

In the era of rapid digitalization of society and a fundamental rethinking of the principles of education, the need for a profound transformation of traditional higher education systems is crucial. The pandemic has served as a catalyst for accelerating the digital modernization of education, challenging the scientific community to develop innovative methodologies and pedagogical approaches. This research aims to comprehensively understand the processes of digital transformation in higher education and create a framework for building a successful digital educational ecosystem. Special attention is given to the development of theoretical concepts that will create a learning environment that meets the demands of the digital age and ensures a high standard of training for today's legal professionals. The research is based on a holistic approach that combines fundamental and applied methods of scientific inquiry. The methodological foundation of the study is a comprehensive examination of educational processes, which includes an in-depth analysis of scholarly materials, a comparison between traditional and contemporary educational practices, and a practical evaluation of developed methodological approaches. The findings from this research demonstrate that the digital transformation of education represents a significant shift in the entire educational landscape, going beyond mere technological enhancement. At the same time, the obtained data indicate that integrating digital tools into educational settings, while preserving fundamental educational values and principles, serves as a powerful impetus for enhancing the quality and efficiency of the learning experience. The scientific value of the research lies in the creation of a comprehensive concept for the development of a digital learning environment that seamlessly integrates traditional and innovative teaching methods. In other words, the methodology developed opens up new possibilities for creating flexible learning models that maximize the benefits of various educational formats. The practical application of these findings could significantly improve the quality of higher education and provide better training for professionals in the digital age. It should be emphasized that the digitalization of education is a natural and necessary step in the evolution of modern education systems. The results achieved indicate the need for further scientific research into this phenomenon and the active implementation of the identified best practices in educational institutions.

The relevance of studying the problem of English language learning in engineering universities stems from the increasing demands on the proficiency level by employers and the inadequate number of academic hours devoted to the subject in university curricula. To overcome the challenges in training engineers with high proficiency in foreign language communication, we need to explore existing approaches to foreign language teaching and analyze their impact on educational quality. The aim of this article is to make a comparative analysis of two teaching methods (the grammar-translation method and the direct immersion method) to identify the most effective way for acquiring new English vocabulary and its practical application in oral communication. The experiment involved two groups of participants from the minor degree program "English for Professional Translation in the Field of the Oil and Gas Industry" at Kazan National Research Technological University. The main results showed that the group taught using the grammar-translation method demonstrated higher results in vocabulary acquisition compared to the group that employed the direct immersion method. This indicates the significance of explaining lexical units in the native language when learning foreign languages. Surveys also revealed that while the immersion method was more engaging for students, it caused discomfort due to the exclusion of their native language during the learning process. The theoretical significance of this work lies in confirming the necessity of researching and analyzing various approaches to foreign language teaching in higher studies, which can broaden the scope of contemporary methodological practices. The practical significance is that the findings can be useful for educators in developing curricula that promote more effective student learning by balancing interest and comfort in the language learning process. Future research may focus on optimizing approaches based on the needs and preferences of students, thereby enhancing the quality of the educational process in the field of foreign language professional communication.

At the present stage, it is essential to deepen the scientific and methodological basis for the formation of a sober worldview among students. The aim of this study is to create a model of the process of shaping a sober worldview among students and to describe the resulting model. To create a system for developing a sober worldview through the use of the modeling method, we took into account key aspects and features that contribute to the formation of a student's worldview. A model of the system for the development of a sober worldview is proposed, which includes interconnected modules: the value-target module (contradictions, goals, functions, and conditions); the regulatory-resource module (social order, level of professionalism, and training of teaching staff); the theoretical-methodological module (approaches and principles); the content-technological module (content, technologies, and methods); and the evaluation-result module (levels of understanding, levels of formation, and indicators). The main structural elements of the model are described: functions (integrative, identification, mobilization, moral, emotional, and orienting); approaches (systemic, activity-based, cultural, humanistic, and competence-based); content (academic disciplines, sobriety lessons, etc.); technologies (interdisciplinary relations, critical thinking, health preservation, and games); and others. This article presents the basic concepts and main structural parts of the process of developing a sober worldview. The article concludes that it is necessary to introduce not only key concepts into the theoretical framework of sobriety pedagogy, but also a system for building a sober worldview in general. Modeling the process of developing a sober worldview not only contributes to expanding the theoretical foundation of the sobriety training approach. This model allows for a comprehensive view of the process of developing a sober worldview as a single set of interconnected elements, enabling effective management of this process. Additionally, it facilitates the standardization of the design, implementation, and management of the process of developing a sober worldview, which can contribute to the development of methodological guidelines for fostering a sober worldview.

The historical aspects of the development of the physical education system for various population groups in our country continue to be the focus of attention for modern researchers without losing their relevance. The aim of this work was to examine the development of physical education and sports activities among Crimean schoolchildren from the mid-1930s to the early 1940s. Based on systemic and regional approaches, this work used a variety of general theoretical and historical-pedagogical methods, including analysis and generalization of scientific and methodological literature, system-historical analysis, and historical-retrospective and comparative methods. The main sources for studying this issue are the documents of the Republican Committee for Physical Education and Sports under the Council of People's Commissars of the Crimean Autonomous Soviet Socialist Republic from 1936 to 1941, which were first introduced into scientific circulation. The analysis of the scientific fund showed that physical education, since the mid-1930s, had taken a significant place in the system of education of the younger generation in the regions of the USSR, in particular in the Crimean ASSR. It was found that, in addition to improving the physical condition of students, work in the ideological, patriotic, and moral spheres had been significantly intensified. By the beginning of the 1940s, comprehensive coverage of compulsory physical education classes had been achieved in educational institutions in Crimea, and efforts were made to improve the staffing, material and technical resources for physical education. The self-organized physical education movement in school clubs and physical education teams was constantly expanding. During the period under study, the development of the ГТО and БГТО (Ready for Labour and Defence of the USSR) complexes as a methodological basis for physical education of Soviet schoolchildren was completed. School sports teams were included in the system of sports competitions from intra-school to all-Union levels. The theoretical significance of the work lies in obtaining previously unknown data on the organization of physical education and sports activities in schools of the Crimean Autonomous Soviet Socialist Republic in the late 1930s and early 1940s, which contribute to a more comprehensive and in-depth understanding of the region's development. The practical significance of this work lies in the possibility of critical reflection and the borrowing of positive experience for the further development and improvement of the modern system of physical education for school-aged children.

Currently, there is a high interest in the study of the civic identity phenomenon and the problem of its formation in interdisciplinary research and in psychological, in particular. This is due to the globalization and expansion of interpersonal and intergroup interactions, the uncertain social development situation for the younger generation, and the tendency to break the "chain of time". Therefore, there is a definite demand from society for the development of programs to promote civic identity. Civic identity forms the basis for group and individual self-awareness, unites the people of a state, and is essential for the stability and territorial integrity of the country. The aim of this article is to analyse and empirically investigate the characteristics of the formation of psychological and pedagogical aspects of civic identity among primary school students in a digital environment. Comparative analysis, content analysis, statistical methods, surveys, observations, and visualization techniques were used as the primary research methods. An empirical study was conducted using the methodology "Types of civic identity" by R. V. Borisov using two registrations at the diagnostic and formative stages through measurement. In order to study the dynamics of changing types of civic identity during the diagnostic and formative stages, the author developed and implemented a digital project called "The Revived Mosaic". The project aims to help students develop various aspects of their civic identity by familiarizing them with digitized mosaics of Rostov-on-Don that focus on patriotic, professional, and historical topics. The project participants were 80 students from various educational institutions in Rostov-on-Don. In the course of the study, it was found that the leading type of civic identity among students is positive, which has increased significantly from the diagnostic to the formative stage. There have also been changes in the reorientation between hyperpositive and negative types of civic identity. The negative type decreased significantly (2.3), and the hyperpositive type increased to the level of average values (7.1) from the diagnostic to the formative stage. The effectiveness of the proposed program "The Revived Mosaic" for the formation and development of civic identity among students was statistically confirmed at the level of p≤0.05. The theoretical significance of the article lies in the study and systematization of ideas about the psychological and pedagogical aspects of the civic identity formation among primary school students in the digital environment. The practical significance of this study is to demonstrate the effectiveness of implementing a program aimed at developing the civic identity of primary school students in the digital environment of "The Revived Mosaic".

The relevance of the research is due to the intensification of globalization processes in the educational space, the formation of multinational educational contingents and the need to overcome linguistic and cultural barriers in academic communication. Traditional methods of teaching written language in English, developed for relatively homogenous groups, demonstrate significant limitations in the context of the extreme cultural and linguistic diversity of the modern educational environment. The aim of the study is to identify and systematize paradigmatic transformations in the methodology of intensifying the teaching of written speech in English, due to the specifics of the functioning of a multinational educational space. The methodological base of the research integrates a system-activity approach, socio-cultural theory, poststructuralist methodology, principles of critical pedagogy, a transdisciplinary approach, the concept of ecology of language and learning, as well as the principles of digital humanities. As a result of the research, a number of interrelated paradigmatic shifts have been identified: the transition from a linear-normative to a cognitive-discursive paradigm; from a monolingual to a translingual approach; conceptualization of the phenomenon of interculture; integration of digital technologies and AI as a co-author; transformation of the principles of organizing the educational process through hybrid pedagogy; movement towards a decentered assessment system; rethinking the role of student autonomy. The revealed shifts allow us to speak about the formation of a holistic new methodological reality, where cognitive, socio-cultural and technological factors are interconnected and reinforce each other. The theoretical significance of the research lies in the conceptualization of the modern paradigm of teaching writing as a synthesis of cognitive science, digitalization and interculturalism. Practical significance is determined not only by the possibility of using the identified principles in the creation of new-generation methodological systems, but also by the prospects for their implementation in teacher training programs, as well as in the development of international online courses aimed at students with different linguistic and cultural backgrounds.

The issues of inclusion in education are being more actively discussed and analyzed in scientific research in the framework of practical application. The extensive international and federal regulatory framework creates opportunities for everyone to exercise their rights to education, development, and social, cultural, and economic rights. In the past decade, there has been a notable increase in the number of school students with health issues in the Russian Federation. This situation justifies the need to actively search for effective ways to socialize and develop the personality of children and young people from this social group who study in schools. The relevance of this study has been confirmed by an analysis of the practice of organizing educational activities, as well as through a survey of students, legal representatives, and teachers from 10 general education institutions in St. Petersburg. The aim of this article is to model the process of inclusive education based on modern requirements of the regulatory framework, scientific research, domestic and foreign experience with the introduction of new forms of work with children and youth with disabilities. The theoretical foundation of the research is based on psychological and pedagogical theories of personal development and education, as well as methods and approaches to the upbringing of children and young people. As part of the research, methods of document and data analysis, classification, compilation, and generalization were used, as well as methods of sociological research. The content and results of the partial testing of the "Inclusion" module of the Secondary School №154 in the Primorsky District of St. Petersburg were also taken into account. As a result of the research, a model of inclusive education is proposed, including normative, methodological, personnel, substantive and evaluative components, approaches and principles of inclusive education, and the results of partial testing of new forms of work with children with special needs in the educational activities of the Secondary School No. 154 of the Primorsky District of St. Petersburg are presented. The theoretical significance of the research is represented by a scientifically grounded model of inclusive education. The practical significance lies in the development of the content of new forms of inclusive education. The developments can be applied in the secondary education system.

The relevance of our study stems from the lack of research on gender differences in the relationship between stress resistance and emotional intelligence among university students. Our goal is to explore the connection between these two factors among students of different genders. We found that, regardless of gender, there is a direct correlation between stress resistance and emotional intelligence in university students.

The relevance of this study is driven by the increasing attention to the issue of childhood psychological trauma and the need to find effective methods for its resolution. The main objective of the article is a theoretical review of regression as a mechanism for processing psychological trauma. The article examines key theoretical approaches and therapeutic practices that utilize regression. The analysis supports the inclusion of regression in psychotherapeutic methods as an adaptive and healing resource.

The relevance of the study lies in the growing interest in self-esteem and self-compassion as important components of psychological well-being of an individual, since their relationship opens up new prospects for supporting students' mental health in the context of the educational process and personal development. The aim of the article is to analyze the characteristics of self-esteem and self-compassion in students using experimental testing. It was revealed that the experimental impact using the "Loving Kindness Meditation" technique (K. Neff) has a statistically significant effect on the scales of the concept "Self-Compassion", namely "Self-Kindness" and "Mindfulness".

The addiction of modern teenagers to gadgets is a significant concern for psychology and education, as it has a negative impact on various aspects of their lives. The aim of this article is to determine the level of gadget addiction among teenagers and to work out possible preventive measures. The article presents the results of an empirical study conducted on a sample of 47 14-15-year-old teenagers, students in the 8th grade of a secondary school in Tula. The study revealed indicators of a high level of gadget addiction and the risk of it among students. The structure and content of a prevention program, along with the possibility of implementing it in a comprehensive school, are proposed.

Children with mental retardation have problems developing coherent speech. They serve as an obstacle to expanding the child's communication opportunities with peers and adults. In addition, these problems may affect the child's further successful assimilation of school curriculum material. Therefore, the issue of timely identification and correction of problems associated with the development of monologue speech in preschoolers with mental retardation is urgent. The article is devoted to the problem of monologue speech development in preschoolers with mental retardation. The results of the diagnostic experiment are presented, and the pedagogical conditions ensuring the effectiveness of correctional and developmental work are determined.