№ 01 (January)

The relevance of the topic is determined by the scale of digital transformation. The object of the study is digital innovation in higher education, and the subject is its methodological and pedagogical support. The aim of the study is to identify unhealthy trends in the digitalization of education, and its objectives are to analyze populist and utopian views on the prospects for cyber pedagogy. The article summarizes the authors' personal observations and the experience of the teaching community. Priority is given to a systematic approach and a method of concretization, which make the identification of populist tendencies in cyber pedagogy more transparent. The topic is covered from a worldview perspective. The study reveals a number of internal contradictions in the digital paradigm, which give reason to consider the concept of cyber pedagogy as utopian one. In particular: 1) the promotion of progress and the emphasis on the immediate wow effect produced by counters built into Internet services; 2) the emphasis on creative collaboration and the reality of an ‘academic vacuum,’ a virtual environment instead of an intellectual environment; 3) the declaration of the individualization of education and continuous typing, the development of patterns, models, and standards; 4) the primacy of learning feasibility and the promise of a technological breakthrough; 5) arguments about strategic proactivity and references to temporal and a priori spontaneous market processes; 6) replacing pedagogy with digital methods of accounting and control; 7) confusing the concepts of awareness and education, scholarship and content; 8) gamification and denial of the need for effort to master the sciences; 9) emphasis on the automatic transfer of knowledge and appeal to the charisma of the teacher in developing students' critical thinking; 10) agile focus on the minimum necessary at the expense of the excessiveness of a creative approach, which is particularly evident in the mechanistic assessment of knowledge; 11) declaration of the right to choose an educational trajectory and, in fact, total predetermination, exacerbated by the widespread introduction of neural networks into educational practice. Thus, the authors see the problem not in technical limitations, but in the ideological inconsistency and groundlessness of cybergogy's claims to be the driver of progress. The scientific novelty of the article lies in the fact that the stated topic has not been directly addressed before. The theoretical significance of the work is determined by its methodological message: to form an opinion about the real prospects of cybergogy. The practical significance lies in identifying the internal contradictions of digital education that hinder the implementation of the pedagogical process.

The development of students’ research competence remains one of the priorities for modern school education. However, in practice, it is often carried out mainly outside regular classes and in a fragmented way, while within lessons it is reduced to performing elementary operations. This article analyses hypothesizing as a general learning skill, the mastery of which can contribute to the development of schoolchildren’s research competence. The purpose of the article is to theoretically substantiate and describe a concept of the step-by-step development of the hypothesizing skill among secondary school students. The leading methodological basis for designing the concept is the systems activity-based approach, which allows hypothesizing to be considered as a meaningful, motivated, and verifiable action carried out in the process of solving cognitive tasks. Teaching to advance hypotheses is examined as a means of developing specific aspects of research competence in the course of learning and cognitive activities. The proposed pedagogical model includes goal-oriented, content-related, procedural, and methodological components, as well as diagnostic criteria and pedagogical conditions for integration into the learning process. The model reflects the relationship between mastering hypothesizing techniques and the development of cognitive, operational, and personal components of research competency, which makes it possible to align the development of skills enabling hypothesis building with the assimilation of specific subject content. The theoretical significance of the study lies in clarifying the role of hypothesizing as a learning skill and in substantiating the possibility of its purposeful development as a cross-curricular competence. The practical significance of the study is reflected in the model’s orientation toward classroom implementation (without the need for radical restructuring of lessons) and in the possibility of its flexible application in various educational contexts, provided that appropriate pedagogical conditions are created. The developed model can be employed in pedagogical experiments aimed at testing its effectiveness and assessing its potential for application in educational practice.

The problem of the formation and development of symbolic and graphic skills as the important skills of educational (and scientific) activity is becoming especially relevant in the light of the modern education system requirements and the training of high-level specialists. The secondary school standard provides for the development of the ability to "create, apply and transform signs and symbols, models and schemes for solving educational and cognitive tasks." Many professional competences of a future specialist include the ability to work with information presented in various forms. The content of the academic subject "chemistry" is extremely rich in visual series. These are chemical signs, formulas, reaction equations, photographs of chemical objects, drawings and diagrams, tables, diagrams, graphs, etc. Working with them can develop not only chemical, but also logical, spatial thinking, which are in demand among modern specialists in various fields. Continuity in the development of symbolic and graphic skills is important for the successful completion of university chemistry courses and studying other specialized disciplines by students of many departments at higher education institutions. The aim of the study is to examine issues related to the continuous development of symbolic and graphic skills in teaching chemistry at the "school – university" stage. The methodological basis of the research was a systems approach, according to which the issue of the development of sign-symbolic and graphic skills was considered in the interrelationship of its components. The essence and content of the didactic principle of succession, the directions of university training, types of graphic images, the structure of skills, and methodological tools for skill development were studied and analyzed. The systematization of higher education training areas was carried out, taking into account the presence or absence of chemical disciplines in them and their contribution to mastering future professional activity. The theoretical significance of the research lies in identification of the key symbolic and graphic competences developed within the framework of the school chemistry course, which are the fundamental basis for the successful study of chemical and other specialized disciplines at subsequent stages of training. These competences were structured and highlighted as critically important for the professional training of future specialists. The scientific novelty of the work consists in highlighting and revealing the lines of development of symbolic and graphic skills. The paper also highlights the fundamental role of methodological tools designed to ensure the development of appropriate skills. It is noted that the development of symbolic and graphic skills is significantly influenced not only by the availability of the necessary visual forms, but also by the organization of techniques for working with them. The practical significance of the study consists in presenting methodological tools and showing their specific examples.

In the context of dynamic changes in education, the introduction of new standards and digitalization, an initiative teacher is becoming a key factor in the development of an educational institution. The aim of the article is to clarify the essence of the concept of “professional initiative”, substantiate the organizational and managerial conditions that serve as the basis for the implementation of teachers’ professional initiatives. The conceptual provisions of the systemic, activity-based and subjective approaches served as the theoretical and methodological basis for the research. Methods of qualitative and quantitative analysis, content analysis of documents, surveys of experts and academic staff, interviewing, modelling situations and scenarios for the development of professional initiatives, psychological and pedagogical monitoring were used in the course of the work. Theoretical research has made it possible to identify three organizational and managerial conditions that affect the implementation of professional initiatives of teachers. The first is the comprehensive support from the administration. The authors emphasize that support should not be limited to formal approval of ideas. We are talking about creating a motivation system that includes both financial and moral incentives, as well as the provision of resources: technical, informational, etc. The second condition is the development of a flexible and open educational system. The article emphasizes the fact that a rigid, hierarchical and regulated system suppresses initiative. In contrast, they propose transition from vertical commands to horizontal project groups and rapid prototyping of pedagogical solutions. The third condition is the development and implementation of an objective system for evaluating the effectiveness of ongoing initiatives. The authors note that the evaluation should be multidimensional and go beyond traditional performance indicators. Such an evaluation mechanism allows not only to prove the effectiveness of initiatives, but also to carry out their timely correction, making the management process cyclical and continuously improving. The combination of these conditions can transform disparate pedagogical ideas into sustainable innovative practices leading to the systematic development of an educational institution. The theoretical significance of the study lies in describing the specifics of organizational and pedagogical conditions. The article is of practical importance for the heads of educational institutions, offering them specific mechanisms for the implementation of teachers’ professional initiatives.

The relevance of the study is determined by the growing importance of intensive forms of foreign language learning in the corporate environment. Foreign language training of adult employees is considered as a key factor in their professional growth, career advancement, and the enhancement of companies’ competitiveness. At the same time, traditional forms of organizing classes do not always ensure the necessary speed of learning the material and alignment of the program with specific professional demands, which are associated with limited time, established values, and the need for practice-oriented learning. Thus, intensive training acquires particular significance, as it makes it possible, through the high density, systematic nature, and practice-oriented approach of the educational process, to accelerate the development of foreign language competences. The aim of this work is to determine the theoretical foundations of the impact of learning intensity on progress in foreign language acquisition in the corporate context. To achieve this goal, methods of analysis and systematization of scientific literature, as well as generalizing, descriptive, and comparative analysis were employed. The results of the study show that learning intensity should be viewed not only as a characteristic of the pace and volume of learning, but also as a system-based factor influencing motivation, engagement (degree of participation), and professional readiness of adult learners. Intensive training makes it possible to take into account employees’ prior experience, their individual cognitive characteristics and professional tasks, contributes to the development of skills in negotiations, preparing presentations, business correspondence, and also helps to overcome communication barriers. The theoretical significance of the work lies in clarifying the concept of intensity as a characteristic of learning intensification, reflecting its role in the development of foreign language competences in the corporate environment. In addition, the author identifies and specifies a number of specific aspects of implementing intensity in foreign language training of corporate learners. The practical significance is determined by the possibility of applying the conclusions when designing corporate language programs, in particular, by taking into account the prevailing factors that influence the justification of the chosen intensity of adult foreign language training.

The article presents a critical analysis of pedagogical approaches to ensuring the competitiveness of students in educational organizations of the Russian MIA system. The relevance lies in the following. Modern training of personnel for law enforcement agencies requires the formation in cadets of not only professional knowledge and skills, but also such personal qualities as congenial competitiveness and the striving to achieve excellent results. Competitiveness is considered in pedagogical science as one of the factors of motivation and professional development of students; however, there is no unified understanding of its role or optimal methods of implementation in the educational process. The aim of this work is to summarize and critically evaluate the existing approaches to developing competitiveness among cadets of MIA universities, identify their strengths and weaknesses, and determine prospects for applying these approaches. Leading research approaches: a theoretical and methodological analysis of recent domestic and foreign scientific literature on the problem of competition and competitiveness in education was made; general scientific methods of comparative and systems analysis, synthesis and generalization were applied. The main results: it is proved that competitiveness as a pedagogical phenomenon includes a set of competitive practices (academic contests, rating systems, team and individual competitions) aimed at increasing motivation and improving the quality of training. It is found that traditional approaches – from academic Olympiads to sports competitions – have a positive impact on the cognitive activity and professionally significant qualities of cadets, yet they assume risks of excessive competition, increased stress, and reduced cooperation. In the context of MIA universities, the use of competitive methods should take into account the specifics of discipline and service; healthy competition is important, which does not undermine team cohesion. The theoretical significance lies in the fact that the conclusions of the article contribute to the development of pedagogical theory regarding the role of competition and cooperation in professional education. The practical significance lies in the recommendations for the optimal implementation of competitive elements in the educational process of MIA universities – those that increase cadets’ motivation and competency without negative consequences for the educational environment.

The relevance of promoting the Russian language in the Western Balkans region is largely determined by the current geopolitical situation, the idea of creating a "trend" for the study of Russian as a foreign language. The purpose of the study is to analyze the orientation of teachers to increase the motivation to learn Russian as a foreign language among Serbian schoolchildren. As a result, we substantiated the need to identify and conceptually generalize the ways of developing motivation to learn Russian as a foreign language among schoolchildren, using the opinions of the Russian language teachers in the Republika Srpska (Bosnia and Herzegovina). The socio-psychological approach to the consideration of motivation in the study of foreign languages is revealed; the ways of increasing and obstacles to maintaining a high level of motivation in learning Russian as a foreign language are analyzed. The article presents the results of a survey among 25 teachers of the Russian language from the Republic of Srpska (Bosnia and Herzegovina) to identify the specific features of stimulating motivation of Serbian schoolchildren to learn the Russian language. The analysis of the survey material showed that the value of learning the Russian language is realized by Serbian teachers in a pragmatic context: it can be useful in later life, they can travel around Russia and communicate with Russian people. The most significant motives for learning Russian as a foreign language are: the desire to learn and be educated, for communication and interaction, for self-development and intellectual growth, and for love to their teacher. The substantiation of the methods and techniques for creating an effective language environment to improve the quality of learning Russian as a foreign language in the regional context determines the theoretical significance of the study. The practical significance of the study lies in obtaining information about the value of learning and mastering the Russian language among Serbian schoolchildren, their initiative in this aspect, objectifying certain difficulties in learning the grammar and vocabulary of the Russian language. It is concluded that in the absence of a language environment, systematic training of teachers is especially important, aimed ultimately at developing the motivation of Serbian students to learn the Russian language through innovative methods, game technologies, projects, interactive resources, feedback and active speech interaction.

The relevance of this research stems from the increasing role of human capital as a key factor in economic development amid digital transformation, coupled with the intensive implementation of pedagogical innovations despite inadequate understanding of their actual economic efficiency. A fundamental contradiction exists between the scale of global investments in education and the limited clarity regarding the mechanisms by which these investments translate into measurable socioeconomic outcomes. The absence of an integrative theoretical model impedes evidence-based decision-making in educational policy. The aim of the study is the theoretical analysis and conceptualization of the relationship between human capital investments and the effectiveness of pedagogical innovations within the context of the modern economics of education. The methodological basis is a systemic and interdisciplinary approach, integrating neoclassical human capital theory, institutional economics, and contemporary pedagogical concepts. The primary method is a systematic review of domestic and international literature for the period 2020–2025, supplemented by comparative analysis, critical analysis, and theoretical modeling. The main results include: the systematization of contemporary approaches to evaluating investments and innovation effectiveness; the identification of critical research gaps; the development of a typology of pedagogical innovations based on economic characteristics; and the formulation of an integrative theoretical model that reflects the nonlinear relationships among investments, innovations, mediating factors, and educational outcomes. The theoretical significance of the work lies in its contribution to the development of the economics of education through the conceptualization of the mechanisms for transforming investments into qualitative changes in human capital via pedagogical innovations. The practical significance lies in the applicability of the developed model for justifying investment decisions at the level of public educational policy and educational organization management, as well as for designing evidence-based programs for implementing pedagogical innovations. The scientific novelty of the research consists in the theoretical substantiation of the link between human capital investment and the effectiveness of pedagogical innovations based on an interdisciplinary synthesis of economic theory and pedagogical science. It marks the first attempt at a comprehensive systematization of the criteria for evaluating the effectiveness of pedagogical innovations within the framework of human capital theory.

The relevance of the study is conditioned by the profound transformation of the socio-pedagogical landscape in the digital reality, which brings to the fore the task of purposeful development of a holistic civic identity among young people. This issue is of particular importance in the context of training student teachers, who must not only have their civic position themselves but also be competent in fostering it in the next generations. The aim of the article is to theoretically substantiate and empirically test the effectiveness of short feature films as a tool of media education in developing the structural components of civic identity (cognitive, value-motivational, and activity-based) among students of pedagogical field. The leading approaches to the research problem were the systemic, axiological, and semiotic-hermeneutic approaches, which allowed considering the process of identity development as a holistic phenomenon and making an in-depth analysis of cinematic narratives. The methods used included theoretical analysis, comparative analysis, pedagogical experiment, qualitative content analysis, and the expert evaluation methods. The main result of the study was the development and testing of a systematic approach to the use of film products, structured according to three thematic areas: «Family, School and Society», «Patriotism and Historical Memory», and «Legal Literacy and Social Maturity». A detailed pedagogical analysis was conducted for each film, revealing its didactic potential for influencing specific components of identity. The theoretical significance of the work lies in the development of the methodology of media pedagogy through the justification and implementation of film education as an effective resource for the development of civic identity. The practical value shows itself in the conclusions and methodological recommendations contained in the article which can be directly used in the educational and upbringing processes of pedagogical universities, in the system of advanced professional development for teachers, as well as in the development of academic courses and programs aimed at civic and patriotic education of youth, including that in the new regions of the Russian Federation.

The article examines methodological aspects of translating sentences with inversion, which is an important task in the practice and teaching scientific and professionally-oriented texts translation. Special attention is given to linguistic and pragmatic functions of inversion in English and the problems faced by postgraduate students when translating such constructions into Russian. The relevance of this work lies in analyzing various types of inversions, their role in setting accents and expressiveness. The aim of the article is to determine methods for adequately transferring the peculiarities of inverted English sentences using means of the Russian language: changing word order, introductory words, isolated structures, conjunctions, and providing methodological recommendations for conducting classes on practicing the translation of inverted sentences. The leading approach to researching the problem involves analyzing and synthesizing domestic and foreign methodological concepts as well as comparative analysis of special text translations. To enhance practical skills of postgraduate students, a structure of lessons has been developed that includes theoretical foundations, analysis of typical examples, translation exercises, and working with specialized scientific texts. Specific methods and recommendations are proposed for preserving the scientific style, official style, and logical consistency in translation. It is argued that dealing with these types of translations contributes to the formation and development of analytical thinking and professional communicative competence in the field of scientific text translation. The results emphasize the practical significance of a comprehensive approach to teaching the translation of sentences with inversion, contributing to improving the quality of scientific translations and expanding opportunities for functional use of the language in international professional scientific communication. The theoretical significance lies in the systematization of the inversion characteristics in English and its translation into Russian. The practical significance is determined by the possibility of applying the research findings to improve the process of translating scientific texts. This study will be interesting for teachers, postgraduate students, and specialists in the fields of translation studies and methodology of teaching foreign languages.

The need to update approaches to the professional training of media communications specialists is driven by the media industry's high demand for competitive professionals capable of promptly responding to transformations in the media environment and new demands of digital society. The traditional faculty-based model, which ignores the specifics of the socio-political mandate for the profession, appears ineffective. Special requirements are also placed on organizing the university's educational space, which should organically complement the process of developing the competences prescribed by the Federal State Educational Standards for Higher Education (FSES HE). At the same time, maintaining a balance between theory and practice is crucial, as an excessive shift towards developing practical skills and an enthusiasm for the possibilities of artificial intelligence can reduce students' levels of humanitarian competence and critical thinking. The aim of the article is to substantiate a model of the didactic concept for training in the field 42.03.05 "Media Communications" in higher studies. A systems approach was applied in designing the model, linking all its elements. According to E.A. Solodova's modeling concept, the proposed model is analog one, its essential characteristic being the modeling of the professional training process. The scientific novelty of the proposed model lies in ensuring methodological and procedural alignment between the regulatory requirements of the state, society, and the educational system, current teaching technologies, and individualized student learning trajectories. The model is based on a set of proven effective approaches in training media communicators: systems activity-based, competence-based, personality-oriented, and axiological approaches, as well as adherence to the penta-synthesis of principles for a media-educational environment – project-based, integrative, media-ecological, reflexive, and adaptive. The theoretical contribution to pedagogical science is the justification of the media-technological approach as an operational framework for the media specialist training concept. The practical significance lies in creating conditions for implementing a flexible, reproducible, and scalable educational process, which allows adapting the model to various institutional and professional contexts. The model can serve as a basis for experimental research aimed both at assessing the effectiveness of developing professional competences and at improving the quality of professional training for media communicators.

The relevance of the article is determined by the need for purposeful development of a safety culture among young people as a value-based and pedagogical resource for strengthening national sovereignty and ensuring the spiritual, social, and civic stability of the state. The aim of the study is to identify the role of youth safety culture as a pedagogical condition for strengthening national sovereignty. The article emphasizes that developing a value-based attitude towards safety culture among young people develops the foundation of state stability. Safety culture is viewed as an aggregate of knowledge, attitudes, and behavioral patterns ensuring personal and public security. Based on a socio-cultural approach, pedagogical prerequisites have been determined which ensure the progress of cultural safety as an internal resource for state development. The interrelation between the concepts of 'cultural safety' and 'safety culture' has been revealed. A correlation was found between the level of cultural safety development and the readiness of young people to participate in strengthening the country's sovereignty. It is demonstrated how safety culture acts as a pedagogical condition for civic maturity and social resilience. The theoretical significance of this research lies in considering safety culture for the first time as a pedagogical condition for enhancing national sovereignty, contributing to the development of civic maturity and social resilience. In this work, the structure of youth safety culture has been clarified, including cognitive (knowledge about principles of safe behavior and societal risks), axiological (value-based attitude toward safety as a public good), and activity-related components (ability to implement safe behavior in specific situations). Practical relevance consists in applying these findings in educational institutions’ upbringing activities, organization of awareness-raising events, and fostering civil-patriotic values among young people. The results showed that purposeful cultivation of safety culture contributes to transition from formal rule-knowledge to their inner acceptance as personal values and social duty. Students begin perceiving safety not only as individual necessity but also as part of societal sustainability and national responsibility.

In the context of the digital transformation of education, updating of standards and increasing demand for the dignity, participation and subjectivity of students, it is necessary to clarify the humanistic paradigm as the basis for designing content, educational activities and assessment. The aim of the study is to theoretically substantiate the value-anthropological, psychological-pedagogical, didactic and evaluative foundations of the humanistic paradigm of general pedagogy and to present a conceptual integrative multi-level model of its operationalization in school practice. The model unfolds in the form of: 1) a system of levels (philosophical-anthropological, psychological-pedagogical, didactic, evaluative, organizational and managerial); 2) principles of lesson and educational environment design; 3) a matrix of formative assessment. 4) a system of humanistic indicators applicable to the assessment of a lesson and the school environment. Methodology: axiological, student-centered, cultural-historical, systemic, and activity-based approaches; methods: conceptual and comparative-historical analysis, categorical modeling, and typology of solutions. Results: 1) the definitions of categories have been clarified—subjectivity, agency, care, participation, and well-being of students—correlated with the objectives of education; 2) a model with the following levels has been proposed: philosophical-anthropological, psychological-pedagogical, didactic, evaluative, and organizational-managerial, as well as principles for designing a lesson and environment—meaning focus, dialogicity, autonomy, reflexivity, and care. 3) a formative assessment matrix is presented, combining joint goal setting, criteria, progress indicators, and detailed feedback, as well as a system of humanistic indicators: participation, the share of open-ended tasks, the quality of reflection, the choice of activity methods and the presentation of results, support for autonomy and care; 4) criteria for the humanization of digital practices are defined – semantic prioritization, expanded choice and responsibility, dialogicity, and an ethic of care – and a roadmap for implementation at the lesson, school, and teacher training levels with mechanisms for preventing technocratic drift: joint criteria "in the language of the student," voice recording, distributed leadership, and the priority of strategic feedback over grades. Significance: theoretical – clarification of the conceptual apparatus and the logic of the transition from values to didactic forms and assessment; practical – application of the proposed tools in the design of programs, dialogue lessons, assessment tools, and local regulations.

Modern school education is focused not only on acquiring subject knowledge, but also meta-subject skills (universal learning actions – ULA). In the context of digitalization of education, knowledge management is complemented by skills in working with digital tools, and mathematics is an effective tool for their development. An analysis of pedagogical research on the problems of developing meta-subject skills using the potential of the digital environment has shown that meta-subject tasks can effectively develop all types of ULA, and the digital environment improves this process and enriches the content of meta-subject skills with additional actions. However, there is an insufficient number of such tasks in the practice of teaching mathematics. The aim of the study is to identify techniques for transforming mathematical tasks into a meta-subject task using a digital environment to enrich the content of ULA and optimize the process of their development. To achieve this goal, we applied a comparative analysis of psychological, pedagogical and methodological literature, systematization of the information received, pedagogical modeling, student survey and graphical representation of data. The transformation techniques are based on problem-solving, personality-oriented approaches, and the theory of generations, as well as the concept of a mathematical problem as a four-element system. The author's approach is illustrated by the example of the well-known problem of the area of regular nine-sided rectangle parts, which is transformed into a meta-subject task consisting of a series of tasks united by a common plot and a solution idea. Based on the survey results, it was concluded that there was an increase in motivation, a predominance of positive emotions, and a positive self-assessment of the development of ULA and digital skills among students when completing meta-subject tasks. The theoretical significance of the study is represented by a model of transformation of a mathematical problem into a meta-subject task, including the name of transformation techniques, an indication of the transformed element of the task, a description of the essence of each technique and ULA in a digital environment. The practical significance of the research lies in the description of methodological aspects of the introduction of meta-subject tasks into the educational process based on the identified techniques: "real context", "elements of gamification", "open final", "competition with a neural network", "research in a dynamic mathematics program", "infographics".

The digital transformation of society generates numerous new opportunities for professional development, contributing to the solution of socio-economic problems, promoting new forms of labor, and increasing their productivity. The implementation of digital strategies particularly emphasizes professional training of personnel, including teachers who transform from knowledge transmitters into motivators, navigators, mentors, and architects of a digital educational environment, becoming experts in the field of EdTech. The formation of new directions in pedagogical activities depends on the level of personal digital intelligence, which is determined by the combination of social, communicative, emotional, cognitive, and technical abilities required for adaptation to digital learning, information security, and work with artificial intelligence. The aim of this study is to scientifically and pedagogically substantiate and develop a model for fostering digital intelligence among educators within the system of professional staff training under conditions of the digital economy. The theoretical and methodological basis of the research consists of scientific works dedicated to issues related to cognition theory and personal self-development, fundamental provisions and requirements concerning competency-based and systemic activity approaches in education, as well as project-based learning using artificial intelligence technologies. As results of the study, we present a model for developing digital intelligence among educators during their professional training. This model includes several blocks: a target block that meets the requirements of national digitization projects, Federal State Educational Standards (FSES), and professional standards; a conceptual-methodological block based on approaches such as continuity of learning, awareness, activity, synergy, adaptability, and immersion principles; an organizational-content block encompassing motivational-cognitive, formative, and reflective stages aimed at creating a psychologically safe digital educational environment through synchronous, asynchronous, hybrid, micro-, and nano-learning formats, indirect, horizontal, and traditional methods of instruction; an evaluative-outcome block represented by criteria, indicators, and levels of developed digital intelligence. The significance of the study lies in its theoretical and methodological justification and the development of a model for shaping digital intelligence among educators, focused on their self-development and continuous learning in the IT sphere, acquiring new digital skills.

In today's educational space, where globalization is blurring the boundaries of communication and interaction, speaking foreign languages is becoming not just a useful skill, but a necessity. In this regard, traditional teaching methods are often insufficient, requiring significant financial and time costs. In this context, the capabilities of artificial intelligence, in particular, the DeepSeek neural network, open up new perspectives for personalized, interactive and effective study of foreign languages, which actualizes the topic of our article. The aim of the study is to analyze the importance of the DeepSeek neural network as a means of increasing the efficiency of developing foreign-language communication competence among undergraduate students. The following research methods were used in the work: analysis of pedagogical and methodological literature, study and generalization of pedagogical experience, observation, questioning, pedagogical experiment based on the Department of Linguistics and Intercultural Communication of the Moscow International University and the Department of Foreign Languages and Russian as a Foreign Language of the Samara National Research University, statistical methods. The main results of the study showed that the use of the DeepSeek neural network in the educational process contributes to increasing the efficiency of the development of foreign-language communication competence among undergraduate students. In the practical, phased part of the work, the corresponding methods and algorithms for using the DeepSeek neural network in teaching a foreign language to undergraduate students were introduced. The theoretical significance of the work lies in the justification of the importance of the function of the DeepSeek neural network as a means of increasing the efficiency of developing foreign-language communicative competence among undergraduate students. The practical significance of the work lies in the fact that its results can be used to further improve the curricula for undergraduate students in non-linguistic areas of training and develop guidelines for educational institutions of different levels that provide training in a foreign language, including in conditions of inclusion.

This study addresses the problem of developing the skill of summarising journalistic texts in a foreign language among low-performing students of a non-linguistic university. Senior undergraduate students often face difficulties when working with authentic texts, which are associated with a lack of understanding of the structure, key theses and arguments, that results in poor-quality summaries. The lack of analytical reading and information compression skills results in superficial assimilation of material and plagiarism. A diagnostic experiment revealed that the majority of undergraduate students lack the summarising skill, manifested in an inability to separate the essential from the non-essential, as well as in direct copying of texts. The relevance of the study is confirmed by the fact that existing methods for teaching summarising of journalistic texts are often designed for students with an existing base, while the issue of a differentiated approach for low-performing students remains understudied. The aim of the research is to develop a step-by-step methodology for teaching summarising, aimed at overcoming the specific difficulties of students with different levels of preparation, which also constitutes the scientific novelty of this study. The research employed a pedagogical experiment (diagnostic, formative, and control stages) on a sample of 42 third-year students of the Faculty of International Relations and the Faculty of Management and Politics at MGIMO University, who study German as their first foreign language. Criterion-based analysis and statistical data processing methods were used to analyze the works. The main results of the article include an instructional model consisting of diagnostic, theoretical, practical, and evaluative modules. The testing showed a statistically significant improvement in the quality of summaries. After implementing the methodology, the number of students capable of independently writing a correct summary increased from 15% to 72%. The most significant progress was observed in the skills of paraphrasing and structuring information. The theoretical significance of the study lies in its potential contribution to pedagogical psychology and methodology, text linguistics and genre studies, as well as differentiated and inclusive education. The practical value of the research lies in the fact that the methodological recommendations (templates, tasks) can be adapted for teaching the aspect of summarising articles in a foreign language. Further research may be directed towards the development of an automated system for checking summaries based on the proposed criteria.

This study investigates the specifics of organizing bilingual education for foreign language specialists to prepare them for teaching agency. The relevance of the research is driven by the need to integrate systematic training for educators in bilingual teaching into modern higher education practices, fostering student development through their initiation into the values of different cultures. This necessitates a foundational study of the methodological principles for creating professionally oriented bilingual training systems. The aim of the research is to identify and substantiate the methodological foundations for constructing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers, which determine the conceptual framework for its understanding and the practical aspects of its implementation. The research is based on contemporary scientific studies in the fields of philosophy, psychology, linguistics, pedagogy, and linguodidactics, enabling an interdisciplinary characterization of the bilingualism essence and the specific features of bilingual education within the system of pedagogical education. The scientific inquiry was carried out relying on the systemic, anthropological, and poly-subjective approaches. The research methods employed included: interdisciplinary analysis and synthesis, logical-methodological analysis, mental modeling, abstraction, systematization, idealization, and explanation. An original interpretation of the concept "system of bilingual training for preservice foreign language teachers" is proposed, defined as a logically structured and orderly functioning pedagogical integrity. This system ensures the readiness of future specialists for simultaneous command of two foreign languages, to an equal or varying degree of proficiency, and their use in teaching activities and intercultural communication. The undertaken research allowed for the generalization of scientific and theoretical prerequisites and the development of an integral structural system of methodological tools for designing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers. This system includes methodological approaches, principles, regularities, and methods. The obtained results can be used in further scientific studies of bilingual training systems and in the practical professional education of foreign language teachers. The prospects for implementing the developed methodological provisions and their application for designing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers are outlined.

In modern Russian society, socially active young people are in dire need of legal channels for self-expression. Youth subcultures have historically served to satisfy these needs, contributing to the formation of identity and the search for like-minded people. Despite the rethinking of their role – from «social pathology» to a recognized part of sociocultural reality – there is insufficient theoretical development and justification of the status of student groups in educational organizations as a full-fledged and developing type of modern youth subculture. This limitation hinders the full realization of the pedagogical potential of student squads in the system of higher professional education. The aim of this article is to reveal and substantiate the essence of student squads in educational organizations as a developing type of modern youth subculture, offering pedagogical tools for their targeted use. To achieve this goal, an integrative approach and comparative methods were used as the main methodological tools of the study. A detailed analysis of the definitions of «subculture» and «youth subculture» in domestic and foreign scientific literature on sociology and pedagogy was carried out, which made it possible to identify a number of criteria for youth subculture: value, structural, functional, communicative, symbolic, degree of autonomy, and personal criteria. A comparative analysis was made by correlating the identified criteria with the essential characteristics of student squads. The Arkhangelsk region was chosen as the subject of empirical research due to its developed system of vocational education and powerful student squad movement (more than 30 squads, over 7,000 members). In addition, the developing characteristics of student squads were identified, manifested in the expansion of agency areas, adaptation to the digital environment, modernization of interaction forms, and updating of value orientations. The theoretical significance of the article lies in the original interpretation of the criteria for youth subculture through the prism of interdisciplinary terminological analysis and the justification of integrated autonomy as a unique feature of student squads, which enriches post-subcultural theory. The practical significance lies in the possibility of using the identified characteristics of student squads as a developing type of modern youth subculture for pedagogical purposes. The results of the study provide educators with tools for the targeted design of educational work in educational organizations, increasing student engagement, developing traditional values, social and professional competences, and promoting personal growth and self-realization of young people in modern society.

The digital transformation of higher education and the broad implementation of project-based learning require effective educational interaction models to overcome traditional barriers such as lack of individual support, low student autonomy at undergraduate level, limited thematic diversity of projects, and psychological barriers in instructor communication. The study tests and evaluates the effectiveness of an innovative model of facilitated interaction between graduate and undergraduate students integrated with neural network technologies in the "Project Activities" course. Competence-based, facilitation-oriented, and environmental approaches, along with peer-to-peer learning principles, form the methodological basis. The pedagogical experiment used normative and comparative analysis, educational process design and modeling, surveys, testing, expert evaluations, and comparative statistical analysis. Tested within the 19.03.01 "Biotechnology" program at Peter the Great St. Petersburg Polytechnic University, the model significantly increased student autonomy and motivation, shortened project stages, improved satisfaction ratings (from 2.7 to 4.2 on a 5-point scale), and developed sustainable pedagogical and project-management competences among graduate student moderators (94% reported growth in facilitation and group dynamics skills). The work presents a comprehensive structural-functional educational interaction model combining horizontal mentoring and digital tools advantages. The model fosters targeted development of professional and transversal competences (soft skills) for all participants, that is supported empirically. Developed guidelines and neural network tools are ready for implementation in other universities, representing a promising direction for digital transformation of project-based learning.

The study analyzes the issue of the development of general (general professional) competences of university students studying natural science and mathematical disciplines. The relevance of the examined problem is due to the need to develop general competences among modern students, which determine the success of training, the formation of special competences. Especially important is the development of new groups of competences among modern students, the need for which has become apparent in the context of digitalization of society and education. The aim of the study is to identify the conditions for the effective use of active methods and modern teaching technologies, which make it possible to develop general competences among students majoring in natural science and mathematical disciplines. To achieve this goal, a systematic approach was applied, which made it possible to consider a set of conditions for the formation of competences; a structural and functional approach that allows us to choose the conditions for the development of competences in students. The study resulted in the analysis of the characteristics of the competence approach implementation in the modern system of higher education in the context of digitalization of education. The main approaches to the formation of general competences (activity-based approach, system-activity approach), as well as methods used in the implementation of approaches are analyzed. The theoretical significance of the study lies in the systematization of the various authors’ opinions on the development of general competences, and on the role of active methods and modern teaching technologies in this process. The highest priority general competences for students studying natural science and mathematical disciplines have been identified: digital, competences in the design, implementation, acquisition and interpretation of natural science research results. The novelty of the study lies in identifying the conditions for the development of general competences of students majoring in natural science and mathematical disciplines, the conditions for the development of general competences in the field of the use of digital technologies – digital competences. The practical significance of the study lies in the fact that it provides recommendations for developing students' general competences in the study of natural sciences and mathematics, as well as in the use of active learning methods and modern teaching technologies.

The central challenges of modern pedagogical education relate not only to the professional training of preservice teachers but also to ensuring their sustainable psychological well-being in the context of high emotional stress, social responsibility, and systemic, constant changes in their field of work—education. Under these conditions, the development of consciousness in learning—students' ability to reflectively understand their own learning activities, select educational content, and consciously manage their educational process—is particularly important. Personal development relies on the development of consciousness of actions, which determines the subject's social position. According to the contextual approach, consciousness is a recursive process in which all phenomena—from the choice of a method for solving a problem to the evaluation of one's own performance—acquire meaning and significance depending on the context in which they are interpreted: in relation to oneself; the surrounding reality; and other people. The development of consciousness in learning, therefore, acts as a purposeful expansion of the student's field of awareness, a transition from perceiving learning as the fulfillment of external requirements to understanding it as a project for personal and professional development. This process is of fundamental importance for student teachers. The teaching profession makes high demands on the ability to act as the subject of one's own learning and continuous development. Psychological well-being in this profession is directly linked to the extent to which student teachers can fully understand their educational activities in broader contexts. This conscious position helps develop intrinsic motivation, a sense of meaning, and resilience to academic and, later, professional stress. However, traditional models of teaching student teachers are often limited to developing competences within the subject and methodological context, without emphasizing the importance of developing a reflective position and awareness of one's own educational process. This leads to a gap between external demands and students' internal resources, increasing the risk of burnout early in their professional careers. The aim of this article is to substantiate the need to develop consciousness in the education of student teachers as a predictor of their psychological well-being. The research methods used included analysis and synthesis of scientific literature on the development of consciousness in learning and the establishment of psychological well-being; a contextual approach to data interpretation; modeling of educational conditions conducive to the development of consciousness; and a pedagogical experiment to identify the relationship between the level of consciousness in learning activities and indicators of psychological well-being in student teachers. The study analyzed the works of Russian and international scholars in the field of developing consciousness in learning, the formation of psychological well-being in student teachers, and a contextual approach to understanding consciousness. The findings may be of scientific and practical interest to educational program developers, methodologists, and instructors at pedagogical universities focused on the personal and professional development of students. The results of the study can form the basis for improving training models for preservice teachers, including those through the implementation of individual educational trajectories for teacher training, tested in the practice of Vyatka State University.

The article substantiates the need to use the microlearning method in teaching French to students – linguists of generation Z for the development of their communicative competence, since it is one of the rapidly developing directions in teaching foreign languages. Microlearning is becoming a format based on targeted and short-term cooperation of the teacher and students, mainly using electronic educational means. Despite the replication of this practice, the approaches to its definition remain diverse, and the concept itself is often interpreted with methodological uncertainty, which confirms the relevance of our research. This is especially true for microlearning the second foreign language by students – linguists of generation Z, in particular, for the development of communicative competence. The aim of the study was to describe the practice of implementing the method of microlearning French by students – linguists of generation Z for the development of their communicative competence. The research material was the theoretical and practical provisions of multimedia education, an idea of the essence of the design of microlearning foreign languages. The study involved observing the activities of teachers and students and analyzing the educational and methodological products prepared by the participants in the educational process. The scientific novelty of the study lies in the fact that it summarizes the theory and practice of implementing the method of micro-teaching the French language to students – linguists for the development of communicative competence in special pedagogical conditions of higher education. The article offers an example of a microcourse of the French language using interconnected microcontent and a system of interactive tasks based on digital platforms, which is built taking into account the research methodology. The results of the study indicate the need to use the method of microlearning French by students – linguists of generation Z for the development of their communicative competence. The mechanism for introducing the method of micro-learning French by students – linguists of generation Z for the development of communicative competence is a phased system of organizational interconnected steps, each of which is aimed at ensuring the integrity and effectiveness of the educational process: setting goals; structuring microcourse and microcontent content; preparation of interactive tasks; selection of digital platforms and multimedia learning tools; selection of control and evaluation means; development of micro lessons in a second foreign language (French); development of a set of methodological techniques for organizing educational work. The results of the study expand the scientific understanding of the importance of the method of microlearning the second foreign language by students – linguists to intensify communicative competence. The theoretical significance of the work lies in the theoretical justification of the importance of the method of micro-learning French by students – linguists of generation Z for the development of communicative competence. The practical significance of the work consists in the implementation of the method of micro-teaching the French language to students – linguists of generation Z for the development of communicative competence.

The relevance of this study is determined by the growing interest in factors that ensure successful coping with the consequences of psychological trauma and contribute to post-traumatic growth. Particular importance is given to the study of emotional intelligence, which is regarded as a key resource for coping and personal development. The aim of the research is to analyze theoretical concepts of emotional intelligence and to identify their role in the mechanisms of post-traumatic growth. The study results in a systematization of contemporary approaches to understanding emotional intelligence, identification of its protective and developmental functions, and outlining practical directions for its application in psychotherapy and counseling practice.

In a changing environment, the adaptability of an individual's behavior depends on the balance between the need for security and the propensity for risk. The aim of this study was to investigate the structure of the security need among women who are prone to risk. The results showed that the security need structure of most women who are prone to risk is optimal, with a dominant "Need for Security." Significant correlations were found between different types of security needs and indicators of extreme risk-taking behavior.

In modern Russian conditions, there is a tendency towards an increase in the number of divorces and a deterioration in the emotional climate in families, which has a negative impact on the mental condition of spouses and the social development of children. The study of emotional burnout in women, who are a key element of the family microsystem, is particularly relevant. The aim of this article is to identify the characteristics of emotional burnout in married women. The results of the empirical study show statistically significant indicators confirming the existence of this problem.

The relevance of the topic is due to the insufficient study of the relationship between emotional intelligence and psychological boundaries of an individual. The aim of the study is to determine the relationship between emotional intelligence, psychological boundaries, and the sovereignty of an individual's psychological space among university students. A direct correlation was found between the level of intrapersonal emotional intelligence development, emotional control, psychological boundaries, the sovereignty of psychological space, and its subsystems such as the sovereignty of the physical body, territory, and the world of things. There is also a direct correlation between the level of emotional understanding development, the subtlety of psychological boundaries, and the sovereignty of territory.