Keyword: «non-formal education»

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 due to the contradiction between the declared transition in Russian national projects to a resource-based model of health preservation for older adults and the persistent dominance of the deficit approach in actual practice, in which education is not considered as a system-forming factor of active longevity. The absence of a pedagogically grounded resource-based model based on non-formal education creates a gap between scientific knowledge and the real needs of the state, education, and the individual. The aim of the article is to pedagogically substantiate a resource-based model of health preservation for older adults, in which non-formal education acts as a system-forming factor of active longevity. The methodological framework includes systemic, resource-based, and andragogical approaches. Theoretical methods were used: literature analysis, comparative analysis of deficit and resource-based models, content analysis of federal and regional programmes (“Older Generation”, “Moscow Longevity”, “Silver Age”) according to five criteria. The empirical analysis showed that education is considered as a system-forming factor of health preservation in none of the analysed documents. Three types of models were identified: deficit (focused on compensating losses), mixed (combining medical approach and information), and resource-based (including education as an element). Theoretical analysis confirms that non-formal education (voluntary, practice-oriented, flexible, providing social support and psychological safety) has the potential to become a system-forming factor in the transition to a resource-based model. A conceptual scheme of the resource-based model is proposed, including four components (cognitive, activity-based, social, and meaning-oriented) and a cyclic mechanism for their implementation. The theoretical significance lies in the pedagogical substantiation of the resource-based model of health preservation, where non-formal education acts as a system-forming factor of active longevity. The practical significance is that the proposed scheme can serve as a basis for designing educational programmes and evaluating their effectiveness. Further research will be aimed at the substantive content of the components, the development of diagnostic tools, and empirical testing of the model.