Keyword: «professional training»

The problem of the formation and development of symbolic and graphic skills as the important skills of educational (and scientific) activity is becoming especially relevant in the light of the modern education system requirements and the training of high-level specialists. The secondary school standard provides for the development of the ability to "create, apply and transform signs and symbols, models and schemes for solving educational and cognitive tasks." Many professional competences of a future specialist include the ability to work with information presented in various forms. The content of the academic subject "chemistry" is extremely rich in visual series. These are chemical signs, formulas, reaction equations, photographs of chemical objects, drawings and diagrams, tables, diagrams, graphs, etc. Working with them can develop not only chemical, but also logical, spatial thinking, which are in demand among modern specialists in various fields. Continuity in the development of symbolic and graphic skills is important for the successful completion of university chemistry courses and studying other specialized disciplines by students of many departments at higher education institutions. The aim of the study is to examine issues related to the continuous development of symbolic and graphic skills in teaching chemistry at the "school – university" stage. The methodological basis of the research was a systems approach, according to which the issue of the development of sign-symbolic and graphic skills was considered in the interrelationship of its components. The essence and content of the didactic principle of succession, the directions of university training, types of graphic images, the structure of skills, and methodological tools for skill development were studied and analyzed. The systematization of higher education training areas was carried out, taking into account the presence or absence of chemical disciplines in them and their contribution to mastering future professional activity. The theoretical significance of the research lies in identification of the key symbolic and graphic competences developed within the framework of the school chemistry course, which are the fundamental basis for the successful study of chemical and other specialized disciplines at subsequent stages of training. These competences were structured and highlighted as critically important for the professional training of future specialists. The scientific novelty of the work consists in highlighting and revealing the lines of development of symbolic and graphic skills. The paper also highlights the fundamental role of methodological tools designed to ensure the development of appropriate skills. It is noted that the development of symbolic and graphic skills is significantly influenced not only by the availability of the necessary visual forms, but also by the organization of techniques for working with them. The practical significance of the study consists in presenting methodological tools and showing their specific examples.

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.

The article presents a critical analysis of pedagogical approaches to ensuring the competitiveness of students in educational organizations of the Russian MIA system. The relevance lies in the following. Modern training of personnel for law enforcement agencies requires the formation in cadets of not only professional knowledge and skills, but also such personal qualities as congenial competitiveness and the striving to achieve excellent results. Competitiveness is considered in pedagogical science as one of the factors of motivation and professional development of students; however, there is no unified understanding of its role or optimal methods of implementation in the educational process. The aim of this work is to summarize and critically evaluate the existing approaches to developing competitiveness among cadets of MIA universities, identify their strengths and weaknesses, and determine prospects for applying these approaches. Leading research approaches: a theoretical and methodological analysis of recent domestic and foreign scientific literature on the problem of competition and competitiveness in education was made; general scientific methods of comparative and systems analysis, synthesis and generalization were applied. The main results: it is proved that competitiveness as a pedagogical phenomenon includes a set of competitive practices (academic contests, rating systems, team and individual competitions) aimed at increasing motivation and improving the quality of training. It is found that traditional approaches – from academic Olympiads to sports competitions – have a positive impact on the cognitive activity and professionally significant qualities of cadets, yet they assume risks of excessive competition, increased stress, and reduced cooperation. In the context of MIA universities, the use of competitive methods should take into account the specifics of discipline and service; healthy competition is important, which does not undermine team cohesion. The theoretical significance lies in the fact that the conclusions of the article contribute to the development of pedagogical theory regarding the role of competition and cooperation in professional education. The practical significance lies in the recommendations for the optimal implementation of competitive elements in the educational process of MIA universities – those that increase cadets’ motivation and competency without negative consequences for the educational environment.

The article focuses on the necessity of organizing additional professional training of future foreign language teachers as part of the service teaching scheme. The research is based on the authors’ experience of implementing the “University – School” Volunteer Programme. The article concentrates on the possible ways of such kind of cooperation. The authors show the possibility of involving both sophomores and senior students into the process of realizing the service learning scheme. This approach guarantees that such cooperation ensures not only active learner participation in tackling educational challenges of the region but also gaining practical professional experience. All that serves the purpose of improving professional pedagogical training in the region.