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 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.

The article examines the problem of uniting a temporary children's group as one of the priority areas of professional activity of a counselor in a children's health camp. The purpose of the article is to systematize theoretical ideas about the process of uniting a temporary children's group and present practical tools for the counselor. The work analyzes the stages of group development according to A.N. Lutoshkin, as well as approaches to understanding cohesion in the works of L. Festinger, Ya.L. Kolominsky, and I.A. Dontsov. Special attention is paid to methods of cohesion, differentiated by the stages of the camp shift, indicating the phases of group development at each stage. The criteria for diagnosing the level of cohesion and practice-oriented recommendations for the counselor are presented. The author concludes that successful cohesion of a temporary children's group is expressed in stable friendships, common traditions, mutual assistance, and the desire of children to maintain contacts after the shift.