Keyword: «pedagogical support»

This article examines the concept of «free group communication space» (FGS) as an innovative educational technology that promotes the development of students' communicative competence, agency, and collaboration skills. It is demonstrated that organizing educational interactions through free group communication facilitates a higher level of engagement, meaningful participation, and responsibility. The philosophical, psychological, and pedagogical foundations of this technology are analyzed, its structure is revealed, and practical recommendations for implementation are offered.

The relevance of this study is driven by the internationalization of higher education and the growing integration of artificial intelligence (AI) into academic communication. In light of the shift toward digital pedagogical tools, the conceptualization of the Individual Learning Pathway (ILP) for future foreign language teachers requires critical rethinking. While AI-enabled tools facilitate the individualization of academic writing, their effective implementation demands a high level of research agency and sustained dialogic mentoring. This study aimed to conceptualize the ILP as a process of dialogic co-construction and to identify mentoring practices that facilitate the transition from formal curriculum adaptation to the development of a professional-researcher identity. Grounded in sociocultural and learner-centered approaches within digital didactics, the research involved the design and piloting of an Academic Writing course structured around the ILP framework, focusing on drafting a scientific article in English. The pilot sample comprised 61 undergraduate students in teacher education programs. Results indicated that, despite high initial engagement, successful ILP implementation depends directly on the quality of mentoring dialogue: the mean score for research agency reached 4.60, and dialogue quality reached 4.53. A statistically significant precedence of research autonomy development over professional identity formation was observed (M = 4.06; p < .001, d = 0.71). Furthermore, very strong correlations were established between dialogue quality and agency (r = .89) and between mindful AI integration and research autonomy (r = .85). The theoretical significance of the study lies in reconceptualizing the ILP not as an administrative pathway, but as a dialogically mediated process of co-constructing meaning, wherein mentoring and critical AI engagement serve as catalysts for professional development. The findings hold practical value, as the developed ILP co-construction protocol can be integrated into academic writing courses to enhance teacher preparation programs in language and pedagogical higher education institutions.

The relevance of the problem under study is due to the digital transformation of the Armed Forces of the Russian Federation, the re-equipment of troops with high-tech weapons and the increasing requirements for an officer as a researcher capable of introducing innovations. The traditional knowledge-oriented paradigm of military education does not fully develop the cadets' research initiative and internal motivation for scientific creativity. In addition, the effectiveness of cadet research management is often limited by the unpreparedness of mentors for tutor support. This contradiction determines the need to develop new pedagogical conditions and mechanisms for integrating innovative and digital tools into the process of training a researcher officer. The aim of the article is to theoretically substantiate and, using the example of the practical experience of the Ryazan Guards Higher Airborne Command School, to reveal the structural and functional model of pedagogical support for cadets' research activities in the form of mentoring implemented through a set of specially created pedagogical conditions. The research methodology is based on systemic, competence-based, activity-based, axiological, andragogical, tutor-based, project-based, cognitive, digital, and integrative approaches. The experimental work included the testing of the developed model in the real educational process of RGHACS, followed by an analysis of quantitative and qualitative results. In the course of the research, a set of pedagogical conditions for the development of cadets' readiness for research activities was identified and substantiated: creation of a scientific and methodological system for the training of mentors and tutors; introduction of innovative technologies (problem-based learning, project-based learning, game modeling, case method); integration of digital technologies into the educational process; creation of motivational and value-based conditions for pedagogical support. Qualitative changes were reflected in the transformation of the cadets' research position from a passive performer to an active subject capable of independently identifying problems and finding innovative solutions. The theoretical significance lies in clarifying the concept of "cadets' readiness for research activities" in relation to the conditions of digital transformation of military education, substantiating the totality of pedagogical conditions and developing a structural and functional model of pedagogical support in the form of mentoring. The practical significance lies in the possibility of using the proposed model and methodological recommendations in the military education system to improve the effectiveness of the training of researcher officers.

The article discusses the pedagogical conditions for the effective use of the risk situation modeling method to form a culture of safe behavior in high school students. Key principles for organizing the educational process have been identified, including the creation of a series of realistic scenarios within the framework of VR technology, pedagogical support and a reflective analysis of student actions. The need to integrate this method into educational practice for the development of an informed attitude to safety in everyday life is justified.

This article examines the development of student subjectivity as a fundamental condition for the development of their academic autonomy. Based on an analysis of modern pedagogical theories (self-determination, constructivism) and empirical data, a contradiction is revealed between the traditional reproductive model of education and the demands of the digital economy, which place on graduates as agents of their own educational trajectory. A classification of didactic strategies (reflexive-semantic, project-based, and environmental) is proposed, aimed at transforming the student's position from an object of pedagogical influence to an agent of their own development.