№ 09 (September)

The relevance of the problem stems from the ongoing transformation of higher pedagogical education toward a research-oriented model, alongside a fundamental reconceptualization of the foundational principles underlying preservice teacher training because the effectiveness of their research work determines their ability to creatively solve professional tasks and adapt to a dynamic educational environment. This study seeks to define the conceptual foundations that integrate empirically identified patterns and principles governing the pedagogical management of preservice teachers' research work. The methodological framework employed includes theoretical analysis of scholarly literature on the research problem, retrospective analysis of the author's own pedagogical experience, modeling, and a diagnostic survey of undergraduate students aimed at finding out their attitudes toward research engagement. The study identifies key pedagogical patterns that reflect the interrelationship between the research environment and the development of professional motivation, the interdependence of research competences and critical thinking, and the extent to which the effectiveness of research work is conditioned by its phased organization. Based on these patterns, a system of principles for pedagogical management of students’ research work is proposed, grounded on continuity, integration of science and profession, individualization of the research trajectory and practice orientation. The implementation of these principles contributes to the development of students' research competence as a meta-subject outcome of teachers’ training, thereby ensuring their readiness for innovative professional practice. The theoretical significance of the study lies in substantiating research activity as a continuous process that progresses through distinct stages – from learning research to independent scientific examination and, subsequently, to research with applied relevance. Disruption of the continuity between these stages leads to fragmentation and formalization of outcomes. A direct positive correlation is observed between the development of research skills and professional motivation: the more strongly students recognize the practical significance of their research for future work in schools, the higher is the quality of their research results. Consequently, isolating research topics from the real-world challenges of schooling undermines the motivational foundation. The practical value of the work is determined by the comprehensive characterization of the principles of pedagogical management of research activities, which together form an integrative system wherein each principle reinforces and amplifies the effect of the others.

The internationalization of education is one of the key priorities in the development of the government educational policy, involving the active recruitment of foreigners to Russian universities. However, international students experience a number of difficulties when choosing a Russian university, including poor Russian language skills, living conditions, psychological well-being, and social isolation from the host society. A review of the existing literature reveals that most articles on adaptation and integration of international students address these processes fragmentarily, without taking into consideration their sequence or continuity. This gap determines the relevance of this research, which seeks to develop new strategies for the successful sociocultural integration of international students into Russian society. The aim of this study is to provide a theoretical justification for the need to develop and implement a complex model for the sociocultural integration of Indian students into Russian society. An empirical analysis of the experience of organizing the educational process at the Professor A. P. Zilber Medical Institute, Petrozavodsk State University helps to identify the most effective strategies for the sociocultural integration of students from India into Russian society. The proposed complex model of sociocultural integration consists of four modules: 1) intensive language training, 2) cultural, educational and leisure activities, 3) mentoring support, 4) external interaction and cooperation. The empirical basis of the study is built on methods of pedagogical observation of students’ academic performance and behaviour, as well as on the analysis of a questionnaire survey conducted among first- and second-year Indian students, which allows us to trace the dynamics of adaptation processes. Testing of the model demonstrates its effectiveness: a reduction in the language barrier, an increase in social and everyday comfort and independence, and a decrease in anxiety and emotional tension have been observed. The theoretical significance of the study lies in the clarification of the terms ‘social adaptation’ and ‘sociocultural integration’. Existing models of adaptation and integration have been supplemented with data on the specific characteristics of the Indian context. The practical significance lies in the fact that the proposed complex model can be used in other higher education institutions to improve the academic performance and psychological well-being of international students.

The international career development of music majors is closely related to their English proficiency, which directly affects their access to foreign scores and academic literature, as well as their opportunities for international academic exchange and performance practice. Consequently, English for Specific Purposes (ESP) instruction tailored to music students has attracted growing scholarly attention. Although considerable number of works exists on professionally oriented foreign-language teaching and modular curriculum design, few studies have systematically integrated modular and thematic principles into ESP courses specifically for music majors, which determines the starting point of this study. This paper proposes a theoretical model of a modular-thematic ESP curriculum that addresses the professional needs of music learners. The study is theoretical in nature and relies on literature analysis, systematic comparison, inductive generalization, and curriculum modeling, drawing on previously published needs-analysis findings as secondary empirical support. Its conceptual framework is built upon five pillars: the competence-based approach, the modular approach, professional orientation, needs-analysis methodology, and Content and Language Integrated Learning (CLIL). A comparative examination of practices in the United Kingdom, Spain, and Russia reveals consistent cross-contextual patterns: oral communication and listening comprehension consistently prove to be the most difficult skills for music students; the demand for specialized vocabulary and authentic performance-based tasks persists across all settings; a purely task-driven pathway, lacking thematic organization, tends to leave gaps in the language system, whereas embedding language materials in musical content significantly enhances learner motivation and achievement. Domestic Russian practice aligns with this general direction but relies more heavily on the competence-based framework and has seldom conducted systematic analysis of music learners’ needs. The theoretical significance of this study lies in demonstrating that the modular-thematic model preserves professional relevance without sacrificing linguistic systematicity. Its practical value is reflected in its applicability to ESP course development for music majors, selection of thematic modules, and targeted improvement of oral and listening skills training.

The society and the state assign higher education the task of fostering value guidelines, civic identity, and patriotic sentiment among young people. One of the instrumental approaches to solving this problem was the introduction of the ideological discipline «Fundamentals of Russian Statehood» into the curricula of the country's universities with clearly developed thematic sections. The success of the educational process depends significantly on how the learning material is presented. In this regard, there was a need to analyze, systematize and develop pedagogical approaches adapted to modern realities, personal and age characteristics of students. The purpose of this article is to systematize and substantiate the pedagogical methods and techniques that are most effective for teaching the discipline «Fundamentals of Russian Statehood», including assessing the feasibility of their application to achieve specific educational results. The approach to the research chosen by the authors is based on theoretical methods (analysis of scholarly literature, study and generalization of teachers’ professional experience, comparative analysis, system-structural and system-functional analysis, synthesis, generalization and systematization) and empirical methods (observation and description). The article shares practical experience in teaching the «Foundations of Russian Statehood» course to students at technical universities in Penza and Kazan. The paper concludes that it is advisable to use various pedagogical techniques and methods in accordance with the structure and content of the discipline. Thus, the pedagogical achievements of the authors in the form of mini-projects with the possibility of using social networks, solving case studies, analyzing historical sources, creating and solving crosswords, participating in business games, working with Internet resources and statistical data, as well as with mass media are distributed according to five sections of the course. The proposed interactive methods can be regarded as a basis for further theoretical study in the context of pedagogical science, in particular, for a conceptual assessment and improvement of teaching methods of socio-humanitarian disciplines. The developed set of pedagogical methods and techniques, containing specific assignments, citations, and links to Internet resources, can be applied by representatives of higher education in the Russian Federation in order to improve the quality of teaching the discipline «Fundamentals of Russian Statehood».

The article addresses the problem of teaching the pronunciation aspect of foreign-language speech to students of non-linguistic universities under conditions of limited classroom hours, heterogeneous levels of language proficiency, and insufficient attention to the development of pronunciation skills in foreign language teaching practice. The relevance of the study stems from the increasing demands on the quality of oral foreign-language communication among graduates of non-linguistic programs, as well as the need to find effective ways of integrating pronunciation work into the educational process without increasing the academic workload. Despite the recognition of the importance of pronunciation for successful communication, in contemporary university practice priority is often given to the development of lexical and grammatical skills, while issues of pronunciation improvement remain insufficiently elaborated. The aim of the study is to analyze existing approaches to teaching the pronunciation aspect of foreign-language speech in non-linguistic universities and to develop an integrative system of exercises and activities aimed at improving students’ pronunciation skills within the discipline "Foreign Language". The leading research method was experimental instruction implemented in a pre-test/post-test design without a control group. Additional methods included observation, testing, questionnaires, analysis of students’ speech production, and comparative analysis of the obtained results. In the course of the study, a system of exercises was developed and tested, based on the principles of communicativeness, situationality, functionality, and the integration of pronunciation work with teaching listening, reading, speaking, and the acquisition of lexical and grammatical material. Particular attention was paid to correcting typical pronunciation errors of Russian-speaking students, developing transcription skills, improving the intonational expressiveness of speech, and maintaining motivation through students’ participation in extracurricular language-related activities. The results of the experimental instruction showed positive dynamics; observation and external assessment confirmed a reduction in the number of major phonological errors and an improvement in the quality of students’ oral speech. The theoretical significance of the study lies in substantiating an integrative approach to improving the pronunciation skills of students in non-linguistic universities and specifying the methodological conditions for its implementation. The practical significance is determined by the possibility of using the developed system of exercises and the set of motivational activities in the practice of teaching foreign languages in non-linguistic higher education institutions.

The relevance of the study is driven by the need to revise the teacher's methodological toolkit in the context of the rapid integration of generative AI models into the educational process, particularly into teaching Russian scientific written speech to foreign students. The need to overcome the key contradiction between the ability of generative AI to instantly produce ready-made text and the need for step-by-step development of the skill of independently formulating scientific thought in non-native speakers is of particular importance. The aim of the study is to identify the areas of AI application in teaching Russian scientific writing to non-native speakers and to determine the conditions under which AI becomes a means of developing skills rather than replacing them. A comprehensive approach is aimed at identifying the practices, difficulties and deficits of non-native speakers with B1 level of Russian as a foreign language when using AI in working with scientific texts. The analysis focused on four aspects: popular scenarios of AI use, vague perceptions of academic ethics, the gap between students' self-assessment of their skills and their actual behaviour, and the contradiction between awareness of risks and the lack of verification strategies. The methodological framework includes a theoretical analysis of research on the use of AI in teaching scientific writing, a questionnaire survey of non-native speakers, a qualitative analysis of their detailed responses, and pedagogical observation of the completion of tasks on writing secondary scientific texts. The results of the study demonstrate that non-native speakers widely use AI for translating and analysing scientific texts, do not consider this a violation of ethics, do not cross-check the responses and encounter hallucinations. While being aware of the risk of degradation of their own skills, they have no protection strategies. The paradox is that this awareness does not translate into verification practice – students know about the danger but do not check the information and do not change their behaviour. The novelty lies in redefining the role of AI from a generator of ready-made text to an editing tool, in identifying two priority skills, namely competent formulation of queries to AI and critical verification of the information obtained, as well as in identifying a methodological risk consisting in students' use of generated false sources without verification. The theoretical significance lies in the development of scientific understanding of the boundaries of AI applicability in teaching written scientific discourse and in clarifying the concept of "methodological expediency" in relation to the automated formation of scientific discourse literacy. The practical significance lies in the fact that data on students' deficits when working with AI allow the teacher to adjust instruction and substantiate the need to develop students' skills in prompting, verification and observance of academic ethics.

The development of general education systems in Francophone African countries is largely determined by the historical conditions of their establishment and the specific features of language policy. Although numerous studies have examined educational development in individual countries of the region, the influence of the French colonial heritage on contemporary general education systems in Francophone Africa remains insufficiently explored from the perspective of comparative pedagogy, which determines the relevance of this study. The purpose of the article is to identify and analyze the main aspects of the French colonial heritage influence on the development of general education systems in Francophone African countries. The methodological framework of the study is based on comparative-pedagogical, historical-pedagogical, and systemic approaches. The empirical basis includes international statistical and analytical materials as well as works of Russian and foreign scholars in the fields of comparative education, history of education, and language policy. The findings demonstrate that the French colonial heritage continues to exert a significant influence on the functioning of educational systems in the region. Its impact is reflected in the preservation of certain elements of the schooling organizational structure, centralized governance principles, and the leading role of the French language in the educational process. At the same time, contemporary educational reforms contribute to the gradual adaptation of inherited educational models to national socio-economic, demographic, and cultural conditions. A comparative analysis of Senegal, Benin, Cameroon, Chad, and Niger revealed differences in the scale of educational transformations and the implementation of language policies. The theoretical significance of the study lies in expanding scholarly understanding of the role of historical, linguistic, and institutional factors in the development of general education systems in Francophone African countries. The practical significance of the research is associated with the possibility of applying its findings in comparative educational studies, analyses of educational reforms, and the development of language policies in multilingual societies.

The relevance of the research is connected with terminological contradictions arising in modern pedagogical theory and practice, caused by the ambiguity of the concept of "pedagogy" and the displacement of traditional terms by foreign-language analogues. The aim of the article is to present the genesis of the concepts of "pedagogy" and "pedagogue" in the historical and cultural context of pre-revolutionary Russia, to clarify their semantic content and role in the development of pedagogical science. The work is based on an etymological analysis of linguistic sources from different historical periods (church dictionaries, textbooks, official documents), the works of domestic educators and thinkers (K. D. Ushinsky, P. F. Kapterev, A. G. Obodovsky, and others), as well as normative acts related to the development of the education system. The main results of the research demonstrate the evolution of the term "pedagogue": from the meaning of "dyadka"(male nurse) or "mentor" in the 17th century to the designation of home tutors (18th century), professional teachers (19th century) and educators-researchers (early 20th century). It is shown that the institutional formulation of terms was going on in parallel with the development of pedagogical institutions, scientific societies and specialized journals. A significant contribution to the conceptualization of notions was made by N. I. Novikov, A. G. Obodovsky, S. P. Shevyrev, L. N. Modzalevsky, P. D. Yurkevich, K. D. Ushinsky and P. F. Kapterev. It has been found that domestic literature of the 19th century actively used the concepts of "pedagogue" and "pedagogy" to create a multifaceted picture of educational reality, which contributed to their popularization and consolidation in public consciousness. Literary works became a platform for comprehending key pedagogical concepts and ideas through authors’ reflections and dialogues of characters. Artistic images of teachers allowed society to deeply understand the professional significance and social role of pedagogical work. The theoretical significance of the research lies in deepening the understanding of the development of key pedagogical categories and creating a basis for terminological uniformity. The practical value of the research lies in the possibility of using the results obtained to improve modern pedagogical terminology and its correct application in scholarly research and educational discourse. The results of the work are useful for teaching the history of pedagogy and developing educational strategies taking into account national experience.

The article justifies the need to develop preservice teachers of Russian as a foreign language with an understanding of the methodological potential of works of art, as well as the specifics of preparing and conducting lessons using them. The aim of the study was to develop the content of training student teachers to use paintings in RFL lessons and to propose a system of key teaching methods. In defining the theoretical foundations of instruction, the study drew upon works addressing the concept of integrated language and culture teaching, the linguocultural aspects of foreign language instruction, and the use of visual aids in teaching Russian as a foreign language. To develop the linguodidactic and psycho-pedagogical foundations of instruction, lesson samples were analyzed, the teaching process was observed, and interviews were conducted with instructors experienced in creating educational materials based on works of art. A questionnaire was conducted among RFL teachers to identify the frequency and reasons for using paintings. This allowed us to obtain information about the difficulties faced by teachers in preparing and conducting lessons using visual arts. The results of the study indicate the need to incorporate the developed training system into university-level education. The painting serves as a starting point for modeling and designing the process of teaching Russian as a Foreign Language. The theoretical significance of this work lies in the fact that, based on modern scientific and pedagogical achievements, the content of students' preparation for modeling and designing lessons using paintings has been determined: the methodological potential of paintings has been clarified in the context of teaching Russian as a foreign language, and a methodological model for constructing lessons has been determined. The practical significance of the research lies in the developed structure of university classes and the system of analytical, reproductive-constructive, and creative (productive) tasks, which can be used in the practice of teaching university disciplines and in the system of additional professional training. This type of training expands the ideas of preservice and in-service teachers about the possible tools for developing communicative competence, promotes the realization of their creative potential, and fosters the use of various methods, techniques, and tools for instruction.

The article discusses the problem of developing a mechanism for regulating social communication and behavior in children with autism spectrum disorders (ASD). Children with special needs are exposed to various risks in their communication with peers and adults, as well as in assessing dangerous situations and their consequences, and in planning their own actions. This highlights the need for implementing technologies that focus on developing the social and communication skills of children in this category, which is the objective of this study. The theoretical and methodological foundation of this work is based on the works of domestic and foreign authors who are specialists in the field of special education and correctional pedagogy. The following research methods are used in this work: theoretical methods based on psychological and pedagogical literature, which involve summarizing and systematizing the information obtained, as well as empirical methods. The study was conducted on the basis of the Center for Psychological, Pedagogical, Social, and Medical Assistance, the Department of Therapeutic Pedagogy and Rehabilitation, and the Tula Kindergarten for Children with Special Needs in Tula. The study involved 20 older preschool children with ASD. The diagnostic program included the comprehensive methodology of A.V. Khaustov, and the results showed that: it is difficult for preschoolers to express their requests and ask for help from an adult, and they experience significant difficulties in describing objects. Their social behavior is extremely limited: they do not know how to share and do not initiate joint play. The novelty of the research lies in the development of a set of social stories aimed at improving social communication skills in public places and managing one's own behavior and emotions, as well as the conditions for their implementation. The theoretical significance of the work lies in the study and evaluation of the effectiveness of methods aimed at developing the social and communicative skills of children in the studied category through the development and testing of social storytelling technology. The practical significance is that the results of the study can be used as a basis for pedagogical guidance in supporting children with developmental disorders in their socio–communicative development.

The relevance of the study is due to the contradiction between the declared transition in Russian national projects to a resource-based model of health preservation for older adults and the persistent dominance of the deficit approach in actual practice, in which education is not considered as a system-forming factor of active longevity. The absence of a pedagogically grounded resource-based model based on non-formal education creates a gap between scientific knowledge and the real needs of the state, education, and the individual. The aim of the article is to pedagogically substantiate a resource-based model of health preservation for older adults, in which non-formal education acts as a system-forming factor of active longevity. The methodological framework includes systemic, resource-based, and andragogical approaches. Theoretical methods were used: literature analysis, comparative analysis of deficit and resource-based models, content analysis of federal and regional programmes (“Older Generation”, “Moscow Longevity”, “Silver Age”) according to five criteria. The empirical analysis showed that education is considered as a system-forming factor of health preservation in none of the analysed documents. Three types of models were identified: deficit (focused on compensating losses), mixed (combining medical approach and information), and resource-based (including education as an element). Theoretical analysis confirms that non-formal education (voluntary, practice-oriented, flexible, providing social support and psychological safety) has the potential to become a system-forming factor in the transition to a resource-based model. A conceptual scheme of the resource-based model is proposed, including four components (cognitive, activity-based, social, and meaning-oriented) and a cyclic mechanism for their implementation. The theoretical significance lies in the pedagogical substantiation of the resource-based model of health preservation, where non-formal education acts as a system-forming factor of active longevity. The practical significance is that the proposed scheme can serve as a basis for designing educational programmes and evaluating their effectiveness. Further research will be aimed at the substantive content of the components, the development of diagnostic tools, and empirical testing of the model.

Relevance of the study is motivated by the active integration of artificial intelligence (AI) in education and the simultaneous criticism from educators regarding the quality of AI-generated products. Lesson plan generation is highly demanded by teachers for time efficiency and instructional variety. However, the lack of effective tools for the substantiated evaluation of AI materials reduces their didactic value. In this context, the problem of developing evaluation criteria and analyzing the sensitivity of neural networks to prompts becomes highly relevant. The aim of the study is to assess the sensitivity of various AI platforms to prompt phrasing during the generation of foreign language lesson stages aimed at developing grammatical skills in lower secondary school (grades 7–8), and to determine the extent to which the generated outputs comply with established methodological standards. A specialized checklist was developed as a methodological framework and evaluation tool to capture key conditions for organizing grammatical material. The empirical data comprised outputs generated by five AI platforms (DeepSeek, Perplexity, Gigachat, ChatGPT, and Qwen). A comparative analysis was conducted using four prompts, each varying by specific methodological constraints, which allowed for the tracking of algorithmic adaptability. The results of the study revealed that all platforms exhibited varying degrees of sensitivity to prompt detail. It was found that none of the generated lesson plans fully complied with the established methodological requirements, and all required mandatory pedagogical revision. The Qwen platform demonstrated the greatest initial suitability for the task at hand, although its results also required refinement. Typical methodological shortcomings inherent in AI-generated content were identified. The theoretical significance lies in systematizing approaches to the evaluation of educational content generated by generative models and expanding the understanding of AI limitations in grammar instruction. The practical significance is the development of a checklist for educators to verify AI-generated materials. The study demonstrates that collaborative efforts between developers and methodologists are essential to improve neural network accuracy. Furthermore, it substantiates the approach of utilizing "imperfect" AI-generated lesson plans as materials for methodological analysis during pre-service teacher training and in-service professional development, thereby fostering teachers' critical thinking skills.

The relevance of the study is due to the linguistic and cultural heterogeneity of student groups that are constantly replenished with foreign students, and the resulting linguistic and cultural heterogeneity in which Russian is the only means of communication. A uniform, undifferentiated teaching methodology does not fully take into account differences in the structure of students’ native languages, in their norms of communicative behaviour and in their ways of explicating experience. The aim of the article is to substantiate the differentiation of a foreign language audience according to a linguo-ethno-cognitive principle and to show how the nature of difficulties in learning Russian is related to the typological distance between the learner’s native language and the target language. The leading approach is the linguo-ethno-cognitive one, which combines linguistic, ethnic, cultural and cognitive components; the principal method is comparative-typological (contrastive) analysis, supplemented by typologisation and classification. As a result, the concept of a foreign-language audience is clarified, and five language groups are identified – Slavic, Turkic, Iranian, Chinese and Indian – for each of which zones of positive transfer and zones of interference are distinguished, while the interferences themselves are classified by nature into physical, physiological, psychological and semantic-conceptual ones. A consolidated gradation of the groups is constructed, according to which, as the typological distance increases, the main source of difficulty shifts from the formal level to the conceptual one, and the amount of positive transfer decreases – from maximal in the Slavic group to virtually absent in the Chinese one. The theoretical significance of the work lies in integrating scattered linguistic and methodological observations into a single graded model. Its practical significance is determined by the fact that the proposed model gives the teacher a basis for the targeted selection and presentation of teaching material according to the dominant type of difficulty for each group, as well as for developing differentiated corrective courses and diagnostic maps of typical errors.

The relevance of the research problem is driven by the need to find effective pedagogical tools for maintaining student engagement when learning French grammar as a foreign language at the university level. Traditional teaching methods often fail to provide sufficient motivation and do not enable students to successfully transform declarative grammatical knowledge into procedural oral skills. The aim of this study is to evaluate the impact of gamified digital activities on student engagement and the acquisition of French grammatical structures (imperfect tense, subjunctive mood, active and passive voice) in a university educational context. The leading method of the research was a convergent mixed-methods design (quantitative and qualitative analysis), which included a 14-week pedagogical intervention involving 26 linguistics students at Novosibirsk State Technical University. The gamified platforms Wordwall (Spin the Wheel), Baamboozle, and Quizlet were used during the classes. Data collection was carried out through pre- and post-tests, a 24-item engagement questionnaire on a 5-point Likert scale, open-ended questions (Yandex Forms), and classroom observation. The main results of the study demonstrate a significant improvement in academic performance: all participants achieved maximum scores on the post-test (10/10) with a very large effect size (Cohen's d = 1.37). Gamification-specific engagement was the strongest predictor of learning outcomes (β = 0.48), explaining 62% of the variance in post-test scores. Students demonstrated high levels of behavioural (4.2/5), emotional (4.0/5), and social engagement (4.3/5). Thematic analysis of qualitative data revealed four main themes: positive affective response (52%), interactivity and novelty (40%), listening comprehension and grammar difficulties (32%), and suggestions for improvement (24%). The theoretical significance of the work lies in deepening the understanding of the mechanisms by which gamification influences multidimensional student engagement in the context of learning French, thereby complementing existing research that is predominantly focused on English. The practical significance consists in the development of six concrete recommendations for university instructors on implementing gamified activities in the educational process, including principles of instructional sequencing, multi-platform integration, and attention to learner choice.

The relevance of the research is determined by the fundamental transformation of the labor market and educational paradigm, within which a graduate’s personal effectiveness becomes a system-forming factor of competitiveness rather than an optional supplement to professional competences. In the context of digitalization, hybrid employment, and boundaryless careers, the ability for self-organization, reflexive time management, and proactive positioning acquires critical importance. The issue gains particular significance for students of pedagogical universities in the re-integrated regions of the Russian Federation, where integration processes entail the restructuring of the institutional environment, value orientations, and professional standards, generating high uncertainty in career prospects. The aim of the article is to provide theoretical and methodological substantiation and selection of a set of measures for developing personal effectiveness in preservice teachers, integrating time management tools, self-organization skills, and proactive positioning strategies in the labor market under integration conditions. The methodological basis comprises systemic, axiological, activity-based, environmental, and reflexive activity-oriented approaches. Results: key problem areas were identified – predominance of a short-term time perspective, difficulties with prioritization, procrastination, deficits in self-presentation and resume adaptation skills; digital planning tools were systematized and adapted for pedagogical education (Yandex Calendar, WEEEK, LeaderTask, as well as applications for individuals with disabilities: Structured, Choiceworks); a training program for short self-presentation (“elevator pitch”) was developed for three contexts – job interview, social project presentation, and professional networking; principles for crafting a competitive resume compliant with applicant tracking systems were substantiated; the role of professional networks and digital footprint integration into a unified self-presentation strategy was defined. The theoretical significance lies in a holistic substantiation of personal effectiveness as an integrative construct combining temporal, reflexive, digital, and career components tailored to the specificity of re-integrated regions. The practical significance is determined by the direct applicability of the developed tools in the educational process of pedagogical universities, including recommendations for teachers, tutors, and career centers.

The relevance of this study is associated with the transition that took place in language teaching in 2018, namely, the shift from the four skills (reading, speaking, listening, writing) to four modes of communication activity, which include reception, production, interaction, and mediation. Unlike the other three, mediation is often not fully understood by teachers, and tasks aimed at developing mediation skills are not always given the attention they deserve. At the same time, this mode of communication is extremely important in the modern world, as it combines the other three. In addition, mediation skills (e.g. explaining data, translating a written text, processing text, leading group work, etc.) are particularly important for students studying economics and management, as they are directly related to their professional activities. In this regard, the purpose of this article is to prove the relevance and necessity of developing mediation skills among students majoring in economics. The main research methods used by the authors of the article are the analysis of scientific and methodological works devoted to mediation and the development of mediation skills, as well as analysis of regulatory documents governing language education for students in economics-related fields. Consequently, an analysis of trends in modern language education and regulatory documents has demonstrated the importance and necessity of developing mediation skills among students majoring in economics, as well as the need to draw instructors' attention to this topic. The theoretical significance of this article lies in the description of factors proving the necessity and importance of developing mediation skills among students of economics-related fields. The practical significance is expressed in the fact that the data obtained can be used for the further development of a syllabus aimed at building up mediation skills among this group of students.

The steady long-term decline in the interest of high school students in physics in the Russian Federation is confirmed by the statistics of the Unified State Exam (the number of participants decreased from 207 thousand in 2014 to about 90 thousand in 2023-2025), PISA and TIMSS results, and expert assessments. One of the key reasons is that the laboratory workshop, especially in electrodynamics, does not match the current state of science and technology: the works remain "museum–like", ignoring digital signal processing, optical and wireless technologies, and semiconductor electronics. At the same time, the conceptual documents proclaim the achievement of technological independence, but the orders of the Ministry of Education on equipment and textbooks are focused on traditional means, not supporting relevant scientific trends. The aim is to analyze the alignment of the electrodynamics laboratory course content with modern science and to develop an updated course that integrates both physical and virtual experiments. Methods: comprehensive analysis of Rosobrnadzor data, regulatory and content analysis of scientific and pedagogical sources, comparative analysis of Russian and American (AP Physics C/E&M) programs and laboratory work based on a review of publications in Physical Review Physics Education Research, American Journal of Physics, The Physics Teacher, and pedagogical modeling. Results. The fundamental contradiction between the goals of physical education and its resource provision has been revealed. The foreign approach is characterized by the systematic use of digital sensors, microcontrollers, project-based activities and mandatory engineering projects (Capstone Projects). The inclusion of four areas in the workshop is justified: radiophotonics, metamaterials, quantum communications, and wireless energy transmission. A model of the faculty course "Modern Electrodynamics: from experiment to technology" (grades 10-11, 68 hours) with 14 laboratory work has been developed - from measuring the data transfer rate over optical fiber to the basics of quantum cryptography. The theoretical significance lies in the substantiation of updating the practical course, taking into account modern scientific trends and the overarching theme of "information generation, transmission, and processing." Practical significance is the ready–to-test educational and methodological complex for schools using the equipment of the centers "Point of Growth" and "Quantorium", consistent with the objectives of the national project "Education" and the decisions of the congress "UCHPROM-2025".

The relevance of the study is determined by the need to ensure continuity in the development of semiotic and symbolic skills in engineering students during the transition from secondary general education to professionally oriented foreign language instruction at university. The contradiction lies in the fact that basic skills in handling signs and symbols acquired at school do not ensure their automatic transfer into foreign-language professional communication without special methodological support. The aim of the work is to identify the lines of continuity in the development of these skills and to substantiate the methodological conditions for their effective actualization in the foreign-language environment of a technical university. The methodological framework is based on a systems approach, an analysis of semiotic and graphic means used in engineering practice, and the structure of professional competences as defined by the Federal State Educational Standard for Higher Education. The results of the study have shown that the key deficit is not the absence of skills as such, but the lack of formed strategies for recoding information (verbal into graphic and vice versa), interpreting foreign-language symbols and notations, and comparing national symbolic systems. A gap has been identified between analytical-synthetic skills in the native language and their productive use when working with foreign-language technical texts. The scientific novelty lies in the substantiation of three lines of development of semiotic and symbolic skills in the process of foreign-language training of engineers: transfer (the transfer of basic skills), adaptation (mastering the specifics of foreign-language symbols and standards), and integration (the synthesis of verbal and non-verbal means for solving professional tasks). The theoretical significance consists in clarifying the concept of "symbolic-graphic skills" as applied to teaching a foreign language at a technical university. The practical significance is determined by the developed methodological toolkit, which includes a system of tasks on recoding information, comparing symbolic systems, and a set of authentic texts with a graphic component, enabling the targeted development of skills in future engineers for independent work with symbolic and graphic information in a foreign language.

The relevance of the study is determined by the need to improve the effectiveness of physical education among students of secondary vocational education in the context of declining physical activity among young people, the digitalization of the educational environment, and the increasing requirements for the professional working capacity of future specialists. In college practice, physical education often retains a predominantly standards- and motor-skills-oriented focus, whereas modern educational outcomes require the development of health-related knowledge, self-monitoring skills, sustainable motivation and readiness to independently use the means of physical education. The purpose of the article is to provide a theoretical substantiation and experimental verification of pedagogical technologies aimed at developing competences in the field of physical education among preservice mid-level specialists. The leading research method was a pedagogical experiment conducted over three academic years, from 2022/2023 to 2024/2025, at Zaraysk Pedagogical College and Yegoryevsk College of Education and Arts. The study involved 186 students majoring in pedagogical fields. The methodological basis of the research was formed by systemic, student-centered, and competency-based approaches; the study employed analysis of scientific literature and regulatory documents, pedagogical observation, questionnaires, physical fitness testing, and methods of mathematical statistics. A set of technologies was implemented in the experimental group, including project-based activities, digital resources, interactive forms of learning, and competency-oriented assignments. The main results indicate positive dynamics in the development of competences: the share of students in the experimental group with a high level increased from 17.8% to 42.7%, while the share of students with a low level decreased from 30.6% to 8.7%. Indicators of strength, general endurance, and flexibility improved by 12–18%, and motivation for physical exercises increased by 35%; the differences between the control and experimental groups were statistically significant at p≤0.05. The theoretical significance of the article lies in clarifying the structure of competences in the field of physical education through cognitive, operational, and motivational value-driven components. The practical significance consists in the opportunity of using the proposed technologies in the educational process of colleges to increase students’ independence, strengthen their motivation for physical activity, and develop a responsible attitude toward health.

The modernization of higher education opens up prospects for the use of artificial intelligence (AI) in the training of information security specialists. Educational activities supported by AI-based chatbots have a certain potential to improve the quality of student training. The purpose of the study is to identify the interaction features of future information security specialists in the practice of developing chatbots that affect the improvement of their training quality. The leading method is information modeling in the virtual environment of a chatbot constructor. At the stage of assessing the quality of students' training, the materials of the 60-question test paper are used. Experimental base: MIREA – Russian Technological University, Institute of Cybersecurity and Digital Technologies. 84 students studying in the area of training 10.03.01 "Information security of automated systems" are involved. The main research results include a description of students' activities in designing and creating chatbots. The conclusions obtained are the basis for improving the training program for IT industry specialists. The results present the ideas of a methodological approach aimed at strengthening the influence of the following factors to improve the quality of student training: gradual integration of AI elements due to practical necessity; compliance with cybersecurity rules and ethical standards. Theoretical significance – the identified chatbot capabilities are being clarified in relation to the training of students who are able to develop innovative solutions in the field of cybersecurity and digital technologies. Practical significance – the factors influencing the effectiveness of the inclusion of AI-based chatbots in the level of training of highly qualified personnel from the IT sector have been identified. Scientific novelty: the potential of including the practice of designing chatbots in the training of information security specialists is substantiated. In conclusion, the specific aspects of students' work in designing and creating chatbots are outlined: fostering an understanding of the profession's importance; combining fundamental theory with the practice of virtual interaction; informing students about the limitations of AI usage; and addressing cybersecurity issues.

The relevance of the study is due to the increased risk of high radicalization among students in the context of aggressive and destructive influences. The goal is to identify the psychological and pedagogical aspects of designing activities to prevent the radicalization of young people in universities, based on identifying risk groups among Russian and Belarusian students. The study was based on a resource approach. A combination of theoretical, empirical, and data processing methods was used in the study. The Student's t-test for independent samples was used to assess the significance of the differences. The empirical base included students from Russian and Belarusian universities (N = 64). An additional professional advanced training program for teachers and curators of student groups has been developed and tested, based on the principles of a resource-based approach. The results of the empirical part of the study did not reveal any risk groups in any of the studied samples, as the average numbers for all the scales of violent extremism were within the normal range. However, it was found that the average numbers for several scales and the overall tendency towards extremism were significantly higher among Russian students. The highest average values in the Russian sample were observed for the scales of «anti-intraception» and «conventional coercion», while in the Belarusian sample, the highest average values were observed for the scales of «anti-intraception» and «protest activity». Strong positive correlations were found in the Belarusian sample between a number of variables («cult of power» and «destructiveness and cynicism», «cult of power» and «protest activity», «destructiveness and cynicism» and «protest activity»). Strong positive correlations were found in the Russian sample only between the variables «protest activity» and «normative nihilism». Significant differences in the studied unrelated samples were found on the scales «cult of power»; «acceptability of aggression»; «intolerance»; «social pessimism». The significance of the differences was also found on the general indicator of the propensity to violent extremism. The novelty consists in identifying the specific features of the manifestations of the scales of violent extremism in comparison between the Russian and Belarusian samples of students. The theoretical significance lies in substantiating the resource approach as methodologically justified in the prevention of radicalization of student youth through the development of personal resources. The practical significance is determined by the effectiveness of the tested program «Risks and Resources for Ensuring the Safety of the Student's Personality in the University Educational Environment» and the readiness of the materials for implementation in the educational process.

The relevance of this study is stipulated by the wide application of artificial intelligence technologies across various fields, including education, and, more specifically, foreign-language teaching. This practice is grounded in the concept of cognitive offloading associated with the use of external tools (in this case AI) to reduce the load on a person’s working memory. On the one hand, that frees up cognitive resources by providing users with ready-made solutions and quick answers; on the other hand, it reduces the need to engage with the mental operations that underlie critical thinking. The aim of the article is to describe the notion of cognitive offloading as it applies to English teaching at tertiary level. Since the study is grounded in cognitive psychology, cognitive load theory plays a significant role. Within this paradigm the learning process is built on the interaction of working memory and long-term memory and involves the transfer of information from working memory to long-term memory through the construction of schemas. Consequently, this theory is important for designing an effective instructional system that accounts for the limitations of working memory. The main points of the study also align with the concept of desirable difficulties, which justifies the need to overcome challenges in order to master knowledge. The key findings of the article are summarised in the formulation of alternative solutions for foreign language teaching practice that promote beneficial cognitive offloading aimed at activating critical thinking. The article also emphasizes the important role of instructional design in preparing future professionals for the reality in which AI is used ubiquitously. It identifies strategies for the rational use of AI technologies that can be applied in university English classroom: reducing extraneous cognitive load, building cognitive schemas, implementing multiple representations, organizing active cognitive processing, and organizing retrieval practice. The theoretical significance of the article lies in its contribution to the comprehensive study of the role of artificial intelligence in the educational process, particularly in foreign language teaching. The practical significance resides in the possibility of enriching teachers’ practice with strategies to counteract detrimental cognitive offloading. These strategies can be applied within English courses across various educational contexts, tailored to the goals and needs of learners.

In modern school, the initial stage of studying Physics in the 7th grade is often accompanied by the decrease in motivation and difficulties in learning the material. The traditional teaching methods are not effective enough to maintain the adolescents’ sustained interest. Therefore, it becomes relevant to search for the innovative didactic tools that can transform the learning process into an exciting activity. Cognitive interest is a key basis for active knowledge acquisition and personal development, that necessitates its purposeful formation from the very first lesson. The aim of the article is to provide the methodological justification for using the thematic worksheet "Mission is possible!" as a means of developing the students' cognitive interest at the initial stage of studying Physics. The leading research methods were analysis, synthesis, and generalization of psychological and pedagogical literature on the problem of learning motivation, empirical observation, and questionnaires for the 7th grade students, as well as the method of pedagogical design in the creation of the authors’ original worksheet. The study confirmed the low level of the students’ cognitive activity in traditional education. The worksheet has a storyline with the elements of gamification. The worksheet includes a system of sections for theoretical, practical, experimental, and creative activities in the form of completing "missions". The authors found that the integration of game mechanics, visual aids, differentiation of tasks, and the connection of theory with real-life situations increased the students' engagement, stimulated their independence, and developed their research skills. The theoretical significance of the study lies in the systematization of the approaches to activating the students’ cognitive interest at Physics lessons. The practical significance lies in the creation of the ready-to-implement methodological product that corresponds to the Federal State Educational Standard and the 7th grade curriculum, which will allow teachers to increase the 7th grade students’ motivation, diversify the learning process, and improve the quality of subject competences.

The closed educational environment of departmental higher education institutions of the Ministry of Internal Affairs of Russia generates a qualitatively distinct psychological mode that is not described by classical models of burnout. The article addresses the emotional burnout syndrome as conceptualized in the models of C. Maslach and V.V. Boyko, manifested in cadets as a specific phenomenon of the psychology of learning. The aim of the article is to theoretically substantiate and empirically test the authors' concept of "educational-service dissonance" as a psychological-pedagogical mechanism of burnout syndrome development in cadets. In a sample of 120 cadets of the 1st, 3rd and 5th years, an inverted U-shaped pattern of burnout indicators was identified, with a peak during the third year of study and a predominance of the resistance phase; this establishes the second and third years as a critical window for pedagogical and psychological intervention.