Keyword: «educational practices»

The purpose of the article is to present results of the research on the development of educational practices for the preservation of the Republic of Sakha (Yakutia) indigenous peoples’ identity. The relevance of the study is dictated by the issues of active industrial development of the region, affecting all spheres of life of the indigenous peoples of the Republic, including education. In our study, we rely on a number of methodological approaches: system approach, involving a complex, comprehensive study of upbringing problem in regional education; integrative approach, allowing to use interdisciplinary potential of engineering, pedagogy, native language/culture, foreign language education. Educational practices in the cultural context of the region are aimed at their correlation with the plans of the region and the country participation in the global integration processes. The objectives of the study include the preservation of students' national identity within the all-Russia society. The specifics of the region are associated with migration of the population, transformation of value orientations, the existing features of the way of life in the Arctic and Northern regions of the Republic, in contrast to the central or southern ones, natural bilingualism and multilingualism. The introduction of innovative educational practices in the educational process of preserving the identity of the indigenous peoples of the RS (Y), taking into account the cultural context of the region, contributes to the strengthening of social capital of the Republic of Sakha (Yakutia), to the formation of value orientations of the younger generation. Modern digital technologies, availability of the Internet, active use of social networks allow students to be aware of what is happening in our country and in the world, so traditional educational practices must be combined with innovative ones to increase motivation and interest in learning, preserving their native land. The introduction of innovative educational practices of preservation and development of the identity of the indigenous peoples of the RS (Y) in the conditions of industrial development of the Arctic and the Far North, taking into account the cultural, historical, linguistic and economic contexts of the region, will contribute to the strengthening of the social capital of the Republic of Sakha (Yakutia), the preservation and development of ethnic and civil identity of students, the formation of value orientations, attitudes, productive patterns of behavior for the younger generation.

The article is devoted to the issues of training foreign military specialists in the universities of the Ministry of Defense of the Russian Federation, which, in the context of the growing potential conflict in the world, seems to be the most important area of military-technical cooperation between Russia and friendly countries. One of the problems of professional training of foreign military personnel is the discrepancy between the culturally determined learning styles of all subjects of the educational process. The authors trace the influence of the cultural parameter "masculinity / femininity" on the national educational practices of foreign students and identify its symptoms in the culturally heterogeneous environment of a Russian military university. The article discusses various approaches to the interpretation of the binary opposition "masculinity / femininity" in a historical retrospective and the significance of this construct in modern science. The purpose of the article was a comparative study of the didactic aspect of the cultural parameter "masculinity / femininity" based on the typology of cultural dimensions proposed by the Dutch sociologist Geert Hofstede, as well as the latest scientific research in the field of cross-cultural didactics. Cultural-specific features of the educational process in educational institutions of different countries determine the forms and methods of teaching, educational communication and learning styles, affect the motivation and self-esteem of foreign students. The results of the study allow us to draw a conclusion about the role of the cross-cultural approach in the pedagogical design of the educational environment of the university of the Ministry of Defense of the Russian Federation. The theoretical significance of the study lies in the systematization of scientific experience in the study of the construct "masculinity / femininity" in the educational field. The practical significance of the work lies in the formation of systemic ideas about culturally determined goals, forms and methods of educational systems in different countries and the principles for developing effective tools for the educational process in a cross-cultural environment

The article discusses the use of critical thinking technology in teaching English. It describes practical implementations and experiences of applying various tasks aimed at developing students' analytical and evaluative skills. Specific task examples based on real materials such as news articles, literary works, and scientific studies are provided. It is shown how such tasks help students improve not only their linguistic skills but also their abilities in critical thinking, analysis, and argumentation. The conclusion discusses the prospects for further integration and improvement of critical thinking methodologies in the process of teaching English.

The paper overviews practices of using AI-powered services by schoolteachers and faculty in their professional activities. The objective of the research is to analyze modern practices of using AI tools by Russian and foreign teachers of secondary and higher education and to identify the potential for scaling advanced solutions for Russian education system. To achieve this, the authors conducted systematic analysis of corresponding research papers, content analysis of regulatory documents, as well as comparative analysis of practical cases on the research issue. The analysis results indicate a trend of transition from the use of mono-functional AI services for solving separate educational tasks to the development and implementation of complex AI systems. The response for AI educational systems is aimed at ensuring personalization of learning based on learning analytics and teaching support (production of educational content, automation of assignment checking and feedback). Against this background, different countries observe asymmetric development of digital educational environment. The authors conclude that the reasons for the different intensity of AI tools use across countries are low level of AI literacy of teachers and their insufficient methodological support. Differences between Russian and foreign practices of implementing AI tools consists in different thematic focuses: the foreign context emphasis compliance with ethical standards, while the Russian context considers improving usability of AI–powered services. The theoretical significance of the research lies in the systematization and assessment of the didactic potential of AI tools. The practical significance is based on the fact that the research results allow the teaching community to discover the advantages and reflect on the challenges and risks when working with AI tools in classrooms.

The article presents practices of pedagogical support in three regions: Russia, Asia and Europe. These regions share common problems and solutions in the field of pedagogical support for the older generation in response to economic and social demands of society. The paper analyses existing government initiatives, projects and practices, organizations and programs of formal and non-formal education for the third age people in the selected regions. The aim of the work is to analyze modern practices in pedagogical support for older adults and identification of best practices that can be scaled up for the national education system. The research methodology is based on the systematization and generalization of international cases and scientific publications, as well as on the use of comparative analysis of existing practices. Regulatory legal documents, scientific articles and materials of open sources of the Internet were used as information sources for the study. The results of the study actualize the importance of pedagogical support for the older generation. The study of current pedagogical support cases has allowed us to identify and compile a list of successful solutions. The author examines the list of existing pedagogical practices and identifies common ground and differences between Russian and foreign educational approaches. In Russia, pedagogical practices to support the older generation focus on inclusion in active social life and gaining new knowledge and skills for life and professional development. In this regard, universities for older adults, government initiatives, and projects are being developed. In Asia, support for older adults is regulated by the government, combining Confucian values and modern requirements for professional and personal development. In Europe, the education for the older generation is based on institutional approaches with extensive funding and social inclusion. The general trends of pedagogical support are noted – the presence of institutional formations supported by the state (social centers, colleges, third age institutes, which offer professional and cultural development courses, professional development and retraining programs), private initiatives (network organizations in collaboration with economic sector organizations offering courses and cultural events that allow them to learn from the existing experience of the older generation and integrate them into the professional and social life of countries). The theoretical significance of the research consists in the systematization of actual pedagogical practices. The practical significance of the study consists in the fact that the results will allow the scientific and pedagogical community to develop an idea of the implemented measures to support the older generation.