Keyword: «project-based learning»

The article discusses the concept of critical thinking, the importance of developing critical thinking skills in high school students. The author analyzes the scientific literature, as a result of which it is concluded that the method of project-based learning is the most effective for the formation and development of critical thinking skills. The essence of project-based learning is considered.

In the context of updating the legal framework for education, it is becoming increasingly important to strengthen the requirements for protecting the rights of students and ensuring the responsibility of teaching staff. This is because the legal competence of a future teacher is an integral quality that ensures the legitimacy of their professional activities and helps to prevent legal risks for educational organizations. The need for targeted development of this competency is determined by the requirements of federal legislation, current federal state educational standards in the area of «Pedagogical education», as well as the professional standard «Teacher». Another factor that contributes to this is the increased regulation of the processing of personal data of students and their parents or legal representatives within the educational system. The aim of the article is to theoretically substantiate the concept of «legal competency of the preservice teacher» and to develop a model of mechanisms for its development at the stages of professional training at the university. The methodological basis of the research was based on competence-based, activity-based, systemic, and axiological approaches. The methods used included analysis and synthesis of scientific sources, regulatory analysis, typologization, and conceptual modeling. The main results presented are: 1) clarified substantive definition of legal competency of preservice teachers; 2) structural model of competency, including value-motivational, cognitive, operational activity-based and reflexive-evaluative components; 3) a set of interconnected mechanisms for its development (normative-regulatory, didactic, digital-environmental, project-expert, reflexive-evaluative), ensuring the transition from the acquisition of basic legal knowledge to sustainable methods of lawful professional behavior; 4) the algorithm for integrating the developed model into the main professional educational program of pedagogical education (diagnostic-target, design, activity-based, assessment-reflective stages) and the assessment construct based on criteria and indicators (legality of decisions in typical and non-typical pedagogical situations, readiness for legal expertise of local acts, compliance with the requirements for personal data, the ability to legally interact with participants in educational relations). The theoretical significance of the work lies in clarifying the conceptual and categorical apparatus of the pedagogy of law and substantiating a holistic model for the development of legal competency. The practical significance lies in the possibility of using the proposed model in designing work programs for disciplines and practices, developing funds of assessment tools and intra-university regulations for the legal security of educational activities.

The relevance of the study is determined by the need to implement the requirements of the Federal State Educational Standard for forming a holistic worldview through knowledge integration, as well as by the demand for developing foreign language communicative competence as a tool for professional activity in the context of globalization. The purpose of the article is to systematize and characterize modern models and technologies for implementing an integrative approach in foreign language education. The analysis revealed the levels of integration processes, described the models for implementing this approach, and analyzed effective pedagogical technologies for creating an integrated educational environment.

The article examines project activities as an effective means of developing critical thinking among students studying Russian as a foreign language (RFL). It analyzes the theoretical foundations of critical thinking and the project method of teaching, revealing their interrelation and potential for developing analytical, evaluative, and reflective skills. The results of practical research demonstrate the positive impact of project activities on the ability of RFL students to independently search for information, argue, solve problems, and make informed decisions in a resource-limited environment and the need for interpersonal interaction. The article concludes that integrating project assignments into the educational process is essential for improving the quality of education and training for students.