№ 10 (October)

In the context of digital transformation in education and the increasing volume of scientific information in foreign languages, the development of critical reading skills among students of technical training programmes has become particularly relevant. Modern graduates should not only be proficient in a foreign language but also be able to analyse scientific texts, identify methodological limitations and implicit meanings. Traditional methods often do not take into account the potential of digital technologies, which creates a gap between technological capabilities and their methodological application. The aim of the study is to analyse the methodological foundations of using digital tools in teaching critical reading in a foreign language. The methodological framework includes a systematic analysis of scientific literature on digital didactics and critical reading, as well as a comparative review of the effectiveness of digital tools. Theoretical methods such as analysis, systematization, and data synthesis were employed to develop recommendations for integrating digital tools into critical reading instruction. As a result of the research, a system of criteria for selecting digital tools for teaching critical reading has been developed, a typology of digital tools has been proposed, and strategies for integrating digital technologies at all stages of working with a text in the process of teaching critical reading in a foreign language have been identified. The theoretical significance of the research lies in substantiating the role of digital tools as cognitive enhancers, facilitating a shift from passive information consumption to active text analysis. The practical value consists of methodological guidelines for using digital tools to develop critical reading skills in a foreign language. The findings indicate that the systematic use of digital tools optimizes the learning process while fostering students' independent engagement with scientific texts, critical thinking, and academic literacy.

Limit of a function of a real variable is one of the first topics of calculus course students meet at the university lectures and exercise classes. For the first-year students, their first difficulties in math studying are connected with this topic; for example, the new language of mathematical signs and terms. Different textbooks explain this topic in different ways in spite of its being well known to professors and methodologists. Thus, the choice of the correct approach to the topic “Limit and continuity of a function” depending on the training area, skills, time limits and learning motivation of students is really important. The aim of the study: the article is devoted to the analysis and classification of the approaches to the definition of the function limit in a given point; they are different in the requirements to the point according to the domain of a function. The methodology of the study: the classification is obtained by reviewing of textbooks (theoretical method); we demonstrate how the choice of the approach to the definition of the function limit affects problem solving in the practical course (empiric method). Results of the study: the reviewing and comparing of the limit definitions given in different textbooks lead to a theoretical result, which is the classification of the definitions of the limit by the characteristic mentioned above; the analysis of the learning tasks examples on the limits calculation and checking of function continuity in the light of this classification provides practical application of our findings in the learning process. Theoretical value of the article: principles of classification of the limit definition conditions are given; the classification is constructed. Practical value of the results: using the information from the article, teachers can design lessons that help students understand the concepts of limits and continuity more deeply. Students can then apply this knowledge to solve problems related to these topics with greater confidence. Besides the methodological meaning for studying of just this specific topic, the achieved results are useful for the whole calculus studying to establish strictness and detailing adequate to the specialization and training level of the students. The reaction of the students to this initial topic, their questions, difficulties, and the more or less successful ways they overcome these difficulties will serve as a guide for the teacher in choosing a further strategy for working with students. This is the additional practical and methodological value of the obtained results.

The relevance of the research is determined by the need to improve the quality of legal education in the context of the digital transformation of society and the state. In today's world, the legal literacy of the population plays a crucial role in the development of civil society and strengthening of the state. Therefore, it is essential to develop an integrated legal education system that can train highly qualified professionals in the field of law. The aim of the research is to create a comprehensive model for updating legal education that takes into account the demands of the digital era. The study aims to identify effective methodological approaches for organizing the learning process in legal education. The methodological basis of the research includes an analysis of traditional and innovative instruction methods, an integrative approach to the organization of legal education, as well as a synthesis of classical pedagogical technologies with modern digital tools. Special attention is paid to the study of cognitive, axiological, and pragmatic components of legal education. The main results of the study demonstrate the effectiveness of an integrated approach to organizing legal education based on the integration of multimedia technologies, interactive forms of learning, and practice-oriented methods. The key components of the formation of legal culture and legal awareness among students are identified. The theoretical significance of this work lies in the development of a methodology for legal education that clarifies the theoretical foundations for the development of individual's legal culture in the context of widespread digitalization. The author proposes a conceptual model for integrating traditional and innovative teaching methods in legal education. The research has practical significance in developing specific recommendations to improve the educational process and introduce modern educational technologies. The results can be applied in curriculum development, methodological materials, and the practical work of educational institutions.

The relevance of the article is due to the challenges facing technological education, which consist in the fact that modern schoolchildren should study innovative technologies related to additive manufacturing, robotics, computer-aided design and the digitalization of the economy as a whole along with traditional material technologies in the lessons of technology. In light of the current shortage of highly qualified professionals to teach the following modules: "Computer Graphics. Drawing", "Robotics", and "3D Modeling, Prototyping", the importance of a system for advanced training for pedagogical professionals in the field of technology is significant. The aim of the study is to identify the problem of the lack of knowledge and skills for teaching newly introduced invariant modules, provide theoretical justification, and develop a model for the continuous professional development of digital competences among technology teachers. The research used general scientific theoretical methods such as analysis, synthesis, comparison and generalization of scientific information, as well as empirical methods such as questionnaires, testing, observation, studying the products of the technology teachers' project-based activities, expert assessment, experimental work, statistical methods of processing experimental data. The model of continuous professional development of digital competences among technology teachers proposed by the author is a combination of various forms and methods of professional development, including advanced training courses; project–based teaching activities; large-scale educational events and competitions; self-diagnosis, self-education and communication for the exchange of innovative experience in the online professional community. A layered approach to organizing training based on an input diagnosis of digital competences creates conditions for systematic and consistent professional development of teachers in the digital environment of technology education. The theoretical significance and novelty of the research lies in the developed diagnostic tools for determining the level of digital competences of technology teachers. The practical significance of the research lies in the flexibility and versatility of the model structure, which makes it possible to adapt and replicate the content and forms of professional development, taking into account the specifics, equipment of educational organizations and regional peculiarities.

Currently, with increased attention being paid to issues of equality and respect in gender relations, gender competence is recognized as an essential criterion of professionalism for teachers. Insufficient gender competence on the part of teachers can have a negative impact on the formation of a culture of gender relations among students, while well-developed gender competence contributes to the creation of a gender-friendly environment and the development of harmonious, respectful relationships among schoolchildren. The aim of this article is to identify and describe the different types of gender competency that a teacher can possess, based on the specific gender personality traits and how they manifest themselves in their teaching style. To solve these tasks, the leading theoretical approach to the study was the gender approach to teaching, induction, and deduction of the research problem. The combination of practical methods includes observation of pedagogical activity, gender expertise of lessons, questionnaires and testing of teachers using various techniques. Spearman's rank correlation coefficient was used for statistical data processing. The study identified two types of gender competence in teachers: gender-stereotypical and gender-sensitive. It was found that gender-stereotypical competence contributes to the reproduction of patriarchal values in gender relations and limits the development of personal potential depending on gender. Gender-sensitive competence is a key factor in shaping a culture of gender relations based on the principles of egalitarianism and the development of each student's potential regardless of gender. The theoretical significance of the article lies in deepening the understanding of the qualitative characteristics of teachers' gender competence. The practical significance lies in the possibility of using the results obtained to design educational programs aimed at forming gender-sensitive teacher competence, as well as developing recommendations for creating a gender-friendly educational environment that promotes the development of respectful attitudes towards representatives of the different gender and the realization of their individual potential.

Innovative competences, including entrepreneurship, are considered essential in technical universities in Russia and abroad today. The objectives of the study were to find effective ways to develop innovative and entrepreneurial competences of teachers and students, as well as methods for attracting students to scientific entrepreneurship, and to study methods for effective acceleration of student projects at the Kazan National Research Technological University (KNRTU). The objectives of the study were to find and study ways to create a favorable environment for the teaching staff at KNRTU, train practical, active, positive trainers to attract graduate students to start-ups in an engaging form, and create our own acceleration program for use at KNRTU based on the knowledge gained and implementation experience. The scientific novelty of the study lies in the formation of a universal model for the development of innovative competences and entrepreneurial skills of students and teachers. During the project implementation, KNRTU team acquired knowledge and skills in the field of effective involvement of students in scientific entrepreneurship, generation of ideas for startups, knowledge in the field of methodology of work on acceleration of startups and the content of the acceleration program, knowledge of the main topics of acceleration programs by project participants such as: «General work plan and traction map of the project», «Search for resources: sources of financing», «Unit-economics», etc. There was also an increase in the number of ideas for startups created by KNRTU students. As a positive long-term outcome, we can mention the creation of a supportive environment for teaching staff at KNRTU. Many teachers do not take part in acceleration programs or are unaware of them, and some may not be interested in promoting technological entrepreneurship within the university. The Academic Council of the Federal State Budgetary Educational Institution of Higher Education “KNRTU” approved the program of continuing professional education «Invent and create your own startup» (16 hours). The theoretical significance of the study is due to its contribution to the theory and methodology of innovative and entrepreneurial competences development within faculties of engineering universities and among their students. The practical significance of the research lies in the developed universal model, which includes innovative approaches for conducting acceleration programs to support the development of startups in universities for students from any field of study. The knowledge obtained during the study can be used in the process of teaching the disciplines «Project Management» and many others to develop the readiness of the teaching staff and students for innovative activities.

The relevance of the study is due to the rapid introduction of artificial intelligence (AI) technologies in the educational sphere. At the same time, the issue of using AI in rural schools remains insufficiently studied. This problem is of particular importance in the context of the Republic of Sakha (Yakutia), where geographical remoteness and digital inequality create additional barriers to technological modernization of education. The issue of rural teachers' readiness to use these technologies remains unresolved despite the recognized potential of AI for personalizing learning and automating routine tasks. The aim of the study is to identify the level of readiness of teachers in rural schools of the Republic of Sakha (Yakutia) to use AI technologies in their professional activities. The work uses a combination of methods: analysis of theoretical sources, a survey of 345 teachers from 52 rural schools, testing the level of knowledge about neural networks, as well as methods of mathematical statistics for data processing. The main results of the study revealed a contradictory situation: 78% of teachers do not use AI in their work, while 36% express their interest in courses on neural networks. The survey results show a split in opinion about the usefulness of AI, with 47% in favor and 53% opposed. Additionally, there is a cautious attitude towards its use by students (40% strongly against). At the same time, teachers see the practical benefits of AI for drawing up lesson plans (32%), creating assignments (27%) and assessing (18%). Testing revealed a knowledge deficit: 89% of teachers are not familiar enough with neural network technologies. Based on the data obtained, a four-module advanced training program was developed, including: 1) AI basics, 2) application for lesson preparation, 3) assessment tools, 4) professional development of teachers. The program is implemented remotely with a practice-oriented approach and provides for the creation of a bank of methodological recommendations. The theoretical significance of the work lies in the systematization of knowledge about the capabilities and limitations of AI use in rural schools, as well as in the development of conceptual approaches to teacher training. The practical value of the study is manifested in the creation of an adapted advanced training program that can be adapted and expanded to other regions, taking into account local specifics. Prospects for further research include monitoring the effectiveness of the program implementation, studying the long-term impact of AI on the quality of education, and developing methodological recommendations for the use of AI technologies in the teaching practice of rural teachers.

The relevance of this study is determined by contemporary requirements for the quality of linguistic education, where the development of sustainable communicative competence among students is one of the key factors in their professional success and integration into the global educational and professional environment. Traditional methods of foreign language teaching often fall short in ensuring sufficient engagement and motivation among learners, necessitating the search for new pedagogical strategies. One such strategy is gamification, which not only enhances student motivation but also creates conditions for active, meaningful, and emotionally rich acquisition of language and communicative skills. The aim of this article is to provide a theoretical rationale, identification, and synthesis of the principles of gamification as a pedagogical technology that contributes to the development of communicative competence in students majoring in linguistics. To achieve this goal, we set the following objectives: to analyze the current scientific discourse on gamification, to determine the specific features of its use in education, and to develop practical recommendations for incorporating game-based methods into language learning, considering the identified principles. The methodological foundation of this research encompasses a comprehensive analysis of domestic and international literature in the fields of foreign language teaching, pedagogy, psychology, and game technologies. The study includes a comparative analysis of existing approaches to communicative competence development, as well as the systematization of pedagogical principles for effective gamification confirmed by empirical studies. The main results of the research include the substantiation of six key principles of gamification–authenticity, interactivity, contextualization, diversity, feedback, and emotionality–each elucidated in terms of its contribution to the development of communicative competence. Theoretical significance of the article lies in the synthesis and systematization of knowledge regarding gamification principles in the context of communicative competence development among students of linguistic specialties. Practical significance is reflected in the development of recommendations for teachers and methodologists on implementing the identified principles of gamification, including examples of their integration into the educational process. The presented results have the potential to enhance the effectiveness of language instruction, ensure sustained student engagement and interest, and facilitate overcoming linguistic and psychological barriers in the development of communicative competence.

The article examines the development of strategies for cultivating trust-based relationships between foreign language teachers and their learners, situating these strategies within the broader construct of professional communicative competence. The aim of the work is to review existing research frameworks, identify their core components, and develop a comprehensive taxonomy of the requisite knowledge and skills. The leading research method is a comprehensive synthesis of findings from psychology, pedagogy, linguistics, and conflict resolution in pedagogy (pedagogical conflictology) concerning the origins and trajectories of pedagogical conflicts. The relevance of this work stems from the existing gap between the recognized importance of trust-based relationships for the quality of educational communication and the lack of a functional model within the structure of professional and communicative competence for foreign language teachers, given the disparate interdisciplinary nature of research in this area. The article highlights the critical role of the teacher’s emotional intelligence in nurturing trust throughout the instructional process and demonstrates, through a comparative analysis of conflict-development models, the value of early preventive measures. Teaching competences are identified as essential instruments for establishing and sustaining learner trust. The article then introduces interactive, learner-centered strategies designed to preempt conflict through effective interpersonal engagement. An examination of teacher–learner interaction models underscores the necessity for educators to deepen their understanding of these models and of learners’ active roles in communication. For the first time, three distinct trust-building strategies are defined (creating a supportive learning environment, preventing conflict escalation, and fostering individualized interpersonal engagement) and the specific knowledge and skills required to implement each are delineated. The theoretical significance of the article lies in a systematic synthesis of methods for building trust in the foreign-language classroom. The practical value lies in an original taxonomy of professional communicative strategies tailored to graduates of language teacher training.

The article is devoted to the problem of expanding the understanding of the subject-communicative culture of a modern mathematics teacher, working primarily in classes with in-depth study of mathematics. It is proposed to supplement it with techniques for conducting a neo-Socratic dialogue. The relevance of the problem comes from the theoretically identified and substantiated in the course of a previously conducted study potential opportunities that the neo-Socratic dialogue method has in teaching geometry, primarily when working with complex geometric problems. Sometimes it is impossible to implement them in the process of teaching students due to the fact that practicing teachers have extremely vague ideas about Socratic (neo-Socratic) dialogue, ways of organizing it and its educational opportunities. The aim of the article is to identify and substantiate, based on the results of the study, the difficulties that arise for a current mathematics teacher in applying the neo-Socratic dialogue method in the process of teaching students mathematics (geometry). The article presents the results of the analysis of conceptual-normative and scientific sources on the identified problem, which indicate that the ability to use neo-Socratic dialogue and the value of its use to improve the quality of mathematical education have not been sufficiently studied. Experimental work with current teachers and graduate students working at school as mathematics teachers showed that they were not familiar with the characteristics of Socratic dialogue, experience significant difficulties in the process of using it in teaching students, although they admitted its potential for improving the quality of teaching students mathematics, primarily in classes with in-depth study. The ways of improving the level of proficiency of current mathematics teachers in the method of neo-Socratic dialogue are outlined. The theoretical significance of the article consists in highlighting the subject-communicative culture of mathematics teachers as an integral part of their professional culture and including in it the proficiency in the method of Socratic dialogue. In addition, the main points and specifics of conducting a neo-Socratic dialogue in the process of teaching mathematics are highlighted. The practical significance lies in the justification of the need to include in the content of advanced training for mathematics teachers theoretical issues and practical techniques for organizing neo-Socratic dialogue when implementing an advanced level program.

Creating a safe and supportive environment for students is an important task of society. This issue is becoming more relevant in the context of informatization and the introduction of technological innovations in education, where every individual has unlimited potential to access and use information in the online environment. This prompted us to conduct a study to establish criteria and indicators of information and psychological security of schoolchildren. The study was conducted based on methodological approaches (cultural and historical, personality-oriented, complex) and principles (scientific nature, effectiveness, consideration of individual characteristics, systematicity, consistency). An experimental study was conducted at one of the gymnasiums № 44 in Irkutsk (N = 60). The criteria, indicators and levels of information and psychological security of schoolchildren were determined: critical thinking, assertiveness, locus of control, resistance to interference. In the practical part of the study, the main indicators of information and psychological security for students have been analyzed: the ability to identify and resist information and psychological influence; self-respect, low susceptibility to social influence; confidence; reasoned explanation of personal achievements and failures, considering both internal and external factors; and the ability to identify information and psychological influence and choose a suitable behavior strategy. The level of information and psychological security among students has been determined. Based on the data obtained, a program for developing information and psychological security among adolescents was worked out. The framework for the development of information and psychological security is outlined, encompassing work on the need-motivational, cognitive, and behavioral aspects. The results of the study were processed using the Fisher φ* criterion. The effectiveness of this program has been proven. The theoretical significance of the study lies in the conceptual justification of the information and psychological security of students. From a practical point of view, the article is of interest to researchers in the field of education, teachers, class supervisors, and representatives of the management level in the context of developing the information and psychological security of students.

In the context of active digitalization of education, the interaction between teachers and parents of students with disabilities in terms of digital socialization is of particular importance. Domestic and foreign scholars emphasize the importance of digital socialization for children and adolescents, highlighting its characteristics, components, and pedagogical aspects of its implementation in practice. The aim of this article is to identify the teacher's readiness for this interaction based on the aspects identified during the theoretical study of the problem through the analysis of domestic and foreign sources. The study employs a systematic approach, which allows for the examination of pedagogical practices as systems consisting of various components that are interconnected. The research methods include analysis, generalization, and systematization of the results of theoretical studies, as well as a survey aimed at identifying various aspects of teachers' readiness to interact with parents of students with disabilities in the field of digital socialization. The survey method was chosen as the most effective way to obtain representative data on the actual practices of teaching students with disabilities in various educational institutions in the Russian Federation. Based on the analysis of the survey results, the article presents relevant issues related to the interaction between teachers and parents of students with disabilities. These issues include both organizational and methodological aspects, as well as insightful questions. The results of the study showed that insufficient teacher competence in digital socialization and a lack of systematic efforts to inform parents about digital education and training are important factors hindering the successful digital socialization of students with disabilities. The theoretical significance of the article is revealed in the lines of summarizing the current aspects of the interaction between teachers and parents on the issues of digital socialization, and clarifying the significant aspects of this interaction at the present time. The practical significance of the research results presented in the article lies in determining the vectors for building the interaction between teachers and parents in order to organize effective digital socialization for students with disabilities. The data will be useful for teachers working with children with disabilities, developers of advanced training courses, and scholars conducting research in the field of teacher professional development.

The article addresses the pressing issue of supporting the professional self-determination of young specialists in the field of music education. In the context of the evolving requirements for modern educators and the challenges that arise during the initial stages of teaching, the support provided to aspiring teachers in children's music and art schools is particularly significant. The article examines the conditions for the effective organization of this support process through the implementation of a virtual mentoring model, which involves identifying personal strengths, individual needs, developing a personalized educational trajectory with phased event planning, the use of various interaction forms, and the application of diagnostic methods to assess progress. The article also aims to identify a range of advantages and limitations of virtual mentoring compared to traditional mentoring, as well as to substantiate the prospects for its use in the innovative development of methodological and educational practice in general. The results of the experimental work showed a significant change in the performance and effectiveness of the instructional efforts of young educators, increased involvement of their students in the educational process, and the growing authority of young professionals among students, their parents, and colleagues. In addition, the majority of focus group participants expanded the range of their professional skills and types of professional activity. The theoretical significance of the article lies in the fact that the conducted research expands scientific understanding of the conditions for implementing virtual mentoring in music education, taking into account innovative approaches. The practical significance is confirmed by the empirical research base obtained during the analysis of the effectiveness of implementing the virtual mentoring model for young specialists in music education, which yielded the following results: the specifics of virtual mentoring were determined, a set of tools and conditions were identified, and potential types of activities were outlined that would make the interaction between the mentor and the young specialist in music education effective and productive. This successful experience of virtual mentoring expands the potentials of methodological and educational activities of teachers and offers the prospect of seeking new forms of interaction, not only within the framework of mentoring but also in working with students, pupils, and colleagues.

A modern professional, regardless of the field in which he will work, must combine a whole range of competences, both highly professional and supra-professional, universal, so-called "soft" skills. In addition to deep professional training, the future employee should be trained in the rules and principles of communication with colleagues, managers, subordinates as representatives of the internal audience, partners, investors, representatives of government regulatory authorities as external groups of the organization. Obviously, the development of these skills is most successful within the framework of real interaction and information transfer during professional internship, but a certain experience of business communications can be obtained when studying specialized disciplines in accordance with the approved curricula of the main educational programs. This determines the relevance of considering the experience of developing business communication skills in the higher education system. The aim of this study is to analyze the characteristics of the business communication skills development among students in the context of pedagogical discipline, on the one hand, and students' perception of didactic units provided by the discipline's work program, on the other. The empirical basis of the work was made up of student essays as a means of current control on the discipline "Business Communications". Research methodology: statistical analysis of the distribution of essay topics within the discipline "Business Communications" chosen by students of Kazan National Research Technical University named after A. N. Tupolev-KAI. Statistical analysis of the collected data allowed us to identify that students are most interested in topics related to communication with people with disabilities (31%), general communication issues in the professional field (26%) and self-presentation during job interviews (24%). The theoretical significance of the research lies in the in-depth characterization of the essay as a pedagogical means of studying the main issues of communication in the professional field in the format of independent student work. The data obtained must be considered in order to improve the effectiveness of teaching the subject by focusing on topics that are of interest to students, due to their relevance or lack of coverage at the moment.

The relevance of the studied problem is determined by the global aspiration of society to ensure equal rights and opportunities in education for all children, regardless of their physical, intellectual, social, or cultural characteristics. Inclusive education has become a key direction in the modernization of educational systems worldwide, as enshrined in international documents, including the UN Convention on the Rights of Persons with Disabilities. Nevertheless, despite normative support, the practical implementation of inclusion faces a number of challenges related to insufficient teacher training, weak resource capacity, and persistent stereotypes, which necessitates an in-depth theoretical analysis of its foundations and models of functioning. The aim of this article is to systematize the theoretical foundations of inclusive education and analyze the principal models of its implementation in international and national practices. The study is based on theoretical approaches, including L.S. Vygotsky’s sociocultural theory, Universal Design for Learning (UDL), Howard Gardner’s theory of multiple intelligences, and the social model of disability, as well as content analysis, comparative analysis, and synthesis of scientific literature. The main findings include the identification of key principles of inclusive education – accessibility, individualization, participation, and respect for diversity; classification of international models (Finnish, American, British) and their comparison with Russian practice; and the identification of effectiveness factors such as government support, professional teacher training, and the development of an inclusive school culture. The study shows that the success of inclusion depends less on the availability of special programs and more on a systemic approach integrating legislation, human resources, and shifts in value orientations. The theoretical significance of the study lies in the comprehensive conceptualization of inclusive education as a pedagogical philosophy rather than merely an organizational form. The practical significance consists in developing recommendations for adapting best international practices within the context of the Russian education system. The scientific novelty is reflected in the integration of diverse theoretical concepts into a unified analytical framework and in making a detailed comparative analysis of inclusion models with emphasis on transferable elements for countries with transitional education systems.

The issue of dysfunctional social wellbeing, loneliness and lack of motivation to participate in various forms of social activity, which often characterize the personal identification of students with severe disabilities, is quite actively studied within the framework of psychological, pedagogical and other areas of humanitarian knowledge. At the same time, issues related to the educational potential of extracurricular activities that contribute to developing the students' worldview with moral and semantic categories that help focus on the values and benefits of full integration in society, have been considered fragmentarily to date. The aim of the study is to substantiate and develop a historical and literary excursion taking into account the health status and educational needs of wheelchair-bound students, including the definition of value-meaning dominants, differentiated selection of teaching techniques and methods as well as excursion demonstration. The study is conducted in line with an integrated, systemic, conceptual and environmental approaches. The following provisions were defined as initial ones: on the situational-event mechanism in the context of the paradigm of personality-developing education and on a tourist (excursion) trip as an educational event. The methodology developed in the course of the study includes seven successive stages of designing an excursion as an educational event: defining the key moral idea; substantiating and developing the topic of the excursion display; selecting sources of historical and artistic facts; structuring of the excursion materials in accordance with the objectives of planning and conducting the excursion; developing excursion content taking into account the educational purpose, working out a scenario for the excursion show; defining pedagogical conditions for the implementation of activities by stages of implementation; designing a route taking into account the movement aspects and perception of information by excursionists. The excursion "Life, miracles and exploits of St. Sergius of Radonezh" (in the Holy Trinity Lavra of St. Sergius, Sergiev Posad) for students with limited mobility, developed in accordance with the original methodology, has an educational goal – the development of self-reflection skills in the context of learning about the Orthodox way of life. It has been tested empirically and can be offered for implementation in the educational system of universities for groups of students with disabilities (diseases of the musculoskeletal system) and those without health problems or mixed groups. The content and methods of conducting the excursion allow focusing the attention of students on such key Orthodox values as: "humility and love", the desire for moral perfection and spiritual transformation, arranging life with goodness and love. The sequence of stages for developing an excursion as an educational event proposed in the study can be applied when designing other events of extracurricular activities for students.

Educational chat-bots are becoming important tools for supporting students’ independent learning. In case of teaching higher mathematics, the architecture of chat-bots becomes particularly significant: moving from rigid linear scenarios that ensure a strict sequence of topic study to more flexible navigational models. It allows students to independently build their own learning flows. However, fully free navigation is associated with the risk of fragmented and superficial assimilation of the material, disruption of the course logic, and loss of methodological integrity. This highlights the necessity of transitioning to a graph-based model that combines the structure of the course with the possibility of personalized choice and adaptation depending on the level of knowing the material. The aim of the study is to substantiate the methodological and technological feasibility of implementing a graph-based chat-bot architecture capable of taking into account semantic links between concepts, typical student's difficulties, and natural language queries. The theoretical part builds on contemporary research in the field of personalized higher mathematics education, the use of graph structures in pedagogy, and natural language processing technologies. The empirical study, conducted in 2024–2025 at the Yerevan branch of Plekhanov Russian University of Economics, included a comparison of the effectiveness of two types of educational chat-bots – those with sequential (linear) and free navigational organization. The collected data showed that chat-bots with free navigation flow were perceived as more convenient and structurally flexible, but they also came with the risk of insufficient learning of the material due to the lack of reliance on internal course logic. Based on the analysis of student feedback and theoretical premises, the necessity of introducing a flexible graph-based model has been substantiated. This model ensures not only variability in navigating the learning material but also contextual returns to key topics, adaptation of the pace and content of learning, and support for self-assessment processes. Such a model allows achieving a balance between freedom and logical coherence of the learning material, which is particularly important for disciplines with a hierarchical structure of concepts, such as mathematical analysis. The results of the proceedings can be used in designing digital solutions for teaching higher mathematics and in creating chat-bots aimed at personalizing the educational flow.

The relevance of this study is due to the rapid development of international communities in the civilized world, requiring flexible communication for effective communicative interaction. In the context of globalization, the practice of foreign language communication is becoming increasingly in demand among those who have to integrate into academic programs, cultural and educational, professionally oriented projects, internships with representatives of different peoples. Concentrating the communicative potential of students, coordinating educational and cognitive activities for the effective acquisition of foreign language communication skills through the use of pedagogical resources that constructively support this process is a pressing task for foreign language teachers. The aim of the study is to develop cultural and communicative practices as a means of pedagogical support for the development of foreign language communication skills among students in the continuing education system "school-university". The research methodology was based on communicative, axiological, and situational approaches. The leading research methods were: study and analysis of regulatory documents; generalization of scientific and pedagogical domestic and foreign experience. Cultural and communicative practices have been developed and implemented in the process of teaching schoolchildren and university students: 1) Debate Club "Speaker"; 2) Conference in a foreign language; 3) Quasi-situation of foreign language communication; 4) Library meeting; 5) Literary readings. The research results obtained may be useful for people whose scientific work focuses on teaching and promoting foreign language communication among students at secondary and higher educational institutions, particularly when developing and delivering courses, classes, and extracurricular activities in a foreign language. The theoretical significance of the study is determined by the specification of the concept of "cultural and communicative practices for the development of foreign language communication skills among students in the continuous education system "school-university". This is a set of organized actions aimed at facilitating the exchange of information in a foreign language in a specific cultural context through the use of interactive forms and communicative teaching methods. The practical significance of this research lies in the development and testing of cultural and communicative approaches that can pedagogically enhance the modern process of learning a foreign language and gaining an understanding of the culture of another country in schools and universities.

The relevance of the study lies in the humanitarian component of education for building up competences necessary for students of creative specialties through the use of art. The aim of the article is to substantiate the methodological potential of the course "Modern Philosophy of Art," which has been introduced into the teaching practice at the Institute of National Culture of the National Research Mordovian State University named after N.P. Ogarev. The article defines the interdisciplinary nature of the philosophy of art (theory and history of art, aesthetics, philosophy, pedagogy, sociology, etc.), which contributes to the formation of students’ holistic attitude towards art. The main research approach is the ontological one, which considers art as a necessary condition for human existence in the world and it is significant for developing a holistic understanding of the humanitarian component in modern education. The proposed research methods for studying interdisciplinarity, the humanitarian component of the educational process for students of creative specialties, the problems of philosophy of art, etc. have determined the novelty of the author's course "Modern Philosophy of Art": the methodological significance of the opposition "classical - non-classical" lies in defining the specifics of classical and modern art; topological (boundary, shift, road, path, staircase, etc.) and chronological concepts (return, circle, life trajectory, intermediality, etc.) define the specifics of the chronotope of modern philosophy of art. The methodological significance of the course "Contemporary Philosophy of Art" lies in the definition of the axiological (justification of the semantic orientation of an artistic work and its ontological significance in the context of contemporary art); artistic and aesthetic (definition of the basic concepts of classical and contemporary art, reflecting changes in the artistic worldview); and worldview (formation of an analytical and contextual approach to contemporary art) potential. The author's experience in teaching the course "Contemporary Philosophy of Art" can be used by the pedagogical community to develop the humanitarian component of students’ education in creative fields.

In the context of updating educational content and increasing demands on teachers' professional agency, the development of universal competences among beginning educators is becoming particularly relevant. One of the most effective forms of professional support is team-based mentoring, which promotes successful adaptation and professional growth of novice specialists. In this process, monitoring plays a key role, allowing for the identification of professional deficits and the management of educational quality. The aim of this study is to present the results of diagnostics assessing the level of universal competences developed by beginning teachers during an experimental implementation of team mentoring in educational institutions in Omsk. The study involved 144 teachers at the early stages of their professional careers. The methodological foundation of the study is a learner-centered approach, which takes into account the individual characteristics and professional needs of teachers. The key universal competences evaluated included teamwork and leadership, communication skills, self-organization, and professional self-development. The results indicate a positive trend in the development of these competences among participants engaged in the team mentoring model. Empirical data confirm the effectiveness of this model as a tool for supporting and developing teachers at the beginning of their professional career. The theoretical significance of the work lies in clarifying the conceptual framework and confirming the effectiveness of the learner-centered approach in the context of mentoring. The practical value lies in the possibility of adapting the proposed diagnostic tools for assessing and supporting novice teachers in various educational organizations. The research findings can be used by administrators and methodological services in planning mentoring programs and professional development initiatives.

The Stroop interference effect implies a slowdown in human reaction when reading words with the name of a color if the font color does not match the meaning. The paper presents a brief overview of scientific publications on the issues of the emergence of the Stroop effect and the problems of interference phenomena. A study was conducted to study the influence of the level of concentration and selectivity of attention on the Stroop interference effect. The results showed that the Stroop effect occurs at any values of concentration and selectivity of attention. At low rates of these properties of attention, interference is significantly greater than at high values, but the time required to complete the task by individuals with a high level of concentration and selectivity of attention is longer.