Keyword: «educational environment»

The article examines the complex issue of integrating students from other countries into the multinational and academic space of Russian universities. Modern approaches to interpreting concepts describing the educational and cultural environment are analyzed. A generalization of key difficulties and conditions ensuring effective socialization is provided. Data from the author's own survey conducted among 112 respondents studying at leading universities in Moscow are presented. The main factors hindering successful integration are identified, and ways to optimize accompanying processes are outlined. Special emphasis is placed on the impact of digital technologies on the transformation of established integration mechanisms and the need for a systematic approach to solving the identified challenges.

Currently, with increased attention being paid to issues of equality and respect in gender relations, gender competence is recognized as an essential criterion of professionalism for teachers. Insufficient gender competence on the part of teachers can have a negative impact on the formation of a culture of gender relations among students, while well-developed gender competence contributes to the creation of a gender-friendly environment and the development of harmonious, respectful relationships among schoolchildren. The aim of this article is to identify and describe the different types of gender competency that a teacher can possess, based on the specific gender personality traits and how they manifest themselves in their teaching style. To solve these tasks, the leading theoretical approach to the study was the gender approach to teaching, induction, and deduction of the research problem. The combination of practical methods includes observation of pedagogical activity, gender expertise of lessons, questionnaires and testing of teachers using various techniques. Spearman's rank correlation coefficient was used for statistical data processing. The study identified two types of gender competence in teachers: gender-stereotypical and gender-sensitive. It was found that gender-stereotypical competence contributes to the reproduction of patriarchal values in gender relations and limits the development of personal potential depending on gender. Gender-sensitive competence is a key factor in shaping a culture of gender relations based on the principles of egalitarianism and the development of each student's potential regardless of gender. The theoretical significance of the article lies in deepening the understanding of the qualitative characteristics of teachers' gender competence. The practical significance lies in the possibility of using the results obtained to design educational programs aimed at forming gender-sensitive teacher competence, as well as developing recommendations for creating a gender-friendly educational environment that promotes the development of respectful attitudes towards representatives of the different gender and the realization of their individual potential.

The article is devoted to the urgent problem of gender imbalance in IT classes, where a significant predominance of boys over girls remains. The paper presents a statistical analysis of the current ratio of students by gender, as well as an assessment of girls' confidence in their technical skills based on survey data and educational statistics. The key causes of gender imbalance are investigated. The article suggests practical strategies for involving girls in IT classes.

In the era of rapid digitalization of society and a fundamental rethinking of the principles of education, the need for a profound transformation of traditional higher education systems is crucial. The pandemic has served as a catalyst for accelerating the digital modernization of education, challenging the scientific community to develop innovative methodologies and pedagogical approaches. This research aims to comprehensively understand the processes of digital transformation in higher education and create a framework for building a successful digital educational ecosystem. Special attention is given to the development of theoretical concepts that will create a learning environment that meets the demands of the digital age and ensures a high standard of training for today's legal professionals. The research is based on a holistic approach that combines fundamental and applied methods of scientific inquiry. The methodological foundation of the study is a comprehensive examination of educational processes, which includes an in-depth analysis of scholarly materials, a comparison between traditional and contemporary educational practices, and a practical evaluation of developed methodological approaches. The findings from this research demonstrate that the digital transformation of education represents a significant shift in the entire educational landscape, going beyond mere technological enhancement. At the same time, the obtained data indicate that integrating digital tools into educational settings, while preserving fundamental educational values and principles, serves as a powerful impetus for enhancing the quality and efficiency of the learning experience. The scientific value of the research lies in the creation of a comprehensive concept for the development of a digital learning environment that seamlessly integrates traditional and innovative teaching methods. In other words, the methodology developed opens up new possibilities for creating flexible learning models that maximize the benefits of various educational formats. The practical application of these findings could significantly improve the quality of higher education and provide better training for professionals in the digital age. It should be emphasized that the digitalization of education is a natural and necessary step in the evolution of modern education systems. The results achieved indicate the need for further scientific research into this phenomenon and the active implementation of the identified best practices in educational institutions.

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.