Keyword: «support»

The relevance of studying the impact of artificial intelligence (AI) technologies on teaching foreign language to students of non-language departments is determined by the rapid development of modern AI technologies and the insufficient clarity regarding their influence on the effectiveness of education. The aim of this study is to assess the nature and boundaries of the influence of AI technologies on the effectiveness of foreign language teaching to students of non-language departments and to develop recommendations for their careful use. The study is based on methods of analysing scientific literature on the topic, systematization, content analysis, and data synthesis to develop recommendations for using AI in foreign language education. The research involves the systematization of theoretical aspects of AI use in foreign language teaching, identifying positive and negative factors influencing the effectiveness of teaching students who do not major in linguistics. It highlights that AI has significant and, in some cases, extensive potential for positive impact. The results of content analysis of publications on AI in education are described, revealing key trends and contradictions and identifying positive, negative, and neutral factors influencing foreign language education for non-language majoring students, which define the conceptual boundaries of its impact on educational effectiveness. Recommendations are proposed for the careful use of AI in foreign language teaching to students of non-language departments, aimed at enhancing the effectiveness of education and minimizing potential risks. The theoretical significance of the research lies in the systematization of issues related to the use of AI in foreign language education and assessing its impact on the effectiveness of teaching students of non-language departments. The practical significance lies in the potential application of the developed recommendations by foreign language teachers to improve the efficiency of teaching students of non-language departments with the use of AI technologies.

The article is devoted to the implementation of the existential-event approach in the school educational policy of the A.S. Pushkin School No. 43 in Yaroslavl. The authors explore the combination of the event approach with Pushkin's value pedagogy based on the application of models of cultural dialogue and event concentration developed at the school. Special attention is paid to the pedagogical support of the event, reflection and organization of close interaction with parents. The article presents statistical data illustrating the positive dynamics in the implementation of models of school educational policy.