Keyword: «international students»

The article presents some results of the work on improving the methodology of teaching the discipline «Engineering Mechanics» to foreign students. Ways to improve the efficiency of the learning process are proposed. Psychological and pedagogical conditions for the formation of knowledge are analyzed taking into account the specifics of teaching engineering disciplines.

The article focuses on the problems of translating oral and written medical discourse, singles out the main stages of preparation for medical texts translation and specifies the peculiarities of each stage of preparation. The author analyzes lexical and grammar challenges that an interpreter can face when working with medical discourse and shows the ways of tackling the problems. The main stages of preparation for translating oral and written medical texts include analyzing the terms, compiling a glossary of terms with examples from the branch of medicine under consideration, comparing and contrasting grammar structures typical of this type of discourse in the two languages. Oral translation also presupposes taking into account ethnical and cultural features of the target audience. The research is based on seminar materials and video lecture courses given to international students of Ryazan State Medical University named after academician I.P. Pavlov.

The article addresses the problem of preparing student teachers for professional activity in a multicultural educational environment. The relevance of the study is determined by the cultural and linguistic heterogeneity of contemporary schools, the growth of academic mobility, the need for pedagogical support of children who are non-native speakers of Russian and international students, as well as by the requirements of the Federal State Educational Standards for Higher Education concerning the development of universal and professional competences in graduates of teacher training programmes. The aim of the article is to provide a theoretical justification for informal intercultural interaction as a factor in developing preservice teachers’ intercultural competence for work in a multicultural educational environment and to identify the organizational and didactic potential of international friendship clubs in pedagogical universities. The methodological basis of the study includes competency-based, activity-based, cultural and environmental approaches. The study clarifies the concept of an “international friendship club”; reveals the didactic potential of informal intercultural interaction in a pedagogical university; presents the results of monitoring the representation of international friendship clubs and similar associations in pedagogical universities in Russia; and identifies the main problems in organizing intercultural activities. The main results are presented in the form of an activity-based model of an international friendship club as a structurally organized, methodologically supported and regularly functioning platform for modelling educational and professional situations of intercultural interaction. The theoretical significance of the study lies in clarifying scholarly understanding of informal intercultural interaction as an event-based factor in the professional training of student teachers for work in a multicultural educational environment. The practical significance consists in the fact that the proposed activity-based model of informal intercultural interaction can be implemented in any university when designing an event-based format for preparing preservice teachers to work in multiethnic classrooms both in Russia and abroad.

The relevance of the study is driven by the need to revise the teacher's methodological toolkit in the context of the rapid integration of generative AI models into the educational process, particularly into teaching Russian scientific written speech to foreign students. The need to overcome the key contradiction between the ability of generative AI to instantly produce ready-made text and the need for step-by-step development of the skill of independently formulating scientific thought in non-native speakers is of particular importance. The aim of the study is to identify the areas of AI application in teaching Russian scientific writing to non-native speakers and to determine the conditions under which AI becomes a means of developing skills rather than replacing them. A comprehensive approach is aimed at identifying the practices, difficulties and deficits of non-native speakers with B1 level of Russian as a foreign language when using AI in working with scientific texts. The analysis focused on four aspects: popular scenarios of AI use, vague perceptions of academic ethics, the gap between students' self-assessment of their skills and their actual behaviour, and the contradiction between awareness of risks and the lack of verification strategies. The methodological framework includes a theoretical analysis of research on the use of AI in teaching scientific writing, a questionnaire survey of non-native speakers, a qualitative analysis of their detailed responses, and pedagogical observation of the completion of tasks on writing secondary scientific texts. The results of the study demonstrate that non-native speakers widely use AI for translating and analysing scientific texts, do not consider this a violation of ethics, do not cross-check the responses and encounter hallucinations. While being aware of the risk of degradation of their own skills, they have no protection strategies. The paradox is that this awareness does not translate into verification practice – students know about the danger but do not check the information and do not change their behaviour. The novelty lies in redefining the role of AI from a generator of ready-made text to an editing tool, in identifying two priority skills, namely competent formulation of queries to AI and critical verification of the information obtained, as well as in identifying a methodological risk consisting in students' use of generated false sources without verification. The theoretical significance lies in the development of scientific understanding of the boundaries of AI applicability in teaching written scientific discourse and in clarifying the concept of "methodological expediency" in relation to the automated formation of scientific discourse literacy. The practical significance lies in the fact that data on students' deficits when working with AI allow the teacher to adjust instruction and substantiate the need to develop students' skills in prompting, verification and observance of academic ethics.