Flyora G. Myhametzyanova

Тhe article attempts to develop a concept of the phenomenon of hybrid education of children with a migration background. The relevance of this study is due to the fact that it deals with the study of two phenomena. Firstly, the concept of hybrid learning, which is often confused and considered synonymous with blended learning. Secondly, the education of children with a migration background is considered in a new context, since this concept does not have a clear definition. Together these are considered as a process of hybrid education for children with different learning histories, including children with migration histories. The migration background acts on the basis of the principle of synergy. In the context of these reflections, the authors considered it necessary to study this trend in education as relevant and in demand by both the education system and the new migration policy of the Russian Federation. The purpose of the article is to theoretically substantiate the phenomena under study (hybrid learning and migration background as a synergistic effect and mechanism of acculturation). The methodology of the research is presented by the theoretical and methodological foundations of hybrid learning, migration theory, which we consider in the context of the subject-activity theory. We separate hybrid learning from blended learning and do not consider them as identical concepts, seeing them as a new technology of learning in the digital space, which combines live (personal) communication and communication in a digital environment. The migration background of contextual education is not clearly defined, it is often considered as the education of migrant children, as foreign speakers and children with special migration histories. We consider the main results of the study as opportunities for testing the project of a structural and functional model of hybrid education for children with a migration background. The theoretical significance of the research lies in the development of a new concept of hybrid learning, combined with the education of children with a migration background, in which the hybrid is considered as an innovation in the education of children-speakers of other languages. The practical significance lies in the possibility of extrapolating the leading idea into the practice of education of these children in the context of the new migration policy in education.

The relevance of the research is determined by the need of modern digital education in new learning formats. Among them, hybrid learning is of key importance, especially in the context of digitalization and stress situations (post-pandemic period, quarantine). The aim of the study is to theoretically substantiate the essence of hybrid learning and the possibilities of transforming B. Bloom's taxonomy into it. The authors present a complex of concepts of hybrid learning, including its structure and content. The article clearly articulates the position that hybrid and blended learning are not synonymous, despite their outward similarity, emphasizing the semantic differences between the two formats of educational interaction. The work proposes methods for hybrid interaction of all participants in the educational process as subjects of educational activity. The authors suggest using Bloom's taxonomy as the leading mechanism in this process. The idea that Bloom's taxonomy represents a model for classifying different levels of cognitive skills, ranging from simple receptive processes to more complex creative functions, is underlined in the work. Various modifications of the taxonomy adapted to the digital educational environment are increasingly employed in contemporary education. The convergence of traditional teaching methods with innovative digital technologies is observed in the modern educational space. This article specifically examines the application of Bloom's taxonomy in hybrid student learning, including divergent thinking (finding multiple answers to one question). It analyzes the various levels of the taxonomy that can be integrated into hybrid learning to enhance the effectiveness of the educational process. The authors have adapted the taxonomy of educational goals to design the process of developing students' cognitive skills while teaching historical disciplines. The results obtained enrich Bloom's concept of forming different levels of cognitive skills and abilities in the context of hybrid and blended learning (knowledge, understanding, application, analysis, synthesis, evaluation). Our research is important for understanding how modified models of Bloom's taxonomy can be effectively used in the process of hybrid interaction to stimulate higher levels of cognitive activity and create conditions for the development of student subjectivity. We believe that the results of our work will be beneficial for educators and researchers seeking to improve the educational process through adaptive integration of Bloom's taxonomy into hybrid learning.

The relevance of the problem under study is due to the need of modern society for the development of gifted children and talented youth, capable of self-realization and the development of their intellectual and creative potential as a factor in the innovative development of society. The role of the educational school is dominant in this process, but the role of parenthood in the psychological and pedagogical support of the process of “cultivating” the child’s giftedness and student youth talents should not be underestimated. However, there are questions concerning the concepts of psychological and pedagogical support of gifted children by various social institutions, including parents. The purpose of the article: to substantiate theoretically and identify the concept of psychological and pedagogical support of gifted children by their parents. The leading approaches to the study of the problem of psychological and pedagogical support of gifted children by parents are systemic, subject-activity oriented, those of equal basic opportunities, social partnership, an individual approach, and feedback. These approaches were applied to the study of the psychological and pedagogical support of gifted children by parents as a part of the Talents University 2.0. activities in the framework of the government program "Strategic talents management in the Republic of Tatarstan for 2015-2020". The principal idea is that the psychological and pedagogical support of gifted children and talented students should be in creating conditions for self-realization of children and youth in a new scientific, educational and creative environment. In the Republic of Tatarstan, the Talents University 2.0 as an authorized body for the implementation of the “Perspective” concept, the government program and the initiator of a database of winners and prize-winners of competitive events, becomes an innovative scientific, educational and creative environment for the manifestation and development of children’s gifts and students’ talents. The theoretical significance of the article lies in the contribution to the theory of psychological and pedagogical support with new concepts for the development of the intellectual and creative potential of gifted children and talented youth. The practical significance of the article lies in the opportunity to use the creative experience of the Talents University 2.0. in the work with parents as strategic talent management in the innovative development of the Republic of Tatarstan and in the possibility of transforming this experience into other regions of the Russian Federation. The main results of the article reflect new concepts of psychological and pedagogical support of gifted children in the joint activities of parents.

The article presents the issues of spiritual and moral education of military higher school cadets. The study of the problem of the spiritual and moral education of students at a military university has been carried out on the basis of reference to various contexts and discourses. The results presented in this study reflect the authors' polyparadigmatic view of the problem under consideration, which is based on several methodological dual approaches: system-objective, subject-oriented, synergy-anthropological. The authors analyze related questions in the polyparadigmatic environment of historical, philosophical, psychological, and pedagogical aspects. The purpose of the study is to identify the concepts of spiritual and moral education of cadets and to develop the relevant concept. The authors developed and implemented the Concept of spiritual and moral education of military higher school cadets. The Concept focuses on the subject-oriented approach to solving the problem of spiritual and moral education of cadets as an indicator of a competent graduate training. A system-forming factor in the manifestation and development of the spiritual and moral potential of a military cadet is the subject-activity component. The main results of the research may be taken into account when analyzing the spiritual and moral education of students at a military university and make a definite contribution to the development of the theory and practice of educating students. The theoretical significance of the article lies in the fact that it contains an analysis of the problem of the spiritual and moral education of military higher school cadets, and developed components and criteria for monitoring this process. The practical significance of the work lies in the possibility of using developed by the authors Concept of spiritual and moral education of military higher schools cadets in the real practical work of universities.