Keyword: «цифровая образовательная среда»

The article examines modern approaches to developing students’ listening skills in the context of digital transformation of education. The pedagogical potential of authentic podcasts and short video materials is substantiated as effective tools for improving listening comprehension. Special attention is paid to the cognitive characteristics of modern adolescents, whose perception of information is shaped by digital media and short-format content. The study describes a three-stage model of working with audiovisual materials, including pre-listening, while-listening, and post-listening stages. The results of a pedagogical experiment conducted in the 9th-grade classroom are presented. A comparative analysis of traditional audio materials, podcasts, and short videos is carried out in terms of their impact on students’ motivation, engagement, and speech activity. The findings confirm that the integration of authentic audiovisual content enhances listening comprehension and stimulates communicative competence development.

The article explores the potential of online platforms as a means of personal self-development of gifted children. The relevance of the topic is due to the need to overcome the developmental dissynchrony – the gap between high intelligence and the emotional and social sphere of such students. The author analyzed the psychological characteristics of gifted children, identified risk areas (perfectionism, difficulties of socialization). Their key capabilities are revealed: individualization, a safe environment for testing, the development of communication and reflection, and the formation of adequate self-esteem. The conclusion is made about the need for pedagogical support for the effective integration of digital tools into the process of personal development.

The article addresses the theoretical conceptualization and structural modelling of a new pedagogical category – the digital developing subject-spatial environment of a preschool educational organization with elements of artificial intelligence (digital DSSE with AI elements) – in the context of foreign language development of children aged 4–7. Existing studies consider the digital environment and artificial intelligence technologies separately, which limits their combined didactic potential and does not allow for the identification of the synergistic effect of integration. The aim of this article is to develop an original author's definition and a structural model of the digital DSSE of preschool educational organizations with AI elements, as well as to substantiate its role as a pedagogical condition for the foreign language development of children aged 4-7. The principal research methods include a theoretical analysis of the regulatory framework and scientific literature, the conceptualization of the author's original concept, a systematic analysis of the structural components of the environment, and pedagogical observation during the testing of the designed environment. The main results include the formulation of an original author's definition of the digital DSSE of preschool educational organizations with AI elements as a holistic pedagogical system that ensures the dynamic adaptation of the content of foreign language interaction; the development of a seven-component structural model that includes the regulatory, infrastructure, information and content, methodological and pedagogical, communication and management, subject, and security units; the identification of risks in the functioning of this environment and the mechanisms for their minimization; and the description of the synergistic effect of the integration of the digital DSSE and AI technologies. The theoretical significance of the work lies in the introduction of a new pedagogical concept and its differentiation from related categories. The practical significance lies in the fact that the developed model has been tested in preschool educational organizations and has confirmed the positive impact of the designed environment on the foreign language speech development of preschoolers.

This article is devoted to the analysis of the phenomenon of clip thinking in the context of the digital transformation of modern society, as well as to identifying effective methods of adapting educational material to the needs of society. The study examines the transition from a fragmented type of information perception in the youth environment, the phenomenon of clip thinking, and the ways of integrating material into interactive learning. Special attention is paid to the ways of integrating educational content into interactive, multimedia learning using modern digital technologies, which allows to increase the perception and assimilation of the material. The results of the study can be useful for teachers and developers of educational programs.

The article is present the example of the digital project “The Museum of Misnomers” as an effective means of developing intercultural communicative competence of future foreign language teachers. The organization of students’ project-base d activities are analyzed; the pedagogical potential is revealed. The digital Museun is seen as an effective space for interpreting and understanding language.