Maria A. Odinokaya

The relevance of the study is due to the need to improve the technologies for the development of foreign language socio-cultural competence in foreign students of Master's degree studies in the Humanities in the context of the digital transformation of education. The search for tools that can bridge the gap between traditional approaches to teaching and the requirements of modern multicultural environment, where effective communication involves not only language literacy but also a deep understanding of socio-cultural contexts, is of particular importance. The aim of the study is to analyze the potential of digital scribing technology as a means of developing foreign language socio-cultural competence of foreign students of Master's degree studies who speak Russian at the B1+B2 level. The leading approach of the study was an integrative approach that combines theoretical concepts and practical aspects for a comprehensive analysis of the process of implementing digital scribing technology. The results of the study: increasing involvement, developing creativity, and developing skills for adaptive use of language in non-standard situations. The methodological basis was a theoretical analysis of scientific literature, as well as an empirical assessment of the effectiveness of the proposed learning tasks. The scientific novelty of the study lies in the development of an algorithm for integrating digital scribing into the educational process and the creation of a specialized set of tasks aimed at visualizing cultural codes and social norms through associative images; analysis of intercultural communicative situations using graphic elements; reflection of linguistic and behavioral patterns in the context of Russian realities. The theoretical significance lies in the creation of a scientific basis for the development of foreign language socio-cultural competence among foreign students of Master's degree studies (level B1 + B2) in the context of digitalization. It offers a theoretically substantiated algorithm for integrating digital scribing into the educational process and reveals the mechanism for visualizing cultural codes and norms through associative images and graphics as a tool for deep understanding of socio-cultural contexts. The practical significance of the study is revealed in providing teachers with a specific tool – a specialized set of tasks based on digital scribing and a clear algorithm for their application in the educational process. This directly contributes to the academic adaptation of foreign students of Master's degree studies in Russia, developing their skills in interpreting cultural meanings and adaptive use of language.

The relevance of the study is driven by the need to integrate digital technologies into the educational process of the university, aimed at overcoming resource limitations and developing creative thinking in graduate students. The aim of the work is to justify the didactic potential of gamification for the development of creative thinking among graduate students in foreign language classes and to demonstrate its practical application through the development of tasks corresponding to the levels of Benjamin Bloom's taxonomy. The leading approach of the study was an integrative approach that combines theoretical concepts and practical aspects for a comprehensive analysis of the gamification implementation process. It is implemented through an algorithm that includes the stages of diagnosing educational needs, choosing game mechanics, integrating them into the educational process and evaluating the results. The theoretical significance of the study lies in systematizing the relationship between gaming methods, Bloom's taxonomy levels and language learning. This expands didactic approaches in pedagogy, offering a model that can be adapted to various disciplines. The practical value of the work is confirmed by the development of problem-oriented cases. These tools transform traditional teaching methods, making them more dynamic and compliant with the requirements of the globalized world. Thus, gamification in foreign language learning acts as a catalyst for creative thinking, allowing students to experiment, make mistakes, and find non-obvious solutions in a safe gaming environment. The proposed methods demonstrate how game approaches combine the development of language skills with metacognitive competences, which is critical for training specialists who can effectively operate in a multicultural professional environment. The algorithms and cases developed in the study can be adapted to other disciplines, strengthening the connection between theory and practice in modern education.

The relevance of scientific research is due to the need to introduce and use digital technologies in the educational environment of the university. This involves developing effective methodological support. In addition, the importance of visualization when learning foreign languages is the subject of special teacher’s attention. One of the modern tools for effective methodological support can be the technology of immersive sand animation, aimed at developing foreign language emotive competence of master's program students in the educational environment of the university. The purpose of the study is to present the didactic aspect of introducing the author's technology of immersive sand animation using applied artificial intelligence as a tool for developing foreign language emotive competence of master's program students in the educational environment of the university. The scientific novelty lies in the fact that the technology of immersive sand animation using applied artificial intelligence as a tool has been proposed and implemented to promote the development of foreign language emotive competence of master's program students in the educational environment of the university. The study attempts to clarify the terms “immersive sand animation”, “applied artificial intelligence”, “foreign language emotive competence”. The didactic potential of using immersive sand animation technology using applied artificial intelligence has been identified. The content of foreign language emotive competence is formulated. The practical significance lies in the fact that the technology of immersive sand animation has been proposed and implemented using applied artificial intelligence as a tool that promotes the development of foreign language emotive competence of master's program students in the educational environment of the university. A set of problem-oriented cases has been developed and integrated in order to develop foreign language emotive competence. The structural and content characteristics of a foreign language emotive competence of master's program students are analyzed. An algorithm for organizing work on the development of foreign language emotive competence of master's program students using a set of specialized stimulating cases is proposed. The use of immersive sand animation technology using applied artificial intelligence contributes to the development of foreign language emotive competence of master's program students.

The relevance of the problem under study is determined, on the one hand, by the rapid spread of digital technologies in the modern academic environment, which requires organization and high-quality methodological support, on the other hand, the problem of visibility in teaching a foreign language is in the focus of attention of the modern teacher. One of the tools for high-quality methodological support can be a thematic digital collage aimed at developing foreign language epideictic speech of graduate students in the modern academic environment. The purpose of the study is to present the didactic aspect of the thematic digital collage implementation as a tool for the development of epideictic speech of graduate students in the modern academic environment. The study attempts to clarify the terms “digital collage”, “digital collaging”, “actor-rhetor”. The didactic potential of using thematic digital collage as a tool for developing foreign language epideictic speech of graduate students is justified. The didactic advantages of using digital collage, digital collaging are described; the need for their use in modern academic environment is substantiated. The structural and content characteristics of a graduate student's foreign language rhetorical competence are analyzed. The authors propose an algorithmic prescription for organizing work on the development of foreign language rhetorical and communication skills of graduate students using a complex of structured communicative tasks and rhetorical tasks aimed at overcoming foreign language rhetorical difficulties. The study used the Neyman Pearson lemma to assess the statistical significance of differences in indicators. The scientific novelty lies in the fact that a thematic digital collage has been proposed and implemented as a tool for the development of foreign language epideictic speech of graduate students. The results of the study show that the use of digital collaging and thematic digital collage contribute to the development of foreign language epideictic speech of graduate students, allowing them to effectively respond to a situation or event, showing their uniqueness; achieve focus on current tasks and improve their effectiveness.

The relevance of the problem under study is due to the increased importance of studying English as a second foreign language. More and more representatives of other countries are studying English as a second foreign language with Russian as their first language, since it is the language of intercultural and interlinguistic communication on the world stage of educational space. The development of modern methods of teaching English as a second foreign language with Russian being the first is due to the introduction of modern educational digital technologies into the pedagogical process and their unsystematic use in the process of teaching English as a second foreign language and the need to master it as a foreign language at the level sufficient to master the curriculum. The purpose of the study is to develop a system of exercises using global simulation technology with the aim of developing the sociocultural competence of foreign students studying English as a second foreign language. Particular attention is paid to presenting key information about the didactic potential of global simulation technology. The scientific novelty lies in the fact that the authors identified theoretical and practical aspects of increasing the effectiveness of the formation of sociocultural competence among foreign students in the process of teaching English as a second foreign language; developed and scientifically substantiated exercises for the formation of sociocultural competence of foreign students – Linguistics majors in the process of teaching English as a second foreign language using global simulation technology. An analysis of the problem of developing the sociocultural competence of foreign students in the process of teaching English as a second foreign language was carried out. The educational potential of using global simulation technology as an organizational and activity basis for the effective formation of sociocultural competence among foreign students in the process of teaching English as a second foreign language is considered.