Keyword: «pedagogical technology»

The relevance of the research topic is due to the need to provide personnel for the process of large-scale digital transformation of the construction industry by training graduates of universities with architecture and construction focus who have meta competences to solve complex professional problems that require the ability to apply digital technologies in combination with elements of engineering creativity. The paper presents the results of the analysis of modern digital technologies to identify trends in the development of the digitalization process in the domestic construction industry. The prospects for their application in construction are determined. To form meta competences, the article proposes a pedagogical technology aimed at developing inventive competence among university graduates. The aim of the article is to develop pedagogical technology for building up inventive competence among graduates whose majors are architecture and construction to stimulate the digital transformation of the construction industry. The theories of technological approaches in education, competence-based approach, information and educational environment, inventive activity, as well as improving the training of builders and architects in the field of engineering creativity and industry invention served as the methodological basis for the research. To analyze the effectiveness of technology implementation in the educational process, the authors propose a level approach for assessing the level of inventive competence development in graduates. The content of each level is revealed using the example of the master’s program graduates. The implementation of the developed pedagogical technology is based on the use of a set of educational and methodological materials, and its key element is the author's original algorithm of divergent (evolutionary) formation of a patentable solution. An analysis of the experience of training future builders and architects at the Ural Federal University showed that inventive methods are advisable to use in solving complex and cutting-edge industry problems, a significant part of which are related to digital technologies and the objective need for their large-scale application. Examples of inventions containing elements of digitalization created by graduate students studying in the educational cluster of engineering creativity at the Institute of Construction and Architecture of the Ural Federal University are given in the article. The theoretical significance of the research results lies in substantiating the content of the levels of formation of graduates' inventive competence as a result of applying the developed pedagogical technology. The practical significance of the research results lies in determining the structure and practical implementation of the educational cluster of engineering creativity.

In this article we consider pedagogical technologies of legal culture formation of law schools using analysis of sources of law. The role of recourse to sources of law in the process of formation of legal culture is shown.

The need of the modern society for highly qualified and competent specialists, reflected in the regulatory documents of the Federal State Educational Standards, imposes new requirements on contemporary universities in regards of the master’s degree graduates’ professional training. They encompass the students’ ability to conduct research work in a foreign language both in the oral and in written forms; readiness for scientific discourse through research results’ publications in highly rated journals. One of the imperatives in cited publications is the structured abstract’s design based on key points’ content when written in a foreign language. However, a course of the foreign language academic writing is not included into the list of compulsory disciplines for master degree programs. As practice shows, students do not have the necessary knowledge, skills and abilities to independently design a foreign language abstract for a scientific article. This fact is conditioned by the lack of the special pedagogical system aimed purposefully at the foreign language academic writing skills development. The goal of the study is to develop a modified pedagogical technology supporting independent work of the master’s degree students executing a foreign language abstract for a scientific text. The author rationalized the need for the modified pedagogical support technology development based on the analysis of documentary sources and research literature on the problem, questionnaires, diagnostic tests and public assessment of the students’ academic activity results. The pedagogical support technology modification features were revealed on the ground of the theoretical basis of "academic writing", interdisciplinary and transdisciplinary approaches. The modified technology stages are presented and described in the article. Methodological materials for training and diagnostic assessment of the students’ independent activity results are characterized. The theoretical significance of the study lies in detailing and rationalization of methodological approaches that form the basis of the modified pedagogical support technology for master’s degree students’ independent work. The practical significance of the study is conditioned by the possibility of employing presented modified technology in all areas of master’s degree students’ training aimed at academic writing skills development.

This article explores the identification and systematization of the classification characteristics of educational gamification as a pedagogical technology for teaching modern schoolchildren and students. Gamification, as part of the the educational process digitalization in the 21st century, has become a priority area for the development of Russian education. Determining the place of gamification technology in the educational process at schools and universities within the hierarchy of modern pedagogical technologies defines the problem of this study. The relevance of this work is explained by the insufficient development of the theoretical foundations, by the practical potential, and the new digital capabilities of gamification technology at the current stage of the school and university education development both in Russia and abroad. The aim of this article is to provide a theoretical overview and summarize the results of theoretical and practical research on gamification technology in the educational process at schools and universities. The primary research method was an analysis of the works of Russian and international authors to clarify the definition of "gamification" concept as applied to the educational process, identify its structural components, implementation principles, and pedagogical features of its use in teaching schoolchildren and students. The main result of this article is a theoretical justification for defining educational gamification as a pedagogical technology for teaching schoolchildren and students and a clarification of the essence of this concept. The authors' classification characteristics of gamification as a pedagogical technology significantly complement the theoretical foundations of the gamification process in school and university education today. The theoretical significance of this study lies in identifying the theoretical and philosophical foundations of gamification, its educational functions, the challenges and risks of its application, and relevant areas for development and improvement. The practical significance of this work lies in the fact that the authors' findings can be used to develop practical mechanisms for gamifying the educational process as a pedagogical technology for teaching, nurturing, and developing students in both general schools and higher education institutions.