Anna А. Shakarikova

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.

Artificial intelligence technologies are integrating into all social spheres, including the educational process. The implementation of artificial intelligence in educational process and its organization can significantly increase the students' academic performance, improve the education quality, prepare students for the continuously changing labour market conditions, as well as raise the students' learning motivation. Therefore, a more profound study of the impact of artificial intelligence technologies on students' academic performance is an urgent issue of the present educational technologies and pedagogy. The objective of the article is studying the role of artificial intelligence in enhancing the students' academic performance. The main research method is a questionnaire survey. The article provides a theoretical analysis of the current state of artificial intelligence integration into the educational process, assesses the impact of artificial intelligence on the students' academic performance in different training areas and courses. Based on the respondents' suggestions, the main directions and prospects for the implementation of artificial intelligence in higher education are determined, and there are recommendations on the potential use of these technologies in education. The results of the research reveal that the students are actively applying artificial intelligence to solve various educational tasks. There is a positive impact on the academic performance, which highlights the significance of artificial intelligence technologies integration into the education. The correlation analysis between the implementation of artificial intelligence and academic performance shows that as the year of studying increases, more students use artificial intelligence technologies, and their academic performance also improves. The novelty of the study comprises the necessity to apply an integrated approach to the implementation of artificial intelligence in educational process, which includes not only technical support, but also educational initiatives to train students in working with these technologies, in order to enhance academic performance and provide a more effective educational process. Theoretical significance of the study is the formulation and specification of possible approaches and ways of implementing artificial intelligence into education to improve academic performance. Practical significance of the research is the possibility of using the results of the study to organize a more effective educational process and improve academic performance.