Maria A. Shemanaeva

Relevance of the study is motivated by the active integration of artificial intelligence (AI) in education and the simultaneous criticism from educators regarding the quality of AI-generated products. Lesson plan generation is highly demanded by teachers for time efficiency and instructional variety. However, the lack of effective tools for the substantiated evaluation of AI materials reduces their didactic value. In this context, the problem of developing evaluation criteria and analyzing the sensitivity of neural networks to prompts becomes highly relevant. The aim of the study is to assess the sensitivity of various AI platforms to prompt phrasing during the generation of foreign language lesson stages aimed at developing grammatical skills in lower secondary school (grades 7–8), and to determine the extent to which the generated outputs comply with established methodological standards. A specialized checklist was developed as a methodological framework and evaluation tool to capture key conditions for organizing grammatical material. The empirical data comprised outputs generated by five AI platforms (DeepSeek, Perplexity, Gigachat, ChatGPT, and Qwen). A comparative analysis was conducted using four prompts, each varying by specific methodological constraints, which allowed for the tracking of algorithmic adaptability. The results of the study revealed that all platforms exhibited varying degrees of sensitivity to prompt detail. It was found that none of the generated lesson plans fully complied with the established methodological requirements, and all required mandatory pedagogical revision. The Qwen platform demonstrated the greatest initial suitability for the task at hand, although its results also required refinement. Typical methodological shortcomings inherent in AI-generated content were identified. The theoretical significance lies in systematizing approaches to the evaluation of educational content generated by generative models and expanding the understanding of AI limitations in grammar instruction. The practical significance is the development of a checklist for educators to verify AI-generated materials. The study demonstrates that collaborative efforts between developers and methodologists are essential to improve neural network accuracy. Furthermore, it substantiates the approach of utilizing "imperfect" AI-generated lesson plans as materials for methodological analysis during pre-service teacher training and in-service professional development, thereby fostering teachers' critical thinking skills.

The article examines the problem of developing cultural literacy as a cognitive component of intercultural communicative competence among preservice foreign language teachers. The relevance of the study is determined by the requirements of the Federal State Educational Standards (FGOS 3++) and strategic documents in the field of education, which establish the development of intercultural dialogue and respect for cultural diversity as priority goals of higher education. The aim of the study is to identify key factors influencing the formation of students' cultural worldview and to assess the role of specialized academic courses in this process. The theoretical framework is based on intercultural competence models developed by M. Byram, A. Fantini, and D. Deardorff, which emphasize the cognitive component (savoirs/knowledge) as a foundation for developing reflective and behavioral skills. The empirical base of the study comprises the results of a survey of 80 fourth- and fifth-year students majoring in "Pedagogical Education (Foreign Languages)" at Petrozavodsk State University. The findings indicate the dominance of digital and entertainment channels as sources of cultural information: feature films and series (70%), social media (62.5%), and video platforms (37.5%). Notably, while only 12.5% of respondents identified university classes as a source of cultural information, 97.5% confirmed their positive impact on the development of cultural reflection. More than half of the respondents (55%) reported the insignificant role of family in shaping intercultural attitudes, which highlights the compensatory function of the academic environment. Personal intercultural experience was reported by 60% of participants, primarily in the form of short-term travel and online contacts. The theoretical significance of the study lies in clarifying the structure of cultural literacy as a dynamic cognitive component of intercultural communicative competence, transforming under the influence of digital media environments and institutional factors. The practical significance consists in developing methodological recommendations for integrating media content and structured intercultural dialogue into the educational process, which contributes to the effective development of students' universal competencies and can be applied in designing intercultural communication courses for various fields of study.

The relevance of this study is driven by the internationalization of higher education and the growing integration of artificial intelligence (AI) into academic communication. In light of the shift toward digital pedagogical tools, the conceptualization of the Individual Learning Pathway (ILP) for future foreign language teachers requires critical rethinking. While AI-enabled tools facilitate the individualization of academic writing, their effective implementation demands a high level of research agency and sustained dialogic mentoring. This study aimed to conceptualize the ILP as a process of dialogic co-construction and to identify mentoring practices that facilitate the transition from formal curriculum adaptation to the development of a professional-researcher identity. Grounded in sociocultural and learner-centered approaches within digital didactics, the research involved the design and piloting of an Academic Writing course structured around the ILP framework, focusing on drafting a scientific article in English. The pilot sample comprised 61 undergraduate students in teacher education programs. Results indicated that, despite high initial engagement, successful ILP implementation depends directly on the quality of mentoring dialogue: the mean score for research agency reached 4.60, and dialogue quality reached 4.53. A statistically significant precedence of research autonomy development over professional identity formation was observed (M = 4.06; p < .001, d = 0.71). Furthermore, very strong correlations were established between dialogue quality and agency (r = .89) and between mindful AI integration and research autonomy (r = .85). The theoretical significance of the study lies in reconceptualizing the ILP not as an administrative pathway, but as a dialogically mediated process of co-constructing meaning, wherein mentoring and critical AI engagement serve as catalysts for professional development. The findings hold practical value, as the developed ILP co-construction protocol can be integrated into academic writing courses to enhance teacher preparation programs in language and pedagogical higher education institutions.

The relevance of the research is due to technological changes and the rapid development of digital artificial intelligence (AI) tools in teaching foreign languages. Digital didactics is becoming a reality and a necessity today, however, in the light of the global transition to digital tools, a revision of the content of some pedagogical tools is required, in particular, a revision of the content of such an instrument as an individual educational trajectory. Digital AI tools make it possible to personalize learning, however, consideration of the concept of personalization shows that it requires a high level of subjectivity development. The purpose of the study was to substantiate the need to re-examine the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The study was based on the prerequisites of learner-centered approach in terms of e-learning. In the course of the research, an algorithm for individual work with digital artificial intelligence tools in English language teaching was developed and tested. The testing involved secondary school students in grades 9-11, undergraduate university students, and adults studying at a language school. The total number of participants was 119 people. The results of the study showed that despite the fact that 84% of students used AI for various purposes at the initial stage of the study, only 18% used AI to learn a foreign language, and after the conducted pedagogical experiment, this number rose to 93%. At the same time, the study revealed a correlation between the age of students and the difficulties they face when working with AI to learn a foreign language. The theoretical significance of the research lies in substantiating the need to review the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The results of the study are significant in practice, because they can be used to further develop a more holistic methodology for teaching foreign languages using digital AI tools.

The relevance of the study is determined by changes in global approaches to English language teaching, where there is a paradigm shift from teaching English as a foreign language to teaching English as a language of international communication. In light of the global transition to a new concept, it is necessary to reconsider key principles, particularly the need to form and develop intercultural competence through the medium of English, which can be achieved by selecting appropriate intercultural materials. One significant drawback of school educational and methodological complexes is the lack of supplementary video materials that could update the content of English language textbooks. The aim of the study was to justify the necessity of developing intercultural and regional video materials to complement existing educational and methodological complexes for English language teaching and to examine the effectiveness of their use in order to update the content of these complexes. During the study, a set of video materials consisting of 7 videos with methodological materials was worked out and tested with the participation of international students from Petrozavodsk State University. The trial involved 110 students from grades 9–11 and 8 English language teachers from district schools in the Republic of Karelia. The results of the study showed that the video materials are interesting and in demand among students and teachers. The findings indicated that 98% of students learned a lot about the cultures of other countries and noted their significant differences from their native culture. 100% of teachers stated that the tested video materials have the potential to foster a positive attitude towards their native culture, the culture of other countries, and the study of English. The theoretical significance of the research lies in justifying the necessity for developing and utilizing intercultural video materials in addition to school English language textbooks. The results of the study are practically relevant as they can be used for further development of a set of video materials for school textbooks.