Keyword: «open education center»

The article explores the role of national-Russian bilingualism as a foundation for cultural interaction and educational cooperation between Russia and South Ossetia. It discusses the activities of the Open Education Center in South Ossetia and the "Russian Teacher Abroad" pro-gram, which contribute to strengthening bilingual education. The article also addresses the chal-lenges and prospects of developing bilingual education and proposes solutions through joint pro-jects and teacher training.

Information and media support of educational initiatives plays an important role in strengthening international cooperation and cultural exchange. Open education centers in South Ossetia and Abkhazia serve as key platforms for disseminating Russian culture and language. The im-plementation of programs such as "Russian Teacher Abroad" contributes to the formation of a positive image of Russian education and the expansion of interest in the Russian language. Effective implementation of the centers' mission requires professional information support and media support. Open education centers in South Ossetia and Abkhazia occupy a unique place in the development of Russian-Abkhaz and Russian-South Ossetian educational relations. The centers facilitate the integration of the educational systems of South Ossetia and Abkhazia with Russian standards and methods.

The relevance of the research problem is due to the strategic role of promoting the Russian language as an element of the Russian Federation's "soft power" in the global cultural space, especially on the African continent, where the Republic of Tunisia is a key partner in educational and humanitarian cooperation. In the context of geopolitical challenges, there is a shortage of professionally oriented approaches to learning Russian as a foreign language (RFL), which highlights the need to integrate elements of professionalization into educational tracks to enhance motivation and learning effectiveness in this country. The aim of this article is to determine the trajectory of professional training for the Tunisian audience and the specifics of their inclusion in the Russian language learning system, taking into account the geopolitical and educational interests of Russia and Tunisia. Special attention is focused on the development of competences in the fields of tourism, pedagogy, and general education. The leading approaches to studying the problem include a comprehensive analysis of scientific literature on promoting Russian as a foreign language abroad (based on the works of T. L. Klyachko, A. V. Batanov, G. A. Zavarzina, and others), a historical and retrospective review of the practice of teaching Russian in Tunisia since 1956, and a systems approach to modeling educational tracks that integrates the principles of professionalization (from diagnosing interests to adapting to Russian universities). The main results of the article are to identify a body of research confirming the growing interest in RFL in Tunisia; to describe existing practices (in lyceums and universities, such as the Tunis Higher Institute of Languages, the Sidi Drif Higher Institute of Tourism Studies (University of Carthage); the Kerkuan Center for Tourism Education in Hammamet, etc.); to develop professionalization trajectories, including diagnostic stages (surveys, tests), the development of competences through the implementation of communicative modules with a professional bias and the integration of cooperation with Russian centers of open education; to identify priority areas of training (tourism, teaching RFL, receiving specialties in the Russian Federation) for effective professional self-determination of students. The theoretical significance of the article lies in expanding the concept of Russian as a foreign language as a tool for professional self-determination, contributing to the theory of intercultural education, and modeling educational tracks for African countries. The practical significance is evident in the recommendations for optimizing programs implemented by open education centers to adapt Tunisian students in Russian universities, which contributes to strengthening bilateral partnerships and exporting Russian education to the African continent.