Keyword: «generation z»

The relevance of the problem is determined by the discussions around the learnability of the representatives of «Generation Z». The aim of the study is to assess the potential of the new pedagogical model; the subject of the study is the methodology of teaching humanities and social disciplines in higher education institutions. The ideological approach, which is based on the idea that higher education institutions are called upon to form intellectuals, has been chosen as the key one. The stumbling block in educating the Zoomers is their bourgeois mentality, aggravated by their unwillingness to learn (a side effect of the consumerism indoctrinated into them). As an option for restoring the authority of higher education and increasing its effectiveness, the author proposes the concept of trigger pedagogy, which in the long term can provide a synergy of digital forms and human content of the educational process. In the author's opinion, the issue of spiritual and moral support of studies at universities is of paramount importance today. It is humanities subjects that lay the foundation for the study of social subjects, moreover, they equip students with a scientific worldview that helps them to surpass natural and technical disciplines. In shaping the educational trajectory, students' critical thinking should be cultivated and coordinated. Methodology is critically dependent on the charisma and moral authority of the teacher, his or her love for the subject and ability to express the poetry of the science being taught. The priority of teaching general education disciplines in the junior courses is learning to learn, the next stage – introduction to the basics of research work, further – improving the skills of competent compilation and introduction to the culture of discussion. The basis of trigger pedagogy is the idea of creative attitude to learning. The author is convinced that aesthetically colored interdisciplinarity in teaching humanities subjects can harmonize the entertainment, educational and academic components of education without profanation and populism. As a result, students should realize themselves not only as colleagues, but also as contemporaries and, most importantly, as compatriots. The scientific novelty of the study lies in the approbation of the methods of trigger pedagogy on the basis of higher educational institutions. Theoretical significance of the work is in the substantiation of the principles of the new model of education, practical significance – in enriching the educational process with an aesthetic component.

The article is devoted to the study of the peculiarities of motivation of professional activity of employees of generations X, Y, Z. In anticipation of a personnel shortage, the issues of staff motivation are becoming more urgent than ever. New methods of motivation appear, the old ones stop working. A new generation of young employees is entering the labor market, with their own needs and values that differ from those of other generations. This article examines the specifics of employee motivation for generations X, Y, and Z, as representatives of these generations are the mainstay of the workforce at the present time. In the course of an empirical study, the questionnaire "Motivation for work" by I.P. Ponomarev was used. An attempt has been made to study the subjective perception of job characteristics by representatives of generations X, Y and Z in order to identify their motivation for professional activity. The data obtained allow us to draw conclusions about differences in preferences among employees of generations X, Y, Z.

The relevance of the topic is determined by the scale of digital transformation. The object of the study is digital innovation in higher education, and the subject is its methodological and pedagogical support. The aim of the study is to identify unhealthy trends in the digitalization of education, and its objectives are to analyze populist and utopian views on the prospects for cyber pedagogy. The article summarizes the authors' personal observations and the experience of the teaching community. Priority is given to a systematic approach and a method of concretization, which make the identification of populist tendencies in cyber pedagogy more transparent. The topic is covered from a worldview perspective. The study reveals a number of internal contradictions in the digital paradigm, which give reason to consider the concept of cyber pedagogy as utopian one. In particular: 1) the promotion of progress and the emphasis on the immediate wow effect produced by counters built into Internet services; 2) the emphasis on creative collaboration and the reality of an ‘academic vacuum,’ a virtual environment instead of an intellectual environment; 3) the declaration of the individualization of education and continuous typing, the development of patterns, models, and standards; 4) the primacy of learning feasibility and the promise of a technological breakthrough; 5) arguments about strategic proactivity and references to temporal and a priori spontaneous market processes; 6) replacing pedagogy with digital methods of accounting and control; 7) confusing the concepts of awareness and education, scholarship and content; 8) gamification and denial of the need for effort to master the sciences; 9) emphasis on the automatic transfer of knowledge and appeal to the charisma of the teacher in developing students' critical thinking; 10) agile focus on the minimum necessary at the expense of the excessiveness of a creative approach, which is particularly evident in the mechanistic assessment of knowledge; 11) declaration of the right to choose an educational trajectory and, in fact, total predetermination, exacerbated by the widespread introduction of neural networks into educational practice. Thus, the authors see the problem not in technical limitations, but in the ideological inconsistency and groundlessness of cybergogy's claims to be the driver of progress. The scientific novelty of the article lies in the fact that the stated topic has not been directly addressed before. The theoretical significance of the work is determined by its methodological message: to form an opinion about the real prospects of cybergogy. The practical significance lies in identifying the internal contradictions of digital education that hinder the implementation of the pedagogical process.

The article substantiates the need to use the microlearning method in teaching French to students – linguists of generation Z for the development of their communicative competence, since it is one of the rapidly developing directions in teaching foreign languages. Microlearning is becoming a format based on targeted and short-term cooperation of the teacher and students, mainly using electronic educational means. Despite the replication of this practice, the approaches to its definition remain diverse, and the concept itself is often interpreted with methodological uncertainty, which confirms the relevance of our research. This is especially true for microlearning the second foreign language by students – linguists of generation Z, in particular, for the development of communicative competence. The aim of the study was to describe the practice of implementing the method of microlearning French by students – linguists of generation Z for the development of their communicative competence. The research material was the theoretical and practical provisions of multimedia education, an idea of the essence of the design of microlearning foreign languages. The study involved observing the activities of teachers and students and analyzing the educational and methodological products prepared by the participants in the educational process. The scientific novelty of the study lies in the fact that it summarizes the theory and practice of implementing the method of micro-teaching the French language to students – linguists for the development of communicative competence in special pedagogical conditions of higher education. The article offers an example of a microcourse of the French language using interconnected microcontent and a system of interactive tasks based on digital platforms, which is built taking into account the research methodology. The results of the study indicate the need to use the method of microlearning French by students – linguists of generation Z for the development of their communicative competence. The mechanism for introducing the method of micro-learning French by students – linguists of generation Z for the development of communicative competence is a phased system of organizational interconnected steps, each of which is aimed at ensuring the integrity and effectiveness of the educational process: setting goals; structuring microcourse and microcontent content; preparation of interactive tasks; selection of digital platforms and multimedia learning tools; selection of control and evaluation means; development of micro lessons in a second foreign language (French); development of a set of methodological techniques for organizing educational work. The results of the study expand the scientific understanding of the importance of the method of microlearning the second foreign language by students – linguists to intensify communicative competence. The theoretical significance of the work lies in the theoretical justification of the importance of the method of micro-learning French by students – linguists of generation Z for the development of communicative competence. The practical significance of the work consists in the implementation of the method of micro-teaching the French language to students – linguists of generation Z for the development of communicative competence.

The article examines the features of speech behavior of representatives of the Z generation (centennials) in such a professional field as business correspondence. It analyzes the transformation of traditional communication patterns under the influence of digital socialization of this generation. The main focus is on the pragmatic functions of emojis and stickers as new linguistic means that are integrated into business discourse. Based on observations of real-life correspondence and analysis of existing research, it is concluded that the use of visual elements becomes a strategic tool for reducing communicative distance, expressing statements, and compensating for non-verbal signals. However, their use requires a high degree of pragmatic competence from both the sender and the recipient.