Keyword: «graduate student»

The author views the way of training construction in development the methodological competence for Ph.D. students. Chosen scientific and pedagogic information technologies also help the scientific advisor development. The nonstandard approach to the dissertation research organization is viewed.

The relevance of the problem under study is determined, on the one hand, by the rapid spread of digital technologies in the modern academic environment, which requires organization and high-quality methodological support, on the other hand, the problem of visibility in teaching a foreign language is in the focus of attention of the modern teacher. One of the tools for high-quality methodological support can be a thematic digital collage aimed at developing foreign language epideictic speech of graduate students in the modern academic environment. The purpose of the study is to present the didactic aspect of the thematic digital collage implementation as a tool for the development of epideictic speech of graduate students in the modern academic environment. The study attempts to clarify the terms “digital collage”, “digital collaging”, “actor-rhetor”. The didactic potential of using thematic digital collage as a tool for developing foreign language epideictic speech of graduate students is justified. The didactic advantages of using digital collage, digital collaging are described; the need for their use in modern academic environment is substantiated. The structural and content characteristics of a graduate student's foreign language rhetorical competence are analyzed. The authors propose an algorithmic prescription for organizing work on the development of foreign language rhetorical and communication skills of graduate students using a complex of structured communicative tasks and rhetorical tasks aimed at overcoming foreign language rhetorical difficulties. The study used the Neyman Pearson lemma to assess the statistical significance of differences in indicators. The scientific novelty lies in the fact that a thematic digital collage has been proposed and implemented as a tool for the development of foreign language epideictic speech of graduate students. The results of the study show that the use of digital collaging and thematic digital collage contribute to the development of foreign language epideictic speech of graduate students, allowing them to effectively respond to a situation or event, showing their uniqueness; achieve focus on current tasks and improve their effectiveness.

The relevance of the study is driven by the need to integrate digital technologies into the educational process of the university, aimed at overcoming resource limitations and developing creative thinking in graduate students. The aim of the work is to justify the didactic potential of gamification for the development of creative thinking among graduate students in foreign language classes and to demonstrate its practical application through the development of tasks corresponding to the levels of Benjamin Bloom's taxonomy. The leading approach of the study was an integrative approach that combines theoretical concepts and practical aspects for a comprehensive analysis of the gamification implementation process. It is implemented through an algorithm that includes the stages of diagnosing educational needs, choosing game mechanics, integrating them into the educational process and evaluating the results. The theoretical significance of the study lies in systematizing the relationship between gaming methods, Bloom's taxonomy levels and language learning. This expands didactic approaches in pedagogy, offering a model that can be adapted to various disciplines. The practical value of the work is confirmed by the development of problem-oriented cases. These tools transform traditional teaching methods, making them more dynamic and compliant with the requirements of the globalized world. Thus, gamification in foreign language learning acts as a catalyst for creative thinking, allowing students to experiment, make mistakes, and find non-obvious solutions in a safe gaming environment. The proposed methods demonstrate how game approaches combine the development of language skills with metacognitive competences, which is critical for training specialists who can effectively operate in a multicultural professional environment. The algorithms and cases developed in the study can be adapted to other disciplines, strengthening the connection between theory and practice in modern education.