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.