№04 (April)

Pre-school education is the first stage in the Russian educational system, which is not mandatory according to the main federal law. At the same time, the government, represented by executive authorities, does everything necessary to ensure that as many children as possible attend pre-school institutions. The environment created in the preschool organization plays an important role in the development of preschoolers, unlocking their potential, which assumes a comfortable space for children that meets the needs and demands of each child. It is possible to solve this task through the design of a nurturing legal environment in the preschool institution. Therefore, we consider it necessary and appropriate to study the issue of modeling this type of environment in the activities of a preschool organization. This fact allows us to designate the aim of the article, which consists in substantiating the specifics of creating a nurturing legal environment in the conditions of a preschool educational organization. The spatial-subject approach as a methodological basis contributes to the development of a logically sound and consistent system of legal education for preschoolers, the result of which is the developed legal education. The authors’ idea of this system corresponds to the traditional understanding of the educational environment organization as a whole, but with some reservation that the educational environment is the core of the system, its fundamental basis, responsible for the development of the child's personality. The theoretical significance and novelty of the study lies in the description of the substantive content of the nurturing legal environment, a comparative analysis of approaches to its organization, and a generalization of pedagogical experience in this field. The practical significance of the article lies in substantiating the author's model of a nurturing legal environment in a preschool educational organization, which will further help both the authors and the scientific community engaged in this issue to systematize and diversify the work on involving educational entities in the educational process.

The transition of modern pedagogy from the model of transmitting "ready-made knowledge" to dialogic, activity-based and phenomenological practices exacerbates the need for a theoretical rethinking of the intersubjective foundations of education and their limits in the context of increasing social and cultural heterogeneity of educational communities. The accumulated phenomenological, sociological and communicative material shows that intersubjectivity simultaneously acts as a condition for the possibility of pedagogical co-existence and a source of fundamentally ineradicable zones of incomplete mutual understanding between participants in the educational process. The aim of the article is, based on the phenomenological, sociological and communicative traditions, to theoretically substantiate and explicate the limits of intersubjectivity in the pedagogical process, to describe their structure and to demonstrate the methodological consequences for the analysis and design of educational practices. The methodological basis of the study is formed by the phenomenological, social-constructivist, communicative, hermeneutic and systemic approaches. The main methods used are philosophical-pedagogical and normative-legal analysis, interpretation and typology of scientific sources, conceptual and structural-level modeling. The key results presented are: 1) clarified definition of the pedagogical process as a special form of social constructing educational reality and operationalization of the concepts of "educational intersubjectivity" and "limits of intersubjectivity in the pedagogical process"; 2) level description of educational intersubjectivity (dyadic, group and institutional levels), which makes it possible to link interpersonal, group and systemic mechanisms of joint construction of meanings; 3) expanded conceptual apparatus for analyzing the quality of intersubjective connections, including the categories of intersubjective density, transparency and gap, as well as the characteristics of the intersubjective position of the teacher and the student. 4) identifying the ontological, cognitive-linguistic, communicative-status and institutional-axiological limits of intersubjectivity and substantiating their role as an analytical tool for diagnosing the risks of misunderstanding, marginalization and "subjective invisibility" in education, setting guidelines for designing dialogic and inclusive educational practices. The theoretical significance of the work lies in clarifying the conceptual and categorical apparatus of the pedagogy of intersubjectivity and integrating phenomenological, sociological and communicative perspectives into a single conceptual framework for analyzing the pedagogical process. The practical significance lies in the possibility of using the proposed model in expert evaluation of educational programs and interaction situations, developing criteria and indicators for the quality of the intersubjective learning space, as well as in constructing teacher training modules aimed at supporting the complex intersubjective spaces of modern education.

In the context of global digital transformation, higher education is undergoing a paradigm shift in pedagogical support. While learning technologies (LMS, MOOC) have been actively implemented, the potential of Big Data analytics in the system of educational work remains insufficiently explored, especially in the Russian scientific field. There is a contradiction between the technological capabilities of predictive analytics and the need to preserve the humanistic nature of education while strictly following ethical and legal norms. The aim of the research is to identify, systematize, and make a comparative analysis of models for using Big Data technologies in the practice of university curators in Russia and China, as well as to substantiate a structural-functional model of pedagogical management adapted to Russian conditions. The study is based on the principles of comparative pedagogy and the modeling method. A comparative analysis of the regulatory framework (Federal Law 152-FL in the Russian Federation and cybersecurity regulations of the PRC) and case studies of four universities were conducted: Harbin Engineering University and Harbin Huade University (PRC), Lomonosov Moscow State University and Patrice Lumumba Peoples' Friendship University of Russia (RF). Key results: 1. Typology of models: Two polar strategies were revealed. China's universities are dominated by the Predictive Model, which uses the Smart Campus system to automatically collect behavioral data (geolocation, transactions) for early risk detection (the concept of "hidden care"). Russian universities implement a "Communicative-Diagnostic Model" based on the analysis of the digital footprint in the Electronic Information and Educational Environment (EIEE) and social networks (VK, Telegram), where the key role is played not by an algorithm, but by the personality of the curator. 2. Identification of risks and opportunities: It is proved that the Chinese approach ensures high efficiency but involves risks of privacy invasion. The Russian approach guarantees ethical safety but suffers from data fragmentation. 3. Integration: The authors propose a structural-functional model of pedagogical management, which acts as an adaptation tool. The model demonstrates how, under the legal restrictions of the Russian Federation, a curator can use the "digital footprint" in social networks and messengers as an alternative to total data collection, moving from intuitive management to scientifically grounded one. Theoretical significance lies in the conceptualization of the notion of "digital footprint in educational activity" and the classification of international approaches. Practical significance lies in the development of recommendations for implementing elements of a hybrid model for Russian universities: the use of tools for early warning of academic failure and management of group dynamics in a digital environment without violating the boundaries of student privacy.

The relevance of this study is due to the following reasons: the demand of modern society for the training of teachers who will use digital tools in educational organizations; the need to develop new media resources and methods of interaction in the virtual word; and the social demand for training teachers who can conduct research related to the educational process. The aim of this article is to describe the experience of organizing the digital environment in teaching pedagogical disciplines to graduate students. The research is based on the following methodological approaches: systemic, conceptual, empirical, scientific and activity-based approaches. The main result of this research is the presentation of the academic model of the digital educational and methodological complex for teaching pedagogical disciplines to graduate students. The part of the digital educational and methodological complex is a multimedia training unit that includes pedagogical lecture presentations, a multimedia textbook and a creative module that allows graduate students to create their own pedagogical assignments on the LeraningApps platform. This study also presents the potential of the ChatGPT neural network for developing the cognitive activity of graduate students, which is also the result of the research described in the article. Criticism, creativity, cognitive interest, motivation for learning, self-reflection skills and pedagogical competences as components of cognitive activity can be developed using assignments created by the chatbot. The next result of this research is the confirmation that the developed digital educational and methodological complex allows the digital learning environment to be adapted to the educational capabilities of graduate students and their personal characteristics. The digital educational environment involves the use of virtual communication tools to simplify the interaction process between the subjects of the educational process. The description of the virtual interaction peculiarities is also a result of the pedagogical research. The theoretical significance of the article is represented by the contribution to the development of the theory of digital learning at the master’s degree level. The practical significance of the article lies in the fact that the presented digital educational and methodological complex can serve as an example of one of the effective trajectories implemented in the pedagogical master’s degree studies in the digital environment of the university.

The development of students' sustained interest in physical education and sports (PES) is one of the key tasks of modern higher education. The student period is characterized by intensive development of physical abilities, active processes of socialization and professional self-determination, which objectively emphasizes the special importance of physical education at the university. At the same time, practice reveals significant problems: there is a low level of student involvement in sports events, and traditional methods of physical education demonstrate insufficient effectiveness. In the context of digitalization of education, there are both certain challenges and new opportunities. On the one hand, the widespread use of digital devices contributes to a decrease in physical activity. On the other hand, innovative forms of digital content and technologies are emerging that open up prospects for the natural integration of physical activity into everyday life and the learning process. In this regard, a comprehensive study of the pedagogical conditions that contribute to the development of interest in physical education, motivational factors that determine student engagement, as well as the potential of modern digital solutions in the field of physical education is of particular relevance. The aim of the work is to identify the pedagogical conditions and motivational factors that contribute to the development of students' long–term interest in physical education and sports at the university. To achieve this goal, a set of research methods was applied, including the analysis of scientific literature on the problem of students' motivation to engage in PES, questionnaires, organizing a pedagogical experiment with students, as well as mathematical processing and comparative analysis of the data obtained. In the course of the research, the authors made a comprehensive analysis of the works of domestic and foreign scientists devoted to the issues of students' motivation to engage in PES. An important stage was the empirical experiment, which clearly demonstrated the high effectiveness of innovative technologies – VR training, dance simulators Just Dance and RPG adventures Ring Fit Adventure. The theoretical significance of the conducted research lies in the expansion of scientific ideas about the pedagogical conditions that contribute to increasing students' motivation to PES. The practical significance of the work is determined by the fact that its results can be used to improve the educational process and foster sustainable physical education and sports interests among students, which is especially important in today's educational environment.

The relevance of studying the issue of modeling is determined by the increasing attention to this method in pedagogical science, as well as its significant potential for resolving pedagogical problems. Due to its versatility and wide range of capabilities, modeling enables the study of all aspects of the educational process, allowing us to represent its fundamental features through generalized formalized models. An analysis of the scientific literature revealed a lack of research devoted to a comprehensive study of pedagogical models for developing student teachers' readiness for educational activities. The aim of this study was to identify the type and implemented functions of pedagogical models for developing student teachers' readiness for educational activities. The study used general logical methods of cognition: analysis of scientific literature, synthesis, comparison, modeling, generalization, classification, as well as content analysis of dissertations related to the issues raised. The study materials included two doctoral and 11 candidate dissertations, which presented models for preparing student teachers for educational activities. It was found that the model for developing readiness for educational activities was best represented schematically, in logical-linguistic form. This allows for the understanding of not only the concept's content but also the logic of its implementation stages and the main components of this system. Furthermore, it is better to use a structural-functional or conceptual model to reflect the process of developing readiness for educational activities. The study also identified the functions performed by each model and identified the shortcomings of the models considered. The practical significance of the study lies in its analysis of existing pedagogical models for preparing student teachers for educational activities, identifying the functions performed, and classifying them. The obtained results create the preconditions for an in-depth analysis of the content, structure, and functions of these models, contributing to the formation of a holistic understanding of modeling the process of preparing student teachers for educational activities. The identified shortcomings allow for the adjustment of existing approaches and the improvement of the effectiveness of the modeling process.

The article is devoted to the study of pedagogical conditions for the effective use of hygiene products to optimize the performance of student-athletes in conditions of high academic and physical exertion. The relevance of the research is determined by the combination of modern trends in education and sports, which create new challenges and opportunities for hygienic support of student-athletes. Violation of hygiene standards (sleep patterns, nutrition, recovery procedures, etc.) reduces the effectiveness of training and increases the risk of injury. The aim of the study is the theoretical substantiation and experimental verification of a set of pedagogical conditions that ensure the rational use of hygiene products and increase the functional readiness of student-athletes. Methods of pedagogical influence were used: thematic lectures, practical exercises, case studies on the development of a hygienic culture, individual recommendations on the hygienic training regimen. The theoretical part included an analysis of scientific and methodological literature and a compilation of best practices. The assessment of working capacity was carried out using the "Intensity of pulse longevity accumulation" (IPLA) methodology and a visual analogue scale (VAS), vegetative stability was studied using an adapted questionnaire by M. Gavlinova, nutrition control was carried out through the FitStars application. All quantitative and qualitative indicators of each subject were recorded in a common Google spreadsheet. The results showed that the system integration of hygienic education and pedagogical control helps to improve students' responsible attitude to self-regulation and increases their physiological performance. The theoretical significance of the work consists in deepening the understanding of the role of hygienic factors in the training of student-athletes. The practical significance lies in the possibility of using the findings to improve the educational and training process and develop methodological recommendations for coaches and instructors.

The relevance of the research is due to the active introduction of neural network technologies into educational practice and the need for their pedagogically sound use in teaching foreign languages. The proliferation of generative text and visual models expands the possibilities of creating electronic learning materials, but at the same time exacerbates the problem of teachers' methodological readiness for their conscious and purposeful use. In the context of the digital transformation of education, teachers are increasingly acting not only as users of digital tools, but also as designers of educational content, which requires systematic training and methodological support. The aim of the research is to develop and theoretically substantiate a model for training teachers to use neural network technologies in the design of linguistic e-learning materials in English. The research is theoretical in nature and it comprises competence-based, linguodidactic and systematic approaches, as well as modern concepts of the use of artificial intelligence in education and the development of digital and methodological competences of teachers. The research resulted in a structural model of teacher training including target, content, procedural and resultant components. The model focuses on the development of teachers' methodological readiness to use generative textual and visual neural networks in accordance with the goals of teaching English, types of speech activity and the level of students’ linguistic training. The article also presents a hypothetical scenario for the implementation of the model in the system of advanced teachers’ training, demonstrating a reproducible method of professional training without necessary experimental testing. The theoretical significance of the research lies in clarifying approaches to the development of teachers' methodological readiness for the use of neural network technologies in teaching foreign languages and in systematizing the teacher's activities in the context of the use of generative models. The practical significance of the work is determined by the potential of using the proposed model in the system of teacher education and advanced training of English language teachers, as well as in the development of methodological training programs in the context of the digitalization of the educational process.

The relevance of the research is determined by the need to continue studying of the organizational and substantive components of advanced vocational training for academic staff at a modern university due to the complexly changed conditions of learning, pedagogical interaction, and the use of digital technologies in the educational process. The aim of the study is to develop a model for a project to improve the qualifications of postgraduate students and lecturers at a technical university, facilitating the development of the competence resources of both subjects. The following methods were used during the research: study and analysis of scientific literature; empirical methods (observation, questionnaires, surveys); and statistical data processing. The main results are as following: the data of the empirical study convincingly proved that both subjects of the advanced training process expressed satisfaction with the organizational, methodical, and didactic developmental aspects of the implemented project, as well as the positive impact of interactive cooperation between the subjects on the formation and development of the most in-demand professional and pedagogical competences of modern university teachers. The scientific novelty of the study lies in the fact that for the first time in pedagogical science, an attempt has been made to consider the process of advanced training of university teaching staff as a mutually directed and interdependent activity, the result of which is the development of the competences of both subjects: lecturers and students. The theoretical significance lies in the clarification of such concepts as: advanced training of research and teaching staff of a technical university; subjects of the advanced training process; universal, professional and pedagogical, intradisciplinary, interdisciplinary competences; the development of the author's original approach to conducting an empirical study to identify the effectiveness of the reciprocal development of competences of the advanced training process subjects. The practical significance of the study is in the development of a number of recommendations on the organizational and substantive structure of advanced training of technical university teachers and postgraduate students, aimed at developing universal, professional and pedagogical and interdisciplinary competences of the subjects of this process.

The relevance of the study is driven by the necessity to fill the gap between the theoretical training of biomedical engineers and the practical demands of modern digital medicine. The rapid development of such fields as computed tomography, 3D visualization and additive manufacturing, along with a specific demand from the medical industry for specialists capable of executing the full cycle of creating personalized biomedical models, make it critical for students to develop comprehensive skills in medical data processing, algorithmization, and three-dimensional modeling. The implementation of interdisciplinary projects that simulate end-to-end technological processes is considered an effective pedagogical tool for developing these practice-oriented competences within engineering education. The aim of this work is to substantiate and empirically test the pedagogical effectiveness of the project-based learning method for the development of interdisciplinary professional competences in technical fields among graduate students, using the development of a digital 3D model of a biomedical object as a case study. Through the example of an end-to-end project involving the creation of a 3D model of a dental cast based on computed tomography data, the authors analyze how such practice allows for the integration of knowledge from medical imaging, algorithm development, mathematical modeling, and digital manufacturing. This approach develops in students the complex skills required to solve real problems at the intersection of engineering and medicine. The pedagogical effectiveness of the proposed methodology has been recognized and empirically confirmed. The course implementation demonstrated that the project-based approach not only facilitated the acquisition of subject-specific knowledge but also promoted the targeted development of key interdisciplinary competences among graduate students: algorithmic thinking, skills in working with medical data, spatial modeling, and an understanding of integrated engineering processes. The theoretical significance of the work lies in the concretization of Project-Based Learning (PBL) principles in the field of biotechnical systems, thereby contributing to the pedagogy of engineering education, particularly in integrating mathematical modeling, medical data processing and digital manufacturing into a unified educational framework. Practical significance is confirmed by the successful implementation of the project, during which students mastered the full development cycle: processing DICOM images, synthesizing a 3D reconstruction algorithm, and exporting to STL format for 3D printing. The developed methodology can be replicated for training specialists at the intersection of engineering and medicine.

The relevance of the study is due to the contradiction between the active introduction of digital technologies into the educational process and the need to preserve effective traditional pedagogical practices, particularly in organizing assessment in foreign language classes. Determining the optimal ratio and didactic potential of various forms of assessment at different stages of a lesson is an important methodological task. The aim of the article is to identify and justify the effective correlation between traditional and digital forms of current control, not only at various stages of a foreign language class in a non-linguistic university but also considering the corrective functions and psycho-emotional factors that serve as an additional motive for students' learning activities. The leading research method was a pedagogical experiment, including survey methods (polling over 300 students), pedagogical observation, interviewing, and frequency analysis of learning outcomes. The main results showed the differentiated effectiveness of assessment forms at different stages of working with language material. It was found that at the stage of introducing new material, it is advisable to use exclusively traditional forms of assessment (100%), allowing the teacher to respond flexibly to students' perception. At the consolidation stage, the optimal approach is a combination of traditional (58–62%) and digital (38–42%) forms. At the stage of activating speech skills, digital forms of assessment become dominant and most motivating for Generation Z students (75–80%). The theoretical significance of the work lies in the development of the theory of assessment in foreign language teaching through the systematization and delineation of the spheres of effective application of traditional and digital forms. The practical value consists in presenting specific, tested recommendations for structuring formative assessment, which can be used by teachers when designing classes, developing syllabi, and creating assessment materials.

Socially oriented situations associated with disruptions in interaction systems, negative informational and psychological influence from individuals with destructive behavior often arise in the educational environment and can be characterized as stressful. These situations require teachers to mobilize all their efforts to adequately analyze the situation and competently manage their own behavior. This largely depends on the level of critical thinking, which should be developed in preservice teachers while they are still students. The goal of this study was to identify the influence of critical thinking on the choice of behavioral strategies by preservice teachers in stressful socially oriented situations. Based on the data obtained, we developed an additional educational program to enhance critical thinking development and substantiate the pedagogical conditions for its successful implementation. Sample: ordinary groups of Russian and Belarusian students from pedagogical universities (n = 320). Methodological approaches: systems-based and student-centered. Methods: Coping with stress questionnaire (COPE-30A) by C. Carver, M. Scheier, J. Weintraub, critical thinking test by L. Starkey. Results: It was found that critical thinking was better developed in Belarusian students. In the Russian sample, active coping strategies, planning and inhibition of coping predominate, while in the Belarusian sample, active coping, planning and positive reformulation predominate. Strong negative correlations in the Belarusian sample were found between the level of critical thinking and the strategies of «mental avoidance of the problem», «humor», and «behavioral avoidance of the problem». In the Russian sample, a negative correlation was recorded between the level of critical thinking and the use of active coping; positive correlations – with the strategies of «concentration on emotions» and «behavioral avoidance of the problem». The obtained empirical data were taken into account when designing a critical thinking development program. The theoretical significance lies in substantiating and identifying the developmental characteristics and relationships between critical thinking and behavioral strategies in stressful social situations among preservice teachers from Russia and Belarus. The practical significance lies in developing a program ready for implementation and describing the pedagogical conditions for its successful implementation.

The relevance of the study is due to the contradiction between the established model of professional training of teaching staff, where theoretical learning dominates, and the need of the modern education system for teachers who have not only the necessary combination of professional competences, but also professional subjectivity, as well as the readiness to work in a constantly changing educational environment. In these conditions, the format of "outdoor learning" acquires special significance, requiring scientific understanding and elaboration. The aim of this article is to substantiate the significance of the "outdoor learning" format for the practical training of teaching staff through the analysis of the characteristics of its perception by graduate students. The leading methods for the study were: interviews with graduate students in pedagogical studies who underwent practical immersion in the format of outdoor learning, and thematic analysis of the interview transcripts. The study obtained results that allow: to systematize the subjective assessments of the participants concerning the impact of the "outdoor learning" format on their practical training and professional development; to identify the relationship between the degree of their engagement in practice and professional socialization; to substantiate that "outdoor learning" is not an addition, but an independent format of teacher training that promotes the development of professional agency. The theoretical significance of the study lies in clarification of the content of the "outdoor learning" format in the context of students' professional development and its influence on the development of practice-oriented teacher training programs at the university. The practical significance lies in justification for the inclusion of immersion practice based on "outdoor learning" with elements of continuous mentoring in teacher training programs for graduate students.

This article addresses the issue of developing professional readiness in relation to the health of future university graduates and the dynamics of the manifestation in the context of a terrorist threat. This issue has not yet been examined in the domestic and international scientific literature. However, the most important condition for realizing the potential acquired during training is the health of future university graduates and their ability to live a healthy lifestyle. Therefore, the aim of this article is to study the professional readiness developed at university in future graduates with different levels of health in the context of a terrorist threat and to ensure the optimal content and quality of education. The study utilized A. N. Leontiev's systems approach to the origins of the psyche, as well as S. E. Motornaya's principles on the priority of the moral foundations of professionalism, the development of a collective consciousness within the professional environment, the creation of a conflict-free atmosphere during education and, subsequently, within the work collective, and a focus on a strategy of cooperation and mutual assistance in professional activity. The reliability of the obtained results was confirmed through the use of mathematical statistics criteria in assessing the results of the empirical work. The assessment was conducted using the ОПТУ-21 terrorist threat assessment method developed by Yu. V. Bykhovets and N. V. Tarabrina, S. Stepanov's questionnaire for self-assessment of health components, and a method for assessing professional readiness components developed by the author in her dissertation research. The results demonstrate the primary influence of the moral and orientation component of professional readiness on the health of future university graduates in the context of a terrorist threat and the need to develop and implement a program to shape it, taking into account the physical, mental, and social components of health. These findings can be applied to the theoretical substantiation and practical implementation of graduate training programs in the context of a terrorist threat, in terms of adjusting their content and outcomes, including in the implementation of government policy on higher education reforming in 2026/2027.

The relevance of the study is determined by the contradiction between the widespread implementation of digital gamification in universities and the lack of empirically substantiated models that differentiate its effects and minimize the risks of replacing educational goals with entertainment. The aim of the article is to develop and test a universal model of balanced pedagogical design based on the theoretically substantiated 80/20 ratio and differentiating gamification tools by types of pedagogical impact. The methodological basis was a quasi-experiment with a mixed design, conducted in parallel at a technical and a humanitarian university (n = 112). The total sample size allows for comparative analysis but requires caution in making broad generalizations and necessitated the use of non-parametric statistical methods. Data were collected using psychodiagnostic methods (A.V. Karpov's reflexivity questionnaire, the author's original learning motivation scale), expert assessments, content analysis of educational products, and analytics of digital platforms (Quizizz, Mentimeter, AhaSlides, DiaСlass, MTS Link). The main research results include: 1) developed typology of digital gamification tools based on the "depth of engagement" criterion; 2) an empirically substantiated "80/20" ratio model, where 80% of instructional time is allocated to meaningful activities with deep immersion tools (traditional lecture, project-based work, immersive case studies, practical work), and 20% to operational game activation mechanics (quizzes, interactive surveys, "brainstorming sessions"); 3) identified positive dynamics in the development of cognitive engagement and reflexivity of students in both academic samples (technical and humanitarian universities). The theoretical significance lies in integrating the principles of pedagogical design, motivation psychology and cognitive load theory into a single model operationalized through a specific normative ratio. The practical value consists in proving the contextual stability of the model for different institutional and academic environments of higher education, which is confirmed by statistically significant increases in key indicators (p < 0.05) and positive evaluation of the model by students. The obtained results prove the universal character of the model as a meta-methodology for integrating gamification into the educational process.

The relevance of the issue presented in this article is determined by the need to ensure continuing professional development of teachers in today's dynamic environment, including that through building a horizontal career based on the development of new competences. The aim of the article is to identify and characterize the key didactic aspects of educational activities carried out by institutions of continuing professional pedagogical education (approaches to content selection for curricula, optimal forms and teaching methods) aimed at developing teachers’ expert competences. The results presented in the article are based on monitoring the level of participation of teaching staff in the Tyumen Region in various types of expert activities, as well as on an analysis of scientific literature and the practical experience of continuing professional education institutions. The study substantiates the conclusion that special training for participation in pedagogical expertise is necessary and should be implemented through professional development programs followed by systematic professional support. The article analyzes scholarly approaches to defining the core concepts of expertise, pedagogical expertise, horizontal career development, and didactic aspects of adult learning. The specific features of different types of expertise and the set of competences required for their effective implementation are described. The research demonstrates the importance of using educational methods, techniques, and training formats that primarily contribute to the development of communicative and reflective competences, as well as to the application of systemic activity-based and personalized approaches in organizing educational work. An individual educational trajectory that integrates expert activities contributes to the expansion of professional communication through expert communities and the exchange of best practices, which ultimately ensures the quality of professional performance. The materials presented in the article may be used in the system of continuing professional education and in teacher training universities for designing educational programs, program modules, and practical training sessions, since students are also involved in expert activities as members of juries for competitions, Olympiads, and examinations, which requires specific knowledge and skills.

There is an increasing need for specialists capable of solving non-standard tasks in modern education. In a rapidly changing world, new forms of student engagement are especially important. The relevance of the research is due to the value disorientation of young people. An abundance of information and a crisis of ideals make it difficult to find moral guidelines. The University acts as a cultural converter. For students of the humanities and pedagogical university, the development of a caring attitude has professional significance, since future teachers work with people's values. Modern standards are focused on competences, where project-based activity becomes a tool for the development of universal skills, acting as a bridge between knowledge and real life. The aim of the article is to describe the experience of the Arzamas branch of the National Research Lobachevsky State University of Nizhny Novgorod (ASPI named after A.P. Gaidar) on the formation of caring attitude of students through project-based activities to enhance their work and improve professional skills. Axiological, subject-activity, environmental and project-based approaches served as the methodological basis for the study. "Caring attitude" is considered as a personal education that includes cognitive, emotional-value, and practical activity-based components. The study involved 1,475 students. The diagnosis included original questionnaires and adapted methods by M. Rokich, S.D. Deryabo, V.A. Yasvina. The results revealed a contradiction between values and behavior: 74% of respondents prioritize heritage preservation, but only 18% regularly participate in actual events. The students involved in project-based learning showed a 2.6-fold higher level of engagement. The university has established the Center for Caring Competences "I remember – I care – I cherish!", grant projects are being implemented (Caring Initiative), and All-Russian seminars have been held for more than 1,000 participants. Students master the skills of social design and project management. The theoretical significance lies in clarifying the concept of "Caring attitude" for a pedagogical university. The practical significance lies in the possibility of using materials for the educational process of universities and schools, including in advanced training courses. Project-based activity has been confirmed as a mechanism that combines knowledge with action, which is important for the development of a preservice teacher as a translator of the values of respect for cultural, historical and environmental heritage and the development of spiritual and moral competences.

The relevance of the study is determined by the necessity to ensure the technological sovereignty and digital independence of the Russian Federation, which is impossible without high-quality training of personnel for the IT industry. In the context of global digitalization, the effectiveness of students' career guidance becomes a critical component of the state personnel policy, allowing for a balance between labor market needs and the professional aspirations of youth. The acute demand for IT specialists necessitates a deep digital transformation of schools and the implementation of innovative career guidance tools. The key problem is the low efficiency of the traditional information-diagnostic approach based on passive informing and formal testing. The aim of the article is to scientifically substantiate the necessity of applying subject-oriented, activity-based, and integrative approaches to the development of digital educational resources that have the required didactic potential for supporting the professional self-determination of schoolchildren in the field of information technology. The methodological basis consists of the following approaches: the subjective approach, which views the student as an active subject in choosing a profession; the activity-oriented approach, implemented through the technology of professional trials and the execution of labor actions in a modeled environment; and the integrative approach, implemented within the framework of the social partnership concept in education. The article analyzes the didactic potential of digital educational resources developed within the "Data Lesson" project. These resources ensure the implementation of new types of student learning activities, changes in the interaction between participants in the educational process, individualization and personalization of support for students' professional self-determination, and expansion of educational content by including materials on advanced digital technologies. The theoretical significance lies in expanding the applicability of the functional approach to assessing the didactic potential of next-generation digital educational resources. The practical significance is confirmed by data from the large-scale implementation of the All-Russian career guidance project "Data Lesson," which has been successfully piloted in all regions of Russia.

The relevance of this study stems from society's strategic demand for the early training of engineering personnel and the identified contradiction between the stated goal of developing the foundations of engineering thinking and the dominant reproductive practices in robotics classes in primary schools. The aim of this article is to present a scientifically substantiated and experimentally tested technology for developing the foundations of engineering thinking in children aged 7–11 in robotics classes. The methodological framework consists of three complementary approaches: synergetic (ensuring nonlinearity and self-organization of activity), convergent (determining interdisciplinary integration of knowledge), and environmental (determining the organization of a rich technical environment). Their integration allows us to consider the process of developing the foundations of engineering thinking as an open, self-developing system in which the child is an active participant. Key results: An original technology was developed, the structural elements of which are a taxonomy of engineering problems (four levels of complexity: from software to intellectual) and a universal eight-stage activity cycle ("Explore" → "Share"), differentiated for students in grades 1–2 and 3–4. The taxonomy determines a trajectory of increasing content complexity, and the cycle determines an algorithm for activities in each lesson, including research, idea generation, prototype creation, its improvement, group discussion, and reflection. A pilot experiment (n=64) demonstrated the statistically significant effectiveness of the technology: in the experimental group, in contrast to the control group, a steady increase in goal-setting, solution variability, and reflection was recorded (p < 0.01). Qualitative analysis confirmed the students' transition from a performing position to a creative one. The theoretical significance lies in the operationalization of the "foundations of engineering thinking" concept for primary school students and the pedagogical interpretation of methodological approaches, which contributes to the theory of developmental learning. The practical significance lies in the creation of a ready-to-implement methodological design tool for teachers, including a process algorithm, a system of principles, a tool for designing learning content, and diagnostic materials, ensuring the reproducibility of results in widespread practice.

The relevance of this study stems from the need to analyze the specific features of the development of the education system in the Republic of Chad in the context of socio-economic instability, demographic growth, and pronounced linguistic diversity. The country’s education sector faces a number of structural constraints affecting both access to education and its quality, which necessitates a systematic scientific examination within the framework of contemporary transformation processes. The aim of the article is to identify and analytically interpret the key features of the functioning and development of the education system in the Republic of Chad at the present stage. The study is based on a descriptive-analytical approach, which makes it possible to consider the education system as an integral structure shaped by a set of interrelated socio-economic and institutional factors. The methodological framework includes the analysis of statistical data, international analytical reports, regulatory documents, and scientific publications related to the development of education. The article examines the institutional structure of the education system, the linguistic specificity of the educational process, issues of teacher training and staffing, as well as the impact of ongoing reforms on access to education. The main findings indicate that the development of education in the Republic of Chad is characterized by a combination of expanding educational coverage and the persistence of significant regional and social disparities. Particular importance is attached to teacher training, the modernization of educational infrastructure, and the adaptation of educational policy to multilingual environment. The theoretical significance of the study lies in refining the understanding of the educational systems’ development under conditions of limited resources and complex socio-cultural structures. The practical significance consists in the possibility of applying the findings in the development of educational policy and decision-making processes aimed at improving the effectiveness of the education system in the Republic of Chad.

The relevance of studying the problem of the development of students' professional self-expression culture is due to the fact that its characteristics, demonstrated by beginning specialists at the start of their working activity, determine the degree of their adaptation in the team, the achievement of results that are acceptable to them and necessary for the successful functioning of the organization. The aim of the study is to describe the essence of the students’ professional self-expression culture, the regularities and principles of its development. The study used: theoretical methods – analysis, generalization, systematization of scientific materials on the topic; empirical methods – testing. The use of theoretical methods resulted in the conclusion that self-expression has essential characteristics, including the ways in which people express themselves in the world, demonstrate their preferences, values, and beliefs. It necessary to note the importance of the ability to implement it taking into account the norms of social and professional culture. This creates the preconditions for analyzing issues concerning the culture of professional self-expression. These are the characteristics and methods of self-organized activities performed by students, in which the values of the profession are demonstrated, emotions are expressed in accordance with their internal status and the requirements of the area of training, based on reflection and the search for the most successful options for self-expression. The regularities of the development of the professional self-expression culture identified by the author are combined into three groups – regularities of essence, development, and effectiveness demonstrating, respectively, the essential characteristics of the phenomenon being studied, the specific features of the changes occurring with them during professional training, and the results of this process. Each regularity is realized according to the basic principles: systematicity and integrity, consistency, competence-axiological conditioning, cultural-professional context, acmeological orientation. The theoretical significance of the work lies in the systematization of views on self-expression, the identification of regularities and principles of the development of students' professional self-expression culture. The practical significance is determined by the fact that the pedagogical conditions created in professional training lead to positive changes in the studied culture, ensuring academic success for students and creating a foundation for future successful adaptation in work teams and career advancement.

The article is an analytical review summarizing the research related to applying ecological approach to the concept of faculty professional agency. Through this particular approach, understanding of nexus between educational environment and faculty agency is ensured. The topicality of the given research is rooted in the long-felt urge to reveal specific ways of researching faculty professional development relying on the combination of faculty organic resources and corresponding educational environment, while also taking into consideration present-day requirements towards university teachers’ performance. Such topicality is also stipulated by the need for a greater degree of ecological approach conceptualization. Analyzing the studies related to ecological approach to agency, we aimed at demonstrating the possibilities provided by ecological approach in the process of interpreting the faculty agency concept. With the help of the literature review method, modeling method as well as general scientific methods of analysis and synthesis, we concluded on the significance of using the ecological approach within such research as it demonstrates close interrelation between faculty professional agency and ecological conditions in which university teachers operate, allowing to understand not only their ability to engage actively in professional performance but also the possible ways of shaping such kind of agency. Receiving more detailed information related to ecological approach as one of the resultative ways of researching faculty professional agency, which provides a necessary focus for researchers, has become the result of the current study. Theoretical value of the latter is reflected in the combination of ecological approach with devising the principles of developing a university teacher as a professional, while practical application of the results might be found through considering the factors impacting professional agency growth in the professional development programs and teachers advanced training courses. Thus, ecological approach acts as a technology analyzing, modeling and constructing educational environment enabling faculty personal and professional development.

The relevance of the study is determined by the need to develop research competences in students, which become crucial in the context of the modern knowledge economy and digital transformation of society. Project-based learning is recognized as one of the most effective methods for developing such competences; however, its success directly depends on the quality of pedagogical support. In this regard, mentoring acts as a system-forming element that ensures the targeted development of students' research potential through individual support, transfer of experience, and organization of reflection. The aim of the article is to theoretically substantiate and practically demonstrate the role of a multi-level mentoring system in developing students' research competence in the context of project-based activities. The leading research approach is the system-activity approach, complemented by the concept of a level-based model of mentoring (mentor, tutor, coach, facilitator) and the competency-based approach. The methodological basis consists of an analysis of domestic and foreign scientific literature, generalization of pedagogical experience, and a description of the empirical implementation of the mentoring system at the Center "House of Scientific Collaboration named after S.V. Ilyushin" of Vologda State University. The main results of the article include: 1) theoretical substantiation of a mentoring model as a complex pedagogical system adaptable to the stages of developing research competence; 2) characterization of the structural components of research competence (motivational-axiological, cognitive, activity-based, reflective) and ways of their development through mentoring; 3) description of practical mechanisms for integrating mentoring into project-based activities (hackathons, project sessions, All-Russian Educational Initiative «Sirius Summer: Start Your Project»), illustrated with specific cases; 4) presentation of a system of methods and tools used by mentors to develop students' research skills. The theoretical significance of the work lies in systematization of modern approaches to mentoring and clarifying its role in developing research competence. The practical significance is determined by the presentation of tested formats and technologies of mentoring activity that can be implemented in general, additional, and higher education institutions to improve the efficiency of project-based work and prepare competitive personnel.

Introduction of crosscutting technologies in all spheres of life has determined the need for advanced teacher training to use these technologies to organize the educational process. Many teachers face difficulties integrating digital technologies into classroom practice due to their limited experience in using them. Therefore, the creation of methodological recommendations for lesson design in a high-tech digital educational environment is relevant. The aim of the research is to devise a framework for designing digital lesson that includes the following stages: analytical, technological, designing, practical and reflective. During the design process, the teacher fills in the plan of the digital lesson, which contains a description of the methods, forms and means of teaching that interact with each other in the process of implementing the chosen technology of teaching in a digital educational environment. The methodological basis of the research is based on the principles of technological and environmental approaches. The theoretical research methods included a generalization of the methods of constructing a modern lesson, the study of plans and scenarios of classes, an analysis of the potential opportunities and limitations of crosscutting technologies to achieve the planned results. The empirical research methods consisted of testing students and teachers after using the framework. The creation of diagnostic materials for assessing teachers' project competences is based on a three-component competence structure: knowledge, skill, and analysis. The statistical processing of the results of the experimental work, which was attended by 58 students of the Physics Faculty of the Perm State Humanitarian Pedagogical University, was carried out using the sign criterion (G-criterion). The empirical value of the criterion at the significance level α=5% is greater than the critical value (Gemp>Gcr, 46>18), which allows us to conclude that the developed digital lesson design model is effective. The theoretical significance of the research lies in modeling the process of developing framework for digital lesson. The practical significance lies in using the research results to design classes using crosscutting digital technologies.

The relevance of the research is due to the rapid digitalization of the global information space and the steady dominance of the English language in international media systems, which actualizes the requirement for future specialists to develop a high level of media literacy and critical analysis skills of English-language media texts. Modern higher education faces the fragmentation of teaching media linguistics, the lack of unified educational standards and insufficient adaptation of curricula to the dynamic development of digital media technologies. In this regard, there is an objective need for a scientifically based methodology aimed at developing among graduate students professional competences in the field of critical perception, interpretation and generation of media speech in English. The aim of the work is to theoretically substantiate and empirically test a system of methodological techniques for teaching graduate students the basics of media linguistics in English. The research is based on competence-based, communicative activity-oriented and critical-discursive approaches. The work uses a set of methods: theoretical analysis of scientific and educational literature, comparative study of educational practices, statistical verification of data. The results of the study demonstrate the high effectiveness of the developed set of techniques that integrate analytical, discussion and project-based tasks aimed at identifying media manipulative strategies, decoding discursive markers and creating original media texts in English. The pedagogical experiment confirmed a statistically significant increase in the level of media linguistic competence development among graduate students of the experimental groups compared with the control samples. The theoretical significance lies in the systematization of the conceptual foundations of teaching media linguistics in graduate school and the expansion of the methodological apparatus of modern linguodidactics. The practical significance is determined by the possibility of direct implementation of the developed educational and methodological complex in the syllabi of graduate school, as well as in advanced training courses for language teachers.

The relevance of the research is due to the need to study the influence of sports motivation on the perception of external factors affecting activities of athletes. The purpose is to analyze the influence of sports motivation on the perception of socio-economic and information factors affecting training and competitive activities. The study revealed that the most common predictors which have a statistically significant impact on respondents’ perception of socio-economic and information factors are “Intrinsic motivation – emotional stimulation” and “Intrinsic motivation – self-development”.

The predominance of virtual communication over real interaction in the modern world makes it necessary to study the peculiarities of the communicative sphere precisely in adolescence, whose leading activity is intimate and personal communication. The purpose of our study was to examine the specifics of the communicative competency of adolescents with varying degrees of dependence on the Internet. The empirical data obtained made it possible to determine the characteristics of the communicative competency of adolescents with a high degree of Internet addiction.