№ 06 (June)

The Ministry of Education of the Russian Federation has declared 2026 the Year of Preschool Education, along with improving the quality of care and development for preschoolers, and this also implies enhancing the psychological and pedagogical competency of parents. It has a decisive influence on the development of a child's personality. The aim of this study was to examine the psychological and pedagogical competency of parents raising preschool-aged children and to substantiate, test, and evaluate the effectiveness of a program aimed at improving the psychological and pedagogical competency of parents raising preschool-aged children. The theoretical and methodological foundation of this study is based on the work of scholars specializing in psychological and pedagogical competency, as well as educational and developmental psychology of preschoolers. The study utilized theoretical, empirical (questionnaires, testing), and data processing methods. A total number of 200 preschoolers and their parents participated in the study. The survey was conducted at two educational institutions in the city of Tula. Based on the research findings, a program for enhancing the psychological and pedagogical competency of parents raising preschool-aged children is presented. This program aims to expand parents' knowledge of their children's age-related characteristics, increase awareness of normal and deviant development, strengthen their motivation to be a role model for their child, consciously instill positive life goals in them, and enhance the value of spending time together and actively participating in their child's life. It also creates conditions and supports the need to analyze their own parenting mistakes. The study's novelty includes expanding and systematizing scientific understanding of the specifics, structure, and potential for developing parental competency among preschoolers’ parents. The theoretical significance of this study lies in clarifying the specifics of psychological and pedagogical competency in parents of preschool-aged children, expanding their understanding of the factors influencing its development, and identifying conditions and methods for improving it. The practical significance of this study lies in the potential for the application of a ready-to-use diagnostic program and a formative program in the work of preschool educational institutions presented in blocks in accordance with the structure of parental competency.

In the era of digital transformation of society, youth health issues are of particular relevance. Modern technologies open up new opportunities for monitoring and managing health, which is especially important for students in a period of active physical and intellectual development. The relevance of the study is due to the need to create effective tools for monitoring and maintaining the health of students in conditions of increased academic load and stress factors. Traditional health assessment methods no longer meet modern requirements for efficiency and accuracy, which makes the introduction of digital technologies in this area extremely important. The aim of the study is to develop and test the methodology for creating a digital health passport for student youth, as well as to assess its effectiveness in the system for monitoring and managing the health and psychophysical condition of students. The scientific novelty of the study is in creating an integrated approach to assessing student health using digital technologies, which will allow us not only to track the current condition of health, but also to predict possible risks and take preventive measures in a timely manner. The developed automated health assessment system has demonstrated the ability to predict the risks of diseases with an accuracy of 82%. Practical implementation of the methodology in the physical education system showed an increase in the effectiveness of preventive work by 45%, an improvement in the quality of pedagogical support for students and an increase in the involvement of students in physical education and sports activities by 38%. The results obtained confirmed the practicability and prospects of using digital technologies in the field of monitoring and managing the health of student youth. The practical significance of the work is determined by the possibility of introducing the developed methodology into the system of physical education at educational institutions, which will increase the effectiveness of preventive work on organizing independent physical education and sports and improve the quality of pedagogical support for students.

The relevance of the problem under study is determined by the profound changes in the general education system caused by digital transformation. The current stage of societal development requires a revision of existing models of teacher training, as traditional digital literacy of teachers has ceased to meet the challenges of the times. The lack of systemic understanding of how exactly the teacher education system should be transformed makes this study timely and relevant. The aim of the article is to provide a theoretical justification and substantive disclosure of key areas for the development of new professional competences of preservice teachers in the context of the digitalization of education, as well as to analyze the changing role of the teacher in the modern educational ecosystem. The article is of a theoretical nature. The methodological basis of the study is formed by a systems activity-oriented approach, allowing us to consider teacher training as a holistic process of developing readiness for innovative activity, and a competence-based approach, ensuring the identification and structuring of key digital pedagogical competences. The study uses the method of theoretical analysis and synthesis of scientific literature on the issues of digitalization of education, as well as the method of systematization and classification of current empirical research data (for 2025-2026). This study explores the evolution of the "teacher digital competence" concept from a technical level to digital pedagogical competence, encompassing methodological, research, and creative components. Four priority areas for training preservice teachers are identified: mastering artificial intelligence technologies, working with big data to personalize learning, designing individual educational trajectories, and creating interactive educational content. The transformation of the professional role of the teacher is substantiated, now acting not so much as a transmitter of knowledge, but as a facilitator, architect of the digital educational environment and curator of the digital culture of students. The theoretical significance of this study lies in clarification and systematization of the conceptual and categorical framework related to digital teacher training, as well as in the development of a conceptual model for the transition from digital literacy to digital pedagogical competence. The practical significance lies in the fact that the research tenets and conclusions presented in the article can be used in the design and modernization of key professional educational programs in pedagogical training areas.

The digital transformation of the education system has led to the need for students to acquire 21st-century skills through innovative pedagogical approaches, among which STEM (Science, Technology, Engineering, and Mathematics) education occupies a special place. However, the comparative effectiveness of traditional and extracurricular STEM projects in developing key skills among schoolchildren is still not well justified. This study aims to investigate the effectiveness of these two approaches in fostering core competences among secondary school students. This article aims to compare the impact of regular and extra-curricular STEM project-based learning on the development of essential skills among eighth-grade students. The experiment was conducted on a group of 65 students, divided into three groups: two experimental groups and one control group. The first experimental group learned STEM technologies in regular geography lessons, while the second group participated in extracurricular design and research activities. The control group was taught using traditional methods. The competence development was assessed using the method worked out by A.V. Pashkevich and based on the classification of key competences proposed by A.V. Khutorskoy. Statistical data processing was done using the Mann-Whitney U-test with a significance level of p < 0.05. The results showed that the STEM approach was significantly better than traditional teaching methods. In the first experimental group, the integrated competence index increased from 0.42 to 0.51. In the second group, it went from 0.44 to 0.67. This indicates a transition to an advanced level. The control group showed the lowest results. In the extracurricular experimental group, innovative practice-oriented STEM projects were implemented («PharmaHops», «Radiance», a multimodal transport hub design, and others), several of which received recognition at regional and federal competitions. It has been shown that the extracurricular implementation of STEM projects leads to a more pronounced development of key skills compared to regular classes due to the greater freedom in selecting content and methods, as well as the absence of strict time limits and opportunities for interdisciplinary interaction. The theoretical importance of this study lies in the development of a competence-based approach and the clarification of scientific ideas regarding the effectiveness of different forms of STEM education. The practical significance of the study lies in the development of evidence-based recommendations for optimizing the educational process. These recommendations focus on the prioritization of extracurricular STEM activities, the establishment of a suitable material and technical framework, and the professional development of teachers in the field of interdisciplinary instruction.

With the accelerating digital transformation of the banking sector and the active implementation of artificial intelligence technologies, the requirements for the professional training of specialists responsible for the design and support of business processes are changing significantly. Banking methodologists increasingly act not only as developers of regulations but also as participants in digital transformations, integrating data, IT solutions, and customer experience into a unified process architecture. The relevance of this study stems from the need for scientifically grounded design of corporate training programs that ensure the development of integrative digital competences in the face of technological uncertainty and the increasing complexity of management decisions. The aim of this article is to develop and theoretically substantiate a comprehensive competency development program for banking methodologists, focused on fostering process-based, analytical, and AI-oriented professional thinking. The leading approaches used were competency-based, system-activity-based, and andragogic, as well as the principles of digital transformation pedagogy, which views learning as a tool for organizational strategic development. The methodological basis of the study was an analysis of scientific literature on the digitalization of professional education, modeling of educational systems, and the design of a tiered competency matrix. The article presents the structure of a modular program, including the domains of process thinking, data management, understanding IT architecture, customer-centricity, and AI competences. A tiered matrix (basic, advanced, expert levels) has been developed to assess the dynamics of professional growth, and a certification assessment tool has been proposed that integrates educational outcomes into the corporate HR management system. It is shown that the transition from the operational to the architectural level of activity is associated with the development of the ability to initiate digital transformations and justify decisions based on analytics and artificial intelligence models. The theoretical significance of this study lies in clarifying the concept of integrative digital competency for methodologists in the banking environment and developing a model for its step-by-step development. Its practical significance lies in the potential application of the proposed program in corporate training systems, in building a talent pool, and in developing certification procedures for specialists in the context of digital transformation.

The expansion of the multinational contingent of students in Russian economic universities actualizes the problem of linguistic and cultural interference – the complex transfer of grammatical structures, lexico-semantic models and pragmatic norms of the native language to the professional English language being studied. Traditional methods of teaching economic English, aimed at a homogeneous linguistic audience, do not have the tools to work with different types of interference, which reduces the effectiveness of training and leads to persistent communicative errors in professional discourse. The aim of the article is to identify and systematize the main types of linguistic and cultural interference in multinational economic student cohorts, analyze their distribution by language families and formulate practical recommendations for teachers. The leading research method is a descriptive and analytical approach, including the analysis of written works and oral presentations of students, questionnaires, and the method of introspective logging when working with economic vocabulary. The study was conducted on a sample of 51 students representing five language groups: Indo-European, Turkic, Iranian, Caucasian and mixed one. It has been found that interference errors in economic discourse are systemic and predictable, and their distribution is determined by the typological features of the native language: these are lexico-semantic interference (pseudointernationalisms, paronyms) for native speakers of Indo-European languages, grammatical interference (omission of articles, violations of word order) for native speakers of Turkic languages, and pragmatic interference is significant for all groups, which manifests itself in the transfer of communicative strategies of native culture to English-language business discourse. The theoretical significance of the work is in substantiating an integrated approach to linguistic and cultural interference as a single tiered phenomenon, rather than a set of isolated errors. The practical significance is determined by the developed recommendations: input diagnostics of the linguistic structure of the student cohort, compilation of banks of typical errors by language families, integration of comparative analysis into work with professional texts, journalling an individual "language portfolio of errors", the use of cross-cultural role-playing games.

The relevance of the study is determined by the need to improve the effectiveness of foreign language competence development among students of non-linguistic technical universities in the context of the digital transformation of higher education. Although artificial intelligence technologies are being actively introduced into language instruction, most studies focus primarily on their instrumental capacities, while the mechanisms of their systemic pedagogical integration remain insufficiently elaborated. As a result, a gap persists between the potential of AI and the absence of models capable of ensuring the coordinated development of the cognitive, communicative, and operational components of foreign language competence. The aim of the study was to design and test a pedagogical model for the development of foreign language competence among students of non-linguistic technical universities based on the functional integration of artificial intelligence technologies into the traditional educational process. The methodological framework consisted of a longitudinal quasi-experimental design with repeated measurements (T0–T4). The study involved 120 students (experimental group – 69; control group – 51). Assessment was conducted using an analytical rubric, and statistical analysis included both parametric and non-parametric methods with Holm–Bonferroni correction. The findings indicate that implementation of the model is associated with a more pronounced positive dynamic in the development of foreign language competence compared to traditional instruction (p < 0.01). A shift in its developmental trajectory was identified, encompassing adaptive, integrative, and productive phases. Functional differentiation of AI roles–dialogue partner, adaptive trainer, intelligent co-author, personal tutor, and reflective tool–facilitates the coordinated development of competence components and enhances the manageability of educational dynamics. The scientific novelty of the study lies in substantiating a model in which artificial intelligence technologies are conceptualized as a means of structurally organizing learning activity rather than as auxiliary digital tools. Its theoretical significance consists in clarifying the principles of pedagogical integration of AI into the process of foreign language competence development. The practical significance is determined by the applicability of the model in designing language training for students of non-linguistic universities and in developing adaptive educational tools.

This article presents an analytical review of Russian and international studies on the influence of the point-rating system on student motivation and academic performance in higher education. The aim is to systematize approaches to interpreting this influence and to identify the conditions under which a semester-based accumulative point-rating system supports regular learning behavior of undergraduate and specialist students or, conversely, reinforces external motivation and formal score-oriented behavior. The methodological basis includes comparative analysis of publications, conceptual reconstruction, and theoretical synthesis of studies on formative assessment, self-determination, academic emotions, engagement, and self-regulated learning. The review shows that the effect of the point-rating system on motivation and academic performance is indirect and depends on criteria transparency, feedback structure, student choice, the distribution of assessment events across the semester, and the connection between scores and perceived competence growth. The paper is explicitly positioned as an analytical review and provides a basis for further empirical studies of specific organizational models of point-rating assessment.

The relevance of the study is due to the challenges of modern education, which is characterized by an accelerated exchange of information and the availability of a large number of resources, where the ability to engage in meaningful dialogue has become a key competence. In this context, students face the challenges of selecting, transforming, and using information in the right context, as well as making informed decisions in a rapidly changing environment. To address these issues, it is necessary to integrate pedagogical technologies into the university's educational process, which would enable students to learn how to work with information, think critically, engage in dialogue, and establish effective communication. The relevance of the study determines its purpose: to use debate technology and analyze its effectiveness in terms of developing skills in searching, evaluating, and using information, formulating arguments and counterarguments, and active communication. The study is based on the principles of competence-based, personality-oriented, cultural, and axiological approaches. The theoretical and methodological framework of the study is based on works in the field of theoretical and practical pedagogy. The article describes the experience of using debate technology in the implementation of the discipline «Environmental Design» with 40 third-year students of the art profile: 44.03.05 Pedagogical Education (with two training profiles) profile «Art Education in the Field of Fine Arts and Cultural Studies Education» and 54.03.01 «Design» of the Institute of Pedagogy and Psychology of Petrozavodsk State University. The author concludes that debates are an effective interactive technology that ensures students' purposeful immersion in the artistic educational material, promotes active thinking, structured exchange of ideas, judgments, opinions, and increases the level of motivation for the subject being studied. The theoretical significance of the article lies in the description and generalization of approaches to the use of debate technology in higher education. The practical significance of the article lies in the description of the mechanisms for implementing debate technology in the professional training of art students, in terms of developing critical thinking, skills for searching, evaluating, and subsequently using information, as well as public speaking and active communication.

The discourse on personnel management within the Russian Ministry of Internal Affairs simultaneously presents the concepts of "professional culture" and "corporate culture," embodying different concepts for organizing value-based, educational practices. Insufficient reflection on the ontology of both concepts hinders the full implementation of the overarching goal of managers and HR departments–the moral and psychological support of the internal affairs agencies. This study aims to identify the essence of the activities defined by these concepts, reveal the potential of these concepts, and assess the risks of their implementation. It draws on the philosophy of tradition, a humanitarian-anthropological approach, and adult education theory, embodying the principle of system, fractal theory, and the potential of the service team. The study utilized theoretical and methodological analyses of scholarly works in the fields of cultural studies, sociology of labor, anthropology of professions, and vocational education, as well as genetic and comparative methods, synthesis, analogy, and content analysis. It has been found that the full performance of police duties requires long-term personal and professional development, which emphasizes the need for professional education, including the assimilation of national cultural values. This determines the potential for its development: only an employee who has taken on the values of other-dominance and loyalty to the people and homeland can endure the burdens and hardships of service. The reality described by the concept of developing a corporate culture is based on an economically centric model of social existence and presupposes horizontal professional mobility, that is a sequence of assimilation of company norms and values by an employee, commitment to a particular organization, and loyalty to its management. Developing a corporate culture as a goal can be justified by the need to correct the professional behavior of employees in a specific department. Its potential lies in the availability of algorithms and techniques, tested by Western specialists, for developing and implementing values and rules of behavior that determine the success of an enterprise. Risks in both cases include a formalistic approach, a lack of andragogical competence among authorized persons, and insufficient efforts to actualize the educational potential of the service team. The author identifies the potential and risks of implementing these concepts, as well as the essence of these phenomena, and presents the results of their historical, genetic, and comparative analysis. The research findings can be used as a basis for selecting conceptual foundations for designing human resources work.

The digitalization of educational processes presupposes not only the implementation of information systems and electronic services but also the development of a comprehensive regulatory framework governing the computerization of assessment, monitoring, and analytical processing of educational data. The absence or fragmentation of local regulations within educational organizations significantly reduces the effectiveness of the school's internal education quality assessment system and hinders the generation of objective and comparable information on learning outcomes. The aim of the study is to identify typical deficits in local regulatory arrangements and to substantiate directions for improving the regulatory support for the computerization of internal meta-subject assessment procedures. The primary research method utilized was a content analysis of the official websites of general education organizations, aimed at identifying the presence and structure of local regulations governing the assessment system, academic performance monitoring, and the functioning of the internal school education quality assessment system (ISEQA). The study revealed that a significant number of educational institutions' regulations on ongoing and midterm assessment lack regulations on the assessment of meta-subject results and the computerization of in-school assessment procedures. The ISEQA regulatory documents also suffer from the same shortcomings, or they do not exist at all. This indicates insufficient regulatory support for assessment procedures and their digital implementation. The obtained results confirm the need to work out new approaches to the development of a local regulatory framework that ensures the integration of meta-subject assessment procedures into the school's digital educational environment. The theoretical significance of the study lies in clarifying the role of the regulatory component in the structure of the computerization of in-school assessment procedures. The practical significance lies in the potential use of the study's results in the development of local regulations for educational institutions, as well as in improving the ISEQA models and digital tools for monitoring educational results.

The relevance of the study is due to the need for the continuous development of teachers' information culture in the context of the digital transformation of education, the rapid growth of information flows, and the introduction of artificial intelligence technologies. The traditional system of professional development, being episodic in nature, cannot keep pace with the dynamics of change, which necessitates the search for new in-school mechanisms for professional growth. The aim of the article is to provide a theoretical substantiation and develop a model for the continuous improvement of teachers' information culture in a school operating as a learning organization. The methodological framework is based on a synthesis of competence-based, personal-activity, socio-cultural, synergetic, and contextual approaches, as well as an analysis of the concepts of a learning organization (P. Senge, M. Pedler). During the research, the concept of "information culture of a modern teacher" was clarified, and its six components were identified and substantiated: value-meaning, professional-cognitive (including knowledge of AI fundamentals), professional activity-oriented, professional-communicative, socio-legal, and professional-reflexive. The main results are presented in the form of a structural-functional model, including target, content, organizational activity-oriented (methods and technologies for implementing this concept: "Hansei", benchmarking, action learning, context-network technology, personal-developmental technology) and result-evaluation blocks. The organizational and pedagogical conditions for the effective implementation of the model have been determined, including: managerial will, developed health-preserving information and educational environment, and the transformation of methodological work into a corporate learning system. The theoretical significance lies in the integration of the concept of a learning organization into pedagogical science in relation to the task of developing information culture. The practical significance is that the proposed model creates a foundation for restructuring in-school methodological work, ensuring the continuous professional growth of teachers directly in their workplace.

This article examines a system of exercises for developing Russian phrase and sentence construction skills in 12th-grade Chinese secondary school students with an A2 proficiency in Russian. The relevance of the study stems from the significant difficulties that Russian word order poses for native Chinese speakers due to structural differences and strong interference, as well as the lack of learning materials specifically designed for this age and language group. The aim of the study is to develop and theoretically substantiate a system of exercises aimed at learning Russian word order norms and preventing typical errors in 12th-grade Chinese secondary school students. The methodological basis is the approach to describing and teaching word order developed by O.A. Krylova and S.A. Khavronina. The study utilized methods of theoretical analysis, comparison of Russian and Chinese syntactic systems, pedagogical modeling, and experimentation. As a result, a comprehensive system of exercises was developed, structured around 14 key subtopics and designed with five requirements in mind: reliance on familiar vocabulary, progressiveness and consideration of Chinese language interference, thematic organization based on typical difficulties and neutral word order, differentiation between classroom and independent work, and typological and genre diversity of written and oral exercises. A special place in the system is occupied by exercises on translating phrases and sentences, which help overcome interference, and practicing word order constructions (WOC). The effectiveness of the developed system of exercises was confirmed by a pedagogical experiment, which showed an increase in the average percentage of correct answers in the experimental group by 45.56%, demonstrating its effectiveness. The theoretical significance of the study lies in its specification of a methodology for teaching word order in Russian as a foreign language (RFL) to Chinese secondary school students. The practical value is determined by the possibility of introducing this system into the educational process of Chinese schools and using its principles in the creation of new teaching aids and didactic materials for 12th-grade students of Chinese secondary schools.

The relevance of this study stems from the growing interest among specialists in the introduction of games into today’s student community as an optimal way to engage students in foreign language learning. Throughout the language learning process, teachers develop various methods to simplify learning. Our article presents results that can be used to develop new types of language games, facilitating the development of solutions for enhancing the assimilation of lexical and terminological apparatus in a short period of time. The aim of the study is to conduct a complex experiment to obtain the results of mastering vocabulary in various subject areas by the 1st-year full-time students of the Institute of Geography, Geology, Tourism and Service at the Kuban State University. The following methods were used: 1) classification, 2) statistics, 3) description, 4) illustration (in the form of presentation of different crossword puzzle constructions). During the experiment, activity-based and systemic approaches proposed by both domestic and international scientists were used, ensuring the development of students’ independence and individuality. The following results were obtained: 1) the crossword puzzles were tried as final control tests on terms in academic groups; 2) students’ knowledge indicators had average scores on the studied material (given in tables). The theoretical significance of the study: the article proposes an improvement to the existing principle of presenting new material in the form of crossword puzzles, which helps to solve the problem of memorizing foreign words. Future plans include further development of educational games aimed at activating students’ work not only in their practical lessons but also during independent work, thus contributing to solving emerging issues and overcoming different problems. The practical significance of the study: the authors identified factors that enhance students’ motivation to learn English, particularly through the use of “language games”, which can satisfy their growing intellectual and aesthetic needs. The paper demonstrates the effectiveness of the proposed method for learning foreign languages and describes the course of the experimental study. The integration of the experiment into independent learning activities had a positive effect on the process; this experience in English classes was new, interesting and informative for students.

The relevance of the study stems from the fact that, in the context of digitalization of education and the growing ethnocultural diversity of the student body, it is insufficient for a university to merely declare the values of support and solidarity; empirically validated models of an environment in which these values are sustainably reproduced in everyday communication are required. Virtual professional communities of teachers are becoming an important resource for continuous development and mutual assistance, yet their value-normative foundations and support mechanisms remain insufficiently described, despite their potential for the axiological design of the socio-educational environment of a multi-ethnic university. The purpose of the article is to identify the values of support and solidarity in the discourse of a virtual community of foreign language teachers and to substantiate the possibilities of transferring them to the design of the environment of a multi-ethnic university. The methodological framework employs a mixed design: quantitative descriptive analysis and qualitative thematic-discursive analysis. The empirical base consists of a cluster of eight open communities of English language teachers on VKontakte, focused on preparation for high-stakes examinations; 548 original posts and 2,340 comment threads were analyzed for the period from September 1 to December 31, 2025. The results show that communication in the virtual teacher community is structured around four interconnected value cores: recognition of vulnerability and the right to make mistakes, horizontal collegiality and respect for difference, mutual assistance as a norm of professional behavior, and collective responsibility expressed in the translation of emotionally charged requests into jointly developed action plans. The theoretical significance of the work lies in understanding virtual professional communities as axiologically organized environments in which the values of support and solidarity are embedded at the level of micro-practices, genres, and roles. The practical significance is associated with substantiating the principles of transferring the identified value mechanisms to the digital and hybrid spaces of a multi-ethnic university – the creation of student mutual assistance communities, the development of mentoring systems and cultural mediation, the design of rules for supportive communication and soft moderation, which makes it possible to form a university environment in which support and solidarity become an everyday norm of interaction and a resource for the academic and sociocultural adaptation of international and Russian students.

Improving the forms and methods of assessing the level of development of students’ professional competences during a demonstration exam, obtaining accurate, subjectivistic expert assessments and converting them into managerial decisions to adjust students' individual educational trajectories is an urgent pedagogical problem. The aim of the article is to summarize the theoretical provisions of the scientific research conducted by the authors on this issue, to evaluate the results of experimental work, including methods and algorithms for objectively assessing the level of formation and development of professional competences in students during intermediate and final attestations, and to develop management solutions to adjust the student's individual educational trajectory depending on the results shown. We solve this task based on the general principles of the competence-based education paradigm and the pedagogical concept of organizing e-learning at a university. The level of development of students’ professional competences during a demonstration exam is assessed by an expert using a variety of linguistic variables. Linguistic variables are then mapped onto quantitative scales, which makes it possible to eliminate ambiguities by converting expert estimates into precise quantitative values of the membership function using the mathematical apparatus of fuzzy sets. Having presented the student as a fuzzy set of values of the membership function and having a reference fuzzy set of values of the membership function, we compare the achieved and reference values of the development level of students’ professional competences. Based on the results obtained, a variety of management solutions are developed to correct the student's individual educational trajectory. A pilot study was conducted on the basis of the Voronezh State Pedagogical University and the Azov State Pedagogical University named after P.D. Osipenko. The results obtained have shown the high pedagogical validity and effectiveness of the proposed method, which is the basis for its practical implementation in virtual educational environments and digital platforms of educational institutions. The introduction of the methodology and algorithm proposed by the authors for an objective assessment of the level of formation and development of professional competences in students during intermediate and final attestations into the practical work of educational institutions at various levels makes it possible to increase the effectiveness of demonstration exams and the educational process as a whole, optimize the educational process, ensuring that students achieve their individual educational goals.

Effective teaching strategies are now considered crucial for optimizing student learning outcomes. It is crucial that both students and instructors choose a learning model that is both effective and convenient. Traditional teaching approaches often involve passive learning, with instructors presenting material and students receiving information with minimal interaction. However, the BOPPPS model offers a comprehensive framework designed to foster active learning and student engagement. The BOPPPS model (Bridge-In, Objectives, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) is a structured approach to lesson planning that places the student at the center. This article examines the BOPPPS model, compares it to traditional teaching methods, and analyzes its advantages and disadvantages. Research data demonstrates that the BOPPPS model improves student engagement, learning outcomes, and satisfaction with the learning process. However, a number of studies have shown that in some cases this method demonstrates less satisfactory results compared to traditional teaching methods. This article is based on an experimental study of two approaches used in foreign language (English) lessons for engineering students. The purpose of the study was to identify the positive and negative aspects of both teaching models, obtain feedback from both students and teachers, and draw conclusions about the practical application of the methods. To obtain practical data, an experimental study was conducted. It used both teaching models in English lessons for students of technical specialties. Two groups of students from non-linguistic, technical specialties were selected for the experimental study: Group A studied using the traditional teaching model, which included classical lectures introducing new information, subsequent assignments, and a final test; Group B studied using the BOPPPS model with continuous student engagement in language activities. At the end of the training cycle, students took a general control test. The results of the study prove that following only one of the teaching models can have negative consequences for the learning process. The theoretical significance of this study lies in its comprehensive analysis and comparison of the BOPPPS model and the traditional model of English language teaching, taking into account the professional specifics of students in technical fields. This, in turn, constitutes the study's novelty. The practical significance of this work lies in the choice of the most effective model of foreign language teaching and, at the same time, the fact that the results of it can be used in further research on this topic.

The article discusses the issue of constructing meta-subject content for the development of supra-professional skills among preservice foreign language teachers in the professional training system based on an event-based approach. The relevance of the research is due to the need to transform the system of higher pedagogical education in the context of digitalization and individualization, which requires the search for new organizational forms capable of providing student teachers with the integrative skills necessary to solve new professional tasks as teachers performing new professional roles (mediator, designer, digital expert, mediator of intercultural communication). The traditional content and forms of the educational process organization focused on the translation of ready-made knowledge do not fully meet the task of developing supra-professional skills reflecting the meta-subject content. The aim of the article is to theoretically substantiate and analyze the potential of using the event form as a mechanism for constructing the meta-subject content of professional training for preservice foreign language teachers. The leading approaches to research are: the meta-subject approach as a philosophical basis that determines the integrative nature of the training content; the activity-based approach as a general scientific basis, considering the development of skills through active involvement in professionally oriented activities; the event-based approach as a particular scientific basis, specifying the forms and mechanisms of the implementation of meta-subject content. The results of the research include a terminological analysis of the concepts of "event form", "meta-subject content", and "supra-professional skills" in relation to the professional training of a foreign language teacher; characterization of the event form as an organizational mechanism that ensures the transition from abstract knowledge to personally significant experience; description of the principles of the event approach (co-existence, authenticity, emotional saturation, subjectivity, reflexive completeness); identification of the potential of the pedagogical studio as a space for the event realization of meta-subject content. The theoretical significance of the article lies in the substantiation of the event form as an effective mechanism for constructing the meta-subject content of professional training. The practical significance lies in determining the prospects for the application of the event form in the organization of the educational process for the purposeful development of supra-professional skills among preservice foreign language teachers.

The relevance of the study is determined by the need to identify effective approaches to developing lexical competence and enhancing the comprehension of authentic texts among learners of Russian as a foreign language (RFL) at the B2 level. Given the high density of derived vocabulary in journalistic discourse, word-formation models acquire particular significance as a means of fostering inferencing skills and autonomous reading. Despite the substantial body of research on teaching word formation, the functioning of word-formation models in coherent texts and their systematic didactic application remain insufficiently explored. The aim of the paper is to identify the linguodidactic potential of word-formation models in journalistic texts of socio-economic content (for learners of Russian as a foreign language (RFL) at the B2 level). The methodological basis of the study includes communicative activity-oriented, cognitive, text-centered, and functional approaches, which allow word formation to be considered as a systemic and cognitively grounded mechanism of lexical organization and acquisition in text-based learning. The primary method employed is the word-formation analysis of authentic journalistic texts, supplemented by elements of comparative analysis and instructional modeling. The findings reveal a stable and structurally predictable set of productive word-formation models (suffixal, prefixal, agentive, affixoid, and semantic) characteristic of texts dealing with labor relations. These models are shown to perform not only a nominative but also an interpretive function, shaping the conceptualization of socio-economic phenomena. On this basis, a methodological model of text-based instruction has been developed, including step-by-step organization of learning activities, a word-family (nest-based) principle of lexical presentation, and a system of tasks aimed at developing word-formation analysis and meaning interpretation skills. The theoretical significance of the study lies in clarifying the functions of word-formation models as a means of cognitive processing and systematization of vocabulary. The practical value is determined by the applicability of the proposed methodology in teaching RFL at the B2 level, including in Chinese classrooms, for developing linguistic inferencing skills, expanding potential vocabulary, and fostering independent work with authentic journalistic texts.

The relevance of the article is due to the need to transform the didactic system of higher education institutions in accordance with the new requirements for university graduates. The aim of the article is to define the modern didactic system of a university. The implementation of this goal was carried out through the analysis of scientific psychological and pedagogical literature, legal documents, and content analysis. The leading approaches to studying this problem are the systems activity-oriented, synergistic, adaptive, and contextual approaches. Systems activity-oriented approach will provide an opportunity to simulate situations for carrying out quasi-professional activities and to develop expertise in working with information generated by artificial intelligence; synergistic one will allow to create an open educational environment; adaptive – to personalize the learning process; contextual approach – will give a practice-oriented character; problem-based – will allow to develop analytical abilities, cognitive interest and independence, teamwork skills. The use of these principles led us to the following results. A model of the didactic system for higher education in the context of innovative changes has been developed. The model highlights the didactic tasks that will prepare a specialist for professional activities in the digital educational space, namely: developing critical and creative thinking, communication and interactive skills, creativity, and professional experience. To achieve these goals, it is necessary to create a digital space, a personalized educational environment that takes into account the student's needs, and to assign the teacher the function of organizing and moderating educational activities. Within the framework of the modern educational space, it is advisable to use asynchronous, synchronous, and blended learning formats, interactive methods, and digital learning tools. The theoretical significance of the article lies in the selection and systematization of the didactic foundations of modern higher education, which are necessary for preparing future specialists to carry out professional activities in the digital economy, as well as in the development of a model of the didactic system of higher educational institutions in the context of innovative development, which presents approaches, technologies, the form of the didactic model, formats, methods, means, and the learning outcome. The practical significance of the article lies in presenting the experience of domestic and foreign scientists in organizing the learning process in the context of innovative development. The novelty of the research lies in the specification of the functional capabilities of the components of th

The exacerbation of personnel challenges in Russian universities manifested in the reduction and aging of faculty, disruption of generational succession, and a shortage of young educators motivated to build a career within an educational organization necessitates the development and implementation of comprehensive measures to ensure sustainable personnel reproduction. The aim of the article is to develop and substantiate a model for nurturing a university talent pool from among promising young people studying at the levels of general, secondary vocational and higher education, based on a systemic approach. The theoretical foundation of the research comprises works by Russian and foreign authors on human resources policy issues in higher education. The empirical base includes observational data, surveys, and in-depth interviews conducted by the authors in 2023–2025 at universities in the Amur Region. Within the systemic approach, the university is considered as a system, and the student as an element integrated into the faculty through managed processes. The main result of the study is a three-tiered model for early identification and support of promising youth developed by the authors: 1) pre-university stage (identifying talented schoolchildren and college students); 2) university stage (engaging students in research and project-based activities); 3) mentoring stage (integration into teaching practice). The model is implemented through four interrelated elements: identification, development, motivation, and adaptation of students. Key barriers to implementing the model have been identified: bureaucratization, excessive instructional workload, motivational issues among experienced educators, and the lack of a holistic personnel strategy in some universities. The theoretical significance of the work lies in generalizing the experience of forming university talent pools and systematizing approaches to working with potential educators. The practical significance consists in proposing a specific model and toolkit for the systematic reproduction of teaching staff, starting from the school stage, which can be used by university administrations when developing a personnel strategy for the educational organization.

The urgency of the problem under study is determined by the fact that the development of digital technologies has led to the ubiquity of geographic information systems (GIS) in the form of web services (web GIS), which significantly expand the opportunities of solving user problems. At the government level, the task is to create an infrastructure that contributes to the introduction of achievements in the field of geoinformatics into educational processes. In the face of growing demand for web applications with integrated mapping functions, there is a need to train specialists who have competences in the field of creating such products. Traditional web developer training programs often do not pay enough attention to the integration of GIS technologies, which creates a gap in training for the modern needs of the IT market. The aim of this work is to study the feasibility of introducing GIS technologies into the educational process of training specialists in the field of creating web applications. The article is aimed at demonstrating the potentials of using GIS in web development, describing the main stages and tools for integrating cartographic functionality, as well as providing recommendations for choosing suitable solutions depending on the specifics of the project. Leading research approaches include: an analytical approach to studying the capabilities of GIS in relation to the development of web applications and the analysis of tools for integrating mapping functionality into web applications (Yandex Maps API, OpenLayers, Leaflet.js, Google Maps API). The main results of the study include: representation of the potential of GIS in the creation of modern web applications; description of key stages of mapping services integration into web pages; benchmarking mapping tools for web development. The theoretical significance of the article lies in the systematization of knowledge about the application of GIS technologies in the context of web development and justifying their importance for modern education. Practical importance lies in providing specific recommendations for the implementation of GIS in the educational process for the training of web developers. Code examples and comparative analysis of tools will help students develop practical skills in working with map services, and developers integrate GIS functionality into their projects. The article can serve as a basis for the development of methodological materials, and will also help in choosing GIS services when implementing web projects.

The modern lifestyle of students is characterized by high digital engagement, which leads to a reduction in the body's functional reserves, deterioration of physical fitness, and inability to reach the GTO standards. At the same time, physical education and sports can change this situation. However, the existing physical education programs in universities do not take into account the modern realities of student life. The relevance of the study is determined by the need for innovative approaches to physical education of students in the context of digital transformation of society. The introduction of digital tools for monitoring physical fitness and automating diagnostic processes will make it possible to implement pedagogical forecasting of the success in reaching standards, which will make it possible to build a proactive assessment of the dynamics of students' physical development and adjust the educational process in advance. Research hypothesis: the use of a mathematical forecasting model based on a set of morphofunctional indicators will make it possible to assess students' readiness to reach the GTO standards with sufficient accuracy. This approach will make it possible to purposefully build pedagogical strategies for improving the level of physical fitness of students. The aim of the work is to create a predictive tool for assessing students' readiness to reach the GTO standards based on morphofunctional examination data. The study involved 280 male students aged 18-20 years without medical contraindications to physical activity. The method of multiple linear regression was used as a method of pedagogical forecasting. Data collection included: anthropometry, assessment of body composition, strength tests, endurance tests, and speed tests. Statistical processing was performed by SPSS27. An analysis of the works of domestic and foreign scientists on the topic was made, which confirmed the practicability of integrating mathematical modeling into the practice of physical education. Using the method of multiple linear regression based on morphofunctional examination data made it possible to obtain formulas for predictive calculation of students' readiness to reach the GTO standards. The tests showed that only 60% of the subjects could reach the standards for a bronze badge. This conclusion made it possible to provide the necessary recommendations for improving the curriculum for general physical training. The theoretical significance of the work lies in the expansion of scientific ideas about the relationship between morphofunctional indicators and the level of physical fitness of students. The practical significance lies in the possibility of introducing the developed tool in universities for systematic monitoring of students' physical fitness and optimizing the content of curricula.

The relevance of the study is determined by the contradiction between the strategic importance of health preservation, enshrined in the Federal Educational Standards, and the insufficient development of pedagogical approaches that foster a conscious attitude of primary school pupils to their own health. As an analysis of existing practice shows, it is often limited to hygiene measures and one-off events, without addressing the child's motivational sphere and without ensuring the integration of knowledge and behavior (this thesis is confirmed in our research and literature analysis). The aim of the article is to analyze the development level of ideas about a healthy lifestyle (HLS) among second-graders and their readiness to implement health-preserving practices in everyday life. The leading research method was pedagogical testing with the use of an adapted diagnostic methodology that allowed us to assess cognitive (knowledge about HLS) and behavioral (actual adherence to rules) components. The cognitive component was diagnosed through answers to questions about daily routine, hygiene, and healthy habits; the behavioral component was diagnosed through the analysis of adherence to these rules in the school environment. To increase the reliability of the results, the method was supplemented by an analysis of pupils' medical records (indicators of physical development, health group) and included pedagogical observation of children's activities during routine moments (meals, physical activity, hygiene procedures). The empirical base consisted of 60 second-grade pupils from the "Pozharskaya School" Municipal Budgetary Educational Institution in the Simferopol district of the Republic of Crimea. Main results of the article: A statistically significant correlation was revealed between the objective health status of pupils and their subjective readiness to follow a healthy lifestyle. It was found that a significant part of children (more than 40%) have fragmentary ideas about HLS that are not supported by regular health-preserving activities. A significant gap was recorded between the knowledge of HLS norms and their implementation in everyday life: the declared rules are followed situationally and require external control from adults. At the same time, the level of awareness about the rules of a healthy lifestyle among the majority of second-graders is assessed as average and above average; however, corresponding behavioral habits are developed in only a third of the respondents. The theoretical significance lies in clarifying the structure of the concept of "readiness to follow a healthy lifestyle" in relation to primary school age through the identification and interrelation of cognitive and behavioral components, as well as in substantiating their age-specific content. The practical significance is determined by the possibility of using the adapted diagnostic tools by primary school teachers for monitoring the effectiveness of health-preserving activities and designing individual work with pupils who have a low level of motivation to take care of their health.

This article presents an experimental study of the influence of a specially designed didactic prompt on the level of students' learning proficiency in the course "Additional Chapters of Mathematical Analysis". The prompt is considered a tool for pedagogical support of independent learning activities, providing a step-by-step organization of problem-solving, the actualization of theoretical principles, and the development of self-assessment skills. The relevance of the research problem is determined by the need to develop new tools for pedagogical support of students' independent work in the context of the active integration of artificial intelligence technologies into the educational process, especially when studying complex mathematical disciplines that require developed abstract thinking and stable learning skills. The aim of the article is to experimentally evaluate the influence of a specially designed didactic prompt on the level of students' learning proficiency in the course "Additional Chapters of Mathematical Analysis". The leading research method was a pedagogical experiment with the formation of control and experimental groups and the application of repeated measurements of learning outcomes. Statistical data analysis was performed using parametric (Student's t-test) and non-parametric (Wilcoxon test) methods, as well as effect size calculation. The obtained results indicate that the use of the didactic prompt leads to a more pronounced increase in the learning proficiency levels of students in the experimental group and to the growing number of students with higher levels of mastering the educational material. This allows us to consider didactic prompts as an effective tool for developing sustainable learning skills in the context of integrating artificial intelligence technologies into the teaching of mathematical disciplines. The theoretical significance of the work lies in developing ideas about the didactic potential of prompt engineering in relation to teaching mathematics and substantiating the possibilities of using structured text instructions as a tool for pedagogical support of students' independent work. The practical significance of the study is determined by the possibility of applying the methodology of prompt-oriented preparation in teaching mathematical cycle disciplines that require intensive independent work of students. The proposed approach does not require complex technical solutions and can be easily scaled within various educational programs.

The relevance of the study is determined by the growing need for training military specialists and the need to develop their meta-competences that correspond to high professional standards in conditions of geopolitical instability. The aim of this scientific article is to study the potential and effectiveness of using stochastic modeling as a tool for developing meta-competences in cadets of a military aviation university, allowing for the training of highly qualified specialists capable of successfully operating in conditions of uncertainty and instability. The experimental work involved using the Fokker-Planck equation to describe the dynamics of meta-competences acquisition by cadets at a military aviation academy, taking into account random factors. Computer modeling of student behavior confirmed the hypotheses and demonstrated their reliability. The results of the statistical analysis confirmed the dependence of academic performance on the characteristics of the educational process. The study resulted in the idea of the meta-competences of military cadets, which represent a complex, integrated phenomenon that incorporates a cognitive-communicative component, developed through the use of innovative educational technologies. A structured model for building up the meta-competences of preservice military specialists was substantiated and developed. This model involves the integration of interconnected components that consistently reveal the essence and mechanisms of the educational process, providing the effective integration of stochastic modeling elements into the educational process. An approach to modeling the dynamics of competences development in educational groups at a military aviation university using stochastic methods is implemented. It is demonstrated how accounting for random factors allows for predicting the distribution of knowledge levels, identifying the risks of underachievement, and optimizing instructional strategies. Practical recommendations for educators and educational system developers are provided. The theoretical and practical significance of the proposed model lies in its scientific validity, consistency, and integrity, offering an effective tool for the systematic and targeted development of metacompetences in cadets of a military aviation university within the context of the modern educational paradigm.

The relevance of the study is determined by the processes of internationalisation of higher music education and the expansion of musicians’ professional practices, which require discipline-oriented proficiency in English, including work with English-language scholarly sources and programme notes, participation in international master classes and festivals, professional interaction in rehearsal settings, and the development of a digital professional profile (portfolio, applications, communication with institutions). At the same time, existing English language courses in music universities remain largely oriented towards General English or generalised Academic English, which results in a mismatch between traditional ELT/ESP approaches and the actual linguistic, cognitive and communicative needs of future musicians, especially in contexts of multimodal (combining verbal, auditory, visual, and gestural means) professional communication. The aim of the study is to conceptualise English for Musicians as a structured complex of intralinguistic varieties (registers and genres) and to develop an intralinguodidactic teaching model that enables guided acquisition and switching between key musical subdomains: academic, professional-rehearsal, and digital/promotional. The theoretical and methodological framework of the study is grounded on the principles of Russian intralinguodidactics and integrates international approaches from ESP, CLIL, genre pedagogy and systemic functional linguistics, which conceptualise professional language use as part of a broader social semiotic system. Methodologically, the model was developed within a mixed-methods design with data triangulation, including a comparative analysis of ELT/ESP/CLIL frameworks, an analysis of educational needs of students and subject-specific faculty, and corpus-based and genre-oriented analysis of authentic English-language musical texts. The results of the pilot implementation at the undergraduate level demonstrate positive dynamics in the development of terminological accuracy, stability of discipline-specific collocations, genre awareness and pragmatic appropriateness of professional communication, as well as increased communicative fluency in typical professional scenarios. The theoretical significance of the study lies in the operationalisation of intralinguodidactic principles for discipline-specific language education and in clarifying the status of English for Musicians as a system of interconnected registers and genres rather than a single ESP sublanguage. The practical significance consists in the potential integration of the proposed model into music university curricula and the use of its modular structure for updating programmes, learning materials and assessment criteria aligned with real professional practices.

The relevance of the conducted research is due to the insufficient theoretical material and the discussion in the scholarly and pedagogical space on the expediency of including project-based activities in the educational process of higher educational institutions in the Russian Federation and the specifics of its organization in different universities. The aim of the article is to examine the specific features of using the functional capabilities of project-based activities at the higher educational institution. The article emphasizes the role of project-based activities as an important form of education in a higher educational institution, which has functional potential in training successful, competitive, promising, and in-demand specialists in the labor market, as well as proactive, harmonious, and well-rounded individuals who are resistant to the ever-changing modern scientific realities. When writing the article, both theoretical approaches to research (generalization, analysis, synthesis, and deduction) and practical approaches aimed at improving existing project practices were used. The application of these approaches allowed the authors to conduct a study to determine the specific features of project implementation at Sevastopol State University in different years and formats. The scientific novelty of the study lies in the fact that the authors highlight new ways of project implementation (intensive courses, the Accelerator, and work in university scientific societies and laboratories), which have been tested at Sevastopol State University and have already shown their effectiveness. Special attention is paid to the development of soft and hard skills in students during their participation in project interaction. The article provides a comparison and description of different types of self-motivation (internal, external, social, goal-oriented, and self-regulation) as an important soft skill. The article emphasizes the importance of teachers in project-based activities and the diverse roles they play in this process. The article also explores the functional resources of the project method in students' educational, creative, organizational, and research activities. The authors analyze the practical experience of using project-based activities at Sevastopol State University. The article describes the reflection of project-based activities in syllabi and curricula, and characterizes the content of academic disciplines within which students are initiated into project-based activities. The article also addresses the issue of motivational support of university administration for project collaboration participants. The article presents a high-performance implementation of project-based learning, which is supported by a number of successful projects completed by students at Sevastopol State University. The theoretical significance of the study lies in deepening the understanding of the importance and necessity of using project-based technologies in the educational process at a higher education institution. The practical value of this article lies in the possibility of using its results by university teachers when organizing projects of various types.

Studying the characteristics of training physical education specialists in different historical periods is a relevant problem in modern pedagogy. The effectiveness of physical education has always depended on the availability and qualifications of physical education instructors. The study of the first decades after the establishment of Soviet power in our country is of significant scientific and practical interest, as this period laid the foundation for the development of a system for training qualified personnel for the sports industry. The aim of the study is to identify the organizational and pedagogical characteristics of training national personnel for physical education in Crimea in the 1920s and 1930s. General theoretical and historical-pedagogical research methods were used (historical-retrospective, problem-chronological, and content analysis of written sources). The main sources for studying this issue are the documents of the Republican Committee for Physical Education and Sports under the Council of People's Commissars of the Crimean Autonomous Soviet Socialist Republic from 1920 to 1941, some of which were first introduced into scientific circulation. The results of the conducted study have shown that In the Crimean Autonomous Soviet Socialist Republic, as a multinational republic, one of the directions of the government policy of "indigenization" was to increase attention to the training of national personnel, including for the field of physical education and sports. These trends manifested themselves in attempts to train physical education instructors at national courses, allocating quotas for representatives of the indigenous nationality to study at the Crimean Physical Education College, and sending them to physical education institutes. Despite certain success in training national sports personnel in the Crimean ASSR, their number significantly lagged behind the target indicators and failed to provide physical education in national languages and the widespread development of national sports. The theoretical significance of the work lies in obtaining previously unknown data on the characteristics of training national physical education specialists in the Crimean ASSR, which contributes to a more complete and profound understanding of the region's development. The practical significance of the work is due to the possibility of critical reflection and borrowing of positive experience for further development and improvement of the modern system of training instructors in the field of physical education and sports.

The relevance of the study is due to the increasing level of aggression among adolescents and the need to provide qualified assistance to adolescents who are prone to aggressive behavior in a general education organization. The purpose of the study is to theoretically substantiate and empirically verify the effectiveness of psychological and pedagogical support for aggressive adolescents in a general education organization aimed at reducing the level of aggression of adolescents, their successful socialization and the development of skills for constructive social interaction. The leading theoretical research methods were the analysis and generalization of scientific literature. Leading empirical research methods: survey, testing, diagnostic and formative experiment, pedagogical observation. To confirm the reliability of the results obtained, methods of their processing and interpretation were used: qualitative and quantitative analysis, methods of mathematical statistics (Wilcoxon T-test). The article provides a theoretical justification for the psychological and pedagogical support of aggressive adolescents, reveals the content of the areas of psychological and pedagogical support for aggressive adolescents in a general education organization that promote the socialization and personal development of adolescents. Special attention is paid to diagnostic, correctional, developmental and educational areas of psychological and pedagogical support. The authors of the article note that certain aspects of this research problem have been sufficiently developed, but at the same time emphasize the need for an integrated approach to organizing support for aggressive adolescents in an educational environment. The study of aggressive behavior of adolescents was conducted on the basis of the Municipal Autonomous Educational Institution Lyceum No. 67 in Chelyabinsk. In order to study the aggressiveness of adolescents, the A. Bass-A. Darki questionnaire, the L. G. Pochebut test and the method of E. P. Ilyin-P. A. Kovalev were used. The results of the diagnostic study allowed the authors to find a high level of aggressiveness in adolescents. The authors conclude that comprehensive psychological and pedagogical support for adolescents prone to aggression is necessary with the interaction of all participants in educational relations. The results of the formative experiment confirm the effectiveness of the work carried out by integrating educational and correctional measures into a unitary support process. The theoretical significance of the obtained research results lies in the concretization of scientific information on the factors of aggressive behavior of adolescents, on the influence of personal and environmental factors on the emergence of aggression in adolescents, on the areas of psychological and pedagogical support for adolescents prone to aggression. The practical significance of the study lies in the fact that the results of the study can be useful to all participants in educational relations, including in the development of social and pedagogical programs and programs for supporting aggressive adolescents and providing them with pedagogical assistance in a general education organization.

This article examines the pressing issue of developing forecasting competency in technical college students. The aim of the study is to develop a method for developing forecasting competency in technical college students in the context of the digital transformation of mathematics education. The authors propose an innovative method based on a professional activity-oriented approach aimed at developing generalized methods for solving typical forecasting problems of mid-level technical specialists. The novelty of the study lies in its substantiation of the need to develop forecasting competency in students majoring in technical fields at secondary vocational educational institutions, as well as in identifying generalized methods for solving typical forecasting problems, the execution of which is based on mathematical knowledge and is carried out using digital tools. The authors developed a typology of forecasting problems of mid-level technical specialists solved using mathematical knowledge. The developed methodology includes a set of typical forecasting tasks for mid-level technical specialists aimed at developing sustainable forecasting skills in their professional activities, as well as generalized methods for solving typical forecasting problems. The pedagogical technology described in the article has been tested in real-life educational settings and has proven its effectiveness. The results of the study can be used by teachers of mathematical disciplines to improve instructional methods and enhance the quality of student professional training. The practical value of the research results lies in the development of educational and methodological support for building up forecasting competency in mid-level technical specialists in the context of the digital transformation of mathematics education. An educational and methodical complex for the section "Probability Theory and Mathematical Statistics" has been created, containing systems of typical forecasting tasks for different levels of forecasting competency development in mid-level technical specialists; an electronic training tool on the Moodle platform; computer tests; scenarios for specific lessons; and methodological recommendations for their implementation.

The relevance of the study is determined by one of the key problems of modern school education – the need to take into account the individual characteristics of students in the classroom system. The use of uniform instructional methods and pace for all students inevitably leads to the fact that some of them experience serious difficulties in mastering the curriculum materials, while others are insufficiently challenged and lose interest in the subject. This problem is particularly acute when studying the topic “Abridged multiplication formulas” in the 7th grade algebra course, since the quality of mastering this topic is a necessary condition for the successful study of the entire subsequent algebra course. The aim of the article is to develop and theoretically substantiate a model for implementing tiered differentiation in the study of the topic “Abridged multiplication formulas” within the framework of block-modular teaching technology in grade 7. The leading approach to the research problem is the analysis and synthesis of psychological, pedagogical and methodological literature devoted to tiered differentiation and block-modular learning, as well as the design of a didactic model based on the identified theoretical foundations. The article proposes the structure of a module on the topic “Abridged multiplication formulas”, including eight learning elements and three levels of complexity: basic, constructive and creative. Methodological techniques for differentiating tasks, criteria for distributing students into level groups, a system of modular route cards, and the structure of differentiated output control are described. Specific examples of differentiated tasks for each level and an approximate structure of a test are provided. The theoretical significance of the work lies in systematizing and methodologically substantiating the mechanisms for embedding tiered differentiation into block-modular technology in relation to a specific topic of the school algebra course. The practical significance is determined by the fact that the proposed model can be directly applied by a mathematics teacher, adapted to specific classroom conditions, and serve as a basis for developing similar differentiated modules on other topics of the algebra course for grades 7–9.

The relevance of the study is related to solving problems in the field of teaching Russian as a foreign language, improving the quality of language training, and developing the communicative abilities of students. The study of the subjunctive mood requires understanding of the multidimensionality of the concept of mood and its relationship with the category of modality. Textbooks focus only on one type of sentence (for example, complex sentences with a subordinate clause of condition), which does not allow for comprehensive understanding of subjunctive mood functioning in different structural and semantic contexts. The aim of the study is to examine the specific aspects of developing students' skills in using grammatical phenomena with complex semantics. The study uses a comprehensive approach to developing grammatical competence, which combines communicative, functional, and structural-functional approaches. The analytical approach in this context is applied for the purpose of detailed parsing and analysis of the semantics and functions of the subjunctive mood in various communicative situations. As a result, a set of exercises in Russian as a foreign language at the preparatory faculty of Baikal State University was developed. It actualizes the skills of grammar with complex semantics (on the example of the subjunctive mood), develops the ability of students to correctly and automatically use complex grammatical structures in oral and written speech, understand their meaning in context, and apply them in various communicative situations. The presented set of exercises for the development of speech grammatical skills in Russian as a foreign language among students of the preparatory faculty in terms of its implementation includes introductory, preparatory, automating (standardizing and stereotyping) stages. The use of a series of training exercises that are adequate to the three levels of complexity of grammatical phenomena helps to build a methodological algorithm for teaching practices. The theoretical significance of the study lies in deepening the understanding of the structure and mechanisms of developing grammatical competence, including the analysis of its components (knowledge, skills, and abilities) and their relationship with other aspects of language competence. The practical significance of the study lies in the fact that its results can be used in teaching the grammatical aspects of foreign language speech, for example, in developing grammatical exercises and tasks for the development of grammatical skills aimed at imitation, reproduction, transformation, and combination.

The relevance of the problem under study is driven by the diversity of educational robotics platforms in educational institutions and the lack of a unified methodological approach to teaching the fundamentals of sensor systems. Various educational robotics kits, featuring unique microcontroller architectures and specific programming environments, are actively utilized in the educational process. Educators face a significant challenge due to the lack of a unified methodological approach to explaining the operating principles of sensor systems. Traditional algorithm visualization tools, such as standard flowcharts, treat sensor polling commands as “black boxes,” completely obscuring the internal logic of port initialization, operating mode selection, and the format of the processed data. Consequently, students develop an exclusively superficial understanding of complex technical systems, which creates significant cognitive barriers during the inevitable transition from visual block-based programming to writing code in high-level programming languages. The objective of this research is to decompose sensor control commands into flowcharts for teaching robotic platform programming, thereby enhancing the overall effectiveness of robotics programming education. The primary research method was a comparative analysis of the software interfaces and syntactic structures of the three most widely used educational integrated development environments. Additionally, structural algorithm modeling was employed to identify the elementary logical units involved in peripheral device control. Based on these findings, unified graphical units have been developed and presented, enabling the visualization of the program’s algorithm with highly detailed parameters. The proposed approach transforms an abstract data retrieval command into a clear algorithmic structure that fully characterizes the operation of the physical device. The theoretical significance of this article lies in its scientific justification for introducing an intermediate modeling stage, which ensures a smooth transition from visual-figurative to abstract-logical thinking through the detailed elaboration of graphical diagrams. The practical significance lies in the development of unified graphical units that make it possible to visualize the logic of sensor operation prior to the stage of writing program code.

This article examines the pressing issue of parental involvement in correctional and developmental work with children with disabilities, specifically the role of parents as active participants in the correctional process. Current research in special education and psychology confirms that the effectiveness of correctional assistance largely depends on the coordinated interaction of specialists and the child's family. Key aspects of this topical issue include the continuity and integrity of the interaction between teachers and parents within the family, the psychological condition of parents as a factor of success, and increased diagnostic efficiency. Early childhood is a sensitive period for the development of basic mental functions, so the quality of educational influence in the family has a significant impact on the child's subsequent development and the results of correctional work. The aim of the study is to substantiate the importance of active parental involvement in the correctional and developmental process and the influence of family education on the success of correction of developmental disorders in children with disabilities. Effective approaches to studying the issue of parental involvement in correctional and developmental work with children with disabilities include an individual approach, a systematic approach, psychological and pedagogical support, and the use of various forms of interaction. The study emphasizes that parents are the first and most important participants in the educational and developmental process, and their pedagogical competency directly influences the dynamics of a child's development. During the pilot study, 11 parents were surveyed. The authors developed and tested an interdisciplinary family support program "8 Steps to Success" based on the principles of neuropsychological, psychological, and pedagogical integration. The theoretical significance of the study lies in the fundamental shift in special education and psychology from a medical model (child-teacher) to a person-centered model (teacher-child-parent). The practical significance of the study lies in the potential for the use of the presented findings and recommendations in the work of special education teachers, psychologists, and specialists in organizing interactions with families raising children with disabilities.

The relevance of this study is dictated by the need to improve the effectiveness of teaching mathematics to international medical students. This category of students faces difficulties associated with uneven levels of Russian language proficiency and varied basic mathematical background. Traditional approaches do not fully bridge the gap between the assimilation of terminology and the development of conscious mathematical operations. In the context of the digital transformation of medicine, the role of physicians' mathematical competency is increasing, making the search for new methodological solutions a pressing task for higher education pedagogy. The aim of the study is to develop and experimentally validate a comprehensive methodology for teaching mathematics to medical students that integrates an activity-based approach, P. Ya. Galperin's theory of the stage-by-stage development of mental actions, and linguistic and methodological support, based on a comparative analysis with traditional education. Based on this foundation, a model was developed that includes target, content, process, linguistic-methodological, and evaluative-reflective components. The key idea is the gradual interiorization of mathematical actions, which allows for the synchronized development of mathematical and linguistic competences The results of the experimental work with the participation of foreign students from two medical universities showed a statistically significant superiority of the experimental group over the control group. The increase in subject-specific mathematical indicators in the experimental group was significantly higher than in the control group. The data obtained confirm the effectiveness of the worked out method in developing conscious mathematical operations, generalized references, and professionally relevant mathematical language. The theoretical significance lies in the enrichment of the theory and methodology of teaching mathematics in medical universities by integrating an activity-based approach and linguodidactic principles as applied to international students. The practical significance lies in the potential of implementing the developed model in the educational process of medical universities, using diagnostic tools, and creating teaching and methodological support that takes into account linguistic interference and the professional focus of teaching mathematics.