Dear authors and readers of our journal! We congratulate you on the beginning of the new academic year!
The September issue features articles reflecting a wide range of contemporary research interests, from developing students' academic literacy to managing the talent pool in the secondary vocational education system.
The central theme of the issue, uniting several papers, is academic writing in the era of generative artificial intelligence. The publications examine both the theoretical, methodological, and applied aspects of this issue. One article in the theoretical and methodological section presents the results of a study on the transformation of approaches to teaching academic writing: from linear to text-centric and AI-integrated. Two other articles in this section are dedicated to the evolution of the academic essay genre and the content analysis of English textbooks as a tool for assessing academic writing skills. Despite their linguodidactic focus, the results of these studies can be valuable to teachers of various disciplines. A criteria-algorithmic model for selecting the optimal tool for searching educational and scientific information, proposed in one of the articles in this section, serves as a practical instrument that can be used across various subject areas when working with information resources such as search engines, AI services, and electronic library systems. This model aims to develop students' ability to make conscious choices of resources, helps reduce cognitive load, minimizes the risks of using unreliable sources, and fosters a reflective research stance. A separate paper is devoted to academic mentoring as a condition for forming the academic culture of scientific and pedagogical staff. All the studies presented in this section will be useful for teachers interested in developing students' academic competencies, ranging from information retrieval to creating written texts in a digital educational environment.
The section on innovative approaches to organizing continuous education presents research focused on students of various majors. The authors address the diagnosis of research competencies in medical students, the pedagogical conditions for implementing educational communication in blended foreign language learning at a technical university, and the development of English abstract writing skills among engineering students using artificial intelligence technologies. These studies contribute to the development of the innovative potential of the continuous education system by offering new methodological solutions for its various levels and training profiles.
The managerial aspects of continuous education are covered in two articles. One analyzes the job positions and functions of a methodologist in the secondary vocational education system and suggests ways to overcome existing contradictions. The other is dedicated to developing time management skills when managing the research work of future teachers. The materials in this section will be useful both for the heads of educational organizations and for the teachers themselves who are working to improve their managerial competence.
The issues of the labor market and human resources are explored in articles on targeted retraining for enterprises in peripheral territories and the formation of professional patriotism among schoolchildren in a departmental children's camp. Based on a reflection on pedagogical activity, a paper is presented on the new role of a foreign language teacher as a facilitator. Using qualitative research methods, namely narrative interviews and observations, the authors attempt to answer the questions of how adequately and fully the concept of a teacher-facilitator describes real pedagogical practices, and how a teacher's personal beliefs influence their interpretation and implementation of this concept.
We invite authors and readers to discuss the materials of this issue.
We would like to draw the attention of potential authors to the fact that the first issue of 2027 (March) will be dedicated to a wide range of issues concerning the use of artificial intelligence in the context of continuous education. We plan to publish articles analyzing both the theoretical, methodological, and applied aspects of using AI in scientific research and educational practice.
Recently, there has been an increase in the submission of articles where signs of generated text (AI content) are detected during a standard technical check by the Antiplagiat.VUZ system. The failure to properly mention this circumstance in the content of the article is a violation of publication ethics. Articles containing signs of generated text are rejected without the possibility of reconsideration, including after revision.
We wish all our authors and readers productive work, creative achievements in the new academic year, and look forward to our continued collaboration!
The Editorial Board
