Keyword: «проектное обучение»

The relevance of the problem under study is due to the digital transformation of the Armed Forces of the Russian Federation, the re-equipment of troops with high-tech weapons and the increasing requirements for an officer as a researcher capable of introducing innovations. The traditional knowledge-oriented paradigm of military education does not fully develop the cadets' research initiative and internal motivation for scientific creativity. In addition, the effectiveness of cadet research management is often limited by the unpreparedness of mentors for tutor support. This contradiction determines the need to develop new pedagogical conditions and mechanisms for integrating innovative and digital tools into the process of training a researcher officer. The aim of the article is to theoretically substantiate and, using the example of the practical experience of the Ryazan Guards Higher Airborne Command School, to reveal the structural and functional model of pedagogical support for cadets' research activities in the form of mentoring implemented through a set of specially created pedagogical conditions. The research methodology is based on systemic, competence-based, activity-based, axiological, andragogical, tutor-based, project-based, cognitive, digital, and integrative approaches. The experimental work included the testing of the developed model in the real educational process of RGHACS, followed by an analysis of quantitative and qualitative results. In the course of the research, a set of pedagogical conditions for the development of cadets' readiness for research activities was identified and substantiated: creation of a scientific and methodological system for the training of mentors and tutors; introduction of innovative technologies (problem-based learning, project-based learning, game modeling, case method); integration of digital technologies into the educational process; creation of motivational and value-based conditions for pedagogical support. Qualitative changes were reflected in the transformation of the cadets' research position from a passive performer to an active subject capable of independently identifying problems and finding innovative solutions. The theoretical significance lies in clarifying the concept of "cadets' readiness for research activities" in relation to the conditions of digital transformation of military education, substantiating the totality of pedagogical conditions and developing a structural and functional model of pedagogical support in the form of mentoring. The practical significance lies in the possibility of using the proposed model and methodological recommendations in the military education system to improve the effectiveness of the training of researcher officers.

This article examines the problem of forming professional competencies among students specializing in "Advertising and Public Relations" amid the transformation of higher education toward practice-oriented learning. The relevance of the study is determined by the need to bridge theoretical training with real-world market challenges. The university's own brand is proposed as a primary platform for skill development. Using Ryazan State University named after S.A. Yesenin (RSU) as a case study, the article analyzes opportunities for involving students in university brand promotion processes. It is revealed that the presence of a registered trademark, brand book, and diverse target audiences creates a unique environment for "participant observation" and the implementation of student projects. The study substantiates the effectiveness of a project-based approach that enables students to experience the full cycle of advertising management. Based on the research findings, the authors conclude that implementing a continuous model of student participation in university brand communications across all stages of education is essential to overcome the gap between academic knowledge and practical skills.

This article systematizes modern approaches to understanding creativity and innovation in education, analyzes the theoretical foundations of the formation of students’ creative competencies and explores the influence of the educational environment, teacher and methods on the development of creative thinking. The key constructs of creative thinking (idea generation, flexibility of thinking, functional application of knowledge), the role of the teacher as a leader of the creative process, as well as the influence of digital technologies, project-based learning and assessment on the development of creativity are considered. The paper synthesizes data from reviews and empirical studies from 2000 to 2025 and proposes an integrative framework for implementing creative practices in school, college, and university contexts. It discusses practical implications for daily learning activities, including the design of educational events, the assessment of creativity, and the organizational conditions that promote sustainable creative development among students. The article emphasizes the need for an interdisciplinary approach to teaching creativity and suggests areas for further research.

The article discusses the phenomenon of STEM education as a key factor of technological and economic development in the 21st century. The main systemic and methodological problems hindering its effective implementation are analyzed, and the most significant prospects and development vectors related to digitalization, interdisciplinarity, and a new pedagogical philosophy are identified.