We are greeting our readers in 2021 and appreciate the attention you devote to our scientific journal.
The articles included in the spring issue gives pause for thought on the so called collaborative approach in the sphere of pedagogical research which is connected to collective activities of scholars and practitioners to reach joint goals in solving actual problems. Among associations, ensuring coordination and development of current school of thought in pedagogical science and practice one can name such actively working associations as Centers of academic writing, and Association of experts on academic writing "National Consortium of Writing Centers", Interregional scientific laboratory "Pedagogy of Rural Schools", The RAS Scientific Council on ecological education problems. The association of this type are quite useful for exchange scientific findings, pedagogical advanced training, and implementations the results of scientific studies in pedagogical practice. The authors of the three articles included in this issue participate in the above-mentioned associations. One of the articles deals with comparative rural school analysis both in Russia and abroad, another one gives reasons for the technology of independent student work pedagogical support on writing an academic essay in the English language. The article written by the Scientific Council leaders of the RAS Institute for Strategic Development on the ecological education problems and devoted to the anniversary plenum (50 years of activities) revealing the results and perspective of further activities is placed in "Scientific Event" section.
In the issue we continue to discuss the pedagogical problems actual for various stages of the lifelong learning system. In the articles of the given issue the following challenges are reasoned: the concepts in the field of interactive learning validation both in pedagogy and methodology; special project task in the system of learning tasks; ways to enhance the foreign language acquisition for university students with special educational needs; the results of training teachers research on giving instructions in the Khakass language; new teacher roles in distance learning.
To develop knowledge-intensive industries is crucial not only for providing highly qualified personnel training but for supporting steady professional personnel development. To solve this problem there is a good reason to consider the design and implementation of continuous professional education in the field of knowledge-intensive technologies. The model of such cooperation work is presented in one of the articles.
In the discussion section of the journal the article written by our colleague from Czech Republic is placed. The author follows up the problems of teacher-learner interaction in the context of sustaining teachers well-being.
We would like to draw the potential authors' attention to some design changes, especially to reference design in the Russian and English languages
We wish you an interesting reading and are looking forward to new materials and new authors in a new season.
Editorial Board
