Marina G. Sergeeva

In the context of the global transformation of higher education, there is a growing trend towards the atomization of the student environment, which significantly reduces the effectiveness of traditional administrative and directive methods of managing academic groups. A formal approach often ignores the adaptation stress of first-year students and hinders their engagement. Therefore, there is an urgent need to find new, flexible tools of pedagogical management capable of ensuring the value-driven and meaningful unity of the collective. The purpose of the article is the theoretical substantiation and development of a synergetic model of team building for a student group, based on the extrapolation of macro-level ideas of state administration from the ancient Chinese treatise "Guan-zi" to modern curator practice. The methodological basis of the research consists of systemic, hermeneutic, and cross-cultural approaches. The method of pedagogical modeling was used to construct the author's three-stage collective management technology. Research results and scientific novelty. For the first time, the effectiveness of applying the principles of "relying on people" and the "harmony of law and ritual" (the "Guan-zi" treatise) in the practice of micro-level pedagogical management has been proven. The isomorphism between ancient Chinese managerial wisdom and the modern tasks of the curator in overcoming the atomization of the student environment is revealed. The authors have developed a three-stage synergetic model of team building, including: 1) the diagnostic-adaptive stage, where the curator-tutor addresses the basic security and adaptation needs of first-year students; 2) the organizational activity-oriented stage, aimed at the self-organization of the group's active core with the support of the curator-facilitator; 3) the value-self-management stage, in which the curator, as a spiritual mentor, ensures the interiorization of norms and the harmony of law and ritual. Theoretical and practical significance. The theoretical significance lies in expanding the conceptual apparatus of pedagogical management through the introduction of cross-cultural managerial strategies. The practical significance consists in developing specific algorithms for the curator's actions, allowing for a transition from rigid control to soft mentorship and the development of students' agency, which ultimately ensures the autonomous functioning and sustainability of the group.

Government education policy determines the development vectors for primary, basic, and secondary general education, defines a range of new pedagogical competences and functions, and necessitates teacher training in continuing professional education institutions. Acquiring new pedagogical competences and functions by teachers largely depends on their professional subjectivity —a personal characteristic that facilitates the organization and management of their professional agency and their educational activities during professional development. Studying teachers’ professional subjectivity in continuing professional education requires identifying and examining its key characteristics, revealing the teachers’ attitudes toward their future educational activities, their understanding of the importance and necessity of continuous professional development, their appreciation of the close connection between professional development and improving the quality of professional agency, etc. The aim of this article is to present the characteristics of the professional subjectivity of a teacher implementing educational activities in an educational institution of the continuing professional education system in order to compensate for the deficiencies of professional agency. The basic approaches in our research were the review of literary sources on the selected problem and the analytical definition of the main properties of professional subjectivity. The result of the article is the presentation of the main characteristics of the professional subjectivity of a teacher implementing educational activities in an institution of the continuing professional education system: 1 – the teacher's understanding of himself/herself as the initiator of the study in an educational institution of the continuing professional education system; 2 – the teacher's understanding of himself/herself as an active participant in the educational activity of an institution of the continuing professional education system; 3 – the teacher's understanding of himself/herself as a regulator of his/her own studies in an educational institution of the continuing professional education system. The theoretical significance of this article lies in its examination of significant works by Russian, British, and American scholars on the study of the characteristics of teacher subjectivity and professional agency in continuing education (advanced training) in the system of continuing professional education. Its practical significance lies in identification of the specific characteristics of teacher professional agency as manifested in the educational activities of continuing professional education and in description of these characteristics.

In the context of global digital transformation, higher education is undergoing a paradigm shift in pedagogical support. While learning technologies (LMS, MOOC) have been actively implemented, the potential of Big Data analytics in the system of educational work remains insufficiently explored, especially in the Russian scientific field. There is a contradiction between the technological capabilities of predictive analytics and the need to preserve the humanistic nature of education while strictly following ethical and legal norms. The aim of the research is to identify, systematize, and make a comparative analysis of models for using Big Data technologies in the practice of university curators in Russia and China, as well as to substantiate a structural-functional model of pedagogical management adapted to Russian conditions. The study is based on the principles of comparative pedagogy and the modeling method. A comparative analysis of the regulatory framework (Federal Law 152-FL in the Russian Federation and cybersecurity regulations of the PRC) and case studies of four universities were conducted: Harbin Engineering University and Harbin Huade University (PRC), Lomonosov Moscow State University and Patrice Lumumba Peoples' Friendship University of Russia (RF). Key results: 1. Typology of models: Two polar strategies were revealed. China's universities are dominated by the Predictive Model, which uses the Smart Campus system to automatically collect behavioral data (geolocation, transactions) for early risk detection (the concept of "hidden care"). Russian universities implement a "Communicative-Diagnostic Model" based on the analysis of the digital footprint in the Electronic Information and Educational Environment (EIEE) and social networks (VK, Telegram), where the key role is played not by an algorithm, but by the personality of the curator. 2. Identification of risks and opportunities: It is proved that the Chinese approach ensures high efficiency but involves risks of privacy invasion. The Russian approach guarantees ethical safety but suffers from data fragmentation. 3. Integration: The authors propose a structural-functional model of pedagogical management, which acts as an adaptation tool. The model demonstrates how, under the legal restrictions of the Russian Federation, a curator can use the "digital footprint" in social networks and messengers as an alternative to total data collection, moving from intuitive management to scientifically grounded one. Theoretical significance lies in the conceptualization of the notion of "digital footprint in educational activity" and the classification of international approaches. Practical significance lies in the development of recommendations for implementing elements of a hybrid model for Russian universities: the use of tools for early warning of academic failure and management of group dynamics in a digital environment without violating the boundaries of student privacy.

The relevance of this work stems from the ongoing shift in approaches to foreign language instruction. While previous eras emphasized refining learners' lexical and grammatical competence, the contemporary focus is on acquiring language as a communication tool. Within this context, fostering peer interaction during lessons becomes increasingly vital, as it offers a more effective pathway for developing communicative abilities in the target language. This is particularly crucial for Chinese student cohorts, who frequently encounter genuine speaking difficulties in foreign language learning. These challenges often relate to characteristics of the Chinese education system, which traditionally prioritizes exam success over cultivating effective communication skills. The article's objective is to examine methods of peer interaction in Russian as a Foreign Language (RFL) classes. The primary research methodologies employed are systems analysis and comparative analysis. Key Findings. The work outlines the theoretical foundations and core principles underpinning peer interaction in RFL instruction. These include: a focus on communicative objectives; ensuring task appropriateness and difficulty level; providing clear instructions and task definition; implementing guided autonomy; fostering psychological comfort and accommodating individual differences; incorporating reflection and language support. Furthermore, the article identifies specific peer interaction techniques (pair work, group work, project-based work), analyzes potential challenges (language barriers, dominance by certain students leading to exclusion of others, lack of communication within specific pairs/groups), and proposes solutions. Theoretical Significance. The study's contribution lies in identifying, analyzing, and comparing key RFL peer interaction methodologies, alongside outlining their potential for application within student groups. Practical Significance. The findings can be directly applied in teaching Russian to international student audiences. Additionally, they offer practical utility for further research in foreign language pedagogy, including Russian as a Foreign Language.

The modern regulatory framework of higher education significantly changes the appearance of the university and necessitates a dynamic revision of the goals and content of the educational process, methods of achieving results and their diagnostics. A modern teacher should be ready to actively master and use new technologies, as well as create original effective technologies in pedagogical activity, primarily in the activity on methodological support of the educational process. The above said with all its acuteness raises the question of improving the level of methodological competence of a higher education teacher. This is impossible to imagine without a theoretical justification of its content in accordance with systemic reforms. The aim of the article is to substantiate the qualitative features of the methodological activity of a teacher in the modern higher education system focused on the personality of the student, and to reveal the content of his/her methodological competence on their basis. The results of the study are based on the normative trends in the development of personality-oriented learning in Russia and the corresponding requirements for the methodological activities of higher education organizations, the specification of which in relation to the functions of the teacher made it possible to present the content of the methodological competence of an educator in a modern university. Methodological competence, in our opinion, consists of particular methodological competences of general and special implication. The theoretical significance of the study consists in generalizing and presenting educational innovations contained in the current educational standards and other regulatory documents from the perspective of appropriate transformations in professional activities for methodological support of all elements of the student-centered educational process. We are talking about the goals and content of training, its forms, methods and means, as well as diagnostics of educational results. The practical significance of the study lies in the possibility of using the presented content of the methodological work of a university teacher in organizing the training of teaching staff for methodological activities, drawing up appropriate educational programs or assessing the methodological competency of the university faculty.