THE EDITORIAL
The June issue of the journal presents a diverse range of articles addressing both theoretical-methodological and applied aspects of lifelong education in the modern world.
Artificial intelligence is being actively integrated into various spheres of human activity including education. Considerable and highly contradictory experience has been accumulated in its use both in the work of educators (for searching information, designing the learning process, constructing assignments, assessing educational outcomes, creating presentations and graphic objects) and in the academic work of schoolchildren and students (for compiling literature lists, solving problems, completing test assignments, writing texts, etc.). On the one hand, artificial intelligence can free participants in the pedagogical process from routine work, but on the other hand, it creates an illusion of freedom from mental effort. It is well known that learners often delegate their academic assignments to neural networks without even checking the quality of the output. Prohibitive measures aimed at resolving this contradiction are unlikely to succeed; instead, we need to focus on fostering a culture of using artificial intelligence. Two articles in this issue are devoted to this pressing problem, discussing the development of metacognitive skills through dialogic patterns of interaction with an AI assistant in learning programming, and the use of customized chatbots in teaching English.
The issue of using active and interactive teaching methods also remains relevant. Readers may be interested in articles dedicated to the technological foundations of using creative writing as a means of expanding the discursive potential of future journalists and as a method for pedagogical support of students' independent work through the creation of infocards. Both studies are based on foreign language teaching, but their ideas may be useful to instructors of other disciplines. Another article examines practices for developing transformative and participatory education in the process of professional development for teaching staff.
Enhancing the educational potential of all levels of lifelong education remains a central concern for researchers and practitioners. In higher education, without diminishing the role of extracurricular educational work, it is especially important to harness the potential of academic disciplines. One article in this issue presents the findings of a study on the formation of students' civic identity in the context of foreign language education.
Several articles, published across different sections of the journal, are more or less related to management issues. These publications address the following problems: a strategy for expanding the capabilities of the personnel reserve training system for general education institutions; a systematic approach to designing bilingual training for future foreign language teachers; and the implementation of mentoring in the professional training of future English language teachers in India. The attention of instructors at professional educational institutions and specialists at industrial enterprises may be drawn to an article on the vectors of corporate learning, which is designed both to overcome gaps in the practical training of young specialists and to ensure continuous professional development of employees.
In the discussion section readers will find an article reflecting on the transformation of archival education in Russia: from the Soviet model of the «ideological fighter» to the contemporary model of the «digital heritage curator».
We draw the attention of potential authors to the journal's updated requirements for article formatting and the review process. Articles formatted in accordance with the journal's requirements should be submitted to the editorial office via the journal's website.
We wish all our authors and readers continued success in realizing their creative ideas in the field of lifelong education, as well as a wonderful summer holiday.
The Editorial Board
