Keyword: «empathy»

The article discusses the features of online and offline teaching of English, their advantages and disadvantages. The problem of completely replacing the offline format with online and the issues of a reasonable balance between traditional educational methods and modern digital technologies are analyzed. Specific examples of the successful interaction of these forms of education are given. Particular attention is paid to the lack of empathy in the feedback of online learning and the results of research and statistics on the transition to distance learning are discussed. A promising hybrid model of education is considered, combining the best features of both approaches. In conclusion, the importance of reasonable integration of digital technologies into educational processes to improve the quality of education is discussed.

The article examines the concept of "friendship" and the role of a teacher in the process of forming ideas about this phenomenon among older preschoolers, defines the importance of friendship in the social development of children; describes methods and forms of work with preschoolers that contribute to the de-velopment of friendly relations with peers. The authors formulate recommendations to teachers working with older preschool children on the formation of a value attitude to friendship.

The modern development of society, driven by automation, digitalization, scientific and technological progress on the one hand, as well as high dynamism and unpredictability, on the other, challenges the competences and skills necessary to survive in this terrible, unimaginable world of SHIVA. Vulnerabilities are also added by the realities of the functioning of production and business processes focused on the digital and innovative economy, automation and mass uniqueness, the economy of partnership and openness. The relevance of this study is due to the fact that despite the widespread discussion of the formation of 21st century skills among graduate students, the level and format of their development require further analysis and revision. Consequently, the purpose of this research is to find an answer to the question "what and how to teach?" so that the "portfolio" of competences and skills of the 21st century among graduates of the master's degree programs in the field of engineering would allow them to "keep up with the times." The theoretical analysis of domestic and foreign literature on this issue focuses on the relevance of design thinking as a non-standard, heuristic way to solve problems in conditions of uncertainty, as an approach to generating innovative solutions focused on humans, as an opportunity to analyze the situation from several points of view. Thus, the result of this work is the substantiation and application of the methodology of design thinking in the process of mastering the discipline "Foreign language in the professional field." The theoretical significance of the research lies in substantiating the effectiveness of using this technique to master the subject presented above, as it has a more practice-oriented character, improves the skills of conversational speech and monologue in academic and professional contexts, grammatical and listening skills, and develops skills in working with authentic texts. In addition, the methodology of design thinking promotes the development of convergent and divergent thinking, as students learn to analyze, offer creative solutions for prototyping a unique product, taking into account the values and requests of the audience, to be flexible and adaptable. The practical significance of the experience lies in the fact that future engineering specialists can use their projects as part of their qualification work, as well as apply the experience gained to work on other projects.

The purpose of the article is to identify pedagogical conditions that effectively influence the upbringing of emotional responsiveness in children aged 5-6 through ethical conversation. Various techniques aimed at fostering emotional responsiveness to peers in children are analyzed. The possibilities of ethical conversation in fostering emotional responsiveness to peers in older preschool children have also been studied.

The article reveals the importance of developing empathy in children aged 5-6 in preschool education, and highlights the relevance of new pedagogical approaches. Didactic games contribute to the formation of empathy, the development of communication skills and the ability to understand the emotions of others. A pedagogical experiment has confirmed the effectiveness of games to increase the level of empathy, improve relationships and resolve conflicts.