Keyword: «цифровая образовательная среда»

The relevance of this study stems from the need to integrate emotional intelligence into language education in the context of global digitalization. Modern requirements for linguists' training involve not only the development of language competences but also the cultivation of emotional intelligence as a key component of professional competence in the context of digital transformation in education. The study aims to develop, theoretically substantiate, and experimentally verify the effectiveness of a modular educational model designed to integrate the development of language competences and emotional intelligence of linguistics students in a digital educational environment. The research methodology is based on systematic and competency-based approaches, allowing us to consider social-emotional learning as a holistic process of developing professional and personal qualities. The study employed theoretical methods (analysis of scientific literature, modeling of the educational process) and empirical methods (pedagogical experiment, testing, surveys, expert evaluation). Five interconnected educational modules were developed and experimentally tested: "Global Emotions," "Human Stories," "Digital Humanity," "Emotional Mentorship," and "Community Service in English." Each module includes a system of exercises aimed at simultaneously developing language skills and emotional intelligence. The experimental verification of the model's effectiveness was conducted over one semester with 60 linguistics students. The experimental results demonstrated statistically significant differences between groups: participants in the experimental group showed substantial improvement in emotional intelligence indicators (17.9% increase) and language competences (24.9% increase) compared to the control group (5.0% and 10.1%, respectively). Qualitative analysis of the results confirmed improved emotional expression skills in written communication and enhanced intercultural empathy. The theoretical significance of the research lies in substantiating the relationship between emotional intelligence and language competences, as well as developing a conceptual model for their integrated development. The practical significance consists in creating and validating specific educational modules ready for implementation in higher linguistic education.

The interaction of preschool educational organizations (PEO) and families as a pedagogical problem has been relevant for many years, as generations change and, accordingly, views on education and upbringing. Currently, interest in this problem is caused by the fact that modern conditions of social development require innovative solutions for organizing interaction between participants in educational relations, since traditional forms do not always make it productive and comfortable for everyone. The aim of the study conducted and presented in this scientific article is not only to highlight the problem of interaction between PEOs and families, but also to analyze its origins and search for solutions. The research methods used were a remote survey of parents of pupils of PEO "Kindergarten No. 73" in Magnitogorsk, which was conducted via Yandex Forms. 182 parents took part in the event, the general number of respondents was 345 people. The questions in the questionnaire were closed and open. The method of observing participants in educational relationships during online meetings on the Sferum platform, preparing projects together with children under the mentorship of a teacher, as well as during an interactive quest in a preschool institution was also used. A conversation with parents organized after each event was also informative. The article proposes innovative technologies for interaction between PEOs and families of pupils, such as: a project competition developed on the basis of digital solutions, consultation on the Sferum platform, and a family interactive quest. Particular emphasis is placed on the professional competence of a kindergarten teacher, who must have not only knowledge and skills in the field of preschool pedagogy and psychology, but also digital competences that allow him/her to organize constructive interaction not only with children, but also with their parents in a kindergarten setting. Educators act not only as users of digital products and interactive equipment, but also become their developers themselves. The theoretical significance of the study lies in scrutinizing the scientific experience of interaction between PEOs and families, in generalizing existing approaches to the issue not only in Russia but also abroad, presenting the opinion of parents on the degree of their involvement in the educational process of children and effective forms of interaction. The practical significance lies in demonstrating the testing of interactive innovative forms based on the use of artificial intelligence and neural networks in project-based activities, as well as digital solutions in organizing an interactive family quest.