List of abstracts, 2024 all issues

issue 1 (45)

	EDITORIAL
Churkina N. Key words: professional values, professional education, qualitative research methods, narrative, teacher education.	NARRATORY METHODS IN STUDYING THE VALUES OF A TEACHER’S PROFESSIONAL ACTIVITY The article substantiates the need to use narratives as a source and narrative analysis as a diagnostic tool by the need for practice in the development of professional values of future teachers and the limitations of existing diagnostic techniques in psychology and pedagogy. The work describes the content of the diagnostic task, justifies the choice of analysis scheme and presents the results of applying J. Bruner’s narrative analysis to the stories of Omsk State Pedagogical University students about the teacher of the future. Qualitative analysis of the narratives made it possible to identify the most significant for 2nd-3rd year students in four groups of professional values: in the group of social values (prestige of the profession); in the group of professional values (creative approach to business); in the group of spiritual and moral values (love and kindness towards children). But they consider personal values (empathy, fairness, responsiveness) to be the most important. Alarming points are indicated: our respondents value professional knowledge, erudition, and mastery of pedagogical technologies much less, speaking in texts from the position of a student, not a teacher. The obtained results of using narrative analysis to diagnose professional values allowed us to draw a conclusion about its advantages: ease of use, the ability to reach a wide audience, and student interest. Risks include the impossibility of developing digital scales and accurate assessment tools, and the difficulty of assessing the authorship of stories. A conclusion is made about the educational potential of this approach, since in the process of creating artistic stories, students analyze their own experience and design a professional future; directions for further research are determined.
Khaludorova L., Pustovalova V. Key words: concept, cultural concept, heritage, education for sustainable development, mirror of wisdom, subhashites.	THE CULTURAL CONCEPT OF “HERITAGE” IN THE CONTEXT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (BASED ON THE EXAMPLE OF E.-KH. GALSHIEV’S ESSAY “MIRROR OF WISDOM”) The relevance of considering the cultural concept of «heritage» is due to the promotion of ideas of sustainable development (SD) in modern education. The cultural concept of «heritage» can be presented as a model for studying the unity and contradictions of the natural, social, and as a source of creating and maintaining a common and vital environment for everyone. The article reveals the features of the cultural concept of «heritage» in the context of education for sustainable development (ESD). Purpose of the study: to identify and describe the cultural concept of «heritage» based on the study of the work of E.-Kh. Galshiev’s «Mirror of Wisdom» («Mirror of Wisdom, explaining what is accepted and rejected according to two laws»), an outstanding monument of pre-revolutionary Buryat literature, according to the author, representing two moral laws - worldly and spiritual. The method of analysis of theoretical sources was used. Research results: theoretical material on the topic was analyzed, the features of the cultural concept «heritage» were revealed, the cultural concept «heritage» was identified and described in the work of E.-Kh. Galshiev «Mirror of Wisdom».
Yusupova K. Key words: dialogue of cultures, intercultural didactics, research, ethno-oriented textbook.	RUSSIA AND GREECE: DIALOGUE OF CULTURES THROUGH AN ETHNO-ORIENTED TEXTBOOK The article presents a practical contribution to the field of education and intercultural relations, contributing to the deepening of ties between Russia and Greece through the exchange of linguistic and cultural values. The importance of the dialogue of cultures in the creation and application of a ethno-oriented textbook in the process of learning Russian as a foreign language is emphasized. Based on the results of the study, a study guide called «Learning Russian through Translation» was developed, aimed at an active dialogue between Russian and Greek cultures, as well as improving the quality of translation skills and abilities of Greek students. The manual is based on the principles of a linguoculturological approach and includes authentic texts, as well as tasks aimed at conveying meaning and context in translation. This approach allows students not only to master the Russian language, but also to better understand the cultural characteristics and traditions of Russian society through language practice.
Pankina S., Amineva E. Key words: maritime industry specialists, continuing education, vocational training, additional vocational education.	ORGANIZATIONAL STAGES OF TRAINING OF MARINE SPECIALISTS IN THE SYSTEM OF CONTINUOUS PROFESSIONAL EDUCATION One of the main conditions for the functioning of maritime transport is the safety of navigation. Therefore, graduates of a maritime university are required to meet a number of requirements related to the ability to navigate in any difficult or emergency situation, quickly make competent decisions, ensuring the least risk of losses. The main task of a modern maritime university is to ensure a high professional level in a developing society, changing labor market needs through effective training and high quality of the educational process of continuous training of personnel. This article examines the process of organizing professional training for specialists in the maritime industry on the basis of the Federal State Educational Institution of Higher Education «Admiral Ushakov Maritime State University», which includes such main stages as secondary, secondary vocational and higher vocational education, postgraduate training, and retraining of specialists. The authors establish and describe characteristic relationships in the structure of training: school-college-university-additional vocational education. The article focuses on cooperation with maritime enterprises and companies, which allows one to prepare for upcoming professional activities. Based on the analysis carried out, the basic principles of continuous training of specialists of seafaring per-sonnel and the sphere of management of maritime activities are identified. Within the framework of the described stages of continuous education on the basis of a university, the process of managing the educational space is studied, taking into account the functions of the activities of educational subjects and the integration of the content of professional training. As a result of conducting and analyzing a survey of crew members of sea vessels, the authors came to a conclusion about the feasibility and effectiveness of the described structure of professional training of specialists in the maritime industry in the system of continuing education.
Ignateva E., Shilova O., Kuzina N. Key words: psychological-pedagogical classes, monitoring the psychological-pedagogical classes activities, continuous pedagogical education, pre-professional training of students.	PSYCHOLOGICAL AND PEDAGOGICAL CLASSES: FACTS, PROBLEMS, POTENTIAL (ST. PETERSBURG EXPERIENCE) Psychological and pedagogical classes as a pedagogical phenomenon are not an innovation. Interest in them arose at various periods in the history of Russian education and was due to the need for teaching staff. The current situation in Russian schools can be characterized as one of such periods. An important factor in the effectiveness of psycho-pedagogical classes as a pedagogical phenomenon is the condition for their inclusion and the definition of their role in the integral system of continuous pedagogical education. Monitoring as an effective mechanism for supporting the activities of psychological and pedagogical classes allows you to timely identify their condition, track the dynamics of changes, note problem situations and build a development perspective. This article presents the results of monitoring the experience of psychological and pedagogical classes in St. Petersburg. Monitoring was carried out in the following areas: regulatory and organizational conditions for the work of psychological and pedagogical classes; content, methods and forms of training; resource support for their activities; working with parents. Conclusions based on the results of qualitative and quantitative analysis of the activities of psychological and pedagogical classes, their interpretation made it possible to confirm the presence of problem areas in the organization of activities of psychological and pedagogical classes identified by other researchers, which indicates the presence of some systemic problems in the organization of this activity. The factual and analytical material presented in the article can be useful for a systematic analysis of the activities of psychological and pedagogical classes in the country, since the effectiveness of their activities largely determines the quality of teaching staff, and therefore the quality of education at all levels of the life-long education system.
Salkina M. Key words: French, interactive teaching, interactivity, oral political communication, training International Relations students	PREPARING INTERNATIONAL RELATIONS STUDENTS FOR ORAL POLITICAL COMMUNICATION IN FRENCH: EDUCATIONAL CONTENT The article represents an analysis of educational content introduced to prepare International Relations Students for oral political communication. The author deals with the problem of choosing and processing the content created in a foreign language and links the choice criteria to the linguistic, pragmatic, rhetorical and other features of political communication in its oral form. The dialogical and often multilateral nature of political communication suggests the application of interactive teaching methods to help students master oral political communication in French. Describing a possible organization of a thematic cycle of lessons the author introduces the notion of increasing interactivity implying a progressive increase in the application of interactive methods lesson by lesson as well as their increasing complexity.
Leushina N. Key words: feedback, teaching reading and writing in English, information and communications technology, higher education.	FEEDBACK IN TEACHING READING AND WRITING IN ENGLISH TO UNIVERSITY STUDENTS The article is aimed at studying the problem of providing quality feedback to improve skills in summarising in writing in English, which is one of the key academic skills. In the context of lifelong education, the relevance of the study is determined by the need to provide students with a constructive feedback to overcome the problems, as well as to motivate students. The purpose of the study is to compare the results of providing feedback with the use of ICT and the ones yielded through the traditional approach. The study was carried out using the following theoretical methods: review of academic and methodological literature, analysis, synthesis, study of teaching experience, as well as the method of educational experiment. Teaching second-year non-linguistic students to write in English was organized with the use of Write & Improve, a digital tool with internal (information about individual results is sent to each student) and external (students’ digital footprint available to the lecturer) feedback. In ICT-based training, students received written feedback both from the digital tool (internal feedback) and from their lecturer through the same electronic resource, while in the traditional approach the feedback was provided only from the lecturer in the form of written and oral comments. The study confirmed the efficiency of using an electronic resource with internal feedback. According to the criteria listed in the Common European Framework of Reference for Languages (CEFR), the students achieved higher results in processing text in writing in English when studying with a digital tool rather than in the traditional approach. The article suggests the following ad-vantages of using the electronic resource: objective assessment of students’ written texts according to the CEFR scale, possible individualization of the pedagogical impact, and the opportunity to intensify extracurricular work of students and save time.
Bogoudinova R., Tsareva E. Key words: Methodology, students’ academic mobility, mobile learning, foreign language training, practical intercultural communication, internship.	STUDENTS’ ACADEMIC MOBILITY IN THE PROCESS OF FOREIGN LANGUAGE TRAINING: METHODOLOGY OF IMPLEMENTATION The purpose of the study includes three main points: to identify and justify the formation students’ academic mobility methodology; to reveal its sociocultural, interdisciplinary, integrated and epistemological meanings in the process of foreign language training at engineering university for practical intercultural communication; to determine the formed students’ metacompetencies as well as its content. The scientific novelty represents the substantiating of mobile learning methodology in the process of foreign language training at an engineering university, which is based on sociocultural, interdisciplinary, integrated and epistemological approaches. Approbation of this methodology was implemented at Kazan National Research Technological University with a group of first-year Masters enrolled in the program of Biotechnical Systems and Technologies. The group consists of 10 students and the new mobile learning methodology contributes to successful foreign internship at Yeditepe University, Turkey. As a result, the methodology of mobile learning makes it possible to form students’ psychological readiness, metalinguistic awareness, a new technical culture, as well as to prepare engineering university students for any international educational task in the shortest possible time and contribute to the actualization of the processes of reorientation of universities to the new educational space of «friendly» countries.
Zhuravleva M., Mambetova G. Key words: technological independence, engineering training, competences, interdisciplinarity	ENGINEERING TRAINING AS A FACTOR IN ACHIEVING TECHNOLOGICAL INDEPENDENCE OF THE INDUSTRIAL COMPLEX The realization of national interests irrespective of the existing problems requires building up technological sovereignty, which implies reducing import dependence, increasing innovation activity and the growth rate of innovative products. The level of technological dependence varies for different sectors of the economy, the most unfavorable situation is observed in the IT-sector, machine building, oil and gas complex. The key subjects of solving the tasks of independent development of the industrial complex are engineering personnel possessing competences of technological development and quickly adapting to new scientific and technological challenges. The purpose of this study was identification of the requirements to the content and organisation of engineers' training to ensure technological independence of the industrial (oil and gas chemical) complex. The analysis of the content of engineering activity to achieve technological independence of the oil and gas chemical complex (OGCC) allowed to identify the requirements to the competence of engineers. The modelling of the process of training future engineers was carried out based on these data. It has been established that the expansion of the range of engineering activities to ensure technological independence requires the formation of technological development competences in engineers. The developed model shows the structure and innovative content of the educational process for the formation of actual engineering competences. Pedagogical experiment has shown the effectiveness of professional training of future engineers to solve multidimensional problems of scientific-technological and organisational-managerial character. The competence of graduates will accelerate the processes of introduction of new technologies and transformation of obsolete ones, import substitution, which contributes to the achievement of technological independence.
Sukhorukov A., Petrov P. Key words: creativity; creative self-realization; life strategy; internal motivation; external motivation.	CREATIVE SELF-REALIZATION AND DYNAMICS OF INTERNAL AND EXTERNAL MOTIVATION IN SCHOOLCHILDREN: REPRESENTATIONS OF PARENTS Motivation is most often considered as a key factor of creative self-realization. However, the factors contributing to the formation of a life strategy for creative self-realization in childhood, adolescence and adolescence are rarely studied. The article develops a hypothesis about the development of motivation for creative self-realization as an interaction of factors of internal and external motivation, leading to their mutually enriching integration. A survey of 200 parents of children aged 7 to 20 years showed that creative self-realization as a key result of education and upbringing of children is significant for 51 % of respondents. 68 % of parents consider it equally important to support both external and internal motivation. Parents who consider creative self-realization as a key result of education and upbringing of children are also focused on the development of both external and internal motivation of children, although they pay higher attention to the latter of them. There are three periods in school age. The first is before the age of 12, when, according to parents, 71 % of primary school children's internal motivation is strongly influenced by the «challenge of integration», which leads to both an increase in the proportion of children with good development of both types of motivation (22,2 %) and the proportion of «demotivated» children (11,1 %). At 13‒14 years of age There is a «reverse jump» to 70.8 % of the leadership of internal motivation or the leadership of external motivation (12,5 %). At the age of 15‒18, there is an increased impact of external motivation, as a result, according to parents, by the age of 19‒20, internal and external motivation is equally good in 40 % of their children (parents considering creative self-realization as a key result of education and upbringing of children, 44,4 %; on average, for all ages, the proportion of children with good development of internal and external motivation is 20,5 %); The proportion of children with leading external motivation also reaches a maximum (25 %).
Cheremuhin A., Kolodkina N. Key words: secondary vocational education, mathematics, grading system, point-rating system, traditional test system, statistical, analysis of variance, entrance control, intermediate certification, grade confirmability.	INFLUENCE OF THE ASSESSMENT SYSTEM ON THE EDUCATIONAL RESULTS OF STUDENTS OF SECONDARY VOCATIONAL EDUCATION (ON THE EXAMPLE OF THE DISCIPLINE «MATHEMATICS») Currently, the process of reforming and rebooting secondary vocational education is actively underway, aimed at integrating the secondary vocational education system and the economic sector. Secondary professional education needs to update the system for measuring new educational results in order to ensure high-quality training of future specialists. The authors believe that the point-rating system for assessing learning outcomes is one of these forms. The article provides practical experience in using BRS with the system of secondary vocational education for first-year students in the discipline «Mathematics». It is believed that the introduction of BRS into the educational process, as a way of effective and objective assessment of educational activities, contributes to the development of motivation, systematization of educational work, and increased student independence. The purpose of the article is to test the statistical hypothesis in the presence/absence, regardless of the learning outcomes of first-year students of secondary vocational education, using an observation system using the example of the discipline «Mathematics». The study is based on the following data: grade in mathematics in the certificate, grade during the entrance test, grade during ongoing control, intermediate certification. The results of the study allow us to draw conclusions about the independence of the results of the intermediate certification of first-year students by type of measurement system.

issue 2 (46)

	The Editorial
Novikov S. Key words: historical memory, cultural memory, sociocultural identity, continuity, discreteness, mnemonic actors, myths.	FORMATION OF HISTORICAL MEMORY OF RUSSIANS: CONTINUOUS PROCESS OF REPRODUCTION OF SOCIO-CULTURAL OTHERNESS The article argues that socio-cultural communities are historically transient. They arise when a certain group realizes its own otherness and begins to separate «its own» from «strangers». Self-identification becomes possible due to the fact that the community of contemporaries discovers common roots, a common history. The article is aimed at defining the historical memory essence and its structural organization, at presenting the role of the education institution formation as the foundation for the reproduction of the «Russians» community. Using transdisciplinary methodology, the author came to the following conclusions: Historical memory is a past events' representation and is continuously constructed by mnemonic actors (the educational institution, first of all) and is unified as a result of everyday individuals' interactions. «Memories» preserved by historical memory unite people on the basis of common victories and defeats, passions and interests, substantiate their otherness and thereby constitute them into a reproduced socio-cultural community. Educational structures, being a key link in the infrastructure for the historical memory reproduction, ensure that new generations master key events and heroes of the common past that have acquired symbolic meaning, myths (ideologies that organize and regulate life). Thus, they broadcast a basic values' system for the community and initiate students' self-reflection.
Bermus A. Key words: continuing education; content of education; didactic materialism, didactic formalism, didactic pragmatism; content modeling, existential-phenomenological approach.	TO THE PROBLEM OF THE CONTINUOUS EDUCATION CONTENTS THEORY DEVELOPMENT The article is devoted to the analysis of existing gaps, problems and contradictions in the field of the theory of the content of education with the subsequent formulation of the theory foundations of the lifelong education content in modern conditions. The author examines the transformation problems for domestic teacher education, including: the «universityization» of teacher education and the implementation of Decree of the President of the Russian Federation on November 9, 2022 No. 809 «On approval of the State Policy Fundamentals for the Preservation and Strengthening of Traditional Spiritual and Moral Values». The solution to both problems stems from rethinking of the teacher education content. The publications' review revealed many gaps and contradictions associated with the phenomenon definition: the education content is reduced to similar but narrower categories, or there is a logical circle in the definition; or the concept is assumed to be intuitively «clear», which leads to the indistinguishability of conflicting interpretations (traditional, adaptive and innovative content of education). The study involves addressing the existential-phenomenological origins of the educational content theory. The result of the study is a five-level model for educational content, implemented as an expanded set of spaces, in each of which a certain complexity content is formed (the zero level corresponds to «unconscious» content, pre- and extra-conceptual experience; the first level – to book content, corresponding to the didactic materialism principles; the second level – to the dialogical content, embodied in the didactic formalism principles; the third – to the problem-activity content, representing didactic pragmatism; the fourth – to the traditional M. N. Skatkin ‒ I. Ya. Lerner cultural model content, and the fifth – to the multicultural education content, implemented in complex formats and environments). The research follow-up in the field of existential-phenomenological theory in the lifelong education content could suggest studying an effective means for solving several significant pedagogy problems. They include: overcoming contradictions between different approaches to the education content; ensuring the value unity of content models, clarifying the relationships between the content «core» and the variability educational trajectories, and between traditional and design installations.
Vinokurova N., Loshchilova A. Key words: ecological culture, cultural and ecological educational practices, future teachers, sustainable development, environmental education, formation of ecological culture of future teachers.	ECOLOGICAL CULTURE FORMATION FOR FUTURE TEACHERS ON THE BASIC OF CULTURAL AND ENVIRONMENTAL EDUCATIONAL PRACTICES The article reveals the problem of ecological culture formation for future teachers, the relevance of which is due to the need of strengthening the technological and cultural-value sovereignty of the country, to ensure its environmentally safe socio-economic development. It is determined that cultural and ecological educational practices have a significant potential in the ecological culture formation, ensuring a future teacher upbringing as a subject of culture and environmentally oriented life activity. At the same time, their potential in pedagogical theory and practice is revealed in fragments, a systematic understanding, development and theoretical justification of their conceptual and methodological foundations are still required. The purpose of the research is to develop and scientifically substantiate the essence, specifics, types and structural-content model of cultural and environmental educational practices aimed at the ecological culture formation for future teachers. To achieve the research goal, the methods of theoretical analysis, scientific data generalization, design, construction were used. Within the framework of the study, a holistic understanding of the theoretical and methodological foundations of the development in cultural and environmental educational practices as an effective form of the ecological culture forming for future teachers based on the ideas of ecohumanism, sustainable development, integrality, holism, eventfulness and subjectivity was carried out. The essence and specifics of the development of cultural and ecological educational practices are defined and justified; their types are considered and highlighted taking into account the sequence the ecological culture formation. The structural and content model of cultural and ecological educational practices in the ecological culture formation for future teacher, presented at the methodological levels is characterized. The specific methodology of the process of designing and conducting various types of cultural and environmental educational practices corresponding to the stages of the ecological culture formation for future teachers is revealed. The materials presented in the article form the basis for further research and can be used in the design of cultural and environmental educational practices and the development for other methodological materials.
Nazarov A. Key words: online course design methodology, online physics learning technologies, individualisation of learning.	METHODOLOGY AND TECHNOLOGY OF DEVELOPING AN ONLINE PHYSICS COURSE AND ITS IMPLEMENTATION IN A BLENDED LEARNING FORMAT The study substantiates the role of online courses as an integral component of the system of continuing professional education. The means and ways of implementation of online learning technologies in pedagogical practice are analysed. The advantages and difficulties of using online courses in physics presented on Russian and foreign educational platforms are considered. The article reveals the author's methodology of designing an online course. The description of the online course «Physics. Mechanics», developed in the Moodle learning management system in order to implement it in the format of blended learning. Special attention is paid to the description of the ways of individualisation of physics teaching within the framework of the developed online course. Examples of pedagogical and information technologies aimed at providing students' motivation to master physics and contributing to the formation of independent work skills are given. The results of approbation of the online course have shown the correlation between the students' ratings after the initial adaptation stage and the final grades, which provides a basis for predicting the educational results and timely introduction of adjustments to the teaching methodology.
Skarbich S. Key words: contextual tasks, educational activities, personal results, aesthetic education, teaching mathematics.	CONTEXTUAL TASKS IN MATHEMATICS AS A MEANS OF EDUCATIONAL ACTIVITIES IMPLEMENTATION (BASED ON THE EXAMPLE OF AESTHETIC EDUCATION) The relevance of the study is determined by the introduction into the educational process of the federal state standard of basic general education and secondary general education of the 3rd generation, with the emphasis on close interaction and unity of educational and educational activities. In determining the students' personal results the attention is focused on various education types, specified in relation to each academic subject. In this regard, there is a need to search for means of implementing educational activities through the means of the subject, in particular, mathematics. The article proposes a contextual task as one of such means. The purpose of the article is to substantiate the use of contextual tasks as a means of implementing educational activities in the process of teaching a subject (based on the example of aesthetic education by means of mathematics). Relying on a theoretical analysis of scientific and methodological literature, the concept of a contextual task in relation to educational activities using the means of the subject is clarified, the features of composing such tasks are highlighted, and examples of contextual tasks in mathematics in terms of aesthetic education are given. The results of the study are as follows: the contextual tasks features aimed at the formation of students' personal achievements in the process of various education types are highlighted; the contextual tasks principles in mathematics regarding various types of education are determined; directions for choosing the plot of tasks in the context of various education types and directions for their implementation by means of mathematics (interdisciplinary and intradisciplinary) have been determined. The results obtained can be applicable for math teachers in the process of in class and out of class educational activities, ensuring the continuous devel-opment of personal results in relation to various education types prescribed in the Federal State Educational Standard.
Koturova I., Nekrasov K. Key words: big data in education, lexical mistakes, corpus of student texts, German as a foreign language.	EDUCATIONAL ANALYTICS APPLIED TO LEXICAL ERRORS IN FORIING LANGUAGE WRITING Educational analytics is a term mostly used in the context of university management, although the use of big data in education also affects the teaching of individual academic subjects. This article analyzes data from the Petrozavodsk Annotated Corpus of Student Texts (ПАКТ), focusing on lexical errors made by students writing in German as their second foreign language after English. The analysis is conducted in several aspects: quantitative, substantive, potential causes of lexical errors, and the degree of their severity. It concludes that the number of lexical errors in student texts in German significantly exceeds the amount of all other types of errors. During the study, 11 groups were identified that more precisely describe the nature of lexical errors. Relying on statistical data from the corpus, the authors confirm the thesis that lexical errors, more than others, affect understanding, i. e., they impede communication to varying degrees or make it completely impossible. Furthermore, the study concludes that interference from the native language has a greater impact on the occurrence of lexical errors than misprints or interference from the first foreign language.
Volkov V., Grishina I. Key words: comprehensive education system; intra school management; professional development of a teacher.	THE FEATURES OF MANAGERIAL INFLUENCES IN INTRA SCHOOL MANAGEMENT The article addresses the in-school management topic. The content is based on theoretical ideas and data collected by the authors in 2022‒2024. The theoretical basis contains the results of the literature analysis on the topic under consideration published over the last decade. The article presents the idea and results of a three-year managerial influence study in intra school management based on the example of the St. Petersburg high schools. The study confirms the high dependence of the intra school management on managerial influence features at the level of a school principal and members of the administration. It was found that the implemented intra school management does not fully reflect the needs of the school, which actualizes the need for its renewal and transition to the paradigm of «strategic management». The authors are convinced that in order to change the intra school management, an integrated approach is needed at all levels of the educational system management. In this context, proposals for the changes of approach to intra school management are formulated.
Shipunova T. Key words: students, discourse, social service, social work, volunteering, charity, discourse analysis, service learning.	FUTURE SOCIAL WORKERS ON SOCIAL SERVICE IN THEIR PROFESSIONAL ACTIVITIES The change in the Russia's development vector puts forward the question of the need for young people to rethink their place in society. As a variant, self-determination in the social service field could be helpful. The research theoretical basis is a secular approach to understanding social service. The study is aimed at studying the social workers' future in social service field as their professional activities. The data collection has been carried out over four years using the essay writing method. Then the essay texts discourse analysis was made and, according to the analysis results the students see their intended purpose in religion service, the moral values of which coincide with universal human values. Currently, service as an activity for the society benefit is becoming increasingly important. Students consider volunteering, which is common in social work, especially in NGOs, to be the main form of service. And although students' understanding for social service in social work is largely determined by high goals, there is an idea that it can be realized simply through the conscientious performance of their professional duties. When considering the possibility of social service in a future profession, students' opinions were divided into such groups as supporters, opponents and a buffer group. The conducted research demonstrates certain trends in student youth understanding on issues of social service and its connection with civic duty and responsibility as well as the orientation towards deontological values and principles and readiness to serve professional activities. All of this together provides a basis for further improvement of the service-learning model.
Isupova E. Key words: competence model, indicators of achievement of competence formation, training of future teachers, risk factors for reducing educational results, simulation modeling, continuing education.	IDENTIFICATION OF INDICATORS OF THE COMPETENCE MODEL OF A TEACHER WORKING IN A SCHOOL WITH LOW EDUCATIONAL RESULTS The article discusses the issue of training future teachers to overcome risk factors for reducing educational outcomes. The problem of the insufficiency of such training in pedagogical universities is noted, which ultimately affects the quality of general education, since the teacher is one of the key figures in the educational process. The necessity of making changes to the content of the main professional educational programs and curricula of universities in the form of a proposed future end-to-end modular course for training future teachers to overcome risk factors for reducing educational results is substantiated. The content of the end-to-end modular course should be based on a competence model that would include the competencies necessary for a future teacher to overcome these factors, as well as indicators of achieving the formation of these competencies. The purpose of the work, therefore, is to describe and substantiate such a model. The methodological basis of the research is the provisions of the qualimetric and competence-based approaches. The main results of the study are presented by a list of indicators for achieving the formation of competencies necessary for a future teacher to overcome risk factors for reducing educational results. In conclusion, the tasks and prospects of experimental approbation of the competence model of a teacher prepared to work in a school with low educational results, including by means of simulation modeling of educational situations in the conditions of the university technology park of universal pedagogical competencies, are indicated. The results of this study can be considered as an element of the system of continuing pedagogical education in the context of preparing future and current teachers to overcome risk factors for reducing educational results.
Mantulenko V. Key words: information security, education, information society, development prospects, analysis.	INFORMATION SECURITY IN THE CONTEXT OF RUSSIAN EDUCATION IN MODERN CONDITIONS The relevance of this work is determined by the growing risks of an uncertain and unpredictable nature that accompany the process of digital transformation of our society, both on a global scale and on the scale of individual countries and regions. The formation of an information society, a society built on knowledge, on the one hand, creates a very specific request for the educational system of Russia, associated with the presence of graduates of various educational institutions with a certain set of interrelated competencies, the ability to function effectively and continuously develop in a digital and information-rich environment. On the other hand, the same society is characterized by a number of still unresolved problems and contradictions, issues related to the transformation of moral, value, ethical guidelines and principles of working with information, one of which is the topic of information security of a human, society, and state. As part of this study, it was important for us to consider current aspects of understanding the phenomenon of information security in the context of the development of a digital society, including in relation to the field of education and human personality development. The purpose of this work was to analyze current scientific works of Russian scientists devoted to the study of the phenomenon of «information security» of an individual in the context of education and posted on the e-Library platform from 2020 to 2024. The main methods used in this work include content analysis, the method of semantic analysis of scientific publications on the topic of information security, methods of generalization and systematization. The main results of the study show the complexity and multidimensionality of understanding the category of «personal information security», as well as the presence of certain asymmetry and gaps in the study of this phenomenon in the field of education at the present stage.

issue 3 (47)

	The Editorial
Korotkina I. Key words: academic writing, writing for research publication purposes, online learning, academic publishing, professional training.	TEACHING WRITING FOR RESEARCH PUBLICATION PURPOSES ONLINE Academic writing in Russia has been focused on helping researchers improve the quality of their publications rather than on teaching students. The online format seems to suit this purpose best, enabling busy academics and researchers to arrange their own time and pace of learning. The paper presents the online professional training course «Writing for research-publication purposes» designed by Irina Korotkina, Academic Writing Center Director at the Russian Presidential Academy of National Economy and Public Administration, for researchers, academics, and graduate students. The course applies a metalinguistic approach whereby transdisciplinary models of English academic writing are used in Russian context, which allows to (a) reduce the learning time compared to courses traditionally delivered in English by other writing centers; (b) significantly expand the audience; (c) improve the quality of scientific texts in Russian. The course starts with rhetorical models of text building and proceeds step by step towards rhetorical and publishing conventions; it includes brief interactive video lectures of 5‒12 minutes, controlled practice with recommended answers, and participants’ own research, the result of which is the title and abstract of their text written according to international requirements. The text is then submitted for three «blind» reviews by other course participants, which enables each to better understand the review process. The assessment is based on a detailed 100-point scale of criteria, which guarantees its objectivity and verifies the knowledge acquired in the course. Teaching writing academically literate papers in Russian, the approach contributes to the quality of not only international but also national publications and helps raise the competences of Russian editors and reviewers.
Bashmanova E., Lebedeva O. Key words: mentoring, academic friendship, professionally oriented friendship, critical friendship, bibliometric analysis.	ACADEMIC FRIENDSHIP AS A FORM OF MENTORSHIP IN EDUCATION AND SCIENCE The change of generations and the arrival of employees from other fields to universities makes universities more actively follow new trends, such as a human-centered turn in attitudes towards employees, horizontal communications, academic honesty, cooperation, trust, and openness. Academic friendship as a system of informal support relationships between students, teachers, and researchers at the university is one of the available means of satisfying the needs of young and entry-level employees to enjoy their work, development and growth. Based on the study of foreign sources, the authors problematize the issue of studying friendship as a type of interpersonal relations in higher education, which have business significance due to mentoring potential. They build a map of 289 keywords on the topic of «Friendship as Mentoring» based on publications in the OpenAlex bibliometric database using the VOSviewer program. The essence of academic friendship is revealed by 9 clusters of concepts formed around the words higher education, perception, feeling, professional development, description, teacher development, graduate students, career development, interpersonal relations. Some of the oldest concepts on the map are the words protégé, professional education, career counseling. New words include healthy environment, self-efficacy, transformative learning. The authors specified the problem field, established and described the place and significance of friendship in the structure of business relations in a scientific and educational organization. They build a diagram of the structure of business relations in a scientific and educational organization and determine the place of academic friendship in it, based on the description of A. I. Prigogine. The interest of employees not only in the business, but also in each other determines academic friendship as part of informal and socio-psychological communication structures. Further research can be devoted to the development of a model of academic friendship, the study of interpersonal communications in graduate and doctoral studies as institutions of personalized mentoring in the academic environment, the analysis of the behavior of students and teachers as actors of mentoring practices and participants in mentoring pairs.
Eremenko T. Key words: fraud triangle, academic fraud triangle, factors of academic fraud, academic dishonesty, pedagogical means, students, universities, Russia.	POTENTIAL OF THE “FRAUD TRIANGLE” IN PREVENTING STUDENTS’ ACADEMIC DISHONESTY The results of a study of the possibilities of the «academic fraud triangle» for identifying the most important means of pedagogical influence in the interests of effectively preventing students’ academic dishonesty are presented. The main method is the theoretical analysis of publications identified from open Russian and international scientific information resources. The article contains a detailed review of the literature on the research topic. It has been revealed that the concept of the «fraud triangle» has high potential for analyzing pedagogical problems in higher education, and all three sides of the triangle significantly influence students’ propensity to engage in dishonest academic behavior. Pedagogical means are identified and characterized to achieve the following goals: reducing pressure/incentive as a factor provoking academic dishonesty in students; to limit opportunities for academic fraud; to weaken students’ self-justification/rationalization arguments for their fraudulent actions. It is noted that the means of pedagogical influence aimed at preventing academic dishonesty of students are a combination of both active and proactive forms in all three sides of the «fraud triangle». A promising direction for further research based on the «fraud triangle» is to delve deeper into the role of the teacher in preventing all three factors of cheating.
Babakova T., Dobrinina O., Yusupova L. Key words: academic literacy, academic writing, regional university, questionnaire survey.	CHALLENGES AND DEVELOPMENT PROSPECTS FOR ACADEMIC WRITING AT A REGIONAL UNIVERSITY The article studies the specific challenges related to the development of academic writing at a regional university, using Petrozavodsk State University as a case study. The discussion is based on an analysis of survey results involving key participants in the university's educational process, administration representatives, faculty, and students (master's and postgraduate students including). Academic writing is regarded as a vital element in the development of students' academic literacy, encompassing methodological, logical, linguistic, and publication competencies. The aim of the study is to confirm or reject the hypothesis regarding the systematic implementation of academic writing in the university, identifying the problems and real perspectives in this aspect of higher education. The questioning of administration representatives and faculty revealed that the university's educational programs occasionally include academic writing disciplines, but specialized courses and seminars focused on course work and final projects are more prevalent. Notably, experience in researching and formatting relevant texts is gained primarily through academic mentors and self-study. Both the faculty members and students agreed this experience was not enough to write scientific articles and abstracts in Russian and English. The survey also highlighted the difficulties faced by the faculty members and students in crafting scientific texts, pinpointing issues related to the logical structure of scientific texts and academic writing style. Consequently, the study concludes about the necessity of systematic work on teaching academic writing to university students in both Russian and English and improving the relevant training of teachers in this area. In the end, the authors of the article propose a modular approach to developing students' academic literacy as a realistic prospect for advancing academic writing within the university's programs, given the current situation in education and the shortage of academic writing teachers.
Severin S. Key words: post-non-classical pedagogy, methodological trends, trends in the development of science, development strategies of post-non-classical pedagogy, risks of desovereignization of post-non-classical pedagogy, factors of deconfiguration of pedagogy.	POST-NON-CLASSICAL PEDAGOGY AS AN OBJECT OF TRANSDISCIPLINARY AND METHODOLOGICAL REFLECTION: RISKS OF DESOVEREIGNIZATION The article is devoted to the methodological problem of desovereignization of post-non-classical pedagogy and is of an analytical-hypothetical, debatable nature. The research problem is to determine how cultural and scientific transformations associated with the formation of post-non-classical culture, science, development trends of post-non-classical science influence the development of pedagogy; what methodological trends of post-non-classical pedagogical research these transformations form, including those of a destructive nature. The author focuses on the trends in the development of science in the context of post-non-classical culture (humanitariazation, convergence, intensification of inter- and transdisciplinary research, etc.), strategies for the development of post-non-classical pedagogy (in what direction should pedagogy be developed?), the trends in the methodology of post-non-classical pedagogical research, the risks of desovereignization pedagogy, factors of desovereignization, involution of post-non-classical pedagogy, methodological entropy in pedagogy (spontaneous divergent and convergent processes in science, the formation of «metascience», «technoscience», intensification of inter- and transdisciplinary studies of education, integration of pedagogy into inter- and transdisciplinary complexes, influence postmodernism, rejection of the paradigm as a methodological standard of research, emphasis on methodological pluralism, multi-paradigm). The author accentuates the main destructive methodological attitudes/trends/tendencies of post-non-classical pedagogy, post-non-classical pedagogical research (humanistic «declarism» (A. A. Arlamov), technocratism, «parade of paradigms, methodologies, neo-pedagogy» (V. V. Kraevsky), «erosion» of the disciplinary structure of pedagogy, legalization of «polymethodologies»), it is argued that the condition for ensuring the scientific sovereignty of post-non-classical pedagogy is the complementarity and synchronization of the following strategies for its development: theorization, humanitarization, methodologization and convergence (application of inter- and transdisciplinary approaches, inter- and transdisciplinary methodological tools in pedagogical research).
Gniteskaya T., Zabolotsky V. Key words: metasubject, metasubject training, metasubject connection, interdisciplinary connection, general education, higher education.	CONTINUITY OF APPROACHES IN EDUCATION: FROM METASUBJECT TRAINING TO METADISCIPLINARY EDUCATION The article discusses the concepts of meta-subject in education: approach, result, content. The historical aspect of the emergence of the concept of «metasubjectivity» and its understanding by the two main scientific schools studying this area are considered. A brief overview of research in the field of meta-subject teaching at the general education level is provided. The issue of integrating the principle of meta-subject into the Federal state educational standards of general education: primary, basic, secondary was discussed. Two directions of research into meta-subject matter are considered, the differences between which are associated with different approaches to fundamentality. comparative and classification analysis of subject-specific learning outcomes at the level of secondary general education and competencies at the level of higher education ‒ bachelor's degree was carried out. The low degree of study of meta-subjects at the level of higher education and the almost complete absence of approaches to modeling meta-subject connections given the current relevance of such research are shown. The relevance of meta-subject research is substantiated, taking into account the need to ensure continuity of approaches in education. The role of meta-subject modeling based on intra- and inter-subject connections at the levels of both general and higher education has been determined.
Sherekhova O. Key words: academic literacy, student research activity, academic writing, research report, foreign language education, law students.	ACADEMIC LITERACY DEVELOPMENT AMONG LAW STUDENTS: PREPARATION OF A RESEARCH REPORT In modern society, the problem of developing academic literacy of young researchers for their successful integration into the international scientific community is becoming increasingly important. Students’ participation in university research work provides opportunities for the development of academic writing skills, which is the basis of academic literacy. The purpose of this article is to analyze the gradual development of academic literacy of law students in the process of conducting research on a professional topic and preparing a scientific report in English. The peculiarities and characteristics of scientific report preparation are presented in the article. Preparatory, formative, basic and conscious participation stages are substantiated by the author. Each of these stages develops certain competencies. At the first stage, students learn to identify genres of texts, analyze and structure information. The second stage is devoted to developing critical reading skills. The students learn how to analyze and interpret information, correlate, summarize facts and draw conclusions. At the third stage, students master academic discourse in the context of legal science, study methodology of research, learn to process comparative data, structure and organize their research in a logical manner, and properly design the list of references. At the stage of conscious participation students generate ideas, defend their position, create and transmit new knowledge, take responsibility for the results achieved and show readiness for new challenges. These skills are indicators of the development of academic literacy, a competence that enables the realization of scientific communication at further stages of education.
Ananyina A. Key words: teaching academic writing, bilingual teaching, pedagogical guidance, individualized teaching, writing assessment criteria.	THEORY AND PRACTICE OF APPLICATION OF BILIGUAL APPROACH IN TEACHING STUDENTS TO WRITE SCIENTIFIC ARTICLES This article discusses the experience of organizing training for a group of bachelor's students from the Institute of History, Political and Social Sciences at Petrozavodsk State University, focusing on the creation of scientific articles through a bilingual approach. It clarifies the concept of the «bilingual approach» and provides a rationale for its practical application. Additionally, it details the criteria used to evaluate the scientific articles produced by students during their training with this approach. The structure of the training course, designed around the bilingual approach, consists of four sections: «The Methodology of Scientific Research as a Foundation for a Scientific Article», «Logic and Argumentation in a Scientific Article», «Language and Style of a Scientific Article», and «Preparing a Scientific Article for Publication». The paper also addresses the structure and specifics of the pedagogical support technology that underpins the students’ independent learning activities, which is essential for implementing the developed training course. The article presents positive outcomes from the bilingual education experienced by students during experimental work within the context of the practical course «Research Articles: Translation and Preparation for Publication». Furthermore, it includes a list of training tasks that could not be fully implemented. In conclusion, the findings suggest that teaching students to write scientific articles using a bilingual approach – provided there is continuous pedagogical support for their independent learning activities – proves to be effective. This indicates the potential benefits of incorporating this approach into the educational processes at higher education institutions.
Shpit E. Key words: academic writing, punctuation, non-Anglophone author, postgraduate student, non-native English speakers.	PUNCTUATION IN ACADEMIC WRITING OF NON-ANGLOPHONE AUTHORS Academic writing of non-native English speakers often features various linguistic, stylistic, and rhetoric inaccuracies. Punctuation is among the most dominant types of inaccuracy; however, it has received insufficient interest in academic writing research and instruction. The purpose of this paper is to demonstrate that targeted academic writing instruction based on a cross-cultural approach can considerably improve punctuation skills of Russian novice researchers, and this improvement can be controlled with regard to the complexity of punctuation issues. These issues were classified into «easy», «moderate», and «complicated» categories according to their frequency in academic texts, complexity of the associated English grammar, and correlation with the Russian grammar. To test students’ skills in English punctuation, we chose five issues: two from the «easy» category and three from the «moderate» category. Two groups of students were tested: those who did not have an academic writing course (Group 1) and those who completed the course (Group 2). The results demonstrated that Group 2 performed significantly better than Group 1 in both the overall test results and the results for each punctuation issue. In addition, in Group 2, there was a correlation between students’ correct answers and the complexity of issues. The findings suggest that the most essential punctuation issues, whether easy and explicit or complicated and uncertain, should be elaborated and practiced in goal-oriented academic writing instruction.
Tebenkova E., Zaitseva I. Key words: educational design technology, the project cycle, practice-oriented subject assignment, educational design task, practical task.	EDUCATIONAL DESIGN AT SCHOOL: HOW TO GET FROM A SUBJECT ASSIGNMENT TO AN ENTREPRENEURIAL PROJECT The article discusses the problem of teaching high school students project activities on a single basis in regular and extracurricular work on the subject, as well as non-formal additional education. The technology of educational design proposed by the authors allows academic subject teachers to organize the way from the educational subject into design through the formulation of practical tasks that have the potential for a design solution method and then the formulation of a series of design tasks: from educational design tasks to practical design tasks. The core of each project task is a project cycle that includes the following stages: analysis of the situation, problem statement, nomination of the project plan, reanalysis of the situation, translation of the project plan into a system of tasks, problem solving, the first step of implementation, presentation of the results of implementation, reflection of the method, redesign. Competent support of students allows teachers to initiate the development of the project concept from social and technological to entrepreneurial and infrastructure projects, to create a child-adult project community. The effectiveness of educational design technology is confirmed by the diagnosis of educational results of project groups of high school students. Using specially designed diagnostic tools, it is shown that the participants of the project groups had an increase in motivation and success in studying academic subjects, the formation of elements of project competence, as well as selfdetermination in a situation of professional choice.
Yusupova L., Tatarina T. Key words: academic writing, contest, academic essay, organizational-pedagogical conditions of contests.	ACADEMIC ESSAY CONTEST AS A MEANS OF POPULARIZING ACADEMIC WRITING IN THE EDUCATIONAL SYSTEM Academic writing, which has become a separate discipline, is actively developing in the world, while in Russia the interest in it has emerged relatively recently. Academic writing is not included in the list of compulsory disciplines, but the ability to express thoughts competently in writing is extremely important for successful study and professional activity. The article is devoted to academic essay contests as one of the means to popularize academic writing in the Russian education system. The article discusses the organizational-pedagogical conditions, evaluation criteria and the actual methodology of organizing the All-Russian contest for the «Best Academic Essay in English» from the Petrozavodsk State University Academic Writing Center. The main goal of the contest is to popularize academic writing among university and school students. The contest has been held 5 times since 2017, in the last two years it received the status of All-Russian with international participation. 410 participants (schoolchildren and students) applied for the competition in 2023. Essay contests with wide access, open evaluation criteria, and accessible teaching materials can become one of the means of popularizing academic writing in secondary and higher education with a well-developed methodological base.