№ 09 (September)

In the context of ongoing educational transformations, the tasks and functions of the teaching staff at higher education organizations are becoming more complex, which entails reformatting the methodological support of the educational process. The implementation of new approaches to the organization of methodological work in higher education is primarily associated with the degree of the methodological competency manifestation in an individual teacher. Therefore, various aspects of the phenomenon of methodological competency of a teacher at a modern university are significant subjects of scientific research. The aim of the article is to theoretically substantiate the concept of «methodological competency of a higher education teacher» in the context of the existing educational environment and its structure. The examination of the teacher’s methodological competency in the higher education system was preceded by a retrospective analysis of doctrinal works of domestic and foreign authors in the field of professional competency of the labor subject, a particular manifestation of which is methodological competency. The main results of the study present a modern view of the concept of «methodological competency of a higher education teacher» from the perspective of a functional approach, taking into account the integral essence of professional competency. A model of the methodological competency structure is also proposed, including gnoseological, praxeological and axiological components and four levels of their development described with the use of universal descriptors. These universal descriptors can be refined based on current requirements for the content of methodological competency, which, in our opinion, should be expressed in the terms of particular methodological competencies or competences. The theoretical significance of the study lies in the fact that the interpretation of the methodological competency of a university teacher in relation to the today realities serves as the basis for solutions to the problem of identifying or updating the organizational-pedagogical and psychological-pedagogical conditions of its formation. The study is also significant from a practical point of view, since the developed model of the methodological competency structure can be used by educational organizations of additional professional education system for the formation of programs aimed at improving methodological activity, as well as for intra-university monitoring of its effectiveness.

Currently, distance technologies are actively used in the educational process, which is determined by the objective need to develop digitalization of education. However, this leads to the transformation of learning activities. Digital tools allow training not in an educational institution, but in specialized online courses, through the use of artificial intelligence, etc. As a result, the importance of interpersonal interaction between a teacher and students increases, primarily as a factor in the attractiveness of education. Interpersonal interaction can also be considered as one of the aspects of increasing the effectiveness of training, since it increases the degree of training materials assimilation. These aspects determine the relevance of the topic under consideration. The aim of the study was the need to study the influence of interaction between a teacher and students on the effectiveness of training materials assimilation when using distance technologies, assessed on the basis of students' opinions expressed in a questionnaire on the use of an information and communication system in the educational process. The empirical approach was chosen as the main methodological approach, and therefore the survey method was used to generate the primary source data. The study resulted in the conclusion that interaction with a teacher in the process of distance learning is not recognized by students as entirely equivalent to direct interaction in the classroom. The study also allowed us to conclude that the issue of the convenience of implementing distance interaction using digital tools is controversial. On the one hand, the advantage of distance learning is speed and continuity. However, accelerated and constant interaction can also lead to an increase in the emotional burden on students. As a result, their academic performance will decrease and difficulties will appear in solving educational problems. These aspects determine the need for further development of the applied methods of distance interaction. The theoretical significance of the study lies in considering the issues of compliance of interaction with a teacher in distance and classroom lessons and the convenience of using distance educational technologies by subjects-participants of distance learning. The practical significance is represented by the possibility of using the results of studying the students’ opinions about distance interaction when introducing digital technologies into educational activities.

Due to the introduction of the discipline "Introduction to Modern Information and Intellectual Technologies" into the curricula of medical universities, which includes a section devoted to the basic principles and algorithms of machine learning and artificial intelligence (AI), there is a need to develop appropriate methodological support. The relevance of the research topic is due to the fact that the vast majority of medical students do not have the necessary knowledge in mathematics and programming, which are the theoretical foundations of modern intelligent technologies. This can lead to incorrect interpretation of AI-generated results in their future professional work. Therefore, it is important to consider the specific needs of this category of students when developing teaching materials. The aim of the article is to describe the authors' proposed approach to implementing computer experiments in the laboratory practice of the above-mentioned discipline, which allows students to gain a deeper understanding of the essence of the studied machine learning methods and the conditions for their application. The research methods used include classification methods used in machine learning, experimental design methods, and two-factor analysis of variance, which serves as a basis for evaluating the effectiveness of the proposed approach. The study was conducted with a participation of students from the Medical Institute of Mordovian University. The result is an approach developed by the authors for conducting laboratory work by medical students. This approach includes: studying the basic mathematical formulas underlying a particular machine learning method, performing simple computational tasks on a small amount of data, studying the basic functions of the Python language to implement a specific practical task, and conducting computer experiments to further explore the chosen mathematical model and improve its accuracy. The effectiveness of this approach has been confirmed by the results of a pedagogical experiment conducted by the authors. The theoretical significance of this work lies in the generalization and systematization of materials on this topic, and the results obtained complement existing scientific and pedagogical developments, deepening our understanding of the processes related to this topic, and they can be used in further research. The practical significance lies in the fact that the presented approach can be used as a basis for developing methodological materials on the topic "Machine Learning and Artificial Intelligence Technologies in Healthcare."

Modern foreign language teaching in a non-linguistic environment requires the development of effective didactic solutions that ensure the active engagement of all participants in the educational process, overcoming grammatical difficulties and fostering sustainable speech activity. The relevance of this research is due to the need to improve the quality of instruction at the initial stage, when it is particularly important to activate the cognitive and emotional resources of learners under conditions of limited language practice. The aim of this article is to describe the implementation of a methodology for teaching a foreign language based on neurodidactic principles and game-based techniques, and to analyze the impact of the neuro-approach on the emotional state, involvement, and motivation of both students and teachers. The methodological basis of the study was a pedagogical experiment conducted at Altai State Pedagogical University with students learning Chinese as a foreign language. The experimental group was taught using neurolinguodidactic principles, including game methods, multimodal stimuli, visual and emotional anchors aimed at stimulating cognitive activity and creating a positive learning environment. The control group was taught using traditional methods focused on explanation and reproductive consolidation of grammatical material. The analysis of the results demonstrated that the application of the neuro-approach contributes to more effective assimilation of grammatical constructions, the development of spontaneous speech, stable learning motivation, and emotional engagement of the participants in the learning process. In addition, an increase in the creative activity of teachers, their professional satisfaction, and interest in innovative methods was observed. The study includes a review of contemporary Russian and international literature on neurodidactics, which substantiates the choice of the research approach and makes it possible to compare the obtained results with current scientific data. The theoretical significance of the study lies in clarifying the potential of neurolinguodidactics as an approach that enhances cognitive, emotional, and professional activity among the subjects of the educational process. The practical significance is determined by the possibility of applying the results to optimize and develop effective teaching programs at the initial stage of language training.

The article considers the problem of training teaching staff ready to carry out independent work in accordance with the requirements of the Federal State Educational Standard of higher education in the area of "Pedagogical education" and the professional standard "Teacher". Graduates of pedagogical universities face difficulties in solving professional problems that require the integrated application of competences developed in the course of studying pedagogy, psychology, methodology and target subject. The aim of this article is to define the essence of the concept of integration in higher pedagogical education and identify ways of integrating the pedagogical, psychological, methodological and subject components of the educational program for student teachers. The study used the methods of reviewing literature, its analysis, synthesis, comparison, systematization of publications by domestic and foreign authors over the past 15 years, as well as generalization of our own experience in training future foreign language teachers. The main results of the article include clarification of the concept of integration in higher pedagogical education and its importance in the process of training student teachers. The article presents ways of integrating professionally significant subjects at the levels of interdisciplinary connections, didactic synthesis and integrity. The main components of the integrative approach are identified: methodological, activity-based and content-based, and options for their implementation in the educational process of a pedagogical university are proposed. The article provides examples of integrated educational and professional tasks that can be used in classes on methodology and foreign language. The theoretical significance of the study lies in the systematization of the experience of applying the integrative approach in modern higher education; the practical value for teachers is the representation of the experience of integrating the subjects of the psychological-pedagogical and subject-methodological modules of the educational program "Foreign Language

The issues of patriotic education and military-physical training of students at higher educational institutions for military service and state defense remain relevant in any historical era. In the article the authors attempted to identify the organizational and pedagogical aspects of mass defense, physical education and sports activities using the example of higher educational institutions of the Crimean ASSR in the late 30s – early 40s of the 20th century. Based on a systematic and regional approach, the scientific article used a complex of general theoretical, historical, and historical-pedagogical methods (analysis and generalization of scientific and methodological literature, system-historical analysis, historical-retrospective, comparative methods, and modeling). 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 1937 to 1941, which were first introduced into scientific circulation. The results of the conducted research allowed us to identify the key features of the system of defense, physical education, and military-patriotic work in the Crimean higher education institutions during the studied period. It was found that its effectiveness was ensured by the integration of the efforts of the state, public, and party bodies of the peninsula, as well as the administration and public activists of the universities. The best teaching staff was concentrated in educational institutions, and training assistants were prepared from among the students. Educational institutions were included in the system of sports and social competitions, from intra-university to Аll-Crimean levels. Almost all students and faculty members of Crimean higher education institutions participated in sports or defense sections, brigades, clubs, and detachments, and were involved in passing the standards for obtaining defense badges. The system of organizing defense work in Crimean higher education institutions demonstrated its effectiveness during the Great Patriotic War. The theoretical significance of the work lies in obtaining previously unknown data on the organization of defense and military physical education in the universities of the Crimean ASSR, which contributes to a more complete and profound understanding of the region's development. The practical significance of the work is due to the possibility of further critical reflection and borrowing of positive experience for the further development and improvement of the modern system of training students to defend their country.

The article addresses the current issue of exploring the comprehensive integration of digitalization into foreign language learning processes, in light of the implementation of the National Project "Education" and the Federal Project "Digital Educational Environment". It examines the prospects of using the Maximum digital textbook in teaching English at institutes within the Russian University of Transport (Moscow Institute of Railway Engineers). The Maximum textbook is an interactive platform comprising educational modules, multimedia content, and an automated task assessment system. The study focuses on evaluating the effectiveness of the Maximum digital textbook in teaching English to A1-A2 level students. To validate the hypothesis about its positive impact on motivation, communication skills, and digital literacy, the researchers analyzed learner-centered outcomes. The work combines theoretical analysis (a review of key trends in the use of digital textbooks in linguistic education) and experimental methods, including: project-based methodology applied to the "Communication" section; Likert-scale surveys, communication skills testing, and analysis of students’ reflective comments; quantitative evaluation based on criteria such as academic progress, level of autonomy, and quality of group discussions. The results confirm the hypothesis that the use of the digital textbook positively influences students’ motivation, independence, and ability to overcome communication barriers. Theoretical significance lies in validating the effectiveness of digital textbooks in educational practices. The findings can be practically applied to optimize linguistic education in technical universities. Future research is linked to further integration of artificial intelligence tools into the educational process.

In modern conditions of the educational system, special attention is paid to creating effective learning environment that support the active involvement of students in the educational process. The relevance of the problem under study lies in the need to develop and implement a model for motivating students to work together in the study of physics, which becomes important in the context of the convergent educational environment being formed in general education organizations. The development of a model for the student motivation process allows a physics teacher to create a methodology for motivating students to work together in a convergent educational environment while studying physics by performing convergent tasks. The aim of the article is to describe the structure of the model of students' motivation for coworking when studying physics in a convergent educational environment. Within the framework of the research, we set the task to characterize the specifics and purpose of the conceptual, targeted, substantive, procedural, methodological, analytical and evaluative blocks of the model. The leading methods of studying the problem are the theoretical analysis of existing models of the motivation process for studying physics, generalization and analysis of the best practices of subject teachers in organizing joint activities of schoolchildren; empirical: the use of convergent assignments in physics; observation, questionnaires. The main results described in the study allow physics teachers to develop resources, strategies, forms of organization, and their own methodology of motivating students for coworking when studying physics in a convergent educational environment. The theoretical significance lies in the expansion of scientific ideas about the process of student motivation, which differ from the research of Russian didactic scientists. The practical significance lies in identifying the conditions for the functioning of the model of students' motivation for coworking when studying physics in a convergent educational environment and describing the subject, didactic, methodological, and reflexive actions of a physics teacher when implementing a methodology for motivating students to work together when studying physics in a convergent educational environment based on our model.

The relevance of the problem under study lies in the need to develop research skills, including academic writing abilities. A significant decrease in students' ability to write scientific texts in both Russian and English creates serious obstacles in the processes of scientific work and publication activity. This article comparatively analyzes methods of teaching academic writing, with the aim of identifying the most effective pedagogical approaches for developing scientific written communication skills in English among students of graduate school. The authors studied traditional linguistic, procedural, compositional, bilingual, and transdisciplinary teaching methods. The experiment, conducted at Kazan National Research Technological University, involved 80 students divided into four groups, each of which studied academic writing in English using one of the aforementioned methods. The effectiveness of the methods was assessed through testing and surveys of the students, as well as by evaluating a practical task that required writing an abstract for a scientific article. Based on the analysis, it was found that the compositional and bilingual approaches were the most effective in teaching academic writing, as they ensured a high level of preparedness among students for writing scientific abstracts. The traditional linguistic method improved grammar skills; however, it did not contribute to the development of critical thinking or the structure of the presentation. Meanwhile, the process approach yielded strong results in logical presentation but led to a high workload for both students and teachers. The theoretical significance of this article lies in its contribution to the development of educational methods in Russian universities, while the practical significance stems from its potential use in selecting more effective methods of teaching academic writing by educators developing curricula in the field of scientific communication.

The relevance of the study is due to the necessity of the development of the effective foreign language proficiency among military higher school cadets during the professional activities. This involves not only learning the lexical and grammar system of the language, but also understanding the specifics of military discourse as a special type of speech practice. The aim of the work is to analyze the concept of "military discourse" from the point of view of the foreign language teaching methodology and to develop a classification of military discourse types. The methodological basis of the study was a systematic approach and methods of linguistic and discursive analysis. The theory of discourse by V.I. Karasik is taken as a basis, considering discourse as a text immersed in a situation of communication, and military discourse as a special type of institutional discourse. Military discourse is a complex communication system due to the specifics of military activities and service combat tasks. Its key characteristics are regularity, uniformity, formalization, muscularity, subordination of the communicants, terminological saturation, as well as pronounced semantics of patriotism and opposition "friend or foe." A classification of types of military discourse has been developed, including written and oral forms, each of which has its own subtypes. Written military discourse is represented by such types as official (orders, directives, reports), technical (instructions), information and analytical (reports, forecasts), educational and methodological (teaching aids), journalistic (interviews, articles), visually integrated (military maps, drawings) and military art (prose, poetry). Oral military discourse includes administrative (commands, instructions), radio exchange, analytical and advisory (briefing, negotiations), instructional (briefing, lesson), journalistic and patriotic (speech at the event), conversational-informal and artistic-ritual (songs) types. It is concluded that military discourse is the main component of the content of professionally oriented foreign language learning in a higher military school. The theoretical significance of the study is in the development of discourse theory and the methodology of professionally oriented teaching of foreign languages. Practical significance is in the possibility of using the proposed classification of military discourse types for the creation of teaching materials in foreign languages for the cadets of higher military schools.

The relevance of this research stems from the necessity, under conditions of digital transformation in education and the erosion of traditional values, to develop scientifically grounded didactic criteria adapted to the content of the "Foundations of Russian Statehood" (FRS) course and contemporary educational realities. Overcoming this contradiction will facilitate the formation of a patriotically-minded generation and, consequently, strengthen national security. The objective of the study is to develop and substantiate a system of didactic criteria for the effective teaching of the FRS course in higher education institutions. This system is designed to ensure the unity of educational and formative objectives. The object of the study is the educational practice of implementing the FRS course in universities. The subject is the system of didactic criteria. The design of the system of didactic criteria employed the following methods: pedagogical observation, expert assessment of teaching practices, construction of conceptual maps of value orientations, and interpretation of visual materials. These methods enabled the identification of key didactic criteria ensuring the effectiveness of course delivery and its alignment with modern educational demands. The research has identified and detailed specific didactic criteria. These include: alignment of course content with the value orientations of traditional Russian society; utilization of active learning methods; ensuring interdisciplinary connections; development of critical thinking skills and civic engagement. The developed criteria system allows for the adaptation of the educational process to current socio-cultural conditions while maintaining teaching quality and fostering the development of a socially responsible generation. This study lays the groundwork for developing unified methodological recommendations for teaching the course. The theoretical significance of the study lies in its contribution to the methodology of teaching socio-humanitarian disciplines. The practical significance of applying these criteria is evident in: adapting the learning process to educational realities, enabling flexible responses to social and cultural challenges while preserving educational quality; developing applied skills in designing social initiatives; serving as a tool for personnel policy, aiding in the identification of students with leadership potential and a motivationally-oriented civic stance.

The relevance of the study is determined by the intellectual and cognitive focus of the personal and professional development of qualified specialists on the socio-economic development of the country, increasing the innovative potential and competitiveness of the Russian economy at the global level. Teaching foreign languages to students who are future specialists in the field of finance, entrepreneurship and business management is aimed at developing a set of competences that ensure the improvement of information skills, the manifestation of problematic and critical thinking, rational knowledge, the effectiveness of interaction and communication, the generation of new ideas and non-standard solutions. The aim of the study is to substantiate the specifics of teaching future economists taking into account the cognitive orientation of foreign language education at university. The methodological basis of the study was the interactive, communicative and comparative approaches in the implementation of the principle of foreign language education intellectualization, cognitive, professional and innovative-creative orientation of foreign language education at university. The manifestation and development of cognitive and metacognitive characteristics of students occurs through the use of technologies and methods of problem-based learning (game modeling of situations, structuring of concepts by means of mind-mapping, case study, project-based activities, discussions, debates, etc.). Monitoring the quality of the organization and effectiveness of teaching a foreign language to the 1st and 2nd year students majoring in Economics and Financial Management at PetrSU, taking into account the cognitive orientation of foreign language education at university, was carried out using the qualitative methods (the analysis of the results of in-class and independent educational and cognitive activities, completing creative tasks, research work; the included observation; peer assessment; reflexive assessment of learner’s own attainments). The theoretical significance of the study lies in substantiating the need for cognitive development of future economists in the process of learning a foreign language at university. The practical significance of this research lies in the development of a set of pedagogical conditions for organizing the cognitive activity of economics students. These conditions aim to ensure the manifestation of attention, interest in problem-solving tasks, mental activity, and thinking activity, as well as independence, rationality, and strategic thinking based on logic and clear reasoning. Additionally, this research aims to present the problem in its entirety and provide a perspective for its successful solution.

The relevance of this study stems from the increasing importance of academic advisors (curators) in universities as key figures in supporting students not only academically but also in their personal development. Contemporary challenges – such as the digitalization of education, the age diversity of student cohorts, and the growing demand for individualized learning paths–require curators to rethink their role and approaches to student engagement. The aim of this article is to assess how well the methods of organizational and pedagogical work carried out by academic curators meet the expectations and needs of students across various years and fields of study. The study is based on a comprehensive methodological approach, including a survey of 673 full-time students, 12 semi-structured interviews with academic curators, expert assessments, and content analysis using theoretical categories (self-determination theory, learner-centered approach, career orientation theory, etc.). This mixed-method design provided a multifaceted view of both students’ perceptions of curatorial support and the professional practices of the curators themselves. Key findings indicate that students primarily see curators as sources of adaptation and academic information during the early years of study. However, in later years, students express a growing need for support in career planning and personal motivation. Interviews with curators highlighted the necessity for a flexible, age-sensitive model of guidance, as well as a lack of clear criteria for evaluating the effectiveness of their work. Additionally, some areas of extracurricular programming – especially those related to civic and moral education – were found to be less aligned with students' interests, indicating a need for more personalized and engaging formats. The theoretical significance of this article lies in expanding the academic understanding of curatorial work through an interdisciplinary lens. Its practical value is in providing recommendations for individualizing curatorial practices, increasing their effectiveness, and fostering student independence, responsibility, and active participation in the educational process. The findings can inform the development of advisory programs and broader youth engagement strategies in higher education institutions.

In the modern hybrid information war, Russian youth should be protected from the negative informational and psychological effects of the media by building their informational and psychological resilience based on a strong sense of patriotism. At the same time, the impact of regularly visited video hosting sites on the education of people is of great importance. One example of this is Rutube, which is mentioned in this work. The aim of the study is to characterize the specifics of patriotic education in the context of information society, and to provide data on the most promising areas and forms of youth education using the educational potential of Rutube. Integrative, interdisciplinary and cognitive approaches are used for this purpose. This paper examines the issues of patriotic education of Russian youth in the context of accelerating digitalization of modern society. The analysis of current research on the problems of patriotic education of modern youth is given. Patriotic education is highlighted by the author as the most relevant area of work with young people in the context of the complicated external and internal political situation in Russia. At the same time, one of the priorities of pedagogy is to improve methods and technologies for fostering a sense of patriotism in the context of import substitution. Examples of relevant videos used for patriotic education are described. The author provides the results of a survey of Russian users about the preferred directions of patriotic education in the Rutube video network. The process of patriotic education using media files from the Rutube network was chosen as the object of research. The theoretical significance of the article lies in clarifying the place and role of Rutube video content for educating young people and analyzing current research areas in this field. The author draws rational conclusions about the reasons for the importance of Rutube as a pedagogical tool. The objectives of the study include a description of the pedagogical advantages and disadvantages of video hosting for the implementation of patriotic education. The work has practical significance for the educational activities of educational institutions in terms of promoting patriotism among young people. The article examines the practical prospects of Rutube video hosting as a social network for the implementation of patriotic education of modern Russian youth.

The relevance of this research is due to the fact that, in the context of digitalization of education, the cultural and psychological aspects of the transformation of interpersonal communication, which forms the basis of the educational process, are still unclear and often lead to the loss of value of personal interaction between teachers and students, particularly in distance learning formats. The aim of the study is to analyze the current state of the problem and determine the cultural and psychological aspects of interpersonal communication between students and teachers in the context of digitalization of education. To achieve the goal, the authors used the method of analysis and synthesis of theoretical material, the method of discursive analysis, the method of contextual analysis, and the descriptive method. These methods made it possible to analyze the opinions of modern scientists on the problem of interpersonal communication transformation including the philosophical aspects of existentialism and emphasizing the importance of individual experience in the educational environment. As a result of the study, the importance of the need to maintain interpersonal communication and the problem of finding a balance between innovations and the values of traditional education were determined. The influence of digital technologies on students' motivation, self-realization, and personal development is explored. The theoretical significance of the work lies in the attempt not only to record current trends, but also to propose new approaches to understanding the interaction between a teacher and a student, which, in turn, can contribute to improving the educational process and its adaptation to the requirements of the time. An attempt is made to contribute to the scientific understanding of this problem, which, of course, is of great importance for future research and practical application. The practical significance of the study, in turn, is due to the fact that it provides an opportunity to develop effective strategies aimed at minimizing and mitigating the negative consequences that may arise as a result of the educational process digitalization. A deeper understanding of the problems associated with digitalization will allow us to propose specific measures and recommendations that can be implemented in the practice of educational institutions, which will undoubtedly contribute to improving the quality of education and its adaptation to modern requirements.

The relevance of the problem under study is determined by the requirements of the state and society to improve the quality of education, in which the teacher plays a key role. Understanding the motivation of teachers for professional agency will improve the results of their work and raise the educational level of the younger generation. The aim of the article is to identify the place of professional motivation of a philologist-teacher in the system of his/her professionally significant values and describe an experiment related to the assessment of the teacher's motivational characteristics, which makes it possible to assess the effectiveness of the professionally significant values development among modern teachers working in the subject area of Philology. The theoretical and methodological basis of the article consists of the works of domestic and foreign scientists devoted to the study of teaching staff motivation for professional activity. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (questionnaires, methods of quantitative and qualitative analysis, experiment to test the effectiveness of the developed questionnaire); methods of mathematical statistics (Fisher's criterion) for processing and analyzing the results. 124 philology teachers participated in the study, 67 of whom are graduates of Donetsk State University and 57 are graduates of Lugansk State Pedagogical University. The questionnaire included 4 blocks: 1-st block was used to check readiness for self-development and self-improvement; 2-nd block allowed us to identify hindering and stimulating factors in professional activity; 3-d block helped to determine the motives for professional activity (internal and external); 4-th block made it possible to find out the level of involvement in the profession. The analysis of the survey data confirmed that the training program for preservice philology teachers implemented at Donetsk State University, aimed at developing their professional motivation as a component of professionally significant values system, is effective. The theoretical significance of the work consists in studying approaches to defining the concept of teachers’ professional motivation. The practical significance lies in the fact that the developed questionnaire can be used to assess the level of motivation for professional activity not only of philologists but also of other subject teachers when preparing advanced professional development programs in order to increase the level of professional motivation of teaching staff.

The article discusses the issue of professional training for preservice physicians, focusing on the content of studying physics and its role in developing professional competences. The relevance of the research topic is due, firstly, to the need of society and the state in medical workers, and secondly, to the complication of the work for modern doctors, the introduction of high-tech diagnostic and treatment tools, and the digitalization of preservice doctors’ practices. In this regard, the development of general and special competences among preservice physicians is of great importance, taking into account the changing needs of society and the state, as well as the increasing complexity of their operations at the current stage. The aim of the study is to analyze the role of the content of physics training in the development of professional competences among preservice physicians. The objectives of the study include: characterizing the process of studying physics by future doctors from the perspective of its content, formed in the study of knowledge and ideas; exploring the role of physics in shaping the professional competences of preservice physicians. The study used a structural and functional approaches that consider the process of professional training as a holistic process based on planning, selection of means of implementation taking into account the selected training goals, as well as a competency approach that reveals the conditions for the development of competences. The study considers the opinions of various authors on the content of physics as an academic subject and a means of developing general and special competences. The characteristics of physical understanding as a type of knowledge that shape the professional competency of medical practitioners are explored. The theoretical significance of this study is due to the fact that during the study, ideas about the formation of professional competencies of future doctors at the present stage, based on the study of physics, are summarized. The practical significance of the study lies in the fact that in the course of the work, general conditions, methods, and means of developing the professional competency of preservice physicians based on the study of physics were analyzed. The novelty of this study is that it explores the unique aspects of how students develop their professional skills through the use of traditional methods employed in the educational process for the development of general competences.

The relevance of the research is determined by the need to ensure equal access to quality education in conditions of social disadvantage, where schools operating in difficult social conditions play a key role. The effectiveness of their work directly depends on the level of strategic leadership of managers, however, in the scientific and practical sphere there is a shortage of effective models of scientific and methodological support aimed at developing the managerial potential of principals in such schools. The purpose of the article is to develop and empirically test a model of scientific and methodological support aimed at supporting the development of strategic leadership of school principals operating in difficult social conditions. In the course of the theoretical analysis, andragogical, systemic and synergetic approaches were used as a basis for understanding the processes of professional development of adult managers, managing complex changes and organizing continuous learning. As part of the experimental component of the study, the OCAI (Cameron-Quinn) methodology was employed to evaluate changes in the organizational culture of schools, along with the Student's t-test for statistical data analysis. The main results of the study showed that the implementation of the proposed model of scientific and methodological support proved to be effective in developing the strategic leadership of school principals. This contributed to the transformation of the organizational culture of educational organizations and the transition from reactive management to a proactive, strategically oriented approach. It is found that the implementation of the model through three pedagogical conditions (learning cycle, safe space for experiments, network communities) has a positive effect on motivation, reflection and cooperation in teaching groups. The theoretical significance lies in the conceptualization and justification of an integrated approach to the development of contextual strategic leadership in conditions of uncertainty. The practical value is expressed in the creation of a reproducible and scalable model of scientific and methodological support, which can be implemented in regional education systems to support schools in difficult social conditions. The results of the study can be used by education authorities, advanced training institutions, and heads of educational organizations to develop programs for enhancing managerial skills.

The relevance of the article is due to the current trends related to the digital transformation of society, in which artificial intelligence is actively being implemented and used in all social spheres. As a result, there is a resonance between the positive outcomes and certain challenges associated with its use. In this article, we explore ways to address these challenges in higher education institutions. The aim of the article is to develop and describe a model for using artificial intelligence in the educational process of universities. The methodological basis for this research is based on anthropological and qualimetric approaches, the implementation of which principles allows us to solve the identified problems by considering artificial intelligence as an auxiliary tool for developing students' personalities and forming their subjective experience; assessing the quality of students' learning; preventing and developing their communicative skills; providing them with the opportunity to perform quasi-professional activities; and maintaining the significant role of the teacher as a subject of educational relations who organizes and coordinates the students' learning activities. The results of the study are reflected in the developed model of using artificial intelligence in the educational process of universities, the implementation of which contributes to improving the quality of education in the context of the digital transformation of society. The model reveals the main approaches, principles, technologies, models, and learning tools that allow the use of artificial intelligence to prevent and solve psychological, pedagogical, legal, and technical problems in case they arise. The theoretical significance of the article lies in the systematization and generalization of domestic and foreign experience, as well as in defining the legal framework for the use of artificial intelligence in the educational processes of higher education institutions. The practical significance of the article lies in determining the principles, technologies, models, and means of training that are most appropriate for the application of artificial intelligence in a higher educational institution. The novelty of the research lies in developing a model for using artificial intelligence in the educational process of a higher educational institution.

The paper overviews practices of using AI-powered services by schoolteachers and faculty in their professional activities. The objective of the research is to analyze modern practices of using AI tools by Russian and foreign teachers of secondary and higher education and to identify the potential for scaling advanced solutions for Russian education system. To achieve this, the authors conducted systematic analysis of corresponding research papers, content analysis of regulatory documents, as well as comparative analysis of practical cases on the research issue. The analysis results indicate a trend of transition from the use of mono-functional AI services for solving separate educational tasks to the development and implementation of complex AI systems. The response for AI educational systems is aimed at ensuring personalization of learning based on learning analytics and teaching support (production of educational content, automation of assignment checking and feedback). Against this background, different countries observe asymmetric development of digital educational environment. The authors conclude that the reasons for the different intensity of AI tools use across countries are low level of AI literacy of teachers and their insufficient methodological support. Differences between Russian and foreign practices of implementing AI tools consists in different thematic focuses: the foreign context emphasis compliance with ethical standards, while the Russian context considers improving usability of AI–powered services. The theoretical significance of the research lies in the systematization and assessment of the didactic potential of AI tools. The practical significance is based on the fact that the research results allow the teaching community to discover the advantages and reflect on the challenges and risks when working with AI tools in classrooms.

The relevance of the study is due to the growing interest in the issues of the meaning of life and value orientations in a dynamic modern world. The aim of the work is to identify the possibilities of diagnosing the value-meaning sphere in an existential context, as well as to compare its features among first-year and third-year students. The study used the LMO, Existenz-Skala, and TEM methods. The results showed that third-year students demonstrate higher scores on the self-distance and responsibility scales, which indicates the development of personal maturity.

The study of the development of intergroup differentiation is relevant, since its negative manifestations, such as infrahumanization and ambivalent sexism, affect large groups of people and entail detrimental consequences for their representatives. The aim of the article is to describe the results of exploring the influence of the level of development of emotional intelligence components among students on the negative manifestations of intergroup differentiation. The results showed that increasing the level of development of emotional intelligence components helped to reduce the level of infrahumanization and ambivalent sexism.