List of abstracts, 2025 all issues

The relevance of scientific research is determined by the urgent need of practice and filling the gaps in science. Experts from practice can formulate their needs in the format of a list of relevant topics. The article presents the methods and technologies developed and tested in the formation of the List of relevant topics of scientific research in the field of educational sciences and generalization of this experience for application in other branches of science. The formation of the List of relevant topics of scientific research in the field of educational sciences was organized by the Russian Academy of Education and took about one year. The process covered more than 650 experts of the scientific community from 73 dissertation councils and more than 100 organizations. Based on the analysis of the experience of this event, a methodology for forming a list of relevant topics of dissertation research for application in other branches of science was developed. The methodology considers the process as a multi-level system, including information support, organizational support, technical support and the scientific community. Organizationally, the process consists of a preparatory stage, a stage of collecting topic formulations, multi-level verification of the proposed formulations and approval and execution of the finished list. At each stage, information and technical support of the process is provided using a software package consisting of a module for collecting proposals of topics, a module for verifying the wording of topics, a module for the work of expert groups, a module for publishing and working with the list, and a module for updating the list. The proposed methodology can be used to form lists of relevant topics for various branches of science.

The article proposes a transfunctional technology for implementing the management concept for the development of a pedagogical university. A transdisciplinary approach is suggested for the content and structuring of the conditions and mechanisms for the organizational development of the university to achieve national goals of worldview and technological sovereignty. A comparative analysis of the functioning and development processes of the educational organization is provided. The experience in strategic management is presented, along with the tools and mechanisms for implementing transfunctional technology, and the main mission of the pedagogical university is justified as an industry and territorial leader in training pedagogical and managerial personnel for the 21st century. The purpose of the publication is to present the results of a project-management longitudinal study related to the development of a management concept for the growth of a pedagogical university based on the principle of the unity of the educational space and a scenario for the transformation of the university's management system, including risks and opportunities for change. The materials and methods include the development management method, metaphorical analysis in revealing the working definition of «transfunctional technology», statistical analysis of testing results including observation and monitoring of the activities of students and teachers within the project «Competence Center» at Nizhny Novgorod State Pedagogical University named after Kozma Minin since 2020. Specific results and their discussion: a management concept for the development of a pedagogical university has been developed, based on transdisciplinary methodology and the principle of the unity of the educational space; a transfunctional technology for implementing this concept has been established; a transformational effect has been obtained during experimental testing as an integral indicator of the effectiveness of the management technology for the university's development. The particular relevance of the activity-based content of the concept and technology for management development is created through the joint efforts of the university staff. The «activity space of encounter» includes project and regional training teams comprised of individuals interested in partnership and collaboration with the university to build a new educational-pedagogical practice that meets the state's requirements in the field of national educational policy.

The article addresses the issue of determining the methodological foundations for the study of changes in intra-school management. The authors are reflecting on the proposals of the Russian Academy of Education on the scientific justification of strategies and forecasting of educational development. Based on the current state of the educational system, an analysis of the methodological research foundations on these issues over the past 20 years in pedagogy, economics, sociology, etc. According to the results of the analysis, a systematic approach was used as a leading basis for researching on intra-school management. Consideration of the provisions submitted by scientists allowed the authors to identify a set of models, objects and systems designed by researchers, as well as classify them according to 7 aspects of intra-school management. The authors position formulated on possible grounds and directions for further scientific research is indicated for each of the aspects.

The article is devoted to the operationalization of the «family travel as an educational event» concept from the standpoint of domestic psychological and pedagogical experience. The study relevance is due to the need to deepen the scientific reflection of the problem of the tourist travel influence on the pedagogical task solution for developing social qualities of the individual. The theoretical and empirical arguments are given, allowing us to define a family trip as an educational event organized for the purpose of personal co-development of all family members. The author's methodology for developing a family trip presented in the article is illustrated by an example of determining the pedagogical meaning and designing the conditions for achieving a possible pedagogical result of joint activities of members of a traveling family. Thus, the study solves the problem of the praxeological gap existing in pedagogical research on the topic of family tourism. The argumentation is given for choosing the destination of a family trip (Arkhangelsk region) and forming the content of each stage of designing and implementing the route (problematization, conceptualization, preparation and participation in the event, reflexive stage). The conclusion is made about the significant prospects of research of phenomenological orientation at the junction of scientific disciplines (pedagogy and a number of scientific fields with the subject area of «family tourism»). The theoretical contribution of the study is the methodological substantiation of the methodology of pedagogical design of a family trip as an educational event and the methodology itself. The novelty lies in the interrelation of the content and technologies of organizing and conducting a family trip with the achievement of specific pedagogical results and in defining all family members as subjects of the educational event. The theoretical and practice-oriented conclusions presented in the article may be of interest to researchers in the field of pedagogy and tourism, organizers of educational activities, representatives of the professional sphere of tourism.

Teachers of linguistic disciplines note low motivation to study foreign languages among students of medical universities. As a rule, students usually do not pay due attention to self-study, which accounts for up to 30 % of the hours allocated for studying the discipline. To increase motivation, it is necessary to look for alternative learning options, including new ways of organizing self-study. One of them is to attract the resources of the Telegram messenger. Having studied the educational potential of this platform, the author has developed a system of self-study for foreign medical students studying Russian as a foreign language for professional purposes (the language for special purposes). The article describes a set of tasks aimed at both the aspect of language learning and the development of communication skills in various types of speech activity. In particular, the author proposes a system of work on teaching and consolidating medical vocabulary as well as grammar specific for medical discourse. The article also demonstrates various options for tasks aimed at developing the skills of receptive (reading and listening) and productive (speaking and writing) types of speech activity. The author concludes that the proposed system of work within the framework of the Telegram channel management increases the motivation of foreign students to study the language for special purposes and makes self-study more effective. The described forms of work can also be used in teaching other foreign languages to students of various fields of study.

The article substantiates the relevance of introducing project activities for the formation of ethnocultural competence of students. The expediency of using project activities as a means of forming ethnocultural competence of students is indicated on the basis of the analysis of the strategy of the state national policy of the Russian Federation for the period up to 2025, Federal state standards of the new generation, scientific articles and monographs devoted to this issue. The pedagogical conditions for the effective implementation of the project approach in the field of ethnocultural education are substantiated: the interdisciplinary nature of project activities in the context of developing ethnocultural competence of students is characterized; the importance of using the technology of pedagogical support at all stages of work on the project is shown. To assess the results of the experimental work, a comparative analysis of the survey data of students in different areas of training according to the cognitive, affective and behavioral-activity criterion of ethnocultural competence is presented. Positive changes in the ethnocultural competence of students are revealed for all three declared criteria based on the analysis of the survey results and assessment of the quality of the products of their activities. The quality of project activity products is analyzed through the organization of public examination at the public defense of projects. Conclusions and proposals for the organization and pedagogical support of students' project activities for the formation of ethnocultural competence are formulated.

Nowadays teaching any foreign language is mostly being implemented in terms of the cognitive discursive paradigm. According to this approach language represents a cognitive process revealing in communication through a combination of various mechanisms. These mechanisms of human activity can be understood in close connection with the study of language and human mental abilities. Based on the postulate that speech immersed in life should be regarded as discourse (according to N. D. Arutyunova), we come to the conclusion that it is impossible to separate language and different human mental abilities such as consciousness, memory, attention. The latter participate in the creation of a particular discourse representing communicative practice. So, this allows us to say that behind any act of communication, discourse, there are discursive practices which can be defined as a set of norms, attitudes and conventions accepted in a particular community. The study of discursive practices seems relevant, since mastery of these practices facilitates communication for representatives of a certain sphere. Knowledge of the rules of this sphere helps its representatives achieve their personal goals, solve professional social problems. Thus, discursive practices can be considered as a social practice. This article examines the problem of teaching future journalists foreign-language discursive practices as an institutional practice operating within the framework of media discourse. A definition of discourse is given; the types of discourse studied by bachelors of journalism are described; the features of these discourses are noted. While using the developed exercises in the English language, which involve a detailed study of television, journalistic, radio and Internet discourses, future journalists become familiar with the features of the discourses of students’ subject area, and also master the discursive practices existing in the professional field of journalism.

The scientific and technological development of the country's economy can be ensured if the integration of science, education and production (business) is achieved with the transformation of higher engineering education in order to train innovative, highly qualified personnel in demand by science and business. Combining the efforts and resources of this triad will undoubtedly contribute to the formation and development of the professional competencies of future engineers. Integration is carried out in the form of scientific and educational clusters, complexes, associations, consortia, and centers. Scientific and educational centers have been created in many technical universities, including those specializing in construction. Their functioning, ensuring interaction and cooperation of students, teachers, representatives of science, production and business, activates the process of creating cognitively flexible and technologically rich spaces that have pedagogical potential for modernizing the learning and teaching environment. The purpose of the article is to reveal the structure, essence and capabilities of the pedagogical potential of scientific and educational centers in the training of engineering personnel using the example of an architecture and civil engineering university. The novelty of the work lies in the theoretical and applied substantiation of the effectiveness of scientific and educational centers of an architecture and construction university as a creative environment with the pedagogical potential of integrating science, education, and business in order to train highly professional personnel, revealing the structural and functional system of crea-tive spaces. The feasibility of researching scientific and educational centers and their pedagogical potential is in the strategy for the development of a system of professional and engineering training for specialists in the construction sector, which is determined by reflections on the creative space of the university as a cognitively integrated system, stimulating the activity of participation and responsibility of production and business in the development of the creative thinking function of students, connecting educational activities with a professional industry active environment, spaces that stimulate cognitive professional activities with an active environment.

Mentoring is being restored as a socio-pedagogical phenomenon taking place with the support of the state, the intensification of pedagogical science and the activities of professional pedagogical communities. Mentoring is becoming a ubiquitous practice at all levels of education, carried out in various types and forms, including at the level of online pedagogical communities, in the form of additional pedagogical, in the formats of non-formal professional education of teachers. The article presents methodological approaches (historical-pedagogical, axiological, system-activity, personalized), methods (historical-pedagogical, contextual, comparative analysis, documentary method, pedagogical experiment), the source base of the research. The theoretical part reveals a number of essential aspects of the phenomenon of mentoring in education and its transformation in modern conditions of educational development. The researchers note the cultural and historical conditionality of mentoring and suggest a periodization of mentoring activities in education. The practical part presents the experience of mentoring initiated by members of the professional pedagogical community of music supervisors of preschool educational institutions of the Petrozavodsk city district (pedagogical laboratory «Modern Music»). Mentoring activities carried out in the community are conditioned by a number of objective circumstances, but, above all, they are based on the needs of both the mentor and the mentee in mutually enriching activities. The article introduces the ideas, principles, content, formats of the key area of the community – mentoring activities, the organization and the first results of the work of the «School of Mentoring» structure specially created for its implementation. In conclusion, the results of the study are summarized as opportunities for mentoring in solving current scientific and practical tasks and problems of education.

The presence of the terms «bullying» and «mobbing», which denote special forms of psychological and physical violence that are similar in their methods of aggression, often leads to the fact that in the scientific and methodological literature related to pedagogy and psychology, these concepts are confused and considered synonymous. This may cause misunderstanding and confusion among readers. At the same time, the differing goals of the subjects of bullying and mobbing violence may require different approaches to overcoming and preventing these destructive phenomena. Sometimes scientists try to draw a clear and unambiguous demarcation of the boundary between these terms. But at the same time, the authors' arguments regarding the differences between mobbing and bullying do not seem convincing enough. Based on the analysis of scientific and methodological literature, this article attempts to eliminate contradictions in approaches to the problem of differentiation between bullying and mobbing. The author's definitions of these terms are given.