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.

Based on the analysis of the survey results, the article identifies the main categories of school difficulties faced by primary school students (in learning, communication, and socialization). Coping strategies were studied as a resource for overcoming school difficulties. The article discusses the content and forms of psychological and pedagogical assistance to students, and provides examples of activities for working with primary school students and their immediate environment. The aim of the study: to examine the nature of school difficulties for primary school students (in learning, communication, socialization), to determine the targets of psychological and pedagogical support in overcoming school difficulties. The theoretical and methodological basis of the work were the works of scientists in the field of educational activity, pedagogical and developmental psychology of primary school students. Theoretical, empirical (questionnaire, testing) methods, data processing methods were used in the course of the work. The study involved 300 primary school students from grades 1 to 4. The survey was conducted in 4 educational institutions of the city of Tula. The results of the study are illustrated with the help of diagrams. Based on the research materials, the directions of effective psychological and pedagogical support for primary school students are presented: creating conditions for independence, initiative, and curiosity, development of interest in acquiring knowledge, ability to learn, etc. Novelty of the study: scientific ideas about school difficulties of primary school students, the resource approach determining the choice of effective strategies for overcoming school difficulties have been supplemented and systematized. The theoretical significance of the work consists in clarifying the concept of "school difficulties", identifying their specificity in primary school age. The practical significance consists in the fact that the obtained data can be used to improve the provision of psychological and pedagogical support for students, organizing the prevention and correction of school difficulties. The results of the study may be useful for teachers and educational psychologists when interacting with primary school students with difficulties in learning, communication, socialization, designing developmental, correctional-developmental, preventive programs, programs for individualization of education, and educating parents.