Keyword: «digital educational technologies»

The article examines modern technological approaches to the formation of lexical skills in learners of Russian as a foreign language (RFL) and Russian as a non-native language (RNL). It analyzes the possibilities of using mobile applications, adaptive learning platforms, corpus technologies, virtual and augmented reality, as well as gamification in the process of vocabulary acquisition. The didactic principles for the effective integration of digital tools into the educational process are defined.

The relevance of the research is due to the active introduction of neural network technologies into educational practice and the need for their pedagogically sound use in teaching foreign languages. The proliferation of generative text and visual models expands the possibilities of creating electronic learning materials, but at the same time exacerbates the problem of teachers' methodological readiness for their conscious and purposeful use. In the context of the digital transformation of education, teachers are increasingly acting not only as users of digital tools, but also as designers of educational content, which requires systematic training and methodological support. The aim of the research is to develop and theoretically substantiate a model for training teachers to use neural network technologies in the design of linguistic e-learning materials in English. The research is theoretical in nature and it comprises competence-based, linguodidactic and systematic approaches, as well as modern concepts of the use of artificial intelligence in education and the development of digital and methodological competences of teachers. The research resulted in a structural model of teacher training including target, content, procedural and resultant components. The model focuses on the development of teachers' methodological readiness to use generative textual and visual neural networks in accordance with the goals of teaching English, types of speech activity and the level of students’ linguistic training. The article also presents a hypothetical scenario for the implementation of the model in the system of advanced teachers’ training, demonstrating a reproducible method of professional training without necessary experimental testing. The theoretical significance of the research lies in clarifying approaches to the development of teachers' methodological readiness for the use of neural network technologies in teaching foreign languages and in systematizing the teacher's activities in the context of the use of generative models. The practical significance of the work is determined by the potential of using the proposed model in the system of teacher education and advanced training of English language teachers, as well as in the development of methodological training programs in the context of the digitalization of the educational process.

The relevance of this study stems from the changing nature of school teachers' professional agency in the context of the digital transformation of general education. Modern teachers increasingly act as agents of their own professional management, making pedagogical and organizational decisions based on data analysis. In this context, the importance of developing teachers' managerial competency is growing. However, continuing professional education practices are not always sufficiently focused on developing managerial skills and the ability to make informed decisions in a digital educational environment. The aim of this article is to theoretically substantiate the essence of school teachers' managerial competency and identify the specific features of its development within the continuing professional education system in the context of the digital transformation of general education. This theoretical study draws on systemic, activity-based, competency-based, and personality-oriented approaches, allowing for the consideration of managerial competency as an integrative and dynamic quality of teacher's personality. This article clarifies the concept of school teachers' managerial competency using digital technologies and demonstrates its component structure. It is found that the development of this competency is a targeted process of continuous professional education, requiring the coordinated development of all components. Pedagogical conditions for developing school teachers' managerial competency in the system of continuing professional education are identified and characterized. These include updating teacher motivation, improving the content of professional development programs with managerial and digital components, as well as organizing informal education and post-course pedagogical support. The theoretical significance of this article lies in clarifying the conceptual framework and expanding scientific understanding of the development of school teachers' managerial competency in the context of the digital transformation of education. Its practical significance lies in the possibility of using the findings in designing professional development programs and organizing post-course support for teachers.

The relevance of this study is determined by the digital transformation of higher education, which is accompanied by changes in the forms, methods, and aids of teaching, as well as increasing demands to the level of foreign language communicative and sociocultural competences of preservice teachers. In the context of the digital educational environment, the search for and scientific justification of effective interactive digital tools that ensure the active engagement of students in the educational process and the implementation of communicative and activity-based forms of foreign language teaching are particularly important. The aim of this article is to identify and explain the pedagogical potential of online interactive boards as a digital tool for teaching foreign languages at a university, as well as to make a comparative analysis of the functional and methodological capabilities of modern online interactive boards from the perspective of their application in the professional training of preservice foreign language teachers. The leading approaches to researching this problem are competence-based, activity-based, and communicative approaches, as well as the principles of digital and multimodal learning theory. The study is practice-oriented and includes an experimental component. The study utilized methods of analyzing and summarizing pedagogical and language teaching literature, pedagogical observation, surveys, testing, and experimental learning. Descriptive statistic methods were used to process the data. The main results of the study include identifying the pedagogical potential of online interactive boards for organizing collaborative learning activities, visualizing educational material, and developing students' communicative and sociocultural skills. A comparative analysis of the Miro, Holst, and Simple Class online boards was made, allowing us to identify their advantages and limitations in the context of foreign language teaching at a university and to justify the appropriateness of choosing a digital tool based on the learning goals and objectives. The theoretical significance of the article lies in clarifying understanding of the pedagogical potential of interactive digital tools in linguistic education. Its practical significance is in using the obtained results in higher studies when designing lessons of English and organizing a digital educational environment.