Keyword: «pedagogical modeling»

The relevance of the research is determined by the possibilities of personification and unification, optimization and modification the quality of solving the problems of education and professional training of physical culture teachers in the structure of actualization and application of sports tourism principles in the development of the productivity and creativity of the learner and teacher personality, in the personification of socialization and self-realization model in the system of optimal abilities distribution. The quality of solving the problems of studying sports tourism principles by future teachers of physical culture is determined by the quality of the developed and refined program and pedagogical support of the course "Principles of Tourism", the training module "Training Practice in Tourism", as well as by the timeliness of determining and solving the problems of optimizing pedagogical conditions for improving the quality of studying sports tourism principles by future teachers of physical culture. The aim of the work is to visualize the pedagogical conditions for improving the quality of studying the sports tourism principles by future physical culture teachers. Cultural, adaptive-humanistic, productive-acme-pedagogical, polysystemic approaches are defined in the structure of the system choice of the methodological basis for the research. The proposed constructs of pedagogical technologies and models for improving the quality of studying sports tourism principles by future physical training teachers clarify the possibilities of modern education, using the resources of which the personality of students and teacher pass through different levels-steps of reproductive-productive formation. The multidimensionality of the search for continuous education opportunities in solving problems of improving the quality of studying sports tourism principles by physical training teachers determines the specifics of pedagogical modeling use in detailing the possibilities for productive development of the personality, reveals the unity of theory and practice of teacher’s professional development, the practice oriented training of the individual in the structure of solving the problems of using the principles of sports tourism in the socialization of the individual, in the preparation of the individual for solving the task of self-actualization, self-realization and self-affirmation through sports tourism as the chosen kind of sport and the preferred direction of socialization. The principles of sport tourism make it possible to identify and clarify the possibilities of reproductive and productive formation of personality in the model of modern education and professional-labor relations.

The relevance of this research stems from the necessity, under conditions of digital transformation in education and the erosion of traditional values, to develop scientifically grounded didactic criteria adapted to the content of the "Foundations of Russian Statehood" (FRS) course and contemporary educational realities. Overcoming this contradiction will facilitate the formation of a patriotically-minded generation and, consequently, strengthen national security. The objective of the study is to develop and substantiate a system of didactic criteria for the effective teaching of the FRS course in higher education institutions. This system is designed to ensure the unity of educational and formative objectives. The object of the study is the educational practice of implementing the FRS course in universities. The subject is the system of didactic criteria. The design of the system of didactic criteria employed the following methods: pedagogical observation, expert assessment of teaching practices, construction of conceptual maps of value orientations, and interpretation of visual materials. These methods enabled the identification of key didactic criteria ensuring the effectiveness of course delivery and its alignment with modern educational demands. The research has identified and detailed specific didactic criteria. These include: alignment of course content with the value orientations of traditional Russian society; utilization of active learning methods; ensuring interdisciplinary connections; development of critical thinking skills and civic engagement. The developed criteria system allows for the adaptation of the educational process to current socio-cultural conditions while maintaining teaching quality and fostering the development of a socially responsible generation. This study lays the groundwork for developing unified methodological recommendations for teaching the course. The theoretical significance of the study lies in its contribution to the methodology of teaching socio-humanitarian disciplines. The practical significance of applying these criteria is evident in: adapting the learning process to educational realities, enabling flexible responses to social and cultural challenges while preserving educational quality; developing applied skills in designing social initiatives; serving as a tool for personnel policy, aiding in the identification of students with leadership potential and a motivationally-oriented civic stance.