Keyword: «гибкие навыки»

The requirements of modern education issue serious challenges to both teachers and students in terms of the quality of education, the development of each child, and working out an individual approach to achieve success. However, not all students can meet such high requirements for mastering all subjects of the school curriculum, their academic performance decreases as they grow up. The problem is especially acute for secondary school, when students need to make an informed choice of their own educational route, choose a profession. There is often a situation when a student evades independent choice, prefers to cheat off tasks, in fact, demonstrating educational deviation. In this regard, the issue of the formation of positive educational motivation remains one of the urgent problems in modern pedagogy. The article presents the intermediate results of experimental work within the framework of a dissertation research on the peculiarities of the application the tasks aimed at developing soft skills in the educational process. The problem of academic failure as one of the signs of educational failure is actualized. The author reviews existing works of domestic and foreign scientists on this issue. The aim is to characterize the ways of forming positive educational motivation in academically unsuccessful schoolchildren with the help of educational tasks aimed at the development of flexible skills. Learning tasks for grades 8-9 aimed at developing flexible skills have been worked out for the experiment in such academic subjects as algebra, geometry, Russian, physics, history and social studies (10 tasks for each group of subjects). The experiment involves a team of teachers in these subjects (four people) in the 2022/2023 academic year. Methods of observation, interviews with teachers working in experimental classes are used. Individual work sheets were worked out and used with a plan to eliminate gaps in knowledge (with tasks aimed at developing flexible skills) in the framework of additional individual work with students who received the "unsatisfactory" mark at the end of the academic quarter. Experimental group of failing students: two students of the 8th grade, eight students of the 9th grade. The presented research results allow us to conclude about the peculiarities of the influence of tasks aimed at the development of flexible skills: increased interest in the subject, slight influence on academic performance. The data obtained can be used in the work of secondary and high school teachers, as well as for further pedagogical research.

The relevance of the article is due to the fact that digitalization and the use of artificial intelligence in the educational process are becoming increasingly popular in higher education institutions. The purpose of the scientific article is to describe the specific features of vocational training in the context of digitalization and artificial intelligence development. This article discusses the results of a study where three main tasks are solved: firstly, studies on this topic are analyzed, mainly conducted over the past three years, since the development of artificial intelligence is happening at a very fast pace. The theoretical basis of the study was the analysis of Russian and foreign scientific sources relating to pedagogical, psychological and philosophical research issues. As a result of the analysis, it was revealed that digitalization and the use of artificial intelligence in the educational process of the university have great potential for improving the quality of education and accelerating the process of knowledge transfer. Secondly, a survey of students and teachers was conducted regarding their attitude to the use of artificial intelligence in the educational process of the university. The study involved 200 students and 50 teachers from four faculties of the Amur State University. According to the survey, the majority of students and teachers have a positive attitude towards the use of AI in higher education, believing that the use of artificial intelligence can increase the effectiveness of learning and reduce the time spent for classes preparing. Thirdly, the obtained results were summarized and the goals of further study of the problem were formulated. We believe that further research in this area can contribute to the development of education and improve the quality of education for university students. The theoretical significance of the study lies in the study of approaches to the use of artificial intelligence and digitalization in the educational process of the university. The practical significance of the study lies in the fact that its results can be used in the process of vocational training in institutions of higher education.

Gamification is one of the innovative approaches, which is the use of game elements in the educational process in order to increase motivation and learning effectiveness. It is important to note that in addition to mastering a foreign language, modern teaching methods also focus on the development of creative thinking and flexible skills that can improve students’ ability to adapt to a variety of language situations. This article is devoted to the analysis of the concept of gamification in education and the influence of gamification as a means of developing soft skills and creative thinking when teaching a foreign language. As part of the work, the methodology and approaches to conducting the research were determined. The relevance of the study lies in the need to use gamification in modern education, which sets itself the task of preparing students to solve complex, non-standard problems and requires the development of soft skills and creative thinking. The purpose of our study was to analyze tasks on the potential to develop soft skills in students. During the results analysis phase, a comprehensive analysis of the participants' progress was carried out, including both quantitative and qualitative aspects of their language skills. It was found out that the use of gamification has a positive effect on the development of soft skills and the ability to think creatively. Participants in the experimental group who studied using gamification demonstrated a higher level of creativity and flexibility of thinking compared to traditional teaching methods. Gamification has been considered as a foreign language teaching approach to improve the quality and level of foreign language proficiency and student motivation. The results of the study demonstrate the potential of gamification as an effective tool for stimulating student interest and activity in the educational process. The analysis also highlights the importance of soft skills and creative thinking for learning a foreign language, making gamification a valuable tool for their development. The article has theoretical and practical significance; it has been found that gamification in teaching a foreign language expands the theoretical framework of the psychological aspects of learning. Gamification contributes to the development of creative thinking and flexible skills through the use of game tasks and solving non-standard problems, which allows you to develop professional skills and create effective communications. The introduction of gamification into the educational process is an effective educational element for educational institutions and teachers. Thus, the use of gamification not only enriches the educational experience, but also provides a fruitful impact on the formation of key competences necessary for successful learning of a foreign language.