Keyword: «learner-centered approach»

The development of the modern Russian education system, due to the introduction of new educational standards, entails the need to develop high-quality methodological support. The system-activity oriented approach lies in the methodological basis of the FSES for professional education and determines the results of training and education, namely, the development of communicative, cognitive, personal and social aspects. The widespread informatization of society determines the change of values and brings the concept of "self-education" to the fore. Society needs specialists who feel themselves confident in the information environment, who are able to clearly formulate and determine the goals and objectives of professional activity, and plan the stages of their implementation. These skills must be developed by future teachers as well, because employers want to get an employee who is ready and capable of independent research. Thus, the development of research skills of students and the effective organization of research activities become a priority in the Federal State Educational Standard. In this regard, the need is growing to find effective means of developing the research skills of students in institutions of secondary professional education. The aim of our study was to search for effective ICT tools for the development of research skills of teachers’ training college students. To determine the teaching tools, an analysis of foreign and domestic sources was made. In the study, “research skills” are understood as the ability for actions necessary to carry out research work. The results of the study show that ICT tools can be effectively used to develop students' research skills in the process of subject-subject interaction. The theoretical significance of the article lies in determining the component structure of research skills, revealing the position and role of interaction subjects in the educational process, determining aspects of the educational process organization, identifying the characteristics of the research skills development stages based on the definition in question. The practical significance of the article lies in the presentation of the scientific foundations and experience in the implementation of ICT tools in the research process as part of a learner-centered approach and the study of the development of research skills of teachers’ training college students using ICT tools while learning the subject "Computer science and ICT in professional activities".

The relevance of the research is due to technological changes and the rapid development of digital artificial intelligence (AI) tools in teaching foreign languages. Digital didactics is becoming a reality and a necessity today, however, in the light of the global transition to digital tools, a revision of the content of some pedagogical tools is required, in particular, a revision of the content of such an instrument as an individual educational trajectory. Digital AI tools make it possible to personalize learning, however, consideration of the concept of personalization shows that it requires a high level of subjectivity development. The purpose of the study was to substantiate the need to re-examine the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The study was based on the prerequisites of learner-centered approach in terms of e-learning. In the course of the research, an algorithm for individual work with digital artificial intelligence tools in English language teaching was developed and tested. The testing involved secondary school students in grades 9-11, undergraduate university students, and adults studying at a language school. The total number of participants was 119 people. The results of the study showed that despite the fact that 84% of students used AI for various purposes at the initial stage of the study, only 18% used AI to learn a foreign language, and after the conducted pedagogical experiment, this number rose to 93%. At the same time, the study revealed a correlation between the age of students and the difficulties they face when working with AI to learn a foreign language. The theoretical significance of the research lies in substantiating the need to review the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The results of the study are significant in practice, because they can be used to further develop a more holistic methodology for teaching foreign languages using digital AI tools.