№ 08 (August)

In modern conditions of globalization, the active development of international relations and, of course, the increasing complexity of intercultural contacts, the development of mediation competence directly within the framework of the English language lesson is of particular importance. The need to acquire this competence is due to the requirements of professional communication, as well as to the challenges of intercultural interaction, which requires future specialists to be able to mediate between speakers of different linguistic and cultural systems. Mediation competence is considered as an integrative phenomenon encompassing linguistic knowledge, socio-cultural skills, communication strategies, and the ability to mediate between participants in a dialogue. Its structure includes four components: cognitive, operational activity-oriented, motivational value-driven, and reflective. The purpose of this study is to provide a theoretical justification and methodological description of individual recommendations for the development of mediation competence of 11th-grade students in the process of teaching English. The scientific novelty of the work lies in proposing a way of integrating tasks for the development of mediation skills into work with an authentic text in the English language lesson. In the course of the research, modern pedagogical approaches were analyzed, the role of authentic texts as a tool for the development of mediative skills was considered, and tasks were proposed to ensure the consistent development of reading strategies and intercultural interpretation. These include tasks concerning the correct answer selection, determining the truthfulness of statements, matching words with definitions, and providing brief written responses. The theoretical significance of the work lies in expanding scholarly understanding of the content of mediation competence in school language education. The practical significance lies in the possibility of direct application of the proposed methodological recommendations by English language teachers in the educational process.

The relevance of this study stems from the growing internationalization of higher music education and the increasing demand for academic, performance, and professional communication using English. Professional musicians must have a level of English proficiency that allows them to participate in international masterclasses, collaborate with international colleagues, and effectively interact in multicultural creative groups. However, existing English language programs at conservatories and music departments are predominantly focused on general academic English and do not take into account the specifics of musicians' professional communication, which is characterized by multimodality, high contextual dependence, and the close integration of verbal language with gestures, sound, and demonstrations. This creates a persistent contradiction between the communicative needs of music students and the content of language training. The aim of this study is to experimentally test the effectiveness of an English language instruction model developed for advanced music students within the framework of the concept of English for Specific Purposes. The leading method is a pedagogical experiment using a quasi-experimental design with control and experimental groups, including diagnostic, formative, and post-experimental stages. Data were collected using tests of general language competence and communicative tasks simulating authentic music education scenarios: interaction in a master class, negotiations at rehearsals, writing program notes, and oral presentation of repertoire. The main results indicate statistically and pedagogically significant improvements in professional communicative competence in the experimental group compared to the control group. The effect size for the composite index of professional communicative competence was Cohen 's d = 1.50. The theoretical significance of the study lies in extending the theory of English for Specific Purposes to the field of higher music education through the development and experimental validation of a discipline-specific instructional model. The practical significance lies in providing an empirically grounded model applicable to curriculum design, materials development, and assessment tools in conservatories and music universities.

The relevance of the study is determined by the growing contradiction between the rich pedagogical heritage of the Karakalpak people in the sphere of family upbringing and its insufficient application in contemporary pedagogical theory and practice. In the context of globalisation, digitalisation of everyday life, and the transformation of the family as a social institution, traditional mechanisms of intergenerational transmission of moral values are gradually weakening. The aim of the article is to identify the educational potential of Karakalpak folk traditions in the moral education of children within the family and to substantiate practical ways of applying them in modern conditions. The leading approaches are the ethnopedagogical approach developed by G. N. Volkov and further developed by U. Aleuov in relation to the Karakalpak people, the cultural-historical approach by L. S. Vygotsky, which views a child’s moral development as a process mediated by cultural signs and tools, and the axiological approach, which makes it possible to identify the value‑based core of traditional Karakalpak family pedagogy. The methods employed include theoretical analysis of ethnopedagogical and historical-ethnographic literature, the comparative-historical method, and the method of culturological interpretation of folk-pedagogical texts. Four key components of Karakalpak family pedagogy were identified: lifecycle ritual practices, oral folk art and paremiological genres, labour traditions and the collective mutual-aid practice "hashar", and folk games. It was found that moral education in the traditional Karakalpak family was built on mechanisms of the child's active participation in the cultural life of adults, which ensured the organic assimilation of values such as respect for elders, hard work, honesty, mutual assistance, and responsibility to the community. Four practical directions for adapting folk-pedagogical traditions to modern family upbringing are proposed: revival of hospitality rituals; purposeful use of folk wisdom; organisation of joint labour; and revival of folk games in the family space. The theoretical significance lies in substantiating the pedagogical value of these traditions in the context of contemporary moral education concepts. The practical significance lies in the development of specific recommendations for parents on how to incorporate folk‑pedagogical traditions into everyday family life, which expands the range of pedagogical tools for the moral upbringing of children in the modern family.

Modern higher education programs are implemented in an open and dynamic environment, and their success depends largely on reaching a consensus between the educational institution and the labor market. In the context of multipolar demands placed on educational formats and content by various stakeholder groups, universities are increasingly choosing networked program delivery as the most effective way to achieve consensus and ensure high-quality education. A networked program differs from a traditional program not only in its educational format but also in its complex and open system. Effective management of such a non-traditional system can be ensured by a synergistic approach that takes into account not only linear cause-and-effect relationships but also the nonlinear self-organization processes characteristic of complex social systems. Therefore, the problem of applying a synergistic approach to managing networked programs, as discussed in this article, appears relevant. The aim of this study is to develop a management model for a network educational program based on the fundamental principles of the synergetic approach. The synergetic approach is defined as the methodological basis for a management system for complex higher education programs. Transferring this approach from the natural sciences to the social sciences and humanities requires not only serious consideration but also the adaptation of synergetic principles to the different, more flexible and multifaceted reality of the educational process. Our study examined the network program as a complex educational phenomenon characterized by openness, hierarchy, nonlinearity, and dynamism. The new network program management methodology is based on the fundamental principles of synergetics formulated by V.G. Budanov and adapted to the specifics of the education system. The primary outcome of the study is a structural and functional model for managing a network educational program, which integrates levels (federal, regional, and university), objects (educational content, educational process, educational quality, resources, and student population), and management functions. The theoretical significance of the study lies in the application of a synergetic approach to a new type of object—a network educational program—and the development of a proprietary management model for such a program based on this approach. The practical significance of the study lies in the potential application of the developed model in the practice of managing the higher education system.

The relevance of the study is driven by the global digital transformation of economic systems and the emergence of a new technological paradigm, which leads to stricter requirements for the level of professional foreign language proficiency among specialists in the field of international economic relations. A contradiction has emerged: on the one hand, the labour market is in dire need of economists capable of effective foreign language communication in a digital environment; on the other hand, the didactic resources of artificial intelligence technologies for solving this problem remain insufficiently studied. The cognitive characteristics of the modern “digital generation” of students, whose educational expectations and ways of processing information differ significantly from those of the past, add further urgency to the issue. The aim of the article is to identify, structure, and characterise the didactic potential of applying artificial intelligence technologies in the process of professional language training of future international economists through a comprehensive analysis. The methodological basis of the work includes methods of theoretical analysis of Russian and foreign scientific-pedagogical literature, as well as systematisation of AI-based digital tools relevant for language education in economic universities. The results of the study theoretically substantiate the feasibility of integrating AI technologies into the practice of professionally oriented foreign language teaching. The didactic potential of these technologies is systematised in five areas: using interactive formats (chatbots, voice assistants) to increase learning motivation; applying algorithmic spaced repetition for effective acquisition of professional vocabulary; modelling authentic professional situations and cases using generative neural networks (ChatGPT, BloombergGPT, Finprophet); designing individual educational trajectories based on adaptive algorithms; and organising instant evaluative feedback that overcomes the shortcomings of traditional assessment methods. In addition, a classification is developed and proposed that includes six types of feedback generated by AI tools: educational social, informational referential, methodological, analytical, evaluative, and conditionally creative. Each type is associated with specific digital services and neural network solutions. The theoretical significance of the work lies in deepening scientific understanding of the mechanisms and principles of integrating AI technologies into the context of professionally oriented foreign language education. The practical significance consists in the development of comprehensive recommendations and specific examples of using AI tools, which can be directly implemented into the curricula of economic universities to improve the effectiveness of forming professional and communicative competences of future specialists.

The article addresses the theoretical conceptualization and structural modelling of a new pedagogical category – the digital developing subject-spatial environment of a preschool educational organization with elements of artificial intelligence (digital DSSE with AI elements) – in the context of foreign language development of children aged 4–7. Existing studies consider the digital environment and artificial intelligence technologies separately, which limits their combined didactic potential and does not allow for the identification of the synergistic effect of integration. The aim of this article is to develop an original author's definition and a structural model of the digital DSSE of preschool educational organizations with AI elements, as well as to substantiate its role as a pedagogical condition for the foreign language development of children aged 4-7. The principal research methods include a theoretical analysis of the regulatory framework and scientific literature, the conceptualization of the author's original concept, a systematic analysis of the structural components of the environment, and pedagogical observation during the testing of the designed environment. The main results include the formulation of an original author's definition of the digital DSSE of preschool educational organizations with AI elements as a holistic pedagogical system that ensures the dynamic adaptation of the content of foreign language interaction; the development of a seven-component structural model that includes the regulatory, infrastructure, information and content, methodological and pedagogical, communication and management, subject, and security units; the identification of risks in the functioning of this environment and the mechanisms for their minimization; and the description of the synergistic effect of the integration of the digital DSSE and AI technologies. The theoretical significance of the work lies in the introduction of a new pedagogical concept and its differentiation from related categories. The practical significance lies in the fact that the developed model has been tested in preschool educational organizations and has confirmed the positive impact of the designed environment on the foreign language speech development of preschoolers.

In the context of the digital transformation of higher education and the introduction of requirements for the use of electronic information and educational environment (EIEE) in the educational process of universities, the development of independent work skills among students is of particular importance. At the same time, the adaptation of foreign students to digital educational technologies retains special attention, requiring consideration of cultural, linguistic, and educational differences. In addition, the insufficient level of students’ competency in the field of digital literacy and self-organization can lead to stressful conditions with their negative consequences and a decrease in academic performance. The aim of the study is to analyze the level of the development of independent work skills (gnostic, design, organizational, communicative) among Russian and foreign first-year students in a digital educational environment, as well as to identify the relationship between these skills and EIEE parameters. To achieve the research objectives, a survey was conducted among 225 first‑year Russian and foreign students at two universities, along with a comparative and statistical analysis using the IBM SPSS Statistics software platform. It has been found that most students demonstrate an average level of the development of skills, especially organizational and design ones. Foreign students showed higher gnostic and design skills, but they demonstrated worse communicative skills as compared to Russian students. The theoretical significance of the work lies in clarifying ideas about the structure and dynamics of the development of independent work skills in a digital environment. The results of the study reveal the specifics of adaptation of foreign students, complement the concepts of digital competency and self-regulation of educational activities. The practical significance of the work is determined by the fact that the results obtained can be used to improve teaching methods, taking into account the differences identified between Russian and foreign students, the adaptation of digital platforms taking into account language and cultural barriers, the development of targeted time management and self-organization programs, the introduction of a tutorial support system, and the planning of psychological assistance.

Reading, along with listening, is an individual's most important perceptual skill, regardless of the language of the text. Working with text is relevant at any level of language proficiency, regardless of academic goals (passing a language exam, preparing for an academic discipline, getting to know a new topic, etc.). The purpose of this work is to systematize approaches to working with texts and identify common principles and techniques of working with texts for students of high-level language specialties. The paper provides an overview of the main domestic and foreign scientific and methodological research from 1981 to 2025 on the research topic (n = 33). Based on the literature review as well as on their pedagogical experience, the authors present a list of methods for working with the text allowing to deepen the understanding of the text, forecast, as well as to work out lexical and grammatical chunks. These techniques are divided into three classic groups of tasks: before-during-after reading: self-selection of chunks, subjective reading (within the framework of an individualized approach), text compilation by keywords, text forecasting, annotated reading, reading using parallel texts, changing the format of texts, compatibility tasks, offline preparation, etc. The techniques are interdisciplinary in nature and can be adapted for different levels and language purposes (first of all, preparation for passing a level exam, a state exam, and solving translation problems). The theoretical significance of the work lies in the description and organization of the latest domestic and foreign approaches to understanding and comprehending the process of reading in a foreign language – thus modern scientific priorities and directions of studying work with a text in a foreign language are manifested. The practical significance lies in the presentation of techniques for working with text for advanced levels: the techniques vary depending on the goals, but they can also be used in a cross-section. The conclusions summarize the main aspects of the work and outline the research perspective.

This article examines the application of a practice-oriented approach to teaching a foreign language to students. The aim of this study is to explore the feasibility of using content-language integrated learning (CLIL) methods in the development and practical testing of elective programs for students studying Economics. The relevance of this study stems from the objective contradictions that hinder the application of practice-oriented methods in real-world teaching, namely: the presence of students with different levels of language proficiency in a single educational environment; the tendency for the number of students in a single educational subgroup to increase; and the specifics of curriculum development that lead to a violation of the principle of regularity. To achieve this goal, the author initiated and conducted a pedagogical experiment at the Siberian Institute of Management, a branch of the Russian Presidential Academy of National Economy and Public Administration (RANEPA), Novosibirsk. The experiment focused on developing and testing an interdisciplinary, optional, parallel bilingual training program for students, "Fundamentals of Entrepreneurship," in which a foreign language (English) was used as a working tool for acquiring knowledge in specialized disciplines. The scientific novelty of the study lies in the formulation of didactic technologies that facilitate the involvement of students with different (including insufficient) levels of linguistic competence in a unified educational process aimed at the simultaneous study of a professional subject and a foreign language. The theoretical significance of the study lies in its expansion of understanding possible formats for subject-language integrated learning (CLIL) within an interdisciplinary approach. The study examines the "soft" and "hard" CLIL models and analyzes the practicability of applying these models. The practical value of the project lies in the development of learning structures that support an interdisciplinary approach to teaching. The author presents a practice-oriented course, "Fundamentals of Entrepreneurship," for the parallel study of a foreign language and a professional subject. The teaching techniques tested in the pedagogical experiment can be used in simulating interdisciplinary projects.

In the modern context of reduced class hours, increased number of students in the group and different levels of language proficiency among students of non-linguistic universities, mastering professional economic vocabulary in English is accompanied by objective difficulties. The problem is further compounded by specific features of economic terminology, such as a high degree of term usage, a large share of abbreviations, foreign borrowings, metaphorical and cliché formations, which cause students to struggle with pronunciation, spelling and semantic interpretation of lexical units. The relevance of this study is derived from the insufficiently developed methods of systemizing economic vocabulary units by using multimedia technologies. The aim of the article is to identify and systemize the main difficulties encountered by students of non-linguistic universities while studying English economic vocabulary through the creation of a multimedia presentation by each participant, as well as to analyze the opportunity of using this type of work for self-diagnosis and possible adjustment of the learning process. The research is based on lexical approach, the principle of visual instruction and the activity-based approach. The experiment, which lasted one academic year, involved 110 first-year students majoring in Economics in three universities of Samara. The participants reordered difficult lexical items, classified them into three types of difficulties (phonetic, orthographic and semantic) and presented the results in multimedia presentations. The results showed that 100% of the presentations contained word groups selected on a sematic basis (difficulties in understanding the meaning), whereas phonetic groups appeared in 40% of the presentations and orthographic groups in 57 %. Typical subgroups of phonetic, orthographic (silent consonants, double letters, foreign borrowings) and semantic (figurative meaning, pseudo-internationalisms, incorrect identification of parts of speech) difficulties were identified. The theoretical value of the article consists of the systematization of lexical difficulty types (phonetic, orthographic, semantic) as applied to economic terminology, as well as in refining the potential of multimedia presentations as a diagnostic tool. The practical value is that the method proposed can be used by foreign language instructors at non-linguistic universities to organize the students’ independent work, identify problem areas in mastering professional vocabulary and make adjustments to the content of Business English courses.

The relevance of the article is determined by the need to clarify how Mao Zedong’s historical experience of ideological and political work can be used in contemporary higher education without mechanically transferring the forms of the revolutionary period to new educational conditions. The aim of the study is to identify the inner logic of Mao Zedong’s principles and methods of ideological and political work and to reveal their methodological significance for improving educational work with university students. The principal approaches include historical-genetic analysis, problem-analytical interpretation, comparative analysis of classical texts and contemporary studies of higher education, as well as the dialectical method of analyzing contradictions between theory and practice, education and management, students’ individual needs and the social tasks of the university. The article shows that seeking truth from facts requires educational work to begin with the study of real conditions and the student environment; collective leadership and coordinated participation ensure the systemic character of education; democracy, respect and persuasion make conscious acceptance of values possible; the combination of education and management institutionalizes value norms; and the unity of theory and practice turns worldview ideas into personal experience of students. The main results consist in systematizing investigation and research methods, contradiction analysis, persuasion and education, practical training, criticism and self-criticism as an integral methodological toolkit for present-day ideological and political education. The theoretical significance lies in clarifying the relationship between Marxist methodology, the Chinese experience of political education and contemporary higher education pedagogy. The practical significance lies in the possibility of using the conclusions in educational programs, student mentoring, Marxist theory courses and feedback mechanisms.

The relevance of the article is due to the introduction of the updated subject «Labor (technology)» from September 1, 2024 and the identified systemic contradiction between the requirements of the newly introduced invariant modules («Robotics», «3D modeling, prototyping, layout», «Technical drawing. Computer graphics») and the actual condition of the material and technical base of general education organizations. The aim of this study is to analyze the current equipment of classrooms and workshops, as well as to justify the relationship between infrastructure and digital competences of teachers as a crucial condition for the effectiveness of digital transformation in technological education. Based on the results of a nationwide survey of 264 labor teachers from 66 regions of the Russian Federation, it was found that 66% of schools have been in operation for more than 45 years, their equipment has not been updated (65%), and they do not receive any didactic aids (78.5%). Critical problems in the organization of procurement were identified, including a formal quantitative approach, low-quality equipment, incomplete deliveries, and a lack of consideration for the actual needs of schools. The study concludes that the effectiveness of digital transformation in technological education depends directly on the unity of the infrastructure and teacher's competences. The study used theoretical methods (analysis of scientific literature and regulatory documents) and empirical methods, including teacher surveys, statistical data processing, and interpretation. The theoretical significance of the study lies in substantiating the need for a systematic approach to the digital transformation of technological education, where the material and technical infrastructure and professional competences of teachers are considered as interconnected and interdependent components. The practical value lies in the possibility of using the obtained data by education authorities when planning the equipment of schools, as well as by methodological services when developing advanced training programs for teachers of labor (technology).

The relevance of this research stems from the absence of systematic works examining the goals of biology education in Indonesian senior high schools over the past four decades from a historical-pedagogical perspective. The majority of existing studies merely present the dynamics of changes in the Indonesian curriculum as a whole, without specifically analyzing the aims of biology education. The aim of this study is to identify and analyze the goals of teaching biology in Indonesian senior high schools (1975–2013). This study employed the historical research method with document analysis, drawing upon the 1945 Constitution of the Republic of Indonesia, government policies, school curricula, the Outlines of the Educational Program, textbooks, literature from the repository of the Ministry of Education (Kemendikdasmen), and relevant articles from various sources such as Google Scholar and Springer. The documents analyzed cover the period from 1975 to 2013 and encompass six Indonesian education curricula, namely the senior high school curricula of 1975, 1984, 1994, 2004, 2006, and 2013. The findings of the study indicate that the overarching goal of teaching biology at the senior high school level in the Indonesian educational curriculum is to help students comprehend the majesty and omnipotence of their Creator through the study of biological concepts and their interrelationships, to train them in the use of scientific methods based on a scientific approach, and to cultivate a "whole Indonesian person" imbued with the spirit of Pancasila, who will be of value to self-development and the nation-building of Indonesia in the future. Although the formulation of this goal is constantly changing, the general aim of studying biology at this level is to assist students, in the spirit of Pancasila, in mastering biological knowledge through scientific methods while adapting to the advancement of the times, science, and technology. Theoretically, these findings contribute to the field of Indonesian education research. Practically, they are expected to serve as: 1) material for the evaluation and critical reflection of future curricula; 2) a reference point in the development of teaching materials on the history of biology; and 3) a foundation for formulating biology learning goals and models that are not only aligned with contemporary educational trends but also consistent with Indonesia's national development goals.

The article examines the problem of developing cultural literacy as a cognitive component of intercultural communicative competence among preservice foreign language teachers. The relevance of the study is determined by the requirements of the Federal State Educational Standards (FGOS 3++) and strategic documents in the field of education, which establish the development of intercultural dialogue and respect for cultural diversity as priority goals of higher education. The aim of the study is to identify key factors influencing the formation of students' cultural worldview and to assess the role of specialized academic courses in this process. The theoretical framework is based on intercultural competence models developed by M. Byram, A. Fantini, and D. Deardorff, which emphasize the cognitive component (savoirs/knowledge) as a foundation for developing reflective and behavioral skills. The empirical base of the study comprises the results of a survey of 80 fourth- and fifth-year students majoring in "Pedagogical Education (Foreign Languages)" at Petrozavodsk State University. The findings indicate the dominance of digital and entertainment channels as sources of cultural information: feature films and series (70%), social media (62.5%), and video platforms (37.5%). Notably, while only 12.5% of respondents identified university classes as a source of cultural information, 97.5% confirmed their positive impact on the development of cultural reflection. More than half of the respondents (55%) reported the insignificant role of family in shaping intercultural attitudes, which highlights the compensatory function of the academic environment. Personal intercultural experience was reported by 60% of participants, primarily in the form of short-term travel and online contacts. The theoretical significance of the study lies in clarifying the structure of cultural literacy as a dynamic cognitive component of intercultural communicative competence, transforming under the influence of digital media environments and institutional factors. The practical significance consists in developing methodological recommendations for integrating media content and structured intercultural dialogue into the educational process, which contributes to the effective development of students' universal competencies and can be applied in designing intercultural communication courses for various fields of study.

The relevance of the study is driven by the need for a methodological transformation of the foreign language teacher's instructional toolkit in response to the expansion of generative AI technologies (GAIT) into educational practice. Of particular significance is the challenge of bridging the gap between the potential of GAIT (automated content generation) and real pedagogical tasks related to designing individual learning trajectories and achieving planned educational outcomes. The aim of the study is to identify, systematize, and analyze the specific features of using GAIT for lesson planning, as well as to determine the methodological conditions for their effective integration into the professional activity of the teacher. The leading approach employed was functional-didactic analysis, combining a critical evaluation of automatically generated materials with a comparative analysis of traditional and automated planning. The methodological framework comprised theoretical analysis of domestic and international publications, prompt content analysis, pedagogical observation, expert assessment of AI-assisted developments, and process mining for reconstructing temporal patterns of teacher–GAIT interaction. The results demonstrate that generative neural networks optimize the preparation of standard didactic materials but remain limited in terms of accuracy, structural coherence, and responsiveness to the cognitive characteristics of the learner group. Scientific novelty lies in substantiating three key features of using GAIT in the EFL context for planning: (1) the shift from the function of a "ready-made lesson plan generator" to that of an "intelligent assistant–companion"; (2) the necessity of developing critical prompting competence in teachers as a new professional skill; and (3) the identification of a methodological risk zone associated with substituting pedagogical design for statistical prediction of textual sequences. Theoretical significance consists in advancing scholarly understanding of the applicability boundaries of GAIT in didactics: the study contributes to refining the concept of "methodological expediency" with regard to automated planning. Practical significance is manifested in providing teachers with a system of practical recommendations for the safe and productive use of GAIT– ranging from algorithms for composing effective prompts to criteria for verifying generated educational materials. The methodological conditions proposed in the study make it possible to minimize didactic risks and transform GAIT from a tool for "reducing time expenditure" into a means of enhancing the variability and quality of lesson planning.

The development of historical memory as a marker of national unity is a priority task in the modern educational and training process at pedagogical universities. The relevance of this study is determined by several interrelated factors: first, addressing the issues of historical memory and national unity; second, adapting them to the didactic framework and examining these issues within the educational paradigm; and third, integrating these issues into the educational process at the pedagogical university as an important criterion for assessing the development of the value system of future preschool and primary school teachers. The aim of the study is to find out the degree of students’ understanding of Russia's historical experience, its traditional values, the cultural and spiritual unity of its peoples, as well as the role of patriotism and historical memory in the development of national identity, taking into account the complex process of developing the professional and ethical culture of future teachers. The study is based on general scientific methods of analysis, synthesis, and questionnaires. These methods allowed us to examine the development of undergraduate students' understanding of Russia's historical experience as a marker of national unity, analyze the results, and formulate methodological recommendations for optimizing the educational process at a pedagogical university. The study concludes that developing a solid system of life values determines a person's civic position, their behavioral model, and, in general, their place in society and role in the country, especially when it comes to teachers. For this process to be successful and fruitful, teachers themselves must embody the ideological system and possess the competences that, by virtue of their professional activities, they will be expected to develop in students, shaping their civic, moral, and social position. The theoretical significance of the study lies in its addressing the issues of historical memory and national unity within the educational paradigm. The practical significance lies in the compilation of a questionnaire that identifies the level of development of students' system of moral and ethical values and the development of recommendations for optimizing the process of their formation as the basic foundation of the professional and ethical culture of a teacher.

The relevance of the research is determined by current trends in the digital transformation of education and the requirements of the labor market for the training of IT specialists in a new format. In the context of the implementation of national projects on the digital economy, there is an urgent need for personnel with not only professional competences (hard skills), but developed supra-professional skills (soft skills) as well. The existing vocational training system does not provide a sufficient level of these competences development within the framework of traditional approaches. The aim of the research is to develop and experimentally verify the methodology of using digital pedagogical technologies for the effective development of professional skills and supra-professional skills among students of IT specialties of vocational education. The research methodology is based on an integrated approach, including pedagogical experiment using domestic digital tools. The study was conducted on the basis of the college of Altai State University using statistical data processing methods (Student's t-test) and comparative analysis of the results of the control and experimental groups. The main results of the study demonstrate a statistically significant increase of competences in the experimental group when using the author's original methodology. The application of end-to-end project-based activities in the digital ecosystem has shown more stable and guaranteed learning outcomes compared to the traditional approach. The effectiveness of the integration of domestic digital tools for the development of both hard skills (programming, database design) and soft skills (teamwork, project thinking) has been experimentally confirmed. The theoretical significance of the work lies in the development of a model of digital pedagogical tools that transform the content of IT disciplines into an integrated project environment. A methodology for the synergetic development of professional and supra-professional competences in a digital educational environment is proposed. The practical significance is determined by the possibility of using the developed methodology and diagnostic tools for updating vocational education programs. The results of the study contribute to improving the quality of training of IT specialists who meet the requirements of the digital economy of Russia, and can be used in the practice of professional education.

The relevance of the problem under study is due to the digital transformation of the Armed Forces of the Russian Federation, the re-equipment of troops with high-tech weapons and the increasing requirements for an officer as a researcher capable of introducing innovations. The traditional knowledge-oriented paradigm of military education does not fully develop the cadets' research initiative and internal motivation for scientific creativity. In addition, the effectiveness of cadet research management is often limited by the unpreparedness of mentors for tutor support. This contradiction determines the need to develop new pedagogical conditions and mechanisms for integrating innovative and digital tools into the process of training a researcher officer. The aim of the article is to theoretically substantiate and, using the example of the practical experience of the Ryazan Guards Higher Airborne Command School, to reveal the structural and functional model of pedagogical support for cadets' research activities in the form of mentoring implemented through a set of specially created pedagogical conditions. The research methodology is based on systemic, competence-based, activity-based, axiological, andragogical, tutor-based, project-based, cognitive, digital, and integrative approaches. The experimental work included the testing of the developed model in the real educational process of RGHACS, followed by an analysis of quantitative and qualitative results. In the course of the research, a set of pedagogical conditions for the development of cadets' readiness for research activities was identified and substantiated: creation of a scientific and methodological system for the training of mentors and tutors; introduction of innovative technologies (problem-based learning, project-based learning, game modeling, case method); integration of digital technologies into the educational process; creation of motivational and value-based conditions for pedagogical support. Qualitative changes were reflected in the transformation of the cadets' research position from a passive performer to an active subject capable of independently identifying problems and finding innovative solutions. The theoretical significance lies in clarifying the concept of "cadets' readiness for research activities" in relation to the conditions of digital transformation of military education, substantiating the totality of pedagogical conditions and developing a structural and functional model of pedagogical support in the form of mentoring. The practical significance lies in the possibility of using the proposed model and methodological recommendations in the military education system to improve the effectiveness of the training of researcher officers.

The relevance of the study is determined by the tasks of implementing the Russian Federation's technological leadership strategy in healthcare, which requires the training of a new type of researcher-specialists capable of productive work at the intersection of clinical, research and technological activities. A fundamental pedagogical condition for the training of such specialists is the research educational environment of the medical university. Existing studies of the educational environment are primarily focused on the school and university contexts; the specifics of the research‑oriented educational environment of a medical university as a pedagogical phenomenon have not been sufficiently studied. The aim of the article is to reveal the substantive characterization of the research educational environment of the medical university as a pedagogical phenomenon through a systematic description of its nature, structure, functions, connections with other components of the model of training researcher-specialists, and conditions of formation and development. The leading approaches to the study are the environmental approach in pedagogy, the systems approach to the design of educational systems, the personality-oriented approach, and the methodology of theoretical pedagogical modelling. The main results: six principal characteristics of the research educational environment of the medical university are recognized (research saturation; integration of educational, scientific and clinical components; technological equipment; communicative openness; value-cultural development; pedagogical orientation); its structure of six interconnected subsystems is substantiated (academic, infrastructural, institutional, communicative-cultural, psycho-pedagogical, externally-connected); seven functions of the environment in the training of researcher-specialists are disclosed; six groups of conditions for its formation and development are systematized. The theoretical significance of the work consists in the development of the environmental approach in relation to the specifics of training research personnel in the medical field. The practical significance consists in the possibility of using the obtained results in the design and strategic development of the research educational environment of medical universities, especially within the framework of «Priority 2030» type programs.

The relevance of the study is determined by the significance of the teacher burnout problem, which is becoming increasingly acute under conditions of growing workload intensity and communicative demands. Teachers under the age of 35 undergoing professional adaptation represent a particularly vulnerable group. At the same time, the influence of the educational environment on this relationship remains insufficiently studied. The aim of the study is to identify the characteristics of professional difficulties and their relationship with burnout components (emotional exhaustion, depersonalization, and reduced personal accomplishment) among urban and rural teachers under the age of 35. The theoretical framework of the study is based on the three-component model of burnout developed by C. Maslach and S. Jackson, as well as the cognitive-perceptual approach proposed by B. Perlman and E. Hartman. The empirical study employed a professional difficulties assessment methodology and the Maslach Burnout Inventory (MBI). Data analysis included descriptive statistics, the Mann–Whitney U test, and Spearman’s rank correlation coefficient. The results showed that the level of professional difficulties in both groups was above average, while no statistically significant differences were found between urban and rural teachers regarding the integral indicators of professional difficulties and burnout components. Differences were identified only in specific aspects of professional activity related to planning self-development and making decisions in non-standard situations. Correlation analysis revealed stable associations between professional difficulties and both emotional exhaustion and depersonalization, with stronger relationships observed among rural teachers. The strongest correlations were found between difficulties in organizing interaction and communication and emotional exhaustion. Reduced personal accomplishment did not demonstrate significant associations with professional difficulties. Content analysis confirmed that the main sources of stress were difficulties in interactions with students and parents. The theoretical significance of the study lies in clarifying the role of professional difficulties as a factor contributing to emotional exhaustion among beginning teachers regardless of the type of educational environment. The practical significance is associated with substantiating the need for psychological support programs aimed at reducing organizational overload and developing effective coping strategies for dealing with communication-related difficulties.

The digital transformation of higher education is accompanied by growing requirements for the resilience, scalability, and adaptability of educational platforms. Traditional synchronous client-server architectures based on sequential request-response exchange increasingly demonstrate limitations under conditions of high load, mass remote access, and the need for operational processing of learning events. The article considers event-driven architecture as a tool for improving the efficiency of the digital educational environment. The relevance of the study is due to the need to identify not only technical but also pedagogical effects of implementing an event-driven model in educational systems. The aim of the study is to identify and systematize the pedagogical effects arising from the implementation of event-driven architecture in digital educational platforms. The methodological basis of the work includes systemic, activity-based and competency-based approaches. The study uses methods of comparative analysis of architectural patterns, modeling of typical educational scenarios, content analysis of scientific publications, as well as elements of empirical observation within a pilot project implemented at Grozny State Petroleum Technical University using the RabbitMQ message broker. The study found that the use of event-driven architecture helped to reduce the response time of the educational platform, reduce the load on teachers by automating routine operations, expand the possibilities of personalizing educational trajectories, and accumulate a complete digital footprint of learning activity. In pilot operation, a 1.5-fold reduction in the system's primary response time and a twofold reduction in the number of requests to the technical support service due to interface freezes were recorded. The authors propose a classification of pedagogical effects, including didactic, motivational, adaptive, analytical and organizational effects. At the same time, the limitations of implementing the event-driven model are identified and systematized, including event duplication, violation of the order of message processing, the problem of eventual consistency, and the increased complexity of debugging distributed systems. The theoretical significance of the study lies in the development of an interdisciplinary approach to the analysis of the digital educational environment at the intersection of pedagogy and software architecture. The practical significance lies in the possibility of using the research results in the modernization of learning management systems, the design of learning analytics systems, and the implementation of adaptive educational services in universities.

The professional self-determination of student teachers in modern educational system requires the creation of educational conditions that ensure a conscious choice of a professional trajectory and the possibility of its adjustment at various stages of education. Thus, the process of professional self-determination becomes particularly important, as it allows students to make meaningful choices and combine educational profiles, determine their own professional priorities, and build an individual educational trajectory at the university. Professional self-determination is a key element in the development of future teachers, as it determines their position in the professional community. In the context of individual educational trajectories, the process of professional self-determination is a recursive process in which all of student's choices, from the combination of subject profiles to the choice of disciplines-constructors, take on meaning based on their interpretation in relation to their abilities, the demands of the educational market, and their future professional goals. Thus, professional self-determination is a purposeful process of developing a student's subject position, moving from perceiving a profession as a stereotypical image to understanding it as a unique professional path. This process is of utmost importance for student teachers. The current model of teacher training at VyatSU is based on the choice of two educational trajectories (the first trajectory is the first teaching profession, and the second trajectory is the second teaching profession) and disciplines-constructors, which requires students to be able to make conscious choices and combine professional areas. However, traditional models of teacher training often focus on developing competences within a single training profile, neglecting the importance of developing the ability to make conscious professional choices and combine professional areas. This leads to a gap between educational opportunities and students' professional needs, which can reduce their internal motivation, sense of professional identity, and resilience in the face of future professional challenges. The aim of this article is to provide a rationale for the system of building individual educational trajectories at the university as a mechanism for the professional self-determination of student teachers. The research methods included the analysis and synthesis of scientific literature on the problems of professional self-determination and the construction of individual educational trajectories; the analysis of data from the 2023–2025 campaigns for the selection of 634 individual educational trajectories at VyatSU; the modeling of educational conditions that promote the development of professional self-determination; and a pedagogical experiment to identify the relationship between the level of awareness of the choice of educational trajectories and the indicators of professional orientation among pedagogical students. As a result of the study, the data on the dynamics of the choice of educational trajectories was analyzed: 31% of students adjusted their choice of subject profile; the share of students enrolled in the desired subject profiles increased by 21%, reaching 98% (from an initial share of 79%), and there was an increase in the number of combinations chosen by students to 80 different combinations of subject profiles. The findings may be of scientific and practical interest for the developers of educational programs, methodologists, and teachers at pedagogical universities focused on the development of students' subject positions. The research results can serve as a basis for improving the training models for preservice teachers, including the implementation of individual educational trajectories that have been tested in practice at VyatSU.

The article addresses the problem of preparing student teachers for professional activity in a multicultural educational environment. The relevance of the study is determined by the cultural and linguistic heterogeneity of contemporary schools, the growth of academic mobility, the need for pedagogical support of children who are non-native speakers of Russian and international students, as well as by the requirements of the Federal State Educational Standards for Higher Education concerning the development of universal and professional competences in graduates of teacher training programmes. The aim of the article is to provide a theoretical justification for informal intercultural interaction as a factor in developing preservice teachers’ intercultural competence for work in a multicultural educational environment and to identify the organizational and didactic potential of international friendship clubs in pedagogical universities. The methodological basis of the study includes competency-based, activity-based, cultural and environmental approaches. The study clarifies the concept of an “international friendship club”; reveals the didactic potential of informal intercultural interaction in a pedagogical university; presents the results of monitoring the representation of international friendship clubs and similar associations in pedagogical universities in Russia; and identifies the main problems in organizing intercultural activities. The main results are presented in the form of an activity-based model of an international friendship club as a structurally organized, methodologically supported and regularly functioning platform for modelling educational and professional situations of intercultural interaction. The theoretical significance of the study lies in clarifying scholarly understanding of informal intercultural interaction as an event-based factor in the professional training of student teachers for work in a multicultural educational environment. The practical significance consists in the fact that the proposed activity-based model of informal intercultural interaction can be implemented in any university when designing an event-based format for preparing preservice teachers to work in multiethnic classrooms both in Russia and abroad.

The relevance of the problem under study is due to the systemic personnel crisis in Russian general education, which is characterized by a steady shortage of teaching staff (589,000 specialists in 2024/2025 academic year), a high average age of teachers and a low proportion of young professionals (about 10%). In these conditions, the problem of continuity of personal and professional development of a beginning teacher as a factor in the sustainability of the educational system is of key importance. The purpose of the article is to analyze the problem of succession and develop theoretically sound practical recommendations. The leading approach is a systemic personality–developing one, integrating the concept of three-component resourcefulness by L.M. Mitina, the theory of professional adaptation by A.K. Markova and the models of psychological and pedagogical support by T.T. Shchelina. The paper uses methods of theoretical analysis, generalization of statistical data (Rosstat, Ministry of Education of the Russian Federation) and the results of surveys of young teachers (N = 650, 2023-2025). Main results: four groups of barriers (psychological, professional, organizational, social) that hinder the successful development of beginning teachers have been identified and systematized; the necessity of a systemic approach to their support is substantiated; a set of measures is proposed, including the development of a mentoring institute, professional growth programs, psychological support, improvement of working conditions and motivational mechanisms. The theoretical significance lies in the systematization of scholarly ideas about the factors and barriers of succession in the context of the personnel crisis. The practical significance lies in the development of practice–oriented recommendations aimed at increasing the retention of young teachers in the profession and reducing the severity of the personnel shortage.

The relevance of the research is determined by the need to train a new type of teacher capable of acting as a mediator of cultures and a translator of civic values in the context of globalization, growing intercultural tension, and the multi-ethnic nature of the educational environment. Existing approaches to language training in pedagogical universities are insufficiently focused on the purposeful development of students' civic identity in unity with intercultural competence. The aim of the article is the theoretical substantiation, development of the structure and content of the author's original technology for the formation of multicultural civic qualities of preservice teachers by means of a foreign language. The leading approaches to the research problem: systemic (considering technology as an integral set of interconnected components), competence-based (focus on the development of professionally significant competences), and culturological (considering the teacher as a mediator between the child and culture in the dialogue of cultures). The main results of the article: the structure of multicultural civic qualities including motivational value-driven, cognitive, activity-oriented, and emotional-volitional components is identified and described; an integrated technology is developed, represented by cognitive content-based, practical activity-oriented, value-oriented, and evaluative-effective units, ensuring the stage-by-stage formation of the studied qualities (from the motivational-orienting stage to the reflexive-evaluative stage); a criterion-diagnostic toolkit (cognitive, value-driven emotional, behavioral, and reflexive criteria with a three-level gradation) is proposed; a set of organizational-pedagogical, methodological, and personality-oriented conditions for the implementation of the technology is identified. The theoretical significance lies in the integration of language training with the development of civic identity and intercultural competence into a single technological system, where a foreign language acts not as a goal, but as a means of developing multicultural civic qualities. The practical significance consists in the fact that the developed technology has a practice-oriented potential and can be used in the development of curricula, special courses and modules in a foreign language for pedagogical specialties, and the proposed diagnostic toolkit allows tracking the effectiveness of the pedagogical process.

The relevance is due to the high stressfulness of life in middle age, the need to increase stress resistance and overcome the negative consequences of stress. The purpose of the study is to identify differences in personal adaptive potential and stress coping strategies among men and women aged 45-59. The results showed that women are more sensitive to emotional losses and family problems, while men are more sensitive to health problems and financial difficulties. Men have more pronounced neuropsychological stability and behavioral regulation, while women have more pronounced moral normativity; men are more likely to demonstrate social interaction and cautious actions, while women are more likely to demonstrate impulsive actions.

The relevance of the study is due to the lack of diagnostic and correctional methods for nonverbal communication means in visually impaired primary school children, since traditional exercises and tasks are not sufficiently effective for this category of children. The aim of the article is to present the results of diagnosing nonverbal communication means in visually impaired primary school children and, on their basis, to develop an algorithm and principles of correctional work using game-based tasks. Three levels of nonverbal communication means formation were identified, problem areas were described, correction principles were formulated, and an algorithm for a psychologist's work was proposed.

In the modern world, characterized by a high level of competition, perfectionism has become one of society's problems. The aim of the article is to identify the characteristics of the perfectionism manifestation in female students of different ages. The article presents the results of an empirical study of general perfectionism and its structural components in female students aged 18-23 years studying at the Faculty of Psychology of TSPU named after L.N. Tolstoy. A significant relationship has been found between the perfectionist attitudes of female students and the characteristics of their age-related development. The research results have practical significance for organizing psychological support for students in the development of normal perfectionism.