Keyword: «pedagogical technology»

The relevance of the research is due to the need for a theoretical examination of tandem learning, which, having a long history of practical application, has not yet received proper justification as an integrated pedagogical technology. With the growth of intercultural interaction and the creation of a bilingual environment in joint universities, there is a need for systematic, scientifically based and reproducible forms of organizing the educational process that can ensure the development of not only linguistic, but also intercultural competence of students. The aim of the article is to theoretically substantiate tandem learning as a pedagogical technology and analyze the practical experience of its implementation in the conditions of a Russian-Chinese university. The complex of theoretical methods includes analysis and synthesis of scientific literature on the problem of pedagogical technologies and tandem learning. The leading empirical method of the research is a pedagogical experiment implemented at Shenzhen MSU-BIT University in the spring semester of the 2024-2025 academic year. The respondents were university students studying Russian and Chinese. The main results of the study are to prove that tandem learning meets the key criteria of pedagogical technology (conceptuality, consistency, manageability, efficiency, reproducibility). The article presents a model for the implementation of tandem learning, including goals, content, methods, tools, organizational structure and principles (equality, autonomy, language turnover, pair rotation, mutual correction). It has been revealed that tandem learning contributes to the development of intercultural communicative competence, reduces psychological and linguistic barriers, increases motivation and multi-faceted development of students. The theoretical significance of the article consists in clarifying the conceptual and categorical apparatus of the methodology by including tandem learning in the category of pedagogical technologies and developing criteria for its analysis. The practical significance lies in the possibility of using the presented model and the conclusions of the study to design and implement tandem learning in the educational process of various educational institutions, primarily in a bilingual and multicultural environment.

The relevance of the research problem is due to the digital transformation of education, which fundamentally changes the nature of pedagogical communication, making it multi subject, hybrid, and technologically mediated. According to the demand of modern society, effective interaction not only in real but also in digital space, including interaction with artificial intelligence, is one of the necessary skills of a contemporary teacher. Meanwhile, traditional teaching technologies are increasingly failing to meet the needs of Generation Z and Alpha students, for whom gaming culture, interactivity and high-speed feedback are a natural environment. Gamification, understood as the use of game elements and mechanics in non-game contexts, is considered a promising pedagogical technology capable of translating learning content into a language understandable and attractive to new generations of learners. However, its application in higher pedagogical education for the purpose of forming student teachers’ communicative competence remains fragmented and episodic; there are no systematic methodologies based on the structure of the competence itself as a target basis for designing a gamified environment. The aim of the article is to theoretically substantiate the structure of the preservice teacher’s communicative competence as a basis for designing gamification technology. The leading methodological approaches were the competency-based approach, Self Determination Theory (SDT), the concept of game elements by K. Werbach and D. Hunter, and Flow Theory by M. Csikszentmihalyi. The study identified and substantiated a four-component structure of communicative competence, including value motivational, cognitive, practical operational and reflective evaluative components. A six-stage model for designing gamification technology was developed, each stage of which relies on the identified components as target benchmarks. A compliance matrix “competence component – game mechanics – expected educational outcome” is proposed, as well as a comparative analysis of instrumental solutions (SaaS platforms, LMS, no code/low code constructors and custom development). The theoretical significance lies in expanding scientific understanding of gamification design: unlike the traditional approach, the starting point is not the content of a discipline but the structural components of the competence being formed, which ensures targeted and systematic selection of game mechanics. The practical significance is that the proposed model and analytical tools can be used by university teachers in pedagogical education when creating gamified courses aimed at the holistic development of students’ communicative competence.

The article discusses the relevance of developing soft skills in preschool children in the context of modern requirements for education. The article substantiates the effectiveness of using algorithms as a tool for the formation and development of key soft skills, such as communication, cooperation, critical thinking, and creativity. It presents specific examples of creating and applying algorithms in various activities of preschoolers. Special attention is given to the role of the teacher in organizing the process of algorithmization and evaluating the results of soft skills development.