Keyword: «interdisciplinary project»

The relevance of the study of health-preserving educational technologies and their integration into higher education institutions is increasing in the context of new socio-economic challenges and the necessity of training healthy personnel for the Russian economy. The main emphasis is placed on the implementation of an English-language inter-university project and pedagogical strategies that integrate health-related topics into the educational process. The purpose of this article is to describe the experience of teaching a foreign language to students majoring in medical and humanities fields within the framework of interdisciplinary project-based activities aimed at creating an English-language thematic website using mentoring and peer consulting technologies to develop communicative competence and health-preserving competence. The study involved students from the humanities programs at Petrozavodsk State University and students from the Pacific State Medical University. The methods employed included observation, experimentation, comparative analysis, a formalized survey with open and closed questions, and statistical methods. It was found that participation in the inter-university project significantly improved both the students' awareness of health-preserving issues and their level of foreign language competence. Notably, the students from the Pacific State Medical University demonstrated a higher level of development in health-preserving competence (80.9%), while the students from Petrozavodsk State University showed a more pronounced dynamic in their awareness of the importance of health and health-related issues (from 48.3% to 65.5%). A particularly noticeable increase in the average score for both universities was observed in the area of lexical and grammatical accuracy in oral (Δ ̅x = 1.06 at PSMU and 1.42 at Petrozavodsk State University) and written speech (Δ ̅x = 1.1 and 1.42, respectively), as well as in phonetic presentation and structuring of written works, especially among students at Petrozavodsk State University (Δ ̅x = 1.69 and 1.17, respectively). The scientific novelty of the research lies in the theoretical and methodological justification and practical testing of specially designed educational conditions that facilitate the development of health-preserving competence among students in humanities and medical specialties within the context of an inter-university interdisciplinary digital project. An important aspect of the experimental learning is the testing of mentoring technology by medical students and their consulting of students in the humanities during interactions conducted in English. The theoretical significance of the research is reflected in the development of a scenario for the interdisciplinary project, as well as in the description of algorithms and tools that facilitate the integration of this project into the educational process. The practical significance of the work is manifested in the presentation of the results of experimental learning aimed at developing both health-preserving and communicative competences, which is crucial for training qualified specialists.

This article examines the application of a practice-oriented approach to teaching a foreign language to students. The aim of this study is to explore the feasibility of using content-language integrated learning (CLIL) methods in the development and practical testing of elective programs for students studying Economics. The relevance of this study stems from the objective contradictions that hinder the application of practice-oriented methods in real-world teaching, namely: the presence of students with different levels of language proficiency in a single educational environment; the tendency for the number of students in a single educational subgroup to increase; and the specifics of curriculum development that lead to a violation of the principle of regularity. To achieve this goal, the author initiated and conducted a pedagogical experiment at the Siberian Institute of Management, a branch of the Russian Presidential Academy of National Economy and Public Administration (RANEPA), Novosibirsk. The experiment focused on developing and testing an interdisciplinary, optional, parallel bilingual training program for students, "Fundamentals of Entrepreneurship," in which a foreign language (English) was used as a working tool for acquiring knowledge in specialized disciplines. The scientific novelty of the study lies in the formulation of didactic technologies that facilitate the involvement of students with different (including insufficient) levels of linguistic competence in a unified educational process aimed at the simultaneous study of a professional subject and a foreign language. The theoretical significance of the study lies in its expansion of understanding possible formats for subject-language integrated learning (CLIL) within an interdisciplinary approach. The study examines the "soft" and "hard" CLIL models and analyzes the practicability of applying these models. The practical value of the project lies in the development of learning structures that support an interdisciplinary approach to teaching. The author presents a practice-oriented course, "Fundamentals of Entrepreneurship," for the parallel study of a foreign language and a professional subject. The teaching techniques tested in the pedagogical experiment can be used in simulating interdisciplinary projects.