Keyword: «higher educational institution»

The article is devoted to the consideration of the process of education in the pedagogical literature, which is classified not only by content, types and goals, but also by the style of relations between the teacher and the student. The authors consider the educational process in higher educational institutions, taking into account the social functions it performs. At the same time, the educational function is one of the main ones. Education and upbringing act in unity as two interrelated components in the education system.

The article is devoted to the study of the effectiveness of mentoring in foreign language education. In the study, we had to determine the possibilities of using academic support in the English lessons of foreign students, the psychological foundation of mentoring and its application to overcome the difficulties encountered by freshmen.

This article discusses the methodology for teaching international bachelor's courses "Home Reading." To determine the level of understanding of irony in the artistic text, special classes were prepared and conducted. The article describes the results of the lessons. During the empirical study, the difference in the formation of an understanding of irony in the artistic text was revealed.

This article examines the development of professional competence of a foreign language teacher within the context of teaching the "Home Reading" course. Irony, a stylistic device, is used as an example.To determine the level of understanding of irony in the artistic text, special classes were prepared and conducted. The article describes the results of the lessons. During the empirical study, the difference in the formation of an understanding of irony in the artistic text was revealed.

The relevance of the conducted research is due to the insufficient theoretical material and the discussion in the scholarly and pedagogical space on the expediency of including project-based activities in the educational process of higher educational institutions in the Russian Federation and the specifics of its organization in different universities. The aim of the article is to examine the specific features of using the functional capabilities of project-based activities at the higher educational institution. The article emphasizes the role of project-based activities as an important form of education in a higher educational institution, which has functional potential in training successful, competitive, promising, and in-demand specialists in the labor market, as well as proactive, harmonious, and well-rounded individuals who are resistant to the ever-changing modern scientific realities. When writing the article, both theoretical approaches to research (generalization, analysis, synthesis, and deduction) and practical approaches aimed at improving existing project practices were used. The application of these approaches allowed the authors to conduct a study to determine the specific features of project implementation at Sevastopol State University in different years and formats. The scientific novelty of the study lies in the fact that the authors highlight new ways of project implementation (intensive courses, the Accelerator, and work in university scientific societies and laboratories), which have been tested at Sevastopol State University and have already shown their effectiveness. Special attention is paid to the development of soft and hard skills in students during their participation in project interaction. The article provides a comparison and description of different types of self-motivation (internal, external, social, goal-oriented, and self-regulation) as an important soft skill. The article emphasizes the importance of teachers in project-based activities and the diverse roles they play in this process. The article also explores the functional resources of the project method in students' educational, creative, organizational, and research activities. The authors analyze the practical experience of using project-based activities at Sevastopol State University. The article describes the reflection of project-based activities in syllabi and curricula, and characterizes the content of academic disciplines within which students are initiated into project-based activities. The article also addresses the issue of motivational support of university administration for project collaboration participants. The article presents a high-performance implementation of project-based learning, which is supported by a number of successful projects completed by students at Sevastopol State University. The theoretical significance of the study lies in deepening the understanding of the importance and necessity of using project-based technologies in the educational process at a higher education institution. The practical value of this article lies in the possibility of using its results by university teachers when organizing projects of various types.