№ 05 (May)

In the context of the intensive digital transformation of higher education, the relevance of the work is determined by the need to bridge the gap between traditional pedagogical methods and the new challenges of the digital age: fragmentation of attention, multitasking, and high speed of information exchange. Traditional approaches to the organization of education often do not take into account the individual characteristics of students – both stable psychological characteristics and the specifics of digital behavior in the educational environment. There is an objective need to develop tools that allow us to comprehensively record and analyze students’ individual trajectories. Therefore, the aim of our research is to develop and test the methods for creating a psychological and digital profile (PDP) as a key element of the digital personality development and improving the effectiveness of the educational process in a digital environment. The study uses an integrated approach, including: psychological diagnostics using a standardized 5PFQ questionnaire; collection and analysis of students’ digital traces in the educational environment; visualization of data in the form of profile diagrams for each factor. The experiment was conducted on the basis of three universities in the Samara region with the participation of 3,000 first-year students. The research results allowed us to identify four typological categories of students based on combinations of levels of personal factors, and to develop differentiated educational strategies for each category. The conclusions of the study demonstrate that the use of PDP makes it possible to improve the quality of the educational process by taking into account the individual psychological characteristics of students and their digital behavioral patterns. The theoretical significance lies in the development of an interdisciplinary methodology combining psychological diagnostics and digital trace analysis. This expands scientific understanding of the mechanisms of individualization in the educational digital environment. The practical value of the research lies in the potential to form digital portfolios of students, build personalized educational trajectories, develop targeted psychological and pedagogical recommendations, and improve learning effectiveness by taking into account individual characteristics. Thus, the proposed method of digital portraiture demonstrates the potential for creating an adaptive, human-centered educational environment in the context of digitalization.

The functional and graphical line is one of the main lines of the mathematics curriculum and it is of fundamental importance. The results of various diagnostic work, the analysis of domestic and foreign studies indicate an insufficient development of the system of knowledge and skills among students in the field of mathematical functions. This actualizes the methodical search for effective didactic tools enriched with the capabilities of the digital environment to form the concept of function as a mathematical model of the surrounding world phenomena and to master the full range of skills of the functional and graphical line. The aim of the study is to identify techniques for the formation of basic concepts and skills of the functional graphical line among secondary school students and to identify digital tools for the implementation of these techniques. To achieve this goal, we applied the following methods: comparative analysis of psychological and pedagogical literature, dynamic mathematics programs, as well as neural networks that generate visual content; study of local history material, fiction, film and game industry; pedagogical observation; student questionnaires; diagnostic works and their analysis; graphical representation of data. Didactic techniques are based on the principle of the unity of components of students' mathematical training; methodological scheme for studying functions in secondary school; heuristic approach to teaching mathematics. Examples of the identified techniques implementation are given. Based on the survey and analysis of the results of diagnostic work, it is concluded that the motivation of secondary school students to study functions, the effectiveness of subject learning results, the development of research skills and mathematical creativity in the field of functional and graphical line is increased. The theoretical significance of the study is represented by the description of a set of didactic techniques for the formation of basic concepts and skills of the functional graphical line and digital tools for their implementation in accordance with the stages of studying functions. The practical significance of the research lies in the description of methodological aspects of the implementation of the identified didactic techniques in the educational process: "Graphics around us", "Functions in stories, movies and games", "Functions as models of real processes", "Anki memory card", "Slide is a bright spot", "Digital assistant", "Interactive assignments".

The relevance of the study is determined by employers' demands for the quality of professional training of university graduates, which means having a set of specialized knowledge and skills, as well as personal and socio-psychological qualities. Foreign language education of students majoring in economics and management is aimed not only at developing professional foreign-language communicative skills but also at developing social skills, such as initiative, proactivity, flexibility, adaptability, creativity, entrepreneurship, responsibility and the other qualities required by the innovative economy. The aim of the study is to consider the pedagogical conditions for the development of cross-curricular competences of future economists by means of foreign language education at university. The study was based on the following methodological approaches: student-centered, subject-to-subject, and systemic activity-oriented approaches with the implementation of the principle of active learning of a foreign language, as well as the principles of problem-based and contextual learning of the studied language. Role playing games, mind mapping, project-based work, discussions, creative tasks, essays and reflective methods were used as the tools for developing the soft skills of the students majoring in the area of training 38.03.01 Economics (specialization «Finance, Credit and Accounting») and 38.03.02 Management (specialization «Financial Management») at the Institute of Economics and Law of Petrozavodsk State University within the framework of the Foreign Language discipline. The diagnosis was carried out through input, current and output control, expert assessment of the argumentation and content of the final group discussions, and self-reflection of students. The results of the study confirm the necessity of active practical learning of a foreign language that involves intensive thinking, communication, and collaboration to develop the social skills of preservice financial management professionals. The theoretical significance of the study lies in substantiating the need to develop cross-curricular competences of economics students through foreign language education at a university. The practical significance of the study lies in the development of a set of pedagogical conditions for the manifestation and development of critical thinking, emotional intelligence, verbal communication and interaction, creativity, flexibility, initiative and other soft skills of future economists in the process of learning a foreign language at a university.

The relevance of the study is determined by the contradiction between the growing demand of the Russian economy for engineering personnel and the constantly low interest of applicants in engineering education. One of the reasons for this situation is the insufficient readiness of teachers to effectively support the career guidance for schoolchildren in the context of the digital economy. This necessitates the modernization of practical professional training for student teachers of specialized engineering classes, which to a greater extent ensures the development of such readiness. The aim of the article is to summarize and present the experience of designing practical training for student teachers of engineering classes using blended learning technology. The work is based on systemic activity-oriented, competency-based, and student-centered approaches, which determine the focus on the formation of activity-oriented characteristics of preservice teachers and the design of their individual educational trajectories. The backward design concept was used as the methodological basis for designing practical training. The paper identifies and substantively details the stages of designing practical training using blended learning technology within the framework of a teaching practice module for students of pedagogical programs. A flexible combination of classroom and online components is demonstrated, which allows increasing the time students spend in real educational practice at school. Specific examples of learning tasks, a grading plan, and lesson structures are provided. The theoretical significance of the study lies in the adaptation of blended learning technology and the operationalization of the backward design concept in relation to the task of practical professional training of teachers for engineering classes. The practical value of the study is confirmed by the testing of the worked out teaching practice program at the Krasnoyarsk State Pedagogical University named after V.P. Astafiev. The developed methodological materials can be used in other pedagogical and classical universities to improve the practical training of student teachers focused on working in specialized engineering classes.

The relevance of this study stems from the changing nature of school teachers' professional agency in the context of the digital transformation of general education. Modern teachers increasingly act as agents of their own professional management, making pedagogical and organizational decisions based on data analysis. In this context, the importance of developing teachers' managerial competency is growing. However, continuing professional education practices are not always sufficiently focused on developing managerial skills and the ability to make informed decisions in a digital educational environment. The aim of this article is to theoretically substantiate the essence of school teachers' managerial competency and identify the specific features of its development within the continuing professional education system in the context of the digital transformation of general education. This theoretical study draws on systemic, activity-based, competency-based, and personality-oriented approaches, allowing for the consideration of managerial competency as an integrative and dynamic quality of teacher's personality. This article clarifies the concept of school teachers' managerial competency using digital technologies and demonstrates its component structure. It is found that the development of this competency is a targeted process of continuous professional education, requiring the coordinated development of all components. Pedagogical conditions for developing school teachers' managerial competency in the system of continuing professional education are identified and characterized. These include updating teacher motivation, improving the content of professional development programs with managerial and digital components, as well as organizing informal education and post-course pedagogical support. The theoretical significance of this article lies in clarifying the conceptual framework and expanding scientific understanding of the development of school teachers' managerial competency in the context of the digital transformation of education. Its practical significance lies in the possibility of using the findings in designing professional development programs and organizing post-course support for teachers.

The relevance of the study is determined by a profound value-normative crisis in youth legal consciousness, manifested in the spread of legal nihilism, vulnerability to manipulative influences, and weakly developed citizenship. At the same time, the digital transformation of the educational environment and the "visual turn" in culture necessitate adapting pedagogical methods to the cognitive preferences of the "digital generation," which predominantly processes information through multimodal formats. Traditional dogmatic approaches to legal education, focused on rote memorization of norms, fail to engage the emotional-value sphere of personality and prove insufficient for developing holistic legal culture as an integrative quality encompassing cognitive, affective, and behavioral components. The aim of the article is the theoretical substantiation and methodological design of an artistic case model as an innovative pedagogical support for fostering legal culture among students. The leading approaches employed are systemic (considering legal culture as an integrated whole), interdisciplinary (synthesizing jurisprudence, pedagogy, art history, and cultural studies within the "Law and Art" paradigm), and competency-based (interpreting legal culture as a transdisciplinary competence). For the first time in Russian pedagogical science, the concept of "artistic case" has been operationalized as a didactic construct that integrates literary text, visual art, and media content into a unified semantic structure focused on a moral-legal dilemma. A three-level structural-functional model has been developed, comprising a core (dialogue of arts based on semantic resonance), a contextual-methodological shell (historical-cultural commentary and a system of problem-based tasks), and a toolkit of pedagogical cues. A universal five-stage analytical algorithm has been proposed–from emotional perception to conscious legal positioning–sequentially developing all components of legal culture. The typology of pedagogical cues for decoding multimodal content has been substantially expanded. Theoretical significance lies in creating a holistic conceptual framework for integrating art into legal education, thereby bridging the gap between humanities and jurisprudence. Practical value is determined by the model's readiness for immediate implementation in the educational process without additional resources, with its reliance on available cultural artifacts, and its adaptability across diverse educational contexts, including legal education within foreign language instruction.

In the context of the digital transformation of education and information overload, traditional teaching methods no longer meet the needs of society and the individual. There is a contradiction between the need for students to develop a deep critical understanding of the world and the need to develop skills in navigating dynamic, distributed information networks. In our opinion, the resolution of this contradiction is possible through the synthesis of two main modern pedagogical theories of connectivism and constructivism. In this study, we made their comparative analysis. The paper reveals their philosophical and theoretical foundations, contrasting the inner meaning generation of an active student (constructivism) and navigation through distributed external networks of knowledge (connectivism). The authors compare the basic principles of the theories, the role of the teacher and the student, as well as practical methods for implementing each theory in the educational process. Special attention is paid to their responses to the challenges of the digital age. The paper systematizes criticism of both concepts, identifies their weaknesses and strengths. In conclusion, the position on the complementary potential of theories is substantiated. The conclusion is made about the need for synthesis: constructivism provides depth of understanding and critical thinking, while connectivism offers tools for working with dynamic information flows. The article emphasizes that an effective educational model of the future should integrate the ability for deep reflection (constructivism) and the competence of communication management in the digital environment (connectivism). The research uses methods of theoretical analysis of the principles of connectivism and constructivism, modeling and network analysis. The conducted complete comparative analysis of the two most important pedagogical theories makes it possible to streamline and clarify their conceptual fields in relation to digital didactics. It is shown that they are not mutually exclusive alternatives, but represent complementary levels of the educational process organization. The work expands the theoretical basis for designing adaptive educational trajectories, showing that adaptivity should not be limited only to the selection of tasks according to complexity (as in classical adaptive learning), it should include the possibility of choosing different ways of meaning formation (constructivism) and networking (connectivism). The results of the study are of direct practical importance for teachers, methodologists and developers of digital educational products.

The relevance of the article is due to the development of an inclusive linguistic educational environment, as well as the solution of educational problems faced by visually impaired students when studying Chinese phonetics in the absence of visual feedback during articulation and correction. The aim of the study is to create and scientifically justify a music-mediated Chinese language teaching model that purposefully uses the auditory perception channel to form prosodic competence, in particular, tones and intonation, taking into account the phenomenon of cross-modal plasticity of the brain and the compensatory development of the auditory analyzer in the visually impaired people. The theoretical foundation of this research is a synthesis of the achievements of neuroscience, special psychology and linguodidactics, which make it possible to apply a comprehensive approach to solving the stated problem. The main approaches to the study were comparative analysis, systematization of scientific and theoretical material, and modeling. In the course of this research, a four-stage music-mediated model of teaching Chinese was developed based on the analysis of relevant materials concerning the specifics of teaching foreign languages to visually impaired students. This model covers the entire process of phonetic skill development – from the phoneme level to the utterance level, from pronunciation accuracy to communicative appropriateness. The first stage involves teaching at the phoneme level using the auditory-spatial mapping method; the second stage involves teaching at the syllable level using the vocal-articulatory modeling method; the third stage involves teaching tones using the auditory anchoring and dynamic modeling method; and the fourth stage involves teaching sentences using the following methods: vocal-articulatory modeling, auditory anchoring and dynamic tone modeling, musical-prosodic contouring, melodic contouring and accent modeling, vocal-timbral modeling, and culturally authentic context. The key advantages and innovative value of this model lie in its systematic nature, compensatory perceptual focus, combination of scientific and artistic approaches, universality and targeting. The theoretical significance of the article lies in expanding the understanding of the use of multisensory approaches to foreign language teaching, its contribution to the literature on inclusive education practices, and the development of an adaptive foreign language teaching strategy that takes into account various learning needs. The practical significance of this article lies in its use by teachers and curriculum developers as an effective strategy for teaching Chinese phonetics to students with visual impairments.

Vocational training in secondary vocational education (SVE) institutions under the programs for training workers (employees) and programs for training mid-level specialists is developing dynamically, and it is increasingly focused on the needs of the economy and industry. Professional mobility is mentioned among the most in-demand professional qualities of a college graduate, which is due to the growing trend of continuous technological development and the increasing importance of lifelong learning that is based on professional mobility. That is why our research is of particular relevance. However, the SVE system still does not pay enough attention to the purposeful, systematic, and comprehensive development of professional mobility among college students. In this regard, the aim of the study is to present the process of comprehensive formation of professional mobility in the educational and extracurricular activities of students in the context of mutual mentoring in a professionally oriented environment, as well as during the period of educational practice in college and the organization of practice at specialized enterprises. The objectives of our research are as follows: to specify the essence and content of the concepts of "mutual mentoring" and "professional mobility" based on the analysis of scientific literature; to select and implement a program for the formation of professional mobility at a secondary vocational education institution; to identify the organizational and pedagogical conditions and develop a model for the formation of professional mobility in the process of mutual mentoring. The main approaches are as following: the professional activity-oriented approach provides a fundamentally different consideration of the goals and objectives of training in a vocational school compared to the traditional knowledge-based approach in personnel training; the dual approach involves strengthening social partnership; and the personality-oriented approach focuses on individualization of training. The article discusses the methodology for organizing practice aimed at developing professional mobility by means of mutual mentoring. The article presents the final results and identifies areas for further research. The theoretical significance of the article lies in clarifying the essence and content of the concepts of "mutual mentoring" and "professional mobility." The article also develops a structural and content model as well as a scheme for collaboration between colleges and specialized enterprises. The authors identified diagnostic tools, criteria, indicators, and developed an optional course "Fundamentals of Professional Mobility." The practical significance of the article lies in the fact that the research findings provide new opportunities for developing the professional mobility of college teachers and students. These findings can be used by college teachers, technical school teachers, university professors involved in training teachers and supervisors for secondary vocational education, as well as by teachers of labor training (technology) in secondary schools.

This article presents a corpus-based analysis of the frequency of Russian economic terms and explores their pedagogical significance in the professionally oriented teaching of Chinese students. The relevance of the study stems from the need for a scientifically sound selection of terminological vocabulary in the context of intercultural economic education and the increasing demands on the development of professional communicative competence in international students. Mastering Russian economic terminology is complicated for Chinese students by interference of their native language, the lack of direct equivalents, the abstract nature of concepts, and the morphological specificity of the Russian language. The aim of the study is to identify frequent and methodologically significant Russian economic terms based on corpus analysis and pedagogical observation, and to develop scientifically based recommendations for their selection and phased introduction into the teaching of Russian as a foreign language to Chinese students. The methodological basis of the study is formed by corpus linguistics, linguastatistical analysis, and the principles of descriptive linguodidactics. The material is based on data from the National Corpus of the Russian Language and specialized economic texts. Frequency was calculated using the IPM (instances per million) metric, allowing vocabulary to be classified as high-frequency, mid-frequency, and low-frequency. The study found that high-frequency terms form the core of professional discourse and should be introduced at the initial stage of training; mid-frequency terms are characterized by contextual variability and require analytical intake; low-frequency terms relate to highly specialized areas and are appropriate at an advanced level of training. Typical difficulties in learning terminology by Chinese students were identified, related to polysemy, differences in word-formation patterns, and the specific functioning of terms in professional discourse. The theoretical significance of the study lies in the development of a frequency model for systematizing economic terminology, and the practical significance lies in the potential use of the findings in the development of curricula, learning materials, and professional Russian language courses for Chinese students.

The relevance of this study stems from the social demand for the spiritual and moral development of the younger generation in the context of dynamic sociocultural changes and the need to find effective pedagogical tools that meet the characteristics of modern teenagers. Early adolescence (12–13 years) is critical, on the one hand, and a sensitive period, on the other, for the active formation of value-meaning sphere and personal self-determination. Initial diagnostics revealed fragmentation and instability of spiritual and moral orientations, polarization in the understanding of ethical categories, and the dominance of pragmatic and egocentric attitudes among adolescents. The article presents the results of a study demonstrating the effectiveness of museum pedagogy as a unique means of developing the spiritual and moral sphere of students. The aim of the study is to identify the psychological and pedagogical conditions that ensure the effective development of spiritual and moral personal characteristics in younger adolescents through museum pedagogy. The methodological foundation comprises the anthropological and axiological approaches. The study utilized a combination of theoretical and empirical methods. To assess the reliability of the changes, Student's t-test for dependent samples was used. The empirical base: 7th-grade students (N = 60). A comprehensive psychological and pedagogical program «A Museum in My Soul» was developed and tested. It implements the identified conditions through the integration of the museum environment, psychological methods, and musical influence. The results of the control stage showed statistically significant positive changes: deeper understanding of moral concepts (p < 0.01), reorientation of the value hierarchy towards altruistic and self-actualizing values (p < 0.01), and an increase in the proportion of students with a stable humanistic orientation. The novelty lies in identifying the characteristics of developing spiritual and moral qualities in adolescents under the influence of museum pedagogy. The theoretical significance of the study lies in substantiation of the psychological and pedagogical conditions for the development of spiritual and moral characteristics through mechanisms of emotional and value immersion, dialogue, and reflective and creative activity in the museum space. Its practical significance is determined by the effectiveness of the tested «Museum in My Soul» program, the adapted diagnostic methodology, and the readiness of the materials for implementation in the educational process.

The digital transformation of education requires new approaches to building software infrastructure. Traditional REST architecture demonstrates limitations in the face of the need to personalize learning, promptly update content, and ensure a consistent user experience. GraphQL technology offers an alternative paradigm, but its impact on the pedagogical component of the educational process remains poorly understood. The aim of this article is to identify, systematize, and analyze the impact of the GraphQL API on the pedagogical activities of educational institutions based on practical cases and scientific research. The methodological framework is based on the integration of systems, activity-based, and competency-based approaches. Theoretical methods (analysis, synthesis, comparison, classification) and empirical methods (document analysis, case study, secondary data analysis) are used. Case studies of GraphQL implementation are analyzed: the 2U platform, Studisappuri, the University of North Dakota, and the FGPE gamification service. Five groups of pedagogical effects were identified: didactic (increased content relevance), motivational (90% reduction in the volume of transferred data with a slight increase in response time), adaptive (the basis for personalized learning), analytical (expanded data collection capabilities), and organizational (freed up teacher time). The conformity of GraphQL's architectural characteristics with pedagogical requirements was found. Implementation challenges were identified: the complexity of technology development, security issues, and scalability difficulties. Differences between domestic (technical focus) and international (interdisciplinary approach) studies were revealed. Practical recommendations were formulated. The theoretical significance of the article lies in the development of a theory of digital transformation of education, a deeper understanding of the technological mediation of educational activities, the development of a classification of GraphQL's pedagogical effects, and an interdisciplinary approach to the analysis of technological solutions in education. The practical significance is determined by the possibility of using the results by the heads of educational institutions when choosing a technological strategy, by educational software developers for designing pedagogically effective interfaces, by teachers involved in the digital transformation of the educational process, and in the development of training courses on modern technologies in education.

The modern education system is undergoing a period of fundamental transformation due to digitalization, the development of artificial intelligence, and the changing sociocultural context of the new generations' upbringing. Under these circumstances, teachers find themselves at the epicenter of a tectonic shift: they are required to not simply convey subject knowledge but also fulfill complex roles as facilitators, tutors, mentors, and designers of the educational environment. The problem is particularly acute due to the ongoing discussion in the professional community about the possible division of labor between subject teachers and teachers-educators, which raises questions about the preservation of the integrity of the educational process. The relevance of this study stems from the need to deliberate these processes and identify the conditions for teachers' successful adaptation to the new professional reality. The aim of this article is to analyze the key vectors of transformation in the professional role of modern teachers and identify the necessary competences that enable them to effectively fulfill both teaching and educational functions in the context of the digital economy and new social challenges. The theoretical and methodological framework of the study was based on a synthesis of system-activity, competency-based, student-centered, and cultural-historical approaches. The empirical component included a teacher survey (N = 156), semi-structured interviews (N = 24), and an analysis of regulatory documents. Both quantitative and qualitative methods were used in data processing. It was found that teachers' awareness of their role transformation is uneven: most teachers report instrumental changes, but only a minority of respondents reflect on deeper changes in the nature of their interactions with students. A significant gap in competency was found between young and experienced teachers: the former demonstrate higher digital skills, while the latter demonstrate methodological and educational competences. The theoretical significance of the study lies in clarifying the content of the concept of “professional role of a teacher” in relation to the stage of digital transformation. The practical significance is determined by the possibility of using the obtained results in the system of higher and additional professional education in the design of programs for the training and advanced training of teachers, as well as in the activities of the administration of educational organizations for the construction of a system of targeted support for teachers with different lengths of service and types of professional deficiencies

The relevance of the research is determined by the need to find effective methods for developing listening skills in international students studying Russian as a foreign language (RFL) in the context of the digital transformation of education. Traditional training packages are limited in their ability to respond promptly to the communicative practices and interests of the young people, who actively use social media. The TikTok platform, with its high motivational potential and microlearning format, represents a promising but methodologically under-explored tool for developing listening skills based on a linguistic and cultural component. The aim of the article is to theoretically substantiate and experimentally test the effectiveness of the methodology for developing listening skills within the framework of an integrated approach to teaching RFL through the integration of an educational TikTok project and Google Forms tasks. The leading method was a pedagogical experiment involving 30 international A2 level students, divided into a control group (CG) and an experimental group (EG) of 15 people each. The experiment included three stages and lasted three months (12 lessons). Open examination materials from St. Petersburg State University (Listening section, A2 level, maximum score – 150) were used for diagnostics. The reliability of the results is ensured by independent expert assessment. The initial diagnostic confirmed the comparability of the groups (CG – 60.1%, EG – 61.0%). The final diagnostic recorded a significant progress of the EG, which was taught using the developed methodology. The average score in the EG reached 115 points (76.7% completion), while in the CG it was 97.3 points (64.9%). The increase in the EG amounted to 22.7 percentage points, in the CG – only 4.8 p.p. The obtained data are statistically significant and confirm the effectiveness of the proposed methodology. The theoretical significance lies in clarifying the scientific understanding of the implementation of an integrated approach to the development of listening skills in a digital environment, as well as in systematizing the linguodidactic potential of TikTok. The practical significance consists in the development and testing of a reproducible methodological model, including an algorithm of student work, a system of tasks with a linguistic and cultural focus, and diagnostic tools that can be integrated into the practice of teaching RFL.

The relevance of the research is due to the fact that the modernization of higher education involves the use of virtual assistants and interactive agents in the training of digital philologists. However, the use of large language models (LLM), representing complex systems for generating text, conducting a dialogue with users requires taking into account their advantages and limitations. The aim of the study is to identify the specific aspects of using chat bots based on LLM in the training of philology students. The leading approach is computer modeling of philological activities with artificial intelligence tools, during which users search, process and present information to solve educational and real professional problems. 112 bachelors of the Institute of Intercultural Communication and International Relations of the Belgorod State National Research University studying under the 45.03.01 Philology training program were involved. The results of the study describe the activities of students carried out according to the following plan: the study of concepts, options for including chat bots in the work of digital philologists; description of the interface and service capabilities; practicing the skills and principles of formulating prompts; the use of LLM-based chatbots for a wide range of tasks. The results obtained are the basis for improving the training programs for future digital philologists in the context of the active development and introduction of artificial intelligence technologies. Theoretical significance – the identified capabilities of the technology are clarified in relation to the training of digital philologists. Practical significance – factors are identified that affect the effectiveness of the use of chat bots based on LLM in the training of philologists: the quality of access to the Internet and the level of digital literacy of students; ethical aspects of the introduction of new technologies; time resources; the range of practical capabilities of chatbots for solving problems of philology. In conclusion, the specific aspects of using chat bots based on LLM in the training of philologists are formulated: the ability of new digital services to deeper understanding of the context of philological material; generation of personalized responses; support for multilingualism and intercultural communication; intensification of students’ cognitive activity; a variety of training facilities; intensification of feedback.

The relevance of this research is determined by the need for the digital transformation of teacher education and the search for effective models for training student teachers capable of working professionally in the new digital reality. Methodological training, as the core of a teacher's professional development, is of particular importance. It requires updating of content and technologies considering the didactic potential of neural network tools. The aim of the article is to provide a theoretical justification and a substantive description of promising directions for using neural networks in the methodological training of preservice mathematics teachers. The leading research method was a pilot study, implemented at the Institute of Mathematics, Physics, and Computer Science of V.P. Astafyev KSPU and at the Faculty of Mathematics of A.I. Herzen RSPU, with the participation of 48 students and 11 mentor teachers. During the pilot study, a semi-structured interview was used, which made it possible to identify the educational effects of integrating neural network tools into the methodological training process. The main results of the study: three strategic directions for using neural networks are substantiated and described – creating a "digital twin of a classroom," using neural networks as a simulator for testing lesson fragments, and using an AI simulator for complex pedagogical situations; a differentiation of the methodological competences of a preservice mathematics teacher is developed based on the criterion of the optimal environment for their formation (digital, traditional classroom, real pedagogical practice); pedagogical risks (substitution of live communication, devaluation of empathy) are identified, and a compensatory strategy of "augmented practice" is proposed. The theoretical significance of the article lies in substantiating the role of neural networks as an "intellectual opponent" and a "simulator of pedagogical situations," expanding scientific understanding of the possibilities for the digital transformation of methodological training. The practical significance is that the identified directions can be directly implemented into the educational process of pedagogical universities to modernize the content of methodological training and create educational and methodological support for a new generation.

The importance of studying the historical aspects of the development of swimming and water sports remains significant, as it helps to understand its current role in culture, sports, and health care. Until now, the emergence and development of water sports (swimming, water polo, and diving) in Crimea at the beginning of the 20th century have not been the subject of a special study. In the article, the authors attempted to study the development of water sports and teaching people to swim in Crimea at the beginning of the 20th century. Based on systematic and regional approaches, the scientific article used a complex of general theoretical, historical, and historical-pedagogical methods (analysis and generalization of scientific and methodological literature, system-historical analysis, historical and retrospective methods, comparative methods). The main sources for studying this issue are scientific articles on the development of swimming during the studied period, archival documents, autobiographical works, and publications in the Crimean press of the early 20th century. It has been found that the Crimean Peninsula, which is surrounded by seas, actively used its water resources for the development of swimming and water sports. The early 20th century was a period of active development of water sports on the peninsula, which was achieved through the introduction of "sea sports" into the extracurricular activities of educational institutions in Crimea and the establishment of special swimming schools in the cities of Feodosia, Yevpatoria, and Sevastopol, with the active support of yacht clubs, philanthropists, and the Imperial Russian Society for Saving Lives on the Waters and Military Sports Committees. The theoretical significance of this work lies in obtaining previously unsystematized data on the development of water sports and swimming training in Crimea at the beginning of the 20th century, which contributes to a more comprehensive and in-depth understanding of the region's development. The practical significance of the work is due to the possibility of further critical reflection and borrowing of positive experience for the development and improvement of modern water sports on the peninsula.

The relevance of the research problem is determined by the contradiction between the requirements of the Federal State Educational Standard of Primary General Education for achieving meta-subject results, including acquiring research skills and critical thinking abilities, and the insufficient development of pedagogical technologies that ensure the achievement of these results in unity, particularly based on the material of ethnocultural traditions of the Yakut people and other regions of the Russian Federation. The aim of the article is to present theoretical substantiation, diagnostic tools (including detailed diagnostic tasks) and pedagogical technology for the development of critical thinking as a meta-subject result of the research skills development in primary school students based on the material of the ethnocultural traditions of the Yakut people. The leading method of the research was a pedagogical experiment implemented on the basis of the Sylanskaya Secondary School named after Professor G.P. Basharin and the Arylakhskaya Secondary School named after T.M. Kazhenkin of the Churapchinsky ulus of the Republic of Sakha (Yakutia) with the participation of students in grades 3–4 (experimental and control groups). Diagnostics was carried out on the basis of the author's original criteria map developed in accordance with the structural model of critical thinking by I.V. Suslonova and S.V. Savinova. Main results: the initial levels of critical thinking formation in primary school students were identified; a step-by-step technology for the development of critical thinking in the process of research activity based on the material of the Yakut ethnocultural traditions (folklore, decorative and applied arts, folk calendar, rituals) was developed and tested; statistically significant positive dynamics in the experimental group compared to the control group was proved. The theoretical significance of the article lies in clarifying the structure of critical thinking in relation to primary school age and substantiating the didactic potential of ethnocultural traditions (including the traditions of the Yakut people) as a content resource for the development of meta-subject cognitive skills. The practical significance is determined by the possibility of using the developed diagnostic materials and technological solutions in the practice of primary school teachers, including in educational organizations with an ethnocultural component of educational content.

Recently, the Russian government has shown increased interest in mentoring as an effective informal education practice. These trends also exist in the law enforcement sphere. However, the internal affairs bodies lack pedagogical tools for mentoring and training of managers to organize mentoring, including at the historical and theoretical level. It is precisely this contradiction that determines the relevance of the research. The goal is to reveal the historical and pedagogical aspect of training heads of internal affairs bodies for mentoring. The theoretical and methodological basis for this research was a transdisciplinary theory of education. The research utilized a historical-logical approach, employing analytical, generalizing, and historiographic methods. As a result of the conducted research, six historical stages in the development of ideas and practices of training mentors were identified: spontaneous-intuitive, spontaneous-empirical, spiritual-missionary, industrial-educational, systemic-institutional, and modern. The article argues that mentoring organizations in Russia and abroad differ in their understanding of its essence. In Russia, it is the intergenerational transmission of values and meanings, while abroad, it is the process of developing knowledge, skills, and personal qualities. The author identified four stages in the development of the institution of training mentors in the internal affairs bodies: the 1920s–1980s, the 1980s–1990s, the 2000s–2010s, and from 2020 to the present day. A historical and logical analysis of the literature allowed us to identify five main approaches to preparing heads of internal affairs bodies for mentoring: a traditional-reproductive approach, a personal activity-oriented approach, a competency-based approach, a system-activity approach, and a humanitarian-anthropological approach. The research argues that the main pattern is the direct dependence of training effectiveness on the intensity of changes in external and internal conditions. As literature analysis shows, the basis of training should not be instruction, but professional education that transmits the values of the profession from elders to juniors. The theoretical significance is determined by the fact that the article provides a historical and pedagogical description of the stages of mentoring development in accordance with the research problem. The practical significance lies in the specification of the choice of methodological approaches for organizing the training of heads of internal affairs bodies for mentoring.

The relevance of the research is linked with the modern labor market demand for highly qualified specialists, which implies the introduction of new approaches at the university. The approaches are aimed at developing professional competences through the introduction of new forms of foreign language learning. The author attempts to introduce practice-oriented cases in English classes into the interim assessment procedure at the university. The purpose of the article is to theoretically substantiate, implement and experimentally verify the results of the work of the fourth-year International Relations students through the implementation of the case study method – from seminars to interim assessment procedure in English. The research is based on a competence-based approach and the methods: theoretical analysis of scientific and educational literature, study and synthesis of pedagogical experience, pedagogical experiment. 49 fourth-year International Relations students participated in the experiment. The article attaches particular importance to the case study method as an effective teaching tool for International Relations students aimed at developing critical thinking and the ability to creatively and effectively solve complex and critical situations based on meta-subject links. According to the research results, the integration of cases into the speaking component of the interim assessment procedure allows considering the ability of students to effectively make decisions, the ability to use professionally oriented vocabulary and demonstrate meta-subject links. Despite the positive aspects of the research, difficulties due to the lack of practical experience in solving cases have been identified, requiring the development of methodological recommendations for lecturers to prepare students for the exam. The theoretical significance of the article underlies the review of various interpretations of the concept "case study method", the development of practice-oriented cases in English and criteria for evaluating the results of solving cases among International Relations students. The practical significance is characterised by the introduction of practice-oriented cases in the English language in the interim assessment procedure in English for International Relations students and the generalization of the results. The author believes that the integration of the case study method into the interim assessment procedure demonstrates an indicator of students' readiness to solve situations in crisis and business conflicts, the development of professional competences, and the ability to cooperate with business partners.

The article is devoted to the development of a conceptual design for the technology of multilevel teaching of foreign languages to future engineers at a technical university based on an individual and differentiated approach. The relevance of the study is due to the socio-economic changes in Russia aimed at ensuring technological sovereignty through the education of highly qualified personnel. Federal legislation requires a transition to personalized strategies. However, teaching foreign languages at technical universities is associated with the problems of students’ low entry-level and the lack of division into subgroups, which makes it difficult to achieve high-quality results. The aim of the study is to provide a theoretical justification for the potential of an individual-differentiated approach, and to develop a concept and technology for teaching future engineers foreign languages at a technical university. The methodological basis is an individual and differentiated approach. The key principles are the zone of proximal development, variability of content and process, and an adaptive educational environment. The leading approaches include an analysis of domestic and foreign experience, which revealed a contradiction between the need for individualization and the lack of a systematic concept for a technical university. The main results include the development of a multi-level learning technology using Electronic Educational Modules in the LMS system. The structure of the EEM includes 11 sections that ensure comprehensive language training. The testing at the National Research University "Moscow Institute of Electronic Technology" (2022-2024) demonstrated the effectiveness of the approach. A comparative analysis of the groups revealed that students using the EEM showed an average increase in their language proficiency of 32%, which is 22% higher than the traditional methodology. A survey of 1,463 students confirmed an increase in motivation (86.5%) and work convenience (92.3%). The theoretical significance lies in the systematization of the principles of an individual-differentiated approach and the creation of a holistic pedagogical model that combines the target, content, procedural, and evaluative components. The practical significance is determined by the possibility of using the technology to improve the quality of engineering education and the development of universal competences. The implementation of the concept contributes to the training of engineers who are proficient in foreign languages as a tool for professional activities, which is in line with the strategic objectives of national development. The introduction of the technology optimizes the educational process by effectively combining independent student work using digital technologies with classroom activities.

The relevance of the research is due to the need for a theoretical examination of tandem learning, which, having a long history of practical application, has not yet received proper justification as an integrated pedagogical technology. With the growth of intercultural interaction and the creation of a bilingual environment in joint universities, there is a need for systematic, scientifically based and reproducible forms of organizing the educational process that can ensure the development of not only linguistic, but also intercultural competence of students. The aim of the article is to theoretically substantiate tandem learning as a pedagogical technology and analyze the practical experience of its implementation in the conditions of a Russian-Chinese university. The complex of theoretical methods includes analysis and synthesis of scientific literature on the problem of pedagogical technologies and tandem learning. The leading empirical method of the research is a pedagogical experiment implemented at Shenzhen MSU-BIT University in the spring semester of the 2024-2025 academic year. The respondents were university students studying Russian and Chinese. The main results of the study are to prove that tandem learning meets the key criteria of pedagogical technology (conceptuality, consistency, manageability, efficiency, reproducibility). The article presents a model for the implementation of tandem learning, including goals, content, methods, tools, organizational structure and principles (equality, autonomy, language turnover, pair rotation, mutual correction). It has been revealed that tandem learning contributes to the development of intercultural communicative competence, reduces psychological and linguistic barriers, increases motivation and multi-faceted development of students. The theoretical significance of the article consists in clarifying the conceptual and categorical apparatus of the methodology by including tandem learning in the category of pedagogical technologies and developing criteria for its analysis. The practical significance lies in the possibility of using the presented model and the conclusions of the study to design and implement tandem learning in the educational process of various educational institutions, primarily in a bilingual and multicultural environment.

The relevance of this study is determined by the digital transformation of higher education, which is accompanied by changes in the forms, methods, and aids of teaching, as well as increasing demands to the level of foreign language communicative and sociocultural competences of preservice teachers. In the context of the digital educational environment, the search for and scientific justification of effective interactive digital tools that ensure the active engagement of students in the educational process and the implementation of communicative and activity-based forms of foreign language teaching are particularly important. The aim of this article is to identify and explain the pedagogical potential of online interactive boards as a digital tool for teaching foreign languages at a university, as well as to make a comparative analysis of the functional and methodological capabilities of modern online interactive boards from the perspective of their application in the professional training of preservice foreign language teachers. The leading approaches to researching this problem are competence-based, activity-based, and communicative approaches, as well as the principles of digital and multimodal learning theory. The study is practice-oriented and includes an experimental component. The study utilized methods of analyzing and summarizing pedagogical and language teaching literature, pedagogical observation, surveys, testing, and experimental learning. Descriptive statistic methods were used to process the data. The main results of the study include identifying the pedagogical potential of online interactive boards for organizing collaborative learning activities, visualizing educational material, and developing students' communicative and sociocultural skills. A comparative analysis of the Miro, Holst, and Simple Class online boards was made, allowing us to identify their advantages and limitations in the context of foreign language teaching at a university and to justify the appropriateness of choosing a digital tool based on the learning goals and objectives. The theoretical significance of the article lies in clarifying understanding of the pedagogical potential of interactive digital tools in linguistic education. Its practical significance is in using the obtained results in higher studies when designing lessons of English and organizing a digital educational environment.

The relevance of the research problem is due to the profound transformation of the legal profession under the influence of modern digital technologies, when traditional ethical regulators of a lawyer's professional activity lose their unconditional normative force, giving way to new, not yet fully understood forms of the legal profession. The rapid introduction of algorithmic systems into law enforcement practice and legal education poses unprecedented challenges for professional deontology, requiring a philosophical and legal understanding of the very possibility of preserving the "human-centered" dimension of legal activity in the context of increasing algorithmization. The aim of this study is to identify the essential characteristics of the transformation of the ethical imperatives of legal practice in the digital era and to conceptualize the risks of dehumanization of the legal profession that this transformation entails. The leading approaches to the research problem are an interdisciplinary approach, which allows for the integration of the achievements of legal science, ethics, and the philosophy of technology, as well as a hermeneutical approach, which focuses on interpreting the meaning transformations of basic deontological categories and phenomena in the new digital space. The main results of the research are the justification of the thesis that the digital transformation of law creates a fundamentally new configuration of a lawyer's professional activity, where traditional imperatives of impartiality, independence, and loyalty to professional duty are complemented by the requirement to preserve the human dimension of justice and to responsibly confront the algorithmic reduction of legal reality. The study identifies key risks of dehumanization of the legal profession, including the loss of the empathic component of the lawyer's profession, the substitution of professional judgment with algorithmic decision-making, and the erosion of the lawyers’ personal responsibility for the results of their professional activity. The theoretical significance of the research lies in its contribution to the development of the conceptual foundations of lawyer's professional ethics in the context of the digital transformation of law and the state. The practical significance lies in the possibility of using the findings in the development of educational programs for training lawyers and ethical codes for the legal community that take into account the new challenges of the digital era.

In the context of a dynamically changing information and digital learning environment, there is a need for a detailed study of the key areas of development of digital technologies and their impact on the process of professional training. This article provides a comprehensive analysis of current trends in the use of digital platforms in the context of training preservice teachers of professional education. The aim of this study is to provide a theoretical analysis and justification of the key vectors of the implementation of digital educational platforms and their impact on the transformation of pedagogical education. The article provides a detailed review of the conceptual models of integrating digital technologies into the process of professional training and their impact on the development of professional competences in preservice teachers. Special attention is paid to the integration of digital technologies into the process of organizing pedagogical support for students in the digital space of the university. The article substantiates the need for the systematic implementation of blended learning formats that provide a synergistic effect from the combination of traditional and innovative technologies. The importance of developing specialized digital platforms and software solutions aimed at automating routine operations and focusing on the creative component of teachers' professional training is emphasized. In the digital space of the university, new opportunities emerge for diagnosing and evaluating the levels of professional competency development. Traditional criteria (completeness of knowledge, correctness of actions, etc.) can be supplemented with indicators based on the analysis of digital influence on students. Key criteria for the success of an integrated approach within the framework of hybrid learning in higher education are evaluated, which allows identifying optimal strategies for improving the quality of professional education in the era of digital transformation. The theoretical significance of the research is determined by the need to rethink the conceptual foundations of teacher education in the context of digital transformation and the formation of «Education 4.0», the emphasis is shifting from the simple use of digital tools to the development of the student teacher's ability to integrate technology into the pedagogical process at the methodological level. Practical recommendations on the organization of the educational process are presented, taking into account the specifics of the university's digital learning environment and aimed at maximizing the potential of digital platforms to improve the quality of professional training for preservice teachers.

The relevance of this study stems from society's strategic demand for talent development and the growing role of competitive activities (listed Olympiads, championships, and competitions) as a tool for identifying and developing students' abilities. The key factor for success in this context is the readiness of mentor teachers to systematically support students at all stages of competitive testing. However, by analyzing the theory and practice of the topic, we can identify a contradiction: on the one hand, there is a demand for highly qualified mentor teachers, and on the other hand there is a lack of works and methodological recommendations, including those utilizing modern technologies, necessary for their training. The aim of the study is to determine the technological framework for developing mentor teachers' readiness to support students in competitive activities. The methodological framework consists of systemic, competency-based, and activity-based approaches. The leading methods were theoretical analysis, synthesis, and systematization of scientific literature presented in peer-reviewed publications, ensuring a representative source base. Based on a synthesis of approaches, a framework for mentor teacher readiness for competitive support was specified, including motivational, cognitive, activity-based, and reflective components. A systematized technological toolkit was developed to enable targeted development of each of these components. Based on the data obtained, prospects for designing comprehensive support for developing mentor teacher readiness for competitive support were substantiated: an online course, practice-oriented case studies, a criteria-based diagnostic toolkit, and methodological recommendations. The theoretical significance of the study lies in deepening scientific knowledge on the integration of modern technologies into the development of mentoring competences in teachers, as applied to the specifics of competitive activities and preparing students for them. The practical significance lies in the fact that scientifically-based technological solutions and a framework for readiness can be used to create training modules for mentor teachers focused on preparing them to support students in listed Olympiads and competitions.

The relevance of the study is due to the need to improve the quality of teaching students how to draw a human head. The article discusses the methodology of teaching students how to draw a human head and emphasizes its importance in the professional training of students in the field of fine arts. The main goal of the article is to present a methodological approach and a set of exercises aimed at effectively mastering the technique of drawing a human head. The following methods were used: analysis of scientific literature on the topic of the study, analysis of students' drawings, and a pedagogical experiment. The article analyzes how the development of observation skills, analytical thinking, and constructive perception of complex forms contributes to the development of professional competences in students when creating portrait images. The article presents the results of testing a set of tasks in the form of sketches aimed at developing the skills of life drawing of a head. The tasks are designed to form and develop a set of necessary skills and abilities. This set is divided into separate components, allowing for targeted training. During the execution of the sketches, each component is worked on sequentially, and then integrated into a single drawing. The exercises cover all the content aspects necessary for drawing a head, from composition and perspective to achieving expressiveness, character, and individual features of the subject. The study demonstrates that these tasks help to consolidate theoretical knowledge and develop stable practical skills in this area. The research concludes that the implementation of the developed system of tasks in drawing a human head ensures high-quality drawing from life. The study contributes to the development of teaching methods for drawing a head by introducing a new approach and a set of tasks that expand the theoretical basis of art education. The practical significance of the study lies in the possibility of applying the proposed methodological approach to developing students' skills in drawing a human head. The results of the study can help art teachers improve the quality of students' education and enhance their knowledge of portrait images.

The relevance of this article stems from the profound transformational processes occurring in the higher education system under the influence of digitalization. The legal field, traditionally characterized by conservatism, is currently faced with the need to adapt to new technological realities, which gives rise to a complex set of problems requiring scientific understanding and practical solutions. The aim of this article is to briefly analyze current trends, problems, and prospects for the digitalization of legal education in the Russian Federation, as well as to develop proposals for improving educational standards and curricula for the training of lawyers. The study utilized both general scientific methods (analysis of scientific literature, systems analysis, and generalization) and specific legal methods (comparative legal analysis and the predictive method). The theoretical basis was formed by the works of domestic and foreign legal scholars devoted to issues of digital transformation of education, as well as regulatory legal acts and strategic documents of the Russian Federation in the field of digitalization and education. As a result of the conducted research, a number of problematic aspects in the field of digitalization of the educational process in Russian universities were identified: the insufficient material and technical resources of universities, a shortage of teaching staff with the necessary digital competences, the inadequacy of current educational standards for the requirements of the digital age, and the absence of mandatory courses in the curricula aimed at developing digital skills in preservice lawyers. The author substantiates the need to amend the Federal Law "On Education in the Russian Federation" to require digital competences among teaching staff, as well as to amend the Federal State Educational Standard for Jurisprudence to include digital competences in the list of mandatory professional competences. The theoretical significance of this work lies in its systematization of scientific approaches to the problem of digitalization of legal education and the identification of the main contradictions and development trends in this field. The practical significance is determined by the possibility of using the recommendations proposed by the author in the development and updating of educational standards, curricula and programs for training lawyers, as well as in the activities of the Ministry of Science and Higher Education of the Russian Federation and higher education organizations.

The article is devoted to the issue of lifelong learning as one of the system-forming factors of the educational system – both at the level of an individual country and within the global educational community. Lifelong learning is a domain that constitutes a significant part of the educational system and, at the same time, has its own regulatory mechanisms and features specific to adult education. As a fundamental principle of modern educational policy, lifelong learning has undergone considerable transformations under the influence of globalisation processes, scientific and technological progress, and evolving socioeconomic realities. Today, continuous education is recognised as one of the most important components of every individual’s education – a necessity driven by globalisation and modern technologies. On the other hand, lifelong learning is a dynamic and evolving field which potential has a decisive impact on achieving the goals of sustainable development in education in the 21st century. The relevance of research in the field of lifelong learning in Asian countries stems from the fact that, as a significant cluster of the global economy, the region is actively exploring the potential, mechanisms, and prospects for developing educational models in the area of lifelong learning. The authors’ aim in this study is to analyse the accumulated experience in lifelong learning in China and several countries of the Asian region, to identify the key characteristics, driving forces, achievements, and challenges inherent to this model, to assess its advantages and disadvantages as well as to examine its impact on professional development and adaptation to the rapidly changing conditions of the global labour market. Using combined methods of analysis and comparison, as well as the relational method of paired cooccurrence of keywords, the authors examine the work of internationally oriented organisations (ASEM and PASCAL), which foundational documents have served as de facto regulators in the field of lifelong learning in several countries in Asia and Europe. Based on an analysis of intergovernmental, national, and regional policies in this area, the authors present their conclusions on the current state of lifelong learning in the region. The article also identifies the dominant aspects in the development of lifelong learning in China as well as in several other countries in the region. The authors analyse the particularly interesting phenomenon of “learning cities” from the perspective of adult learning methodologies. The unique characteristics of the region – including the use of cultural heritage to foster national identity and develop a harmonious personality, rooted in the collectivist philosophy of the countries involved – make this research valuable in terms of its theoretical significance and the prospects for practical application.

This article presents a modified version of the “Incomplete Figures” subtest originally developed by Ellis Paul Torrance. The relevance of the study is determined by the increasing role of creative competency within the system of art and design education, as well as by the need to develop diagnostic instruments that account for the specific features of students’ visual and figurative thinking. In educational practice, standardized creativity tests are widely applied, including the Torrance Tests of Creative Thinking; however, their implementation in art education encounters a number of limitations related to the nature of the stimulus material and the professional orientation of students’ activities. The aim of the article is to develop and conduct an initial validation of a modified version of the Torrance subtest aimed at assessing the activity-based component of creative competency, as well as to analyze its diagnostic potential in samples of schoolchildren and university students. The modification is based on the use of more complex stimulus material and involves completing a series of sequential graphic tasks followed by an analysis of the produced works according to the criteria of fluency, originality, elaboration, and resistance to premature closure. The validation of the proposed modification was carried out among undergraduate students majoring in Design and primary school students receiving supplementary art education. The study identified age- and context-related characteristics in the manifestation of specific indicators of creative thinking and confirmed the diagnostic applicability of the proposed modification when working with different categories of learners. The theoretical significance of the research lies in the systematization and updating of scholarly approaches to creativity assessment in the context of art and design education. The practical significance consists in the possibility of applying the proposed modification in educational and research practice for analyzing the development of students’ creative competency and monitoring its developmental dynamics.

The relevance of the research is due to the systemic gap between the outcomes of traditional construction personnel training and the rapidly increasing demands of the industry. Graduates often lack comprehensive integrated professional competency that synthesizes fundamental knowledge, practical skills in using modern software, and managerial and corporate competences. We see overcoming this contradiction in the strategic integration of academic and corporate university resources aimed at creating a holistic educational environment. However, the mere declaration of partnership is insufficient. Specific organizational and pedagogical mechanisms and tools are needed to ensure not episodic but systematic, manageable, and measurable interaction among all participants. Specialized project-based learning platforms are such tools, capable of becoming the digital backbone of integration. The aim is to identify and evaluate the integration potential of a digital project-based learning platform that facilitates interaction between academic and corporate components for the training of civil engineers (using the UrFU “Project Team Interaction” platform as a case study). The leading research method is an in-depth case study, implemented through a set of empirical methods including the analysis of students’ digital activity traces, a survey of three user groups (students, academic supervisors, corporate mentors), interviews, quantitative and qualitative data analysis, and statistical processing of the results. The study identified the architecture and defined the functional modules of the platform, covering the full cycle of student project management. Its application led to a significant improvement of students’ professional competences and reduced the subjective variance of final grades by making the process objective through digital activity traces. Corporate partners highly appreciated the transparency of the process and the possibility of prompt intervention, while the structured digital project portfolio increased graduates’ competitiveness in the labor market. The theoretical significance of the work lies in developing the concept of digitalization as a backbone element of integration processes in engineering education. The practical significance lies in presenting a proven model and tools that can be adapted by other technical universities to build effective industry-specific educational systems.

The relevance of the research is determined by the need to ensure the technological sovereignty and digital independence of the Russian Federation, which cannot be done without high-quality training of specialists for the IT industry. The key problem is the lack of efficiency of the traditional information and diagnostic approach based on passive informing and formal testing of students. The aim of the article is to develop and test the methodology of using digital educational resources of the career guidance project "Data Lesson" to develop students' ideas about the world of professions in the field of information technology. The leading method is the modeling of labor actions performed by specialists in the field of computer science and engineering, and performed by schoolchildren in the virtual environment of a digital educational resource. A characteristic feature of the presented virtual interaction is that the student does not just get information about the profession in a ready-made form, but actually "lives" it: makes decisions on behalf of the specialist, sees the consequences of his/her actions in the digital environment and receives feedback on the quality of the decision. 108 schoolchildren from grades 5-6 are involved. They are students of the state budgetary educational institution of the city of Moscow School No. 1621 "Tree of Life". Main results: the article substantiates the need to use digital educational resources to support the professional self-determination of students. In addition, using the example of the career guidance project "Data Lesson", the authors demonstrated the efficiency and effectiveness of the model of social partnership between schools and IT industry organizations with the intermediary support of an autonomous non-profit organization and the state. Theoretical significance: it is argued that the project "Data Lesson" is not just an educational campaign, but can be considered as an integrated innovative environment for mass career guidance of schoolchildren. Practical significance: the work of students with digital educational resources is described, which helps to increase their level of readiness for professional self-determination. The effectiveness of information interaction in a virtual environment has been evaluated in relation to each of the aspects of career guidance: motivational and value-based, cognitive, and activity-based.

This article examines the problem of organizing a health-preserving education system in higher education institutions for students majoring in pedagogy and psychology. The relevance of the study stems from the need for a systematic updating the content of teaching staff training in the field of health preservation in the context of implementing the "Core of Higher Pedagogical Education" concept. The preservice teacher is considered from three perspectives: as an individual of adolescence with inherent health risks; as a subject of the educational process, experiencing a number of negative factors in the social environment; and as a preservice teacher who, in the future, should be the bearer of healthy lifestyle standards for students. The aim of the work is to create a structural and substantive model of organizing a health-preserving education system in a humanitarian and pedagogical university, including target, substantive, organizational-procedural and evaluative-result blocks aimed at improving the effectiveness of educational and health-improving work in the educational organization. The following approaches were applied in the article to define the organization of a health-preserving education system in a humanitarian and pedagogical university: pedagogical (environment as a set of conditions and technologies organized by the teacher), psychological (environment as a space of psychological safety and comfort), medical and hygienic (environment as compliance with sanitary and epidemiological standards), socio-cultural (integrative) (environment as a way of life and health culture adopted in the organization). The key components of the institute's health-preserving system model are revealed, as well as the organizational and pedagogical conditions for the successful implementation of a health-preserving system at a pedagogical university. This study has high practical significance, as it not only proposes a model for organizing a health-preserving education system at a university but also provides a review of the scientific literature, allowing us to formulate the concept of a health-preserving educational environment as an open concept. This approach allows us to address the issue of the holistic development of preservice teachers, not just their professional competences. Summarizing the branch's many years of experience allows us to transfer successful practices to other educational institutions. This solves the problem of methodological support for the educational process by providing teachers with ready-made models, technologies, and forms of work in the field of a modern approach to the system of developing healthy lifestyle attitudes among students of a humanitarian and pedagogical university.

The modern higher education system of the Russian Federation is undergoing a rapid transformation process affecting the field of digitalization of the educational process in all disciplines. In this regard, the relevance of teaching a foreign language to students of technical areas of training based on progressive Russian online platforms is becoming the highest, since this is an access key to world technologies, scientific articles, international scientific and technical cooperation, allowing a future specialist in the technical field to communicate with foreign colleagues, read the original documentation and be a competitive specialist in the global economy, which requires a professionally oriented approach to training. The intensification of foreign language knowledge among students of technical areas of training develops thinking, memory, creativity and opens up access to world achievements in the field of engineering and technical professions. At the same time, contradictions in teaching a foreign language to students in technical areas of training include the gap between general educational goals and highly specialized need, a lack of professional context, conflicts between creative thinking and strict technical logic, as well as the discrepancy between traditional methods and rapid changes in IT engineering and lack of time due to an extensive core program. This requires the modern methodology of teaching a foreign language to find new and creative solutions. The aim of the study is to analyze the guidelines for the implementation of progressive Russian online platforms in teaching a foreign language to students of technical areas of training. The work used theoretical and empirical research methods. Professionally oriented tasks that were developed in the course of work allow teachers to more effectively develop professional competences among students. The theoretical significance of the work lies in the scientific justification of the need to use progressive Russian online platforms in teaching a foreign language to students of technical areas of training. The practical significance of the study lies in determining the guidelines for the implementation of progressive Russian online platforms in teaching a foreign language to students in technical areas of training and creating appropriate professionally oriented tasks.

The article focuses on the correctional and pedagogical significance of diagnosing the speech development of preschool children with autism spectrum disorder. It provides a detailed review of the modified diagnostic tools that justify the choice of pedagogical strategies. The relevance of the study is due to the need to create a unified diagnostic toolkit that allows for the identification of speech and communication difficulties in this category of children and, on this basis, to build an individual educational route in accordance with the target guidelines. The aim of the work is to provide an approved toolkit based on the analysis of the available diagnostic material, which allows us not only to identify the structure of speech deficit, but also to determine the zone of proximal development for correctional and pedagogical work. The methodological basis of diagnostics is the regulatory framework: the tools must comply with the Federal State Educational Standard for Preschool Education in Russia, which evaluates the dynamics of development rather than the final result. The approaches used are based on psychometric analysis and practical validation. The article identifies the basic trends and gaps in existing methods for diagnosing speech disorders in ASD. The novelty of the study lies in the fact that the results of the modified diagnostic complex allow us to move from the detection of a disorder to a deeper understanding of the individual development character of a child. This creates a foundation for maximizing the potential of children with ASD and their successful integration into society. The theoretical significance of the work lies in the review and systematization of current diagnostic approaches and methods for assessing speech and communicative development in children with ASD, which are characterized by a high transformative potential in terms of building an individual educational trajectory. The practical significance of the work lies in the fact that the proposed toolkit will provide teachers and specialists with a reliable means for the differentiated assessment of speech and communicative disorders, and will help to obtain data that can be directly translated into pedagogical goals and correction tasks.

This article examines alexithymia, a complex psychological phenomenon. The relevance of this study lies in the high prevalence of alexithymia and its negative impact on mental health, social adaptation, and the effectiveness of psychotherapy, particularly in the context of contemporary social tension. The aim of this article is to provide a theoretical overview and examine existing approaches to understanding the nature of alexithymia, as well as the factors influencing its development. The results of this conceptual analysis include a classification of key characteristics, mechanisms, and types of alexithymia, as well as the specifics of the psychotherapeutic process.