Keyword: «digital transformation of education»

The relevance of this research is determined by the need for the digital transformation of teacher education and the search for effective models for training student teachers capable of working professionally in the new digital reality. Methodological training, as the core of a teacher's professional development, is of particular importance. It requires updating of content and technologies considering the didactic potential of neural network tools. The aim of the article is to provide a theoretical justification and a substantive description of promising directions for using neural networks in the methodological training of preservice mathematics teachers. The leading research method was a pilot study, implemented at the Institute of Mathematics, Physics, and Computer Science of V.P. Astafyev KSPU and at the Faculty of Mathematics of A.I. Herzen RSPU, with the participation of 48 students and 11 mentor teachers. During the pilot study, a semi-structured interview was used, which made it possible to identify the educational effects of integrating neural network tools into the methodological training process. The main results of the study: three strategic directions for using neural networks are substantiated and described – creating a "digital twin of a classroom," using neural networks as a simulator for testing lesson fragments, and using an AI simulator for complex pedagogical situations; a differentiation of the methodological competences of a preservice mathematics teacher is developed based on the criterion of the optimal environment for their formation (digital, traditional classroom, real pedagogical practice); pedagogical risks (substitution of live communication, devaluation of empathy) are identified, and a compensatory strategy of "augmented practice" is proposed. The theoretical significance of the article lies in substantiating the role of neural networks as an "intellectual opponent" and a "simulator of pedagogical situations," expanding scientific understanding of the possibilities for the digital transformation of methodological training. The practical significance is that the identified directions can be directly implemented into the educational process of pedagogical universities to modernize the content of methodological training and create educational and methodological support for a new generation.

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.

The relevance of the study is determined by the necessity to ensure the technological sovereignty and digital independence of the Russian Federation, which is impossible without high-quality training of personnel for the IT industry. In the context of global digitalization, the effectiveness of students' career guidance becomes a critical component of the state personnel policy, allowing for a balance between labor market needs and the professional aspirations of youth. The acute demand for IT specialists necessitates a deep digital transformation of schools and the implementation of innovative career guidance tools. The key problem is the low efficiency of the traditional information-diagnostic approach based on passive informing and formal testing. The aim of the article is to scientifically substantiate the necessity of applying subject-oriented, activity-based, and integrative approaches to the development of digital educational resources that have the required didactic potential for supporting the professional self-determination of schoolchildren in the field of information technology. The methodological basis consists of the following approaches: the subjective approach, which views the student as an active subject in choosing a profession; the activity-oriented approach, implemented through the technology of professional trials and the execution of labor actions in a modeled environment; and the integrative approach, implemented within the framework of the social partnership concept in education. The article analyzes the didactic potential of digital educational resources developed within the "Data Lesson" project. These resources ensure the implementation of new types of student learning activities, changes in the interaction between participants in the educational process, individualization and personalization of support for students' professional self-determination, and expansion of educational content by including materials on advanced digital technologies. The theoretical significance lies in expanding the applicability of the functional approach to assessing the didactic potential of next-generation digital educational resources. The practical significance is confirmed by data from the large-scale implementation of the All-Russian career guidance project "Data Lesson," which has been successfully piloted in all regions of Russia.