Keyword: «educational environment»

Currently, with increased attention being paid to issues of equality and respect in gender relations, gender competence is recognized as an essential criterion of professionalism for teachers. Insufficient gender competence on the part of teachers can have a negative impact on the formation of a culture of gender relations among students, while well-developed gender competence contributes to the creation of a gender-friendly environment and the development of harmonious, respectful relationships among schoolchildren. The aim of this article is to identify and describe the different types of gender competency that a teacher can possess, based on the specific gender personality traits and how they manifest themselves in their teaching style. To solve these tasks, the leading theoretical approach to the study was the gender approach to teaching, induction, and deduction of the research problem. The combination of practical methods includes observation of pedagogical activity, gender expertise of lessons, questionnaires and testing of teachers using various techniques. Spearman's rank correlation coefficient was used for statistical data processing. The study identified two types of gender competence in teachers: gender-stereotypical and gender-sensitive. It was found that gender-stereotypical competence contributes to the reproduction of patriarchal values in gender relations and limits the development of personal potential depending on gender. Gender-sensitive competence is a key factor in shaping a culture of gender relations based on the principles of egalitarianism and the development of each student's potential regardless of gender. The theoretical significance of the article lies in deepening the understanding of the qualitative characteristics of teachers' gender competence. The practical significance lies in the possibility of using the results obtained to design educational programs aimed at forming gender-sensitive teacher competence, as well as developing recommendations for creating a gender-friendly educational environment that promotes the development of respectful attitudes towards representatives of the different gender and the realization of their individual potential.

The article is devoted to the urgent problem of gender imbalance in IT classes, where a significant predominance of boys over girls remains. The paper presents a statistical analysis of the current ratio of students by gender, as well as an assessment of girls' confidence in their technical skills based on survey data and educational statistics. The key causes of gender imbalance are investigated. The article suggests practical strategies for involving girls in IT classes.

In the era of rapid digitalization of society and a fundamental rethinking of the principles of education, the need for a profound transformation of traditional higher education systems is crucial. The pandemic has served as a catalyst for accelerating the digital modernization of education, challenging the scientific community to develop innovative methodologies and pedagogical approaches. This research aims to comprehensively understand the processes of digital transformation in higher education and create a framework for building a successful digital educational ecosystem. Special attention is given to the development of theoretical concepts that will create a learning environment that meets the demands of the digital age and ensures a high standard of training for today's legal professionals. The research is based on a holistic approach that combines fundamental and applied methods of scientific inquiry. The methodological foundation of the study is a comprehensive examination of educational processes, which includes an in-depth analysis of scholarly materials, a comparison between traditional and contemporary educational practices, and a practical evaluation of developed methodological approaches. The findings from this research demonstrate that the digital transformation of education represents a significant shift in the entire educational landscape, going beyond mere technological enhancement. At the same time, the obtained data indicate that integrating digital tools into educational settings, while preserving fundamental educational values and principles, serves as a powerful impetus for enhancing the quality and efficiency of the learning experience. The scientific value of the research lies in the creation of a comprehensive concept for the development of a digital learning environment that seamlessly integrates traditional and innovative teaching methods. In other words, the methodology developed opens up new possibilities for creating flexible learning models that maximize the benefits of various educational formats. The practical application of these findings could significantly improve the quality of higher education and provide better training for professionals in the digital age. It should be emphasized that the digitalization of education is a natural and necessary step in the evolution of modern education systems. The results achieved indicate the need for further scientific research into this phenomenon and the active implementation of the identified best practices in educational institutions.

This article examines the moral education of schoolchildren based on national values, a crucial task in today's world, where globalization and information technology are blurring boundaries. The relevance of this research topic stems from significant changes in the value orientations of today's youth, the lack of clear moral guidelines, and the strategic objective set in Decree No. 309 of the President of the Russian Federation dated May 7, 2024, on nurturing a harmoniously developed, patriotic, and socially responsible individual based on traditional Russian spiritual, moral, cultural, and historical values. A lack of comprehensive research proposing specific mechanisms and technologies for integrating national values into everyday school practice is noted, as well as challenges in implementing educational work, such as formalism and the lack of a methodological framework. The aim of this study is to identify the role of national values in the moral education of schoolchildren and determine the pedagogical conditions for its effective implementation. The study is based on a comprehensive, axiological, historical-pedagogical, and socio-functional methodological approaches. To achieve the stated goals, theoretical methods (analysis and synthesis, comparative analysis, deductive and inductive approaches, classification and systematization) and empirical methods were used. Among the empirical methods, pedagogical observation (to record moral qualities and attitudes toward national values) and anonymous surveys of schoolchildren and teachers (to identify the development of national value orientations and evaluate educational practices) were used. Interviews with parents and a study of student activity products were also conducted. The results of the study demonstrate the effectiveness of using national values for the moral education of schoolchildren. The survey of schoolchildren revealed that schoolchildren value patriotism but are weak in active advocacy and social activism. Teachers are aware of the importance of education, but they consider their methods to be ineffective and need to improve their qualifications. National values form the basis for the moral education of schoolchildren. The theoretical significance of this study lies in its complementarity with existing approaches to the moral education of schoolchildren, systematization of modern views, and highlighting the role of national values in the educational process. The practical significance of this work lies in the fact that its results can be used to develop curricula and extracurricular activities, as well as for teacher training.