Keyword: «мотивация»

The article is devoted to examines the motivational component in choosing a higher education institution and the social and humanities component in the training and professional development of future specialists.

This paper examines the compatibility of classical motivation theories, using A. Maslow's theory as an example, with the value orientations of today's “Generation Z”. The aim of the study is to characterize the motivating ideas of “Generation Z” and compare them with the approach of classical motivation theories. Based on modern research, sociological surveys, and analytical works, it is shown that for “Generation Z”, motives such as personal comfort, work-life balance, the possibility of self-realization, and psychological security are increasingly important. It is concluded that classical motivation theories require a specific reinterpretation, taking into account the specific values and interests of new generations.

The article discusses the theoretical and practical aspects of using integrated lessons as a means of increasing motivation to learn a foreign language among primary school students. According to numerous studies, it is clear that many teachers face the problem that students do not want to learn a foreign language. One of the reasons for this is low motivation. Integrated lessons are an effective method of increasing motivation to learn a foreign language, as they not only increase interest in learning the language but also broaden the student’s outlook.

The article is devoted to the use of game-based techniques in teaching English reading skills in primary school. It examines the importance of developing basic reading skills (fluency, accuracy, and comprehension) as a foundation for successful foreign language acquisition. The necessity of implementing game-based technologies is substantiated with regard to the age and psychological characteristics of younger learners, who are characterized by visual-figurative thinking and a high need for emotionally engaging activities. Various types of game-based exercises used at different stages of learning, such as mastering sounds, letters, letter combinations, and automating reading skills are described, along with their role in increasing motivation and activating cognitive processes. Special attention is paid to the integration of game-based methods with modern approaches to teaching reading, including the phonics method. The article concludes that game-based technologies contribute to the effective development of reading skills, the improvement of language abilities, and the creation of a supportive learning environment.