№ 02 (February)

The relevance of the research is determined by the government policy aimed at increasing the level of interest in education, as well as the development of educational skills of students – future counselors – specialists working in children's health camps. The problem of developing educational skills among university students, primarily in pedagogical areas of training, who are preparing to work in children's health camps as counselors, is particularly urgent in a new socio-cultural situation. Counselors are required today to have a range of special educational skills, such as communication, planning, creative thinking, responsibility, flexibility, tolerance, empathy, knowledge of child physiology, the ability to ensure safety and create comfortable conditions for children, to analyze external circumstances, to understand the processes of education, and to apply knowledge in practice. The aim of the article is to diagnose the development of educational skills among students – future counselors – using the event design method. The methodological basis of the research is the idea of using event design to develop the educational skills of future counselors. Its concept is to create a unique atmosphere during classes which correspond to the goals and themes of educational activities in a children's health camp. The key research methods are the theoretical analysis of sources on the problem, the empirical method of questioning students – future counselors - and the interpretation of their answers. The main results of the study are: a) determining the composition (structure) of the required minimum skills in the educational activities of counselors in children's health camps; b) developing the content and logic through the stages of diagnosing the formation of these skills; c) presenting the results of the analysis of empirical survey data as the evidence of the idea of productive using the event design method to develop the educational skills of counselors in children's health camps. The theoretical significance of the article lies in highlighting the application of the event design method as a new pedagogical paradigm of developing educational skills of preservice camp counselors at the training stage at the university. The practical significance of the work is due to the effectiveness of using the event design method for the development of educational skills among students – future counselors. The article will be useful for students, teachers and specialists interested in the development of educational skills among preservice counselors.

This article presents an overview of gamification practices in Russia and abroad. Play is a vital component of human development and its competent application is of great importance for the actors in the educational process. The authors' goal was to examine relevant Russian and international practices, rethink gaming technologies in the context of education, and develop alternative models for future practical application. The research methodology utilizes a theoretical analysis of the works of Katrin Becker and Emily Ann Naul's studies of games in education. Multiple domestic approaches were examined, including D.B. Elkonin's psychological analysis of games, which summarized various concepts of understanding play, their significance for student development, and explored the "seriousness" of game in V. Stern's concept. The authors' approach to analyzing the recursion of the game and the real world is a key methodology, necessitated by the specific nature of research into the potential of gaming technologies and the modeling of alternatives, allowing for the discovery of meaningful content for the everyday life of players. Data from a sociological survey of students majoring in pedagogical fields in the Republic of Bashkortostan (Bashkortostan State Pedagogical University named after M. Akmulla, Ufa) on the involvement in gaming activities was used to identify the type of gaming motivation. The following results were obtained: current models of gamification in foreign and domestic practice were examined; non-classical models for applying games for the education and development of adolescents and young adults in the "university-school" system were developed; a model for applying gaming technologies within the framework of the activities of a humanitarian quantorium was proposed. Theoretical significance of the study: a new concept is proposed for application in the realities of domestic educational spaces as an alternative to well-known gamification strategies, primarily in the didactics of pedagogical quantoriums specializing in various competences. The developed model for applying gaming technologies in humanitarian quantoriums can be used to develop various competences among young people and adolescents. Practical significance of the study: specific recommendations and models for the implementation of gaming methods in the educational process to increase student motivation and learning effectiveness.

The active digitalization of education and the necessity to adapt foreign language teaching methodologies to online formats, particularly evident during the COVID-19 pandemic, create an urgent need for the systematization and optimization of pedagogical experience. The requirement to improve the effectiveness of language learning in a distance mode calls for the development of scientifically grounded recommendations for educators that take into account the specifics of online interaction and the capabilities of modern digital technologies. The high relevance of this issue determines the aim of this work: to develop a set of practical recommendations for foreign language teachers aimed at improving the effectiveness of online tools in the language learning process. To achieve this goal, a comprehensive approach was employed in the research, which included an analysis of personal pedagogical experience in teaching foreign languages in an online format, a synthesis of experiences gained from participation in the Fulbright international program focused on sharing advanced teaching methodologies, as well as results from an empirical study based on a survey of English language teachers to identify their needs and challenges in online education. The main results of the study are as follows: a systematic classification of online tools applicable for the development of all types of speech activities (speaking, listening, reading, writing) in the context of foreign language learning has been established; key criteria for selecting optimal online tools have been identified, considering didactic tasks, students' language proficiency levels, and the specifics of the discipline; and major factors influencing the effectiveness of online foreign language teaching have been identified, including student motivation, technical resources, methodological preparation of teachers, and the nature of interaction in a virtual environment. By contributing to the development of theory and methodology for teaching foreign languages in the context of digital transformation in education, this work holds significant theoretical importance as it summarizes and systematizes current experiences in utilizing online technologies in language education and outlines promising directions for further scientific research. The practical significance of the study lies in its provision of specific, scientifically grounded methodological recommendations for foreign language teachers regarding the selection, adaptation, and effective application of online tools, which will enhance the quality of the educational process, optimize the achievement of planned learning outcomes, and make distance language education more effective and appealing to learners.

The relevance of the research is due to the fact that in the process of transforming various spheres of human activity, including education, specific people, their views and actions play a significant role at all times. This article serves as an illustration to this thesis. Its purpose is to identify and substantiate the philosophical and pedagogical ideas of N.F.S. Grundtvig, which largely determined the development of the Danish educational system and became the basis for the activities of folk schools for young people — an effective alternative to state schools. The approaches and methods inherent in works on the history of pedagogy and education served as the methodological basis for the research. The problem-personalistic approach helped to look at the substantive aspects and growth points of Danish educational practice in the period under consideration, relying on the ideas of N.F.S. Grundtvig. The systematic approach made it possible to consider them as a complex, multi-faceted system. The philosophical approach contributed to looking at the pedagogy and education of Denmark through the prism of Grundtvig’s worldview concept. General scientific methods of analysis and synthesis, comparative methods in their totality contributed to a deeper understanding of his philosophical and pedagogical views, their causes and consequences. The presented materials are the results of a historical and pedagogical study. They show that there was an intensive transformation of the education system in 19th-century Denmark, in which, along with state schools, well-organized, popular among the population folk schools for youth appeared. It has been proven that the ideological inspirer of the ongoing transformations, the author of the conceptual ideas underlying the schools of the new type, the undisputed authority for those who sought to create truly folk schools, was N.F. S. Grundtvig — a thinker, pastor, poet and writer. The significance of the results can be characterized from two positions. In theoretical terms, it lies in expanding the understanding of alternative educational systems, the influence of historical figures who found themselves among the spiritual mentors of the nation on the school and education as a whole; the results of the study complement the history of pedagogy and education, as well as comparative pedagogy. In practical terms, it consists in the possibility of using the results obtained within the framework of the study for the development of models of new types of schools. In addition, they can be included in the course of comparative pedagogy for students of pedagogical specialties.

The modernization of higher education opens up prospects for the use of artificial intelligence (AI) in the training of specialists in the field of information technology, including those for the agricultural sector. Interaction supported by generative content services, in particular neural networks for working with tables, has the potential to improve the quality of student training. The aim of the study is to identify the specific aspects of the use of neural networks for working with tables in the training of IT specialists to improve its quality. The leading approach is modeling situations related to solving complex problems and developing innovative solutions for data analysis and processing. At the stage of assessing the quality of training of IT specialists, the materials of the control work including 50 questions (open and closed types) are used. The experimental work involves 64 students of the Russian State Agrarian University named after K. A. Timiryazev, studying in the field of training 09.03.02 Information systems and technologies, specialization "Computer science and data mining". Scientific novelty: the potential of including generative services for working with tables in the training of information technology specialists is substantiated. The results present the ideas of a methodological approach aimed at strengthening the influence of the identified factors to improve the quality of student training: the gradual, practical integration of AI elements into educational activities for the creation, processing of information and subsequent data analysis; the use of neural networks to work with tables at the hypothesis testing stage, compliance with information security rules. Theoretical significance – the identified didactic capabilities of neural networks for working with tables are clarified in relation to the training of students who are able to develop innovative solutions for data analysis, processing and protection. Practical significance – the factors influencing the effectiveness of the inclusion of neural networks for working with tables in the training of highly qualified personnel in the field of information systems and technologies have been identified. The results obtained are the basis for improving the training program for IT specialists and agricultural engineers. In conclusion, the specific features of using neural networks to work with tables are formulated: creating conditions for understanding the importance of the profession; combining theory and practice of information interaction; informing students about the limitations of using AI; accounting for cybersecurity issues.

The relevance of the research is determined by the objective challenges of our time: the acceleration of technological progress, the transition to an innovative economy and digital transformation, which exacerbate the shortage of engineering personnel. The key problem is the lack of a holistic methodological justification for developing the foundations of engineering thinking in primary school students, despite the recognition of this age as sensitive for this process. The aim of the article is to scientifically substantiate a holistic methodological complex for the effective development of engineering thinking foundations in children aged 7-11 years, integrating objective patterns, a system of complementary approaches and age–appropriate pedagogical principles. The methodological basis consists of hierarchically organized and complementary approaches: synergetic (a scientific basis explaining the nonlinearity and self-organization of the process), convergent (a theoretical and methodological strategy for integrating knowledge) and environmental (practice-oriented tactics of organizing the educational setting). Main results: a system of interrelated patterns has been identified that determine the necessity and specifics of the early formation of engineering thinking foundations; a hierarchical system of methodological approaches has been substantiated; a system of technological education principles has been identified, which serves as a practical tool for the implementation of these approaches. The key achievement is the operationalization of the complex, demonstrated through the author's original table of interrelationships of patterns, approaches, principles and components of engineering thinking. The theoretical significance lies in the integration of synergetic, convergent and environmental approaches into a single holistic model that overcomes the fragmentation of existing research. The practical significance is confirmed by the data of the pilot study, which showed a statistically significant increase in the key components of engineering thinking, and consists in providing specific guidelines for the design of educational programs and the developing environment in primary schools and additional education.

This article, based on the analysis of the results of an empirical study, examines the characteristics of psychological well-being of Russian and Chinese students, and discusses the content and forms of supporting students' psychological well-being during the adaptation period in a university. The aim of the work: to study the characteristics of psychological well-being of Russian and Chinese students, to identify pedagogical conditions for supporting students' psychological well-being during the adaptation period to university. The theoretical and methodological basis of the study consists of the works of scientists in the field of theoretical and practical pedagogy, educational psychology. During the work, theoretical, empirical methods (the method of scale assessments), and data processing methods were used. The study involved 80 Russian and Chinese first-year students. Based on the obtained results, the authors designed a cycle of adaptation activities for first-year students. Novelty of the study: the components of psychological well-being are identified, scientific ideas on the design of pedagogical conditions for supporting students' psychological well-being during the adaptation period to university are supplemented and systematized. In the sample of Russian students, the mean values for all parameters studied were distributed more evenly, they were of moderate intensity and higher than those of Chinese students. The theoretical significance of this study lies in its clarification of the concept of "psychological well-being" at the subjective level as perceived by students, deepening our understanding of the mental well-being of first-year students during their adaptation to university. Its practical significance lies in the fact that the data obtained can be used to design pedagogical conditions and adaptation programs for first-year students, including those associated with student internships abroad. The results of this study may be useful to student group curators, deputy deans for educational work, and university psychological service specialists.

The modern digital transformation of the educational environment makes it necessary to update approaches to teaching mathematical disciplines, in particular probability theory and mathematical statistics. Despite the fundamental importance of the course, it is often perceived by students as abstract one and inapplicable in practice, which reduces learning motivation and hinders the development of applied mathematical and digital skills. The aim of the article is to substantiate and develop methodological approaches for integrating practice-oriented tasks using artificial intelligence (AI) and programming tools (primarily Python) into the course of probability theory and statistics at the university. This will enhance the connection of theory with practical tasks and develop digital and research competences. Research methods: analysis of domestic and foreign literature, study of state and international documents, and pedagogical experiment. Modern approaches to learning were used as the basis: activity-based, competence-based and constructivist approaches, as well as the principles of digital didactics. The empirical part is implemented through the development and testing of practical tasks in the Python environment using the example of a course for second-year students of Vologda State University. The main results demonstrate that the integration of programming and AI tools enhances students' motivation, improves the quality of learning, reduces the time required to solve practical problems, and improves the nature of learning activities. The pedagogical experiment showed a 10% increase in the number of correct answers on the final test and a 15-minute reduction in the time required to complete practical tasks, along with increased student engagement. The theoretical significance lies in the description of a new model of teaching statistics, which combines approaches from pedagogy, mathematics and modern information technology. Practical significance lies in the development of applicable methodological recommendations and tasks that can be implemented in the educational process of universities and adapted for instruction of related mathematical disciplines using AI and programming.

This article explores the identification and systematization of the classification characteristics of educational gamification as a pedagogical technology for teaching modern schoolchildren and students. Gamification, as part of the the educational process digitalization in the 21st century, has become a priority area for the development of Russian education. Determining the place of gamification technology in the educational process at schools and universities within the hierarchy of modern pedagogical technologies defines the problem of this study. The relevance of this work is explained by the insufficient development of the theoretical foundations, by the practical potential, and the new digital capabilities of gamification technology at the current stage of the school and university education development both in Russia and abroad. The aim of this article is to provide a theoretical overview and summarize the results of theoretical and practical research on gamification technology in the educational process at schools and universities. The primary research method was an analysis of the works of Russian and international authors to clarify the definition of "gamification" concept as applied to the educational process, identify its structural components, implementation principles, and pedagogical features of its use in teaching schoolchildren and students. The main result of this article is a theoretical justification for defining educational gamification as a pedagogical technology for teaching schoolchildren and students and a clarification of the essence of this concept. The authors' classification characteristics of gamification as a pedagogical technology significantly complement the theoretical foundations of the gamification process in school and university education today. The theoretical significance of this study lies in identifying the theoretical and philosophical foundations of gamification, its educational functions, the challenges and risks of its application, and relevant areas for development and improvement. The practical significance of this work lies in the fact that the authors' findings can be used to develop practical mechanisms for gamifying the educational process as a pedagogical technology for teaching, nurturing, and developing students in both general schools and higher education institutions.

The relevance of the research is determined by the growing need to prepare young people to solve global problems of sustainable development and green economy in the context of accelerating environmental crises. International commitments enshrined in the United Nations Sustainable Development Goals and UNESCO recommendations require a fundamental rethinking of educational policy and practice. However, the Russian education system experiences a significant gap between stated goals and the actual practice of implementing education for sustainable development, which necessitates theoretical contemplation of this problem. The aim of the article is to systematize and critically analyze pedagogical approaches, methods, and conditions for developing competences in sustainable development based on domestic and foreign literature from the period 2020–2025, as well as to develop practical recommendations for educational policy. The leading methodological approaches are the systemic approach, competency-based approach, contextual approach, and hermeneutic approach. The main methods of theoretical research include: analysis and synthesis of scientific literature, comparative analysis of domestic and foreign approaches, content analysis of educational programs, structural-functional analysis of competences, and pedagogical modeling. The main results include: identification of a multi-level structure of sustainable development competences with cognitive, affective, and behavioral components; identification of diverse pedagogical approaches; determination of a system of interdependent pedagogical conditions; description of five implementation models; identification of a complex of normative, methodological, personnel, and cultural barriers to implementation. Theoretical significance consists in developing theoretical understanding of sustainable development competences, systematizing pedagogical approaches, and integrating international experience with consideration of the Russian context. Practical significance is determined by the possibility of using results in the development of educational programs, training of pedagogical personnel, and development of educational policy at the federal and regional levels. Scientific novelty lies in comprehensive critical analysis of approaches for the period 2020–2025, development of an operationalized competences model, identification of a system of pedagogical conditions, and analysis of barriers to implementing education for sustainable development in the Russian education system.

The relevance of the study is determined by the challenges of the modern world, characterized by rapid changes, instability, and ambiguity. In these conditions, the higher education system is tasked with fostering key 21st-century competences in students, among which adaptability and responsibility hold a special place. These qualities enable young people to function effectively in a rapidly changing reality and make informed decisions. Consequently, the potential of history education as a tool for cultivating these qualities requires scholarly understanding. The article aims to provide a theoretical foundation and methodological elaboration of the potential of studying national history as a means of developing adaptability and responsibility in university students. The leading research approaches include: a person-centered approach, ensuring the consideration of students' individual characteristics and creating conditions for personal reflection on history; a competency-based approach, orienting the educational process towards achieving specific social and personal outcomes (adaptability and responsibility); and a civic-oriented approach, which views history as a means of developing civic values, patriotism, and social responsibility. The article elucidates the complementary roles of adaptability and responsibility as meta-skills necessary for successful self-realization and effective functioning in the modern world. Based on the analysis of domestic and international literature, it is demonstrated that history education, moving beyond the mere transmission of facts, serves as a significant pedagogical resource for developing these qualities through the examination of historical alternatives, crises, and behavioral models. Methods for fostering adaptability (analysis of "bifurcation points," role-playing games, simulation of complex decisions) and responsibility (working with personal documents, personalization of history, project-based activities) are identified and described, linking the past with students' personal experience. The new role of the history teacher is defined as that of a moderator and facilitator, creating an educational environment for meaningful choice and reflection. The theoretical significance of the study lies in the systematization and development of scholarly understanding regarding the educational potential of historical knowledge in the context of modern challenges. The theoretical conclusions can be used for the further development of models and concepts for history education. The practical significance consists in presenting specific pedagogical technologies and methodological techniques (projects, case analysis, dialogic forms) that can be directly implemented into the university curriculum for the targeted development of students' adaptability and responsibility, thereby contributing to their personal and civic development.

Preparing teachers for organizing extracurricular activities is of particular importance, as it is an important area of development for the entire modern educational system. This can be achieved through the use of modernized educational and methodological materials and effective modular programs. Therefore, the aim of this research is to develop a modular course of extracurricular activities for teachers in the subject area of "Art" and to test its effectiveness through the implementation of advanced training courses. To achieve the goal, the following tasks were identified: a) research on the concept of "extracurricular activities"; b) conducting experimental work to assess the readiness of teachers for extracurricular activities; c) development of a modular course titled "Extracurricular Activities in the Education System: Content and Implementation Technologies (Subject Area 'Art')"; and d) testing the course during professional development courses for teachers in the Republic of Bashkortostan. The study methodology is based on the following approaches: system-activity-based, cultural studies, competence-based, and environment-space-based. The study was conducted by participants in advanced training courses at the Bashkir State Pedagogical University named after M. Akmulla. The study found that the implementation of a modular course and a series of specialized events effectively prepare teachers for organizing extracurricular activities in the field of art. The theoretical significance of the study is as follows: the research expands the understanding of the features of teacher training for organizing extracurricular activities in the subject area of Art; the criteria and levels of teacher readiness for implementing extracurricular activities in schools of the Russian Federation are identified; and a modular program for teacher training (as part of advanced training courses) is developed. The practical significance of the study lies in the development of a modular program that can be used by teachers in educational institutions of the Russian Federation (secondary and higher education institutions). The presented materials can serve as a basis for the development of methodological recommendations for teachers and educators in the country, and the results of the study can be widely applied in the activities of additional education centers and professional development centers for educators.

This article explores a pressing issue in modern higher education: the high-quality training of highly qualified teaching staff in demand in the labor market. This issue is addressed through the lens of digitalization and the implementation of innovative technologies in solving educational problems. The aim of the study is to systematize scientific approaches to defining digital marketing technologies and their functional capabilities for organizing the educational process at the university. The study utilizes a combination of methods: an analysis of theoretical sources, a survey of 106 first- to fifth-year students at the Institute of Humanities Education studying in pedagogical, psychological-pedagogical, and special (defectological) education programs, and mathematical statistics for data processing. The article presents the results of a theoretical analysis of a key concept, which allowed us to identify the factors limiting the application of digital marketing technologies in the theory and practice of university education: the lack of standardized norms for the development of interactive content, the dominance of traditional forms of education over innovative ones, digital inequality among participants in educational relationships, and the low level of motivational and competence readiness of university faculty to use digital resources. This case study examines the competent adaptation of social media, artificial intelligence, neural networks, and gamification to the educational needs of modern university students. In addition to the theoretical theses put forward by the authors, the article presents the results of a student survey. The analysis revealed that students feel a need for education, including through digital marketing technologies, as this motivates their interest in educational activities, creates conditions for personalization of education, and makes the learning process engaging due to the presence of a problem that can be solved using the achievements of the digital world. The theoretical significance of this study lies in its synthesis of the experience of using digital marketing technologies in higher education. Its practical significance lies in the potential for their use in the educational process to improve its quality.

The problem of psychological and pedagogical support for professional self-determination, professionalization, or re-professionalization of individuals with disabilities acquired in adulthood has not been sufficiently studied. In fact, we are talking about the first attempts at scientific reflection on a set of issues caused by the growing number of people of working age who are unable to perform work duties in their chosen profession due to loss of health. Increasing the volume, deepening the search area, and developing the tools of scientific research in the designated area, due to the acute nature of its subject matter, acquires theoretical and pronounced practical relevance. The aim of the study is to substantiate promising areas of knowledge-intensive developments in the field of psychological and pedagogical support for the professional self-determination of individuals with acquired disabilities in the context of an exacerbation of economic and socio-demographic challenges to modern Russian society. The study was conducted within the framework of theoretical understanding of the problem using relevant theoretical scientific methods, including the development of the subject area of scientific knowledge. The study utilizes environmental and phenomenological approaches as leading methodological vectors. Theoretical sources for analysis were selected from leading scientometric databases and search systems for scientific publications, with a sample depth of five years. Key research results. Based on the findings regarding the insufficient application of the interdisciplinarity principle in the subject area, the inadequate quality of research focusing on describing the psychoemotional sphere of students, and the incomplete correspondence of the available scientific tools with the breadth and depth of the issues, the authors propose specific areas of promising research that are in high demand by science and practice. The theoretical significance of the study lies in the obtained results of differentiating existing approaches to studying the problems of professional self-determination of individuals with acquired disabilities and identifying knowledge gaps in the reference subject area of professional pedagogy. The practical significance of the study lies in the possibility of using the results of the scientific review and synthesized research areas in developing research plans and expanding the subject field of the content of the specialized disciplines for graduate and postgraduate studies in psychological and pedagogical fields.

The article presents the results of the study of the scientific and theoretical basis for microlearning-based teaching of foreign languages and foreign language communication. The aim of the study was to determine the specific methodological principles of microlearning and their relations with the fundamental didactic principles and methodological principles of teaching foreign languages. To confirm the relevance of using microlearning in educational organizations, a qualitative analysis of publications was made. The fields under investigation include the microlearning concept, its application in teaching foreign languages, the problem of methodological principles as a part of methodology basis and modern approaches to their classification and systematization, differential, individual, and personalized approaches to educational activities, cognitive-activity-based foundations of learning, and factors enveloping the educational process and related to its participants-oriented essence, as well as mediality, and pedagogical design. Scientometric databases were used to search for relevant publications. As a result of the study, microlearning-based methodological principles of teaching foreign languages and foreign language communication were formulated: the principle of mediality and multi-format microlearning of foreign languages, the principle of spaced repetition and content customized microlearning of foreign languages, the principle of combining synchronous and asynchronous learning forms, the principle of relying on the practice of informal learning of foreign languages, the principle of personalization of a foreign language educational trajectory. Their interrelations with the didactic and methodological principles of teaching foreign languages were also revealed, which allows us to talk about the appropriateness of pedagogical developments based on the hierarchical system of the given provisions and, as a result, the relevance of using this concept in the environment of formal educational institutions. The theoretical significance of this study lies in identifying crucial aspects of microlearning-based teaching of foreign languages and foreign language communication, which have a psychological and pedagogical rationale and determine the conditions and stages of the educational process. The practical significance of this study lies in its potential to improve the effectiveness of training courses, designed to include functional-and-communicative micromodules, foreign language communicative skills development algorithms, and assessment criteria.

In modern education, a transdisciplinary approach is increasingly used, bringing it to a new, higher level of knowledge. Mathematics is of crucial importance in the emergence of unique transdisciplinary scientific fields such as cybernetics, artificial intelligence (AI), big data, etc. The aim of the article is to substantiate the need for the introduction of a course "Mathematical foundations of artificial intelligence" in universities and its transdisciplinary role in teaching. When substantiating the transdisciplinary role, it is taken into account that artificial intelligence systems are based on discrete sections of mathematics and sections of computer science. These sections synthesize a new, previously disparate problem field, built on top of the traditional grid of the studied disciplines. Based on the study of these sections, a transdisciplinary style of thinking and a new holistic worldview, readiness for a systemic solution of complex problems of nature and society are developed. In the study, the leading role was played by the methods of systems analysis of the AI development and its mathematical foundations, which are important in improving the performance of computers. In accordance with the culturological approach, the study highlights the most significant components of the mathematical culture of AI research, which are mathematical modeling and discrete mathematics. As a result of the systems analysis, the structural elements of the profile content of the course (module) "Mathematical foundations of AI" for the implementation of the transdisciplinary role of this course are identified. “Curriculum” conceptual provisions on the development of recommendations for the content of typical curricula for teaching the course “Mathematical Foundations of AI” in universities were identified. It is important for students to understand that mathematics is unified and that there is an internal logic to mathematics. Therefore, it is important to teach AI systems based on a logically correct relationship between discrete and continuous mathematics. The specified course represents the basis for the development of general professional competences in the field of AI including: the ability to develop original algorithms and software products for solving professional tasks; the ability to develop and upgrade software and hardware for information and automated systems. The proposed course contributes to the development of general professional competences in the field of AI for the training of students in various fields. The theoretical and practical significance of the study lies in the fact that the structural elements and didactic provisions for selecting the profile content of the course “Mathematical Foundations of AI” have been identified and characterized.

The article is devoted to the influence of a foreign language on the development of analytical thinking skills in the process of studying foreign languages at a non-linguistic university and the development of practical methods of integrating analytical tasks into language training. Teaching a foreign language at non-linguistic universities plays a key role in the training of specialists capable of creatively solving complex problems and effective communication, which should be aimed not only at improving the level of language training, but also at the development of flexible, analytical thinking. However, the existing education system at non-linguistic universities does not fully utilize the potential of a foreign language as a tool for training analytical abilities. It is necessary to teach students not only to make statements competently, but also to think critically, formulating reasonable conclusions. This comprehensive approach, combining communication and analytics, has determined the relevance of this study. The aim of the work is to examine the results of the influence of learning a foreign language on students' analytical thinking, identify favorable pedagogical conditions and develop practical ways to integrate analytical tasks into the teaching process. The main methods of studying the problem were the theoretical analysis of scientific literature and empirical observation of the educational process. The theoretical significance of the work lies in the systematization of the characteristics of the analytical thinking development in students of non-linguistic specialties and the development of appropriate methodological recommendations. The practical significance of this research results lies in the creation of specific methodological techniques and task systems that can be used by teachers to develop students' analytical thinking as part of building up foreign language communicative competence. The research presents methodological recommendations and a set of tasks that can be used in foreign language classes at non-linguistic universities. The proposed types of tasks are aimed at developing key competences: analytical thinking, long-term memorization, practical application of knowledge, as well as the educational and creative potential of students.

The relevance of the study is determined by the challenges of modern society, where a specialist's value is measured not only by subject knowledge but also by the ability for self-analysis, self-regulation, and responsible decision-making. These skills belong to the category of self-awareness skills. It is particularly important to develop self-awareness skills in high school students, as this period is crucial for the formation of professional identity and a personal value system. Research shows that the level of self-awareness among high school students remains low. Therefore, there is a need to find effective pedagogical technologies to solve this problem. The aim of the article is to identify and experimentally substantiate the effectiveness of an educational quest in English lessons as a means of developing self-awareness skills in 10th-grade students. The research methodology was based on a pedagogical experiment involving control (16 students) and experimental (17 students) groups. As part of the experiment, a specially designed English-language educational quest "The Incredible Theft," consisting of five story episodes, was implemented in the experimental group at Gymnasium No. 3 in Vladimir. Each episode contained tasks specifically aimed at stimulating self-analysis, self-control, and self-assessment. These tasks included creating a detective manifesto, conducting reflective discussions, analyzing internal barriers, planning and evaluating actions, and making moral choices. To assess the outcomes, pre- and post-testing using a self-awareness skills questionnaire and reflective essays were employed. A comparative analysis of the pre- and post-test results revealed a statistically significant positive trend in the experimental group. The share of students who did not demonstrate self-awareness skills decreased from 17.6% to 0%. The number of students with a high level of skill development increased fivefold, while those with an intermediate level nearly doubled. In the control group, the dynamics were insignificant and unstable. The theoretical and practical significance of the work lies in specifying the potential of quest technology for developing students' personal reflection. The practical value consists in presenting a thoroughly developed and tested model of an educational quest that teachers can adapt and use in English lessons to purposefully develop students' self-awareness skills.

The relevance of the study lies in the analysis of the processes of transforming the educational environment of the subject area "Labor (Technology)" under the influence of modern challenges from the dynamically changing labor market (digital industry); sociocultural changes associated with the increasing role of the digital environment. The research goal of the article is to identify the digital deficits of "Labor (Technology)" teachers and to substantiate the profound changes in the teacher's activities to overcome them in the process of digital transformation of education. The following approaches were used as the leading approaches to the study of the problem: theoretical analysis of scientific concepts, comparative method, qualitative thematic content analysis, systems activity-based and ecosystem approaches, and the principle of interdisciplinarity. The methodological basis of the study is the environmental approach, which allows for a systematic analysis of the influence of the educational environment components on the development of the subjects of the educational process in order to achieve optimal conditions for the development of the student as a subject of educational activity. The paper experimentally identifies and summarizes the digital deficits of teachers in the Labor (Technology) educational field, substantiates the concept of a "hybrid educational environment," and describes the necessary changes in its components to achieve the research goal. It has been determined that the prospective transformation of the educational environment takes place in a hybrid combination of various classroom (face-to-face) and digital practices that expand the spatial and temporal boundaries of learning, enhancing the material component of the environment with access to the equipment of partners (school-university-company) to develop a combination of marketable skills and competences among students; in scaling up network social connections and establishing new relationships among participants in the educational process, stimulating students to professional self-determination. Theoretical significance. The results of the study allow us to conclude that, in the context of digital transformation of technological education, teachers will not only need to improve their digital and methodological competencies, but also to develop their readiness for profound changes in their professional activities by designing and effectively using a hybrid educational environment. Practical significance. The presented results can be used to enhance self-educational activities and personalize learning, responding to the new demands for training specialists who will learn, choose a profession, and develop in the digital and data-driven economy.

A pressing problem in modern education, confirmed by both official data and local studies, is schoolchildren's inability to explore various problem-solving approaches, evaluate intermediate results, and select optimal solutions. The aim of this study is to demonstrate that engaging high school students in well-organized mathematical dialogue based on solving a series of modified tasks helps solve this problem. By task modification, we mean a partial change in the task data or the addition of new data, leading to qualitative changes in the solution process, increasing the number of solution options, or leading to the possibility of no solution. By solving and analyzing such problem series, students learn to identify patterns and build mathematical models. The empirical study, conducted during the 2024-2025 academic year at the Natural Sciences Lyceum of Peter the Great St. Petersburg Polytechnic University, involved the systematic inclusion of modified tasks series in the educational process. Sixty-four 10th-grade students participated in the experiment. Classes were conducted using both traditional methods and modified and dialogue-based learning. Testing, workbook analysis, and observation of student activity in class were used to evaluate the effectiveness of this approach. Logarithmic equations and inequalities formed the basis for the developed learning materials. The article provides an example of a series of tasks resulting from the modification of a simple example. Methods for gradually increasing the complexity of modified tasks, allowing for differentiated instruction, are discussed. The study demonstrates that dialogue-based learning, incorporating elements of task modification, leads to a deeper understanding of the material and promotes the development of students' research skills. The theoretical significance of the study is determined by the development of methods in which work with modified tasks is transformed from a discrete element of in-depth training into an integrated educational model implemented throughout the entire mathematics learning process. The study clarifies the role and methods of organizing educational dialogue in solving non-standard problems, demonstrating its importance for finding and reasoning about solutions. Since the implementation of the proposed methodology improves the quality of schoolchildren's mathematical training by purposefully developing their ability to solve not only standard problems but also creative, research-based ones, this study has practical significance.

Until now, there have been few studies in the methodology of teaching a foreign language in the process of professional training of translators that would provide a scientifically substantiated resolution of the contradiction between the need to activate conversational practice in a second foreign language (German) among undergraduate students who possess not only communicative skills but also cognitive abilities and the insufficient readiness of university teachers to use creative methodological techniques in teaching foreign language speech as a communicative-cognitive activity. In this regard, it is becoming relevant to study the problem of pedagogical reserves of the communicative-cognitive approach to improve the conversational practice of undergraduate students in a second foreign language (German). Despite the diversity of scientific research devoted to the issues of teaching speaking in a second foreign language in higher education institutions, the problem of improving the speaking practice of undergraduate students in a second foreign language (German) from the point of view of developing not only communicative skills, but also cognitive abilities remains poorly studied. The aim of the study is to examine the pedagogical reserves of the communicative-cognitive approach to improve the speaking practice of undergraduate students in a second foreign language (German). To solve the research problems the following methods were used: analysis of domestic and foreign methodological, psychological, pedagogical, linguistic literature intended for university teachers; regulatory and legal framework providing the educational process in a foreign language in the conditions of higher education; questionnaires of students; interviews with teachers; experimental training. The results of the study include a theoretical justification and systematization of the essence of the pedagogical reserves of the communicative-cognitive approach, which consists in integrating the development of communicative skills and cognitive abilities (memory, attention, logical thinking, and creativity) into a unified methodological framework for teaching a second foreign language. The study revealed key methodological approaches to improving conversational practice, including the creation of a special learning environment and the implementation of a set of creative exercises, which confirms the need to revise the content and structure of "learning cognitive activity" in the process of teaching German. The theoretical significance of the work lies in identifying and establishing pedagogical reserves of the communicative-cognitive approach to improve the speaking practice of undergraduate students in the second foreign language (German). The practical significance of the study lies in the development and implementation of a set of exercises in the German language for the development of students' communicative skills and cognitive abilities in interconnection, and their further intensification.

The article addresses the problem of defining the structure of universal skills within the modern foreign language teacher’s professional and communicative competence. The relevance of the study is due to the increased requirements for a language teacher's professional competence, as expressed in the new educational standards for higher education, the professional standard for teachers, the competence map for teachers of foreign languages at schools and universities, as well as the Common European Framework of Reference for Languages. Existing regulatory and recommendation documents emphasize the need to master not only subject- and language-related skills, but also universal skills. However, the problem of structuring the nomenclature of these skills remains insufficiently studied in both domestic and foreign language teaching methodology, and therefore requires further consideration. The aim of the article is to determine a list of universal skills and subskills that constitute the core of the modern foreign language teacher’s professional and communicative competence. The leading approach to the research problem is a theoretical analysis of domestic and foreign literature on the research topic, as well as an analysis of regulatory and recommendation documents governing language education in higher studies, in order to systematize universal skills as a component of foreign language professional and communicative competence. The main results of the article include a detailed nomenclature of universal skills, synthesizing the requirements of Russian educational standards as well as the can-do statements of the Common European Framework of Reference for Languages. The theoretical significance of the article lies in the systematization of the components of universal skills in the structure of linguodidactics students’ professional and communicative competence, which expands scientific ideas about the content of professional training for preservice teachers of foreign languages. The practical significance consists in the possibility of using the proposed nomenclature as criteria for assessing the level of teachers’ foreign language professional and communicative competence. The research results can also be used in the development of educational programs, syllabi of disciplines and training modules, methodological recommendations, assessment tools, language teacher professional development programs, and further scientific research in the field of language teaching methodology.

In the context of the digital transformation of education and the mass spread of foreign language learning, it is important to use artificial intelligence technologies in such a way that they enhance rather than replace the activity of teachers and learners. Without a well-designed methodology and clear rules of use, there is a growing risk of reduced learner autonomy, loss of academic integrity, and a widening gap between the theory and practice of language teaching. The aim of the article is to substantiate and describe a model for the effective use of artificial intelligence technologies to enhance classroom-based acquisition of a second foreign language, implemented as an adaptive methodological ecosystem that strengthens learner activity and preserves the primacy of human contribution. The study is based on a theoretical and methodological analysis of works on the theory of second language acquisition, intelligent computer-assisted foreign language learning, formative assessment, and self-regulated learning. These strands are synthesized into practical tools that take into account Russian educational standards and multilevel descriptions of communicative competence. The article proposes an adaptive ecosystem of scaffolding support using artificial intelligence technologies, built around five interrelated components: sequencing of lesson stages, scaffolding support, target skills, safeguards, and self-regulation, as well as a synergy mechanism that structures iterative interaction cycles between the human user and the digital assistant. The model introduces an intervention threshold for artificial intelligence technologies that does not exceed one fifth of the volume of auxiliary materials and presents a ready-to-use toolkit: an alignment map of the digital assistant’s roles across lesson stages, a policy for the use of artificial intelligence with a prompt log, formative assessment rubrics, lesson scenarios, a risk and resilience matrix, an implementation checklist, and monitoring indicators covering vocabulary retention, fluency of oral speech, error frequency, text coherence, teacher checking time, and the footprint of artificial intelligence use. Theoretical significance lies in clarifying the role of artificial intelligence technologies as an instrument of metacognitive support that does not substitute for genuine language use. Practical significance consists in providing a methodological toolkit that helps save teacher time, improve the quality of formative feedback, protect academic integrity, and adapt the model to different disciplines, proficiency levels, and classroom formats.

The relevance of the study is driven by the paradox of the current stage of digital transformation in higher education: despite the exponential growth of technological capabilities and the mass implementation of platform solutions, there is some stagnation in cognitive learning outcomes. This gap is reflected in the phenomena of "pseudo-learning," "interface hyper-activity," and the reduction of the category of "interactivity" to the level of technical system reactivity, indicating a crisis in the didactic foundations of digital learning. The aim of the research is the theoretical substantiation of interactivity as a fundamental didactic principle and the development of the conceptual model "Interactivity 4.0," describing its level of cognitive productivity and the mechanism of influence on the development of professional thinking. The methodological basis of the work consisted of a combination of theoretical methods: conceptual analysis and synthesis, historical-genetic method, comparative analysis of leading psychological and pedagogical theories (cultural-historical, activity theory, cognitive load theory), and theoretical modeling. As a result of the research, a four-level model of interactivity (1.0 - 4.0) has been developed and theoretically substantiated, demonstrating its evolution from interface reactivity to collaborative knowledge construction. The didactic mechanism of the influence of Interactivity 4.0 is revealed, consisting in the redistribution of cognitive load, creation of a "proximal development zone" through the organization of public knowledge verification, and the subsequent internalization of intellectual action methods. Criteria for demarcating pedagogically productive and simulative forms of digital interaction are formulated. The theoretical significance of the work lies in the rehabilitation of the didactic status of interactivity and the synthesis of the activity-based approach with cognitive load theory to explain the mechanisms of thinking development in cooperative digital environments. The practical significance consists in providing tools for designing cognitively productive educational environments, examining digital educational technologies, and auditing training courses.

Promising areas of development for modern Russian society include information technology and digitalization, the development of solutions based on artificial intelligence, research and development of new materials and nanotechnology, biotechnology in medicine and agriculture, development of renewable energy sources and increased energy efficiency in industry and construction, development of the space industry, etc. Undoubtedly, deep fundamental knowledge and practical competences, a high level of mental cognitive processes development, interest and motivation for studies in the field of natural sciences are necessary to work in the specified areas, and the desire for self-development and self-realization in the context of the technosphere is ensured by the creation of a system of continuous STEM education, starting from preschool childhood. This direction refers to an approach to learning that integrates four areas: science, technology, engineering and mathematics. In this regard, the multi-component and integrated nature of STEM education creates a basic foundation for the use of a modular approach when initiating students into various areas of science and technology, mathematics, engineering, physics and other sciences that have an impact on a wide range of professions. The aim of this article is to characterize and describe effective educational practices for using the opportunities of a modular approach in STEM education for children aged 5-7 years. The study utilized a combination of theoretical and empirical research methods. Theoretical methods were used to analyze research on science education in Russia and abroad, the organization of STEM education in preschool educational institutions, modular technologies, which made it possible to identify the relevance and necessity of finding optimal solutions in this aspect and a more detailed study of the conditions for implementing a modular approach in STEM education for preschoolers. The use of empirical methods provided material for the analysis of effective practices in STEM education for preschool children using the latest scientific advances. The structural and functional model of STEM education proposed in the article was tested at the Pelican Educational Center of the Mordovian State Pedagogical University named after M. E. Evseviev. The theoretical significance lies in clarifying the understanding of the modular approach and the specifics of its implementation in STEM education of preschoolers. The practical significance of the obtained results lies in the possibility of their use in the design and organization of additional education for preschool children in the field of STEM.

The relevance of the study is due to the need to reflect on modern approaches to education under the influence of technological progress. In this regard, a technological approach to teaching students at a university is of particular importance. The aim of the study is to develop a technology for teaching in an electronic university environment based on self-education (using mathematics as an example). The methodological framework of the study is based on a systematic approach and comparative methods, which are used to analyze the works of Russian and foreign authors on the issues of pedagogical and information technologies in education. Special attention is given to the study of modern pedagogical and information technologies. Pedagogical technology is understood as the teacher's activity aimed at ensuring the achievement of guaranteed educational results and is considered in the context of communication between learning subjects. It is shown that the consistency of interactions between teachers and students can be regulated through the technology of learning contracts, which includes an individual student achievement sheet for evaluating students' self-educational activities. The pedagogical technologies used in the electronic information and educational environment of the university, as part of an electronic training course on a discipline, allow us to talk about the possibility of integrating pedagogical and information technologies, which leads to the technologicalization of the educational process. To organize and develop students' self-educational activities, a model of a self-educational module integrated into an electronic training course has been developed, which provides a flexible organization of the educational process. The authors have proposed a method of teaching students based on the integration of educational technologies, which has been implemented in the teaching of mathematics to engineering students at the Siberian Federal University. The theoretical significance of the study lies in the fact that, as a result of searching for a solution to the problem, the organization of students' self-educational activities within the framework of blended learning, taking into account the experience of various studies in this area, a pedagogical technology of a learning contract was proposed and developed. Its main idea is the introduction of formal agreements between a teacher and a student in the process of studying a discipline, the implementation of which is ensured by the responsibility of the parties and will lead to positive learning outcomes. The practical significance lies in the development of an electronic training course and an individual achievement sheet as an appendix to the learning contract, as well as methodological recommendations for teachers. The research results can be used by teachers of various disciplines to create teaching methods.

The relevance of this study stems from the need to find effective pedagogical tools for developing foreign-language discursive competence in international graduate students in the context of digitalization. Modeling processes that bridge the gap between formal language proficiency and the ability to produce coherent, situationally relevant utterances in professional and academic environment is particularly important. The aim of the study is to develop and test a model for developing graduate students' foreign-language discursive competence using the potential of skeuomorphism. The leading approach is an integrative one, combining the concepts of linguodidactics, discourse analysis, and cognitive linguistics to comprehensively model the pedagogical process. The methodological basis is a theoretical analysis of scientific literature, as well as empirical methods (observation, testing, and a pedagogical experiment) for assessing the effectiveness of the proposed model. The results of the study demonstrate positive dynamics in the ability of international graduate students to construct logically coherent and genre-correct statements in a foreign language. The scientific novelty lies in the substantiation of skeuomorphism as a key linguodidactic tool for modeling the process of discursive competence development; in the development of a structural and functional model that gradually develops discourse generation skills from reliance on familiar "digital" patterns (skeuomorphs) to the creation of autonomous statements; in the creation of a specialized set of tasks aimed at: recognizing and analyzing skeuomorphic elements in discourse; constructing statements using skeuomorphic patterns as semantic and structural supports; overcoming interference caused by the transfer of cognitive schemes of the native language. The theoretical significance lies in the development of scientific ideas about the mechanisms of discursive competence development through the prism of skeuomorphism. This study proposes a theoretically grounded model that reveals the didactic potential of skeuomorphic interfaces as cognitive bridges facilitating the transition from verbal skills to discursive abilities. Its practical significance lies in providing teachers with a specific methodological toolkit—a structural-functional model and a set of tasks that can be integrated into the educational process to accelerate the development of foreign-language discursive competence, directly contributing to the successful academic and professional adaptation of international graduate students.

In the light of recent political and social events in the world in general, and in French-speaking countries in particular, active processes of international communication are underway, the desire for communication, cooperation and mutual understanding in the public, economic, educational and cultural spheres is growing. In this regard, it is important to optimize the process of developing the ethnocultural competence of French-speaking students in Russian as a foreign language classes in such a way that students learn to operate not only with linguistic forms in speech, but also with the type of behavior depending on the communicative situation, taking into account the similarities and differences between cultures. This requires the modern methodology of teaching the Russian language as a foreign search for new, effective ways and solutions. However, as our study confirms, there is a contradiction between the incomplete compliance of traditional methods and educational tools with the conditions of the modern world, in which the success of training is very quickly tested in real and virtual communication with native speakers. All of the above determines the relevance of the chosen topic. The aim of the study is to analyze and describe the practice of using the Russian heritage in the field of art in the process of developing the ethnocultural competence of French-speaking students in Russian as a foreign language classes. The work used theoretical and empirical approaches and research methods. The methodological visualization techniques identified and established during the study to intensify the process of forming the ethnocultural competence of French-speaking students in Russian as a foreign language classes allow teachers to develop ethnocultural competence among students more effectively. The theoretical significance of the work lies in the scientific justification of the need to use the Russian heritage in the field of art to develop the ethnocultural competence of French-speaking students in Russian as a foreign language classes. The practical significance of the study lies in the generalization and clarification of methodological techniques for visualizing the Russian heritage in the field of art to intensify the process of developing the ethnocultural competence of French-speaking students in Russian as a foreign language classes.

Social support coping strategies are aimed at finding psychological and emotional resources in the social environment to cope with difficult, stressful situations. The level of subjective control or perceived control depends on how much control a person has over various social events. This paper presents the results of a study of socially oriented coping strategies, emotional and instrumental social support, with external and internal locus of control. The study revealed lower levels of perceived social support among externals than among internals.