Еlena N. Belova

The relevance of the study is determined by the need to create effective conditions for the full personal, intellectual, and social development of students in modern schools. This problem is particularly significant in rural educational institutions, which functioning is complicated by small number of students in class, limited material and technical resources, and a shortage of qualified teaching and psychological-pedagogical staff. These factors significantly complicate the organization of the educational process and require teachers to be highly professional and ready to provide psychological and pedagogical support to students. The aim of the article is to develop a model for the organization of psychological and pedagogical support for students in grades 5-9 of rural schools focused on improving the quality of education in rural schools through a rational distribution of functions among teachers, and the development of their psychological and pedagogical competence in conditions of personnel and resource shortages. The methodological foundation of the study comprises systemic activity-oriented, functional, and personality-oriented approaches, allowing us to consider psychological and pedagogical support as an integrated, manageable system. The main result of the study is the development and justification of the author's original model for organizing psychological and pedagogical support for students in grades 5–9 of rural schools, which includes methodological, motivational and goal-oriented content as well as activity-oriented, and result assessment blocks. The article defines the goals, objectives, and principles of psychological and pedagogical support, as well as the main activities of specialists involved in this process. The authors reveal the theoretical and practical aspects of organizing support and clarify the concepts of “management of psychological and pedagogical support” and “model of organization of psychological and pedagogical support”. The theoretical significance of the work lies in the development of the provisions of the theory of pedagogical management in terms of managing psychological and pedagogical support for students in rural schools. The practical significance lies in the possibility of using the proposed model in the activities of rural educational organizations to improve the effectiveness of support and the quality of the educational process.

The development of intellectual capital for knowledge-intensive industries and cutting-edge sciences is an urgent problem of higher education under the present socio-economic conditions. Its solution relates to the rethinking of nature and resource potential of a university. A solution path in terms of modern education concepts is the university transformation into a "knowledge factory". The scientific and education environment of the university in this sense is distinguished by its polysubjectivity and hybrid character, revealed in the interaction of natural and artificial intelligent agents. The need for theoretical and methodological grounding of intellectual capital development within the hybrid scientific and education environment determined the aim of this article which is to develop a model describing the intellectual capital main components and mechanisms for its development. The choice of tools to implement the model also needs grounding, which is given by an example of biophysics as a science with accelerated generation of new knowledge to be transferred into the learning process. The study is based on the synergetic-network approach, which potential is extended by the competence-based and ontology-semantic approaches. These approaches together provide an insight into the organisation, competence and technological aspects of intellectual capital development. The study provides the following results of theoretical significance. The nature of the university is revealed as a network education system with the triple network structure within which science, education and industry representatives interact. New scientific knowledge obtained in their collaboration is accumulated in an open knowledge base to form an integrative resource potential for the intellectual capital development. To understand this process, the authors’ model is developed to explain the intellectual capital structure as four interrelated components (human, organisation and consumer capital, intellectual property), which determine the main systems and mechanisms of its development. The practical significance of this article is in grounding tools for transferring new scientific knowledge into the learning process to implement the model. A form of knowledge representation adapted for didactic tasks is offered. That is training course ontologies as the basis for Artificial Intelligent agents. A prototype of Artificial Intelligent mentor as a web application is developed.