Anastasia Yu. Suvirova

The article presents practices of pedagogical support in three regions: Russia, Asia and Europe. These regions share common problems and solutions in the field of pedagogical support for the older generation in response to economic and social demands of society. The paper analyses existing government initiatives, projects and practices, organizations and programs of formal and non-formal education for the third age people in the selected regions. The aim of the work is to analyze modern practices in pedagogical support for older adults and identification of best practices that can be scaled up for the national education system. The research methodology is based on the systematization and generalization of international cases and scientific publications, as well as on the use of comparative analysis of existing practices. Regulatory legal documents, scientific articles and materials of open sources of the Internet were used as information sources for the study. The results of the study actualize the importance of pedagogical support for the older generation. The study of current pedagogical support cases has allowed us to identify and compile a list of successful solutions. The author examines the list of existing pedagogical practices and identifies common ground and differences between Russian and foreign educational approaches. In Russia, pedagogical practices to support the older generation focus on inclusion in active social life and gaining new knowledge and skills for life and professional development. In this regard, universities for older adults, government initiatives, and projects are being developed. In Asia, support for older adults is regulated by the government, combining Confucian values and modern requirements for professional and personal development. In Europe, the education for the older generation is based on institutional approaches with extensive funding and social inclusion. The general trends of pedagogical support are noted – the presence of institutional formations supported by the state (social centers, colleges, third age institutes, which offer professional and cultural development courses, professional development and retraining programs), private initiatives (network organizations in collaboration with economic sector organizations offering courses and cultural events that allow them to learn from the existing experience of the older generation and integrate them into the professional and social life of countries). The theoretical significance of the research consists in the systematization of actual pedagogical practices. The practical significance of the study consists in the fact that the results will allow the scientific and pedagogical community to develop an idea of the implemented measures to support the older generation.

The paper overviews practices of using AI-powered services by schoolteachers and faculty in their professional activities. The objective of the research is to analyze modern practices of using AI tools by Russian and foreign teachers of secondary and higher education and to identify the potential for scaling advanced solutions for Russian education system. To achieve this, the authors conducted systematic analysis of corresponding research papers, content analysis of regulatory documents, as well as comparative analysis of practical cases on the research issue. The analysis results indicate a trend of transition from the use of mono-functional AI services for solving separate educational tasks to the development and implementation of complex AI systems. The response for AI educational systems is aimed at ensuring personalization of learning based on learning analytics and teaching support (production of educational content, automation of assignment checking and feedback). Against this background, different countries observe asymmetric development of digital educational environment. The authors conclude that the reasons for the different intensity of AI tools use across countries are low level of AI literacy of teachers and their insufficient methodological support. Differences between Russian and foreign practices of implementing AI tools consists in different thematic focuses: the foreign context emphasis compliance with ethical standards, while the Russian context considers improving usability of AI–powered services. The theoretical significance of the research lies in the systematization and assessment of the didactic potential of AI tools. The practical significance is based on the fact that the research results allow the teaching community to discover the advantages and reflect on the challenges and risks when working with AI tools in classrooms.