Keyword: «цифровая образовательная среда»

The article examines the features of applying artificial intelligence (AI) technologies in speech therapy practice aimed at correcting speech sound production in older preschool-aged children. A theoretical analysis of domestic research on the integration of AI into speech therapy diagnostics and intervention is presented. The role of the speech therapist as a coordinator of the digital speech environment is emphasized. In the empirical section, the results of speech sound diagnostics for 14 children are detailed, utilizing an adapted sound recording chart to systematize types of disorders and construct speech profiles. The study identified the states of sound production (absence, distortion, substitution) and their specific characteristics. The conclusion highlights the potential of AI as a tool for improving the individualization, effectiveness, and accessibility of speech correction.

The digital transformation of education, caused by the dynamic development of the economy and the active introduction of modern digital technologies, requires the modernization of the training system for pedagogical personnel. The relevance of the study is due to the fact that the need to develop competences in student teachers that ensure the effective use of interactive educational resources, artificial intelligence systems, big data technologies and neural network algorithms is increasing in the conditions of the digital economy. This requires rethinking and modernization of the content of digital training of pedagogical personnel. The aim of the study is to determine the key areas of training student teachers to use modern digital technologies in educational practice. The study has an applied focus and combines theoretical analysis with empirical testing of the hypothesis. The main methods were observation, questionnaires and testing of the 2-nd – 4-th-year students of pedagogical field at the Ryazan State University named after S. A. Yesenin. The total number of participants in the experimental work was 420 people. To process the obtained data, the methods of mathematical statistics were used: descriptive indicators and frequency analysis. Based on the analysis of the results, four priority areas for the formation of digital readiness in student teachers were determined: fostering competences in the creation and use of interactive educational resources in distance learning systems; mastering the capabilities of artificial intelligence and neural network technologies in the educational environment; application of big data analysis technologies for personalization of learning; designing individual educational trajectories based on modern digital tools. The obtained data formed the basis of the developed program for the modernization of information training of student teachers, which was successfully tested at the university. The theoretical significance of the study lies in clarifying the key areas of digital competences development among student teachers in the context of the digital transformation of education. The practical value is represented by the development of a model for training teaching staff that integrates modern digital technologies into the educational process. The results of the study can be used by universities when updating the content of pedagogical education, as well as for developing programs for advanced training of in-service teachers.

The article addresses the current issue of exploring the comprehensive integration of digitalization into foreign language learning processes, in light of the implementation of the National Project "Education" and the Federal Project "Digital Educational Environment". It examines the prospects of using the Maximum digital textbook in teaching English at institutes within the Russian University of Transport (Moscow Institute of Railway Engineers). The Maximum textbook is an interactive platform comprising educational modules, multimedia content, and an automated task assessment system. The study focuses on evaluating the effectiveness of the Maximum digital textbook in teaching English to A1-A2 level students. To validate the hypothesis about its positive impact on motivation, communication skills, and digital literacy, the researchers analyzed learner-centered outcomes. The work combines theoretical analysis (a review of key trends in the use of digital textbooks in linguistic education) and experimental methods, including: project-based methodology applied to the "Communication" section; Likert-scale surveys, communication skills testing, and analysis of students’ reflective comments; quantitative evaluation based on criteria such as academic progress, level of autonomy, and quality of group discussions. The results confirm the hypothesis that the use of the digital textbook positively influences students’ motivation, independence, and ability to overcome communication barriers. Theoretical significance lies in validating the effectiveness of digital textbooks in educational practices. The findings can be practically applied to optimize linguistic education in technical universities. Future research is linked to further integration of artificial intelligence tools into the educational process.

In the context of the rapid development of digital technologies, not only the forms and methods of teaching are changing, but also the requirements for the professional training of teaching staff. Digital pedagogical competence is becoming a key component of the professionalism of a modern teacher. The article discusses theoretical approaches to the definition of digital pedagogical competence, its structure and content, as well as effective conditions for the formation of this competence in the educational process.