Keyword: «interactivity»

This article deals with the problem of using digital educational resources in the implementation of the individual educational direction of secondary school students.

The relevance of the study is due to the rethinking of the role of pedagogical technologies in the era of digitalization and transformation of the teacher's role. The article is devoted to the analysis of pedagogical technologies and techniques for their implementation in the course of a linguo-pedagogical experiment in groups of philologists studying Russian as a foreign language. The authors proceeded from the hypothesis of the presence of a correlation between the tasks, conditions, level of training, characteristics of the subjects of the educational process and the technologies and techniques that serve it. It is proposed to use student reflection to assess the effectiveness of technologies. The aim of the study is to identify the presence of a significant and factor-dependent relationship between the choice of a specific pedagogical technology, the perspective of its application by the teacher and the level of knowledge, needs of foreign students. The study was conducted within the framework of the systemic, value, holistic-semantic, technological, level and communicative approaches. The methods of questionnaires, ranking, experiment and pedagogical modeling were used. Pedagogical technology is presented as a complex multicomponent system, including conceptualization of educational goals and objectives of training, contamination of forms, means, methods and techniques of organizing the educational process. The following technologies were selected for testing: case study, quest, quiz, debates, discussions, role-playing and business games. Techniques for their implementation included, among others, technologies of a simpler order – mind maps, dramatization, "Aquarium", POPS formula, brainstorming, "6 thinking hats", a model of time immersion. The experiment showed that the use of pedagogical technologies in the classroom can become an effective tool for teaching, self-learning and pedagogical reflection for students majoring in philology; it is also shown that with an increase in the level of students, the mechanics of the educational process also changes: individual technologies become techniques for implementing other, more complex technologies, allowing the teacher to demonstrate creative individuality. The theoretical significance of the study is associated with an attempt to comprehend the approaches to understanding the technologization of the pedagogical process as a practice-oriented area of knowledge that exists in scientific pedagogy. The practical significance lies in the fact that a discussion with elements of reflection on the technology used can be considered as a full-fledged teaching method at an advanced stage in groups of philological and pedagogical specialties.

The relevance of the research is due to the fact that today university teachers face a number of updated requirements, such as mastering the representative technologies skills in order to create and develop their personal brands. While considering the personal brand of teachers as an image developed on their professional activities, personal qualities, values and skills, as well as a combination of professional image and personal characteristics that make them unique and recognizable in the educational environment, then social networks are an effective tool for self-branding. The purpose of this research is to develop a methodology in order to build an interactive personal brand of a university teacher. The survey was conducted at Samara State University of Economics. The research resulted in technology for building an interactive personal brand of a university teacher. It includes 10 stages: defining the idea of a personal brand and targeting a specific audience; developing the concept of a teacher’s personal brand; creation of the unique image in the professional field; development of requirements for the corporate identity of the teacher’s personal brand; creation of corporate identity and attributes; identification of online platforms for promotion; analysis of the content perception by consumers; analysis of competitors; identification and analysis of educational forms and methods of work that are used by domestic and foreign specialists; checking the performance of the indicators that teachers wanted to achieve by developing and promoting their personal brands. The theoretical significance of the work lies in deepening knowledge on the problem of forming a personal brand of a teacher, taking into account the modern interactive educational environment. The practical significance of the study is due to the fact that the authors have identified and described the technology to build the interactive personal brand of a university teacher which consists of 10 stages. The reliability and validity of the results were ensured by a comprehensive analysis of national and foreign scientific research on the problem mentioned, taking into consideration the fundamental methodological principles and the use of methods appropriate to the study. The scientific novelty of the research lies in the fact that the methodology developed by the authors makes it possible to form and improve the self-branding of university teachers for the purpose of their adequate, positive and effective assessment by the employers, students and colleagues.

The article is devoted to the study of the role of massive open online courses (MOOCs) in the implementation of the concept of continuing education. Objective: to identify the main factors of the course completion problem and identify recommendations to increase student engagement. Methods: analysis of scientific literature, systematization of research results, study of dropout factors and success of students at MOOCs. As a result of the research, the main problems of MOOCs are highlighted, such as low motivation of students, insufficient interactivity, poor course design and lack of time for students. Measures are also proposed, including adapting courses to the target audience, simplifying the learning structure and using innovative methods of presenting the material. The findings emphasize the need for an integrated approach to the development and updating of MOOCs to increase their effectiveness and promote continuing education.

The article is dedicated to key aspects of improving the quality of educational content in the context of the digitalization of education. It examines major issues associated with the creation and use of educational materials, such as non-compliance with educational standards, rapid obsolescence of information, digital inequality, lack of interactivity and personalization, as well as information overload. Proposed solutions include the systematization of content evaluation processes, the introduction of adaptive learning systems, the development of hybrid learning models, the modernization of infrastructure and digital platforms, and the accreditation of educational courses in line with modern requirements. The article emphasizes the necessity of personalizing content, actively utilizing artificial intelligence technologies, and preventing cognitive overload among learners through the optimization of information delivery. Additionally, it highlights the importance of incorporating gamification, adaptive assessment systems, and multimodal methods, which enhance both engagement and learning effectiveness. It is underscored that only a comprehensive approach – one that involves collaboration between developers, educators, experts, and accreditation bodies can ensure the accessibility and high quality of educational content that meets contemporary challenges and the needs of learners.