List of abstracts, 2026 all issues
Vol. 14. No. 1.
| The Editorial | |
| NOVIKOV S. Key words: historical memory, historical knowledge, historical thinking, historical empathy, sociocultural identity, myths. | HISTORICAL KNOWLEDGE AND HISTORICAL MEMORY AS SCYLLA AND CHARYBDIS OF SCHOOL HISTORICAL EDUCATION
The article presents the author's vision of solving the key problems of school history education. The purpose of the article is to show how to combine in a school history course the seemingly incompatible ‒ «historical knowledge», which should be objective, and «historical memory», which is subjective by its nature. Based on the conceptual description of the phenomena of «historical consciousness», «historical knowledge», «historical memory» contained in modern humanities, the author, through the analysis of the regulatory framework in the field of education, educational literature and modern pedagogical practice, came to the following conclusions. A teacher solving the problem of installing in the consciousness of students both pedagogically adapted scientific historical knowledge and representation of past events (historical memory) should abandon a monologue in favor of a dialogue (with a student, a source). He will be able to plot a course for the school ship of history between the rational («knowledge») and the emotional («memory») in the case of focusing efforts on mastering the skills of historical thinking by students (the ability to understand and explain history, to see the past through the eyes of ancestors and to establish cause-and-effect relationships, respectively). This will ensure the development of historical empathy in schoolchildren (the willingness to feel the events being studied, to evaluate them based on the image of the world of people from past eras). Thus, the school history course will be both a tool for combating amnesia and a means of mastering the results of modern scientific research on past social reality. |
| BULAT R. Key words: pedagogical education, Core of Pedagogical Education, unification of higher education programs, autonomy of educational institutions. | ENHANCING UNIFIED APPROACHES TO THE STRUCTURE AND CONTENT OF HIGHER PEDAGOGICAL EDUCATION
This article addresses current issues concerning the enhancement of unified approaches to the structure and content of educational programs for the fields of study 44.03.01 and 44.03.05, contextualized within the Concept for Education Development until 2036. The study aims to identify the theoretical prerequisites underlying this process and subsequently test the formulated hypotheses empirically through a survey of diverse categories of teaching professionals. These professionals serve in dual expert capacities: as experts on the quality of education received, implementing it in practice within general and secondary vocational education, and as specialists in the design and implementation of higher education programs (specifically 44.03.01 and 44.03.05). The scientific significance of this research lies in its identification of the challenges educational institutions face when implementing methodological recommendations for the adoption of the Core of Pedagogical Education, the content of which extends beyond the framework of foundational training. The practical significance resides in the development of actionable proposals aimed at preserving the independence and autonomy of educational institutions in formulating professional competencies, defining specialization profiles for fields of study, and designing the structure and content of the subject-specific methodological module. The methodology encompasses a comparative analysis of regulatory frameworks, scientific publications, best practices for integrating the Core of Pedagogical Education, and empirical data from a survey of educators (n=234), which validated the necessity of enhancing core professional competencies. This underscores their critical role in informing the development of the 4th generation Federal State Educational Standards for Higher Education for 44.00.00 «Education and Pedagogical Sciences». Furthermore, the study provides a reasoned argument that the increased role of university-wide departments in shaping the foundational professional component of graduate training should be proportionally reflected in allocated teaching hours and the formal assignment of foundational professional competencies to these departments. The proposals for decentralizing the development of professional competencies, formulated on this basis, ensure adherence to the principle of institutional autonomy in designing educational programs while accounting for employer needs and regional specificities. |
| DYUKOV S. Key words: teacher, student, pedagogical abuse, bullying, sociopathy, psychopathy, dissociative personality disorder, and deviant behavior. | PEDAGOGICAL VIOLENCE AND PEDAGOGICAL BULLYING: MANIFESTATIONS, PROBABLE CAUSES AND PREVENTIVE MEASURES
The article examines pedagogical violence and pedagogical bullying, which are serious problems in modern education both in Russia and abroad. These phenomena represent the destructive influence of teachers on students during the educational process. Pedagogical violence has a negative impact on the emotional state of children, hindering their normal development and leading to various psychological disorders. The article analyzes scientific publications, surveys of students and school teachers, and college students and professors. It identifies a category of teachers who use certain methods of pedagogical violence in their work. There are a number of negative consequences of the systematic use of aggressive pedagogical methods: the formation of low self-esteem in students, the emergence of fear of authority figures, the inability to express one's own feelings adequately, the deterioration of learning motivation and academic performance, and the appearance of behavioral disorders. As one of the conclusions, it is suggested, probably requiring further detailed study, that one of the factors of pedagogical violence and bullying is the teacher's dissociative personality disorder. Teachers who are prone to pedagogical violence often have very specific personality traits that may indicate a dissociative personality disorder (psychopathy, sociopathy). It is concluded that creating a safe educational environment requires significant correction of negative personal attitudes among teachers, or their departure from this professional field. |
| NAZAROV A. Key words: generative artificial intelligence, Top-IT education programs, personalization of physics teaching, SOLO taxonomy, critical thinking. | PROBLEMS AND PROSPECTS OF USING GENERATIVE ARTIFICIAL INTELLIGENCE IN TEACHING PHYSICS TO IT BACHELOR'S DEGREE STUDENTS
The article examines the potential of generative artificial intelligence (GAI) in education and substantiates the feasibility of its use in teaching physics to undergraduate students in information technology programs. The study proposes an adaptive educational strategy based on a comprehensive content analysis of scientific publications, comparative curriculum analysis, secondary analysis of large-scale surveys conducted among students and faculty at Russian universities, and the application of pedagogical design methods. Rather than promoting restrictive policies on GAI in teaching, the strategy emphasizes using GAI to foster students’ critical thinking and research independence. The findings suggest that intelligent systems are well-suited to integrating fundamental physics concepts with applied IT tasks. They can act as a virtual tutor, a source of multimodal content, a means of personalizing learning trajectories, etc. To enhance the effective use of GAI, the study introduces a set of physics problems with varying levels of complexity and diverse expected output formats. It also outlines verification methods, such as cross-checking responses across multiple GAI models, synchronous dialogue, visualization and modeling. The combined use of Bloom’s and SOLO taxonomies is recommended for assessing learning outcomes, as it enables evaluation of both the level of students’ cognitive activity and the depth of their conceptual understanding. The proposed solutions are aimed at developing students’ creative competencies related to critical thinking, the ability to interact effectively with intelligent systems, and readiness for lifelong learning. |
| MASHKOVA E., SHALINA M. Key words: slow reading, clip thinking, philological education, literary text analysis, close reading, text interpretation, I. Turgenev, «The Torrents of Spring». | DEVELOPMENT OF SLOW READING SKILLS FOR PHILOLOGY STUDENTS : OVERCOMING THE CHALLENGES OF CLIP THINKING
The article addresses the problem of overcoming clip thinking among philology students in the context of digital transformation. As a solution, the targeted implementation of the close/slow reading method is proposed; its theoretical foundations and practical applications in domestic and international traditions are analyzed. The text examines in detail the levels of working with a text (linguistic, semantic, structural, cultural) and algorithms for organizing the educational process, including principles for text selection, commentary, and group interpretation. A university course in the History of Russian literature is considered an optimal platform for testing this method. Using the analysis of I. Turgenev’s novella «The Torrents of Spring» as an example, the article demonstrates how slow reading uncovers deeper meanings through attention to details of portraits, gestures, and symbols. It is proven that the systematic application of this methodology develops skills for holistic text perception, enhances analytical abilities, and compensates for the effects of a fragmented consciousness. The proposed approach contributes not only to the professional development of philologists but also to personal reflection, preventing superficial interaction with the text. |
| LUKASHENKO A. Key words: cultural intelligence (CQ), students of international relations, foreign language teaching, intercultural communication, digital educational technologies, TED Talks, Flipgrid, methodological recommendations, professional competence. | DIGITAL TOOLS IN DEVELOPING CULTURAL INTELLIGENCE AND FOREIGN LANGUAGE COMMUNICATIVE SKILLS FOR STUDENTS OF INTERNATIONAL RELATIONS MAJORS
The article addresses the relevant problem of developing cultural intelligence (CQ) in students of international relations in the process of foreign language teaching. In the context of globalization and digitalization, CQ is considered not as an optional soft skill, but as a core professional competence necessary for effective interaction in a multicultural environment. The aim of the study is the theoretical substantiation and development of methodological recommendations for integrating the purposeful formation of CQ using the potential of the digital platforms TED Talks and Flipgrid. The work analyzes the essence and structural components of cultural intelligence (metacognitive, cognitive, motivational, behavioral) in the context of training future international specialists. The didactic potential of the «TED Talks + Flipgrid» combination is justified for creating a holistic digital ecosystem that provides authentic language and cultural content, interactivity, and a psychologically comfortable environment for reflection and practice. Specific methodological recommendations are offered for the stage-by-stage organization of work aimed at developing each CQ component, which are illustrated by a fragment of a lesson on the topic «Cultural Identity and Resilience». The practical significance of the article lies in the fact that the presented materials make it possible to transform a traditional foreign language lesson into an effective platform for developing cross-cultural competence that meets the demands of the modern labor market. |
| BAKHTEROV T. Key words: spiritual and moral development, theoretical foundations, modern school student, pedagogical heritage, K. D. Ushinsky, V. A. Sukhomlinsky, integrative model. | SPIRITUAL AND MORAL DEVELOPMENT OF THE INDIVIDUAL IN AN ORTHODOX SCHOOL IN THE CONTEXT OF THE IDEAS OF THE CLASSICS OF RUSSIAN PEDAGOGY
The article reveals the theoretical foundations of the spiritual and moral development of the modern school student's personality through a systematic analysis of the pedagogical heritage of K. D. Ushinsky and V. A. Sukhomlinsky. The relevance of the study is determined by the need for scientific comprehension of ways to integrate classical pedagogical concepts into the practice of modern education in the context of digitalization and value transformation of society. The theoretical basis of the study was the fundamental works of K. D. Ushinsky and V. A. Sukhomlinsky. The methodology includes comparative analysis of the classical educators' pedagogical systems, historical-pedagogical reconstruction of the principles of spiritual and moral education, and theoretical modeling. An integrative model of school students' spiritual and moral development has been developed, synthesizing Ushinsky's anthropological approach and Sukhomlinsky's personality-oriented paradigm. The mechanisms of translating classical principles (national character, education of feelings, value of labor) into the modern educational context have been identified. The pedagogical conditions for effective implementation of the classical educators' theoretical provisions in the practice of modern schools have been determined. The theoretical significance of the study lies in the systematization of scientific ideas about spiritual and moral development of personality in the pedagogical heritage of Ushinsky and Sukhomlinsky. The practical value consists in the development of methodological tools for designing educational work in educational institutions. Research prospects are related to the development of specific methods for implementing the proposed model in school practice. |
| SLAVIN E. Key words: intensive learning, written foreign language communication, business English, economic sphere, entrepreneurial classes, pedagogical experiment, communicative competence. | AN EMPIRICAL STUDIES OF THE EFFECTIVENESS OF INTENSIVE LEARNING TECHNOLOGY FOR WRITTEN FOREIGN LANGUAGE COMMUNICATION IN THE ECONOMIC SPHERE
The article is devoted to the problem of the formation of written foreign language communicative competence in the economic sphere among high school students of entrepreneurial classes in conditions of a shortage of study time. The purpose of the study is to empirically verify the effectiveness of the developed technology of intensive training in written business communication in English. The pedagogical experiment was conducted on the basis of GBOU Secondary School No. 1286 with the participation of 42 students of the 10th grade, divided into control and experimental groups of 21 people. The study included three stages: diagnostic (survey of 49 respondents, entrance testing), formative (cycles of classes using technology) and final (control testing). The diagnostic tools were based on three criteria of competencies of the Federal State Educational Standard for Higher Education «Economist». To ensure objectivity, a blind evaluation procedure was used by independent experts with the calculation of the Kappa Cohen coefficient (k ≥ 0,69). The experimental group demonstrated an increment of 58 % of the maximum score, which was 2.6 times higher than the result of the control group (22 %), and made a qualitative transition from the initial (A1) to the intermediate (A2 ‒ B1) level of language proficiency. The greatest progress was recorded according to the criterion of «Economic culture and financial literacy» (+73,3 %). The re-sults confirm that the developed technology is an effective means of accelerating the formation of written competence and can be recommended for implementation in the educational process of specialized classes. |
| FILONOVA A. Key words: media security, media education, media literacy, information security, higher education, integrative approach, digital environment. | INTEGRATIVE MODEL OF MEDIA SECURITY IN THE UNIVERSITY EDUCATIONAL ENVIRONMENT
The relevance of this study is driven by the growing media risks in the context of higher education digital transformation, where students and faculty actively interact with digital platforms, social networks, and multimedia content. Insufficient media competence and the lack of systemic protective measures increase the vulnerability of educational process participants to disinformation, cyber threats, and manipulative media influence. The aim of the research is to theoretically substantiate and develop an integrative model of media security in the university educational environment. The methodological basis is an interdisciplinary approach combining the ideas of media education, information security, and educational psychology. The study employs theoretical analysis of Russian and international research, content analysis of regulatory documents, and conceptual modeling. An original integrative media security model is proposed, comprising four interrelated components: educational, technical, psychological, and organizational-managerial. The mechanism of synergistic interaction between model components is conceptually described. Specific examples of integrative approach implementation in Russian and foreign universities are presented. Implementing the integrative model creates conditions for developing safe media behavior skills among students and faculty, reduces media risks, and strengthens the university's information culture. The practical significance lies in the applicability of the proposed model for developing university educational programs and policies. |
| KOSMINA D., KONDRATIEVA A. Key words: secondary vocational education, readiness of entrepreneurial activity, labor market, entrepreneurship, skills, knowledge, cognitive readiness. | THE READINESS OF VOCATIONAL SCHOOL GRADUATES FOR ENTREPRENEURIAL ACTIVITY
The article is devoted to the problems of entrepreneurial knowledge and skills formation at institutions of secondary vocational education. The relevance of the study is due to the importance of the small and medium-sized enterprises segment in the framework of the economic growth of the region, as well as the lack of research in this area. The purpose of the study is to identify problematic elements in fostering vocational graduates' readiness to work in the field of medium and small businesses. As a result of the survey of 379 respondents, representatives of the business community, graduates of vocational education institutions of the Republic of Karelia, the main problem points were identified, among which graduates of the secondary vocational education system lacked relevant knowledge on government support measures, organization management, information business resources, as well as insufficient skills to work in the software environment. Also, based on the questionnaire data, the relevant soft skills in demand in entrepreneurial activity were identified, namely: communication skills, emotional intelligence, teamwork, adaptability, as well as time management skills. |
| BARANOVA O., ZHURAVLEVA M. Key words: readiness for technological partnership, engineering training, future engineers, pedagogical conditions. | DEVELOPING THE READINESS OF FUTURE ENGINEERS FOR TECHNOLOGICAL PARTNERSHIP IN THE OIL AND GAS SECTOR: THE PRACTICAL ASPECT
The innovative strategic development of the petrochemical complex is characterized as a technological «breakthrough». The new technology implementation is ensured by joint high-tech projects, which are implemented by highly qualified engineering personnel capable of multifunctional activities. Due to the complexity of professional tasks in the oil and gas industry and the high requirements for engineers, it is necessary to develop their readiness for technological partnership within the continuous school-university training system framework. The employers survey revealed the requirements for engineering personnel. The engineering activities specifics analysis in the technological integration context and the existing system of training specialist assessment allowed us to substantiate and develop a set of organizational and pedagogical conditions aimed at developing the future engineer readiness for in oil and gas production. The set of organizational and pedagogical conditions influence on the development of technological partnership readiness was studied during the experimental work, the results indicated a positive dynamics on the level of future engineers' readiness for technological partnership within oil and gas production. To assess the effectiveness of this process, the appropriate criteria-based evaluation framework has been devel-oped and used. The development of motivation, the expansion of professional competencies, and the building up of personal resources of future engineers ensured their readiness for changing activities in an integrated petrochemical complex. |
| KOSTENKO M. Key words: pedagogical education, training of teaching staff, professional values, traditional values, soviet experience. | ANALYSIS OF THE SOVIET EXPERIENCE OF TRAINING TEACHING STAFF: VALUES, THEORY, PRACTICE
The relevance of preparing teachers for professional activities aimed at introducing schoolchildren to the traditional values of Russian culture necessitates special attention to the Soviet experience of developing the pedagogical education system, which ensured the formation of professional values and axiological competencies in teachers. Objective: to analyze the existing research on the Soviet system of pedagogical education and to identify effective solutions relevant to the current situation for ensuring the formation of value orientations in teachers and the readiness to form them in students. The article analyzes the results of studies presented in periodicals and dissertations over the past 10 years (2015‒2025), which were compared with the results of empirical studies (interviews with teachers, discussions of practicing teachers, some results of a questionnaire on the sources of professional values, traditions and features of the domestic system of pedagogical education). It has been established that the number of studies focusing on either the regional system of training Soviet school personnel or the development trends, characteristics, and individual aspects (such as mentoring or value concepts) of professional teacher education is growing. The authors address the dissemination of best practices in the process of teacher training, comparing the dynamics of the system's development at different historical stages of the Soviet and post-Soviet periods, its axiological foundations, and value concepts. Based on the conducted analysis of theoretical sources, it is significant to turn to effective practices of pedagogical education of the Soviet era in terms of disseminating values and developing the pedagogical position of a teacher responsible for developing value systems in students. Researchers of the Soviet era emphasize the targeted nature of personnel training in both ideological and organizational terms, noting the systematic and planned nature of this work. Personnel training was centralized, carried out according to uniform curricula, and aimed at instilling professional values in teachers. |
Vol. 14. No. 2.
| THE EDITORIAL | |
| DYATLOVA E. Key words: professional and pedagogical training, linguodidactic system, bilingual foreign language training, foreign language teacher. | BILINGUAL FOREIGN LANGUAGE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS: THE SEARCH FOR SYSTEMIC SOLUTIONS
The article is devoted to the study of the systemic foundations of organizing bilingual training for future foreign language teachers. The relevance of a problem is determined by the need to identify effective approaches to the development and implementation of linguodidactic systems aimed at the development of bilingual pedagogical activity readiness among future foreign language teachers. We made an attempt to conceptualize scientific and practical developments related to the system construction of professional and pedagogical future bilingual teachers training based on the analysis of the experience of organizing foreign language training for specialists in the field of linguistics and pedagogy. Accordingly, the purpose of the study is to develop and substantiate a linguodidactic system of bilingual foreign language training for future foreign language teachers and to present its model structure. Methodologically, the study is based on dialectical, systemic, anthropological, competence-based, bilingual, cultural, and activity-based communicative approaches, as well as on the principles of pedagogical design and modeling. The research applies both theoretical (analysis, synthesis, formalization, design, modeling, idealization) and theoretical-empirical (observation, examination, description) methods of scientific inquiry. The study raises the issue of integrating bilingual competence into the design system of the content and procedural aspects of teacher training programs, in which students master two foreign languages and two corresponding teaching methodologies. The article presents the characteristics that a linguodidactic system of professional and pedagogical bilingual training should meet. The results of the system’s development are presented, along with a description of its integral structure, consisting of interrelated components: target, conceptual, content-related, procedural-activity, control-evaluative, and effective components. All of them are functionally oriented toward forming the bilingual competence of future foreign language teachers. Particular attention is paid to describing the components and subcomponents of the system, providing a holistic understanding of their functional purpose and the nature of their interactions. We also present a structural model of the system. |
| DOBROVOLSKAYA N., KHARCHENKO A. Key words: large language models, artificial intelligence in education, programming instruction, metacognitive skills, prompt engineering, educational technologies. | DEVELOPMENT OF METACOGNITIVE SKILLS THROUGH DIALOGUE PATTERNS OF INTERACTION WITH AN AI ASSISTANT IN PROGRAMMING EDUCATION
The widespread integration of large language models (LLMs) into education, including programming instruction, creates the risk of students using ready-made solutions, which may hinder the development of critical metacognitive skills: planning, monitoring, and analysis. This study tests the hypothesis that pedagogically structured interaction with an AI assistant, as opposed to directive assistance, fosters deeper and more sustainable acquisition of these skills. Materials and Methods. A taxonomy of dialogue prompt patterns implementing metacognitive scaffolding strategies was developed and practically tested. The effectiveness of the patterns was evaluated through an exper-iment involving 90 first-year students studying C++, divided into three groups: an experimental group interacting with an LLM via pedagogical patterns, a control group receiving directive LLM assistance, and a group without AI support. Research Results. The results showed that the group which used patterns demonstrated statistically significantly higher scores on tests measuring the ability to apply learned patterns in unfamiliar subject areas, and log analysis of the dialogues re-vealed a qualitatively deeper thinking process. Conclusion. It is shown that the educational effect of LLMs is determined not by the technology itself, but by the pedagogical strategy of interaction, and a specific set of tools for its implementation is proposed. |
| YURCHENKO M. Key words: teacher professional development, developmental education, participatory design, didactic concept, program effectiveness evaluation, practice-oriented learning. | PRACTICES OF DEVELOPING AND PARTICIPATORY EDUCATION (A CASE STUDY OF EVALUATING THE IMPLEMENTATION OF THE PROFESSIONAL DEVELOPMENT PROGRAM «DIDACTIC CONCEPT OF FORMATION OF NATIONAL IDENTITY AND CIVICS»)
The article presents the results of evaluating the effectiveness of the additional professional development program for teachers «Didactic Concept of Formation of National Identity and Civics», implemented at the Presidential Academy (Siberian Institute of Management). The relevance of the study is determined by the crisis of traditional educational models and the need to move from the transmission of «profane knowledge» to creating environments for the development of students’ subjective and civic agency. The aim of the work is to assess to what extent the program ensures that participants acquire the professional competencies necessary for designing and implementing practices of developmental and participatory education (the technological component of the concept). The empirical basis is a randomized sample of 10 participants from three training cohorts (June, August, October 2025), representing 24 % of all completers (42 persons). Methods include statistical analysis of academic performance (LMS), content analysis of learning artifacts (final projects, case studies, presentations), and causal analysis of cohort dynamics. It was found that the program demonstrates a 100 % completion rate, a high level of mastery, positive dynamics in academic outcomes, and the ability to overcome identified deficits in participants’ digital competencies through prompt methodological adjustments. Qualitative analysis confirmed that graduates developed the ability to design educational solutions based on the principles of participation and development. The program proved effective in transforming the professional position of the teacher from a knowledge transmitter to a designer of developmental educational environments. The key success factors are the practice-oriented format and flexible methodological support adapted after each cohort. The findings are preliminary and require verification with larger samples. |
| BELIAKOVA I., EVDASH V., ZHURAVLEVA N. Key words: AI tools, chatbots, customized chatbots, EFL educators. | CUSTOMIZED CHATBOTS IN ENGLISH LANGUAGE TEACHING: REALITY AND PROSPECTS
In recent years, AI tools have been actively implemented into the education settings with AI-powered chatbots emerging as one of the most promising tools. This study describes the practice of using customized chatbots among English language teachers at Russian universities, determine their level for competence in creating customized chatbots, identify advantages, disadvantages and ways to overcome them, and predict the prospect of using customized chatbots in the educational process. To achieve this goal, a survey was conducted among 203 Russian university educators to identify benefits and limitations of using chatbots in English classes, factors influencing the motivation for their implementation, and the need for further training to enhance relevant competencies. In addition, an in-depth interview was conducted with three EFL educators who actively integrate customized chatbots into their teaching. Although this study focused on university English Language instructors, the findings can be applied to educators from various academic areas. |
| CHIZH R. Key words: foreign language, future journalists, creative writing, discourse. | CREATIVE WRITING: THE KEY TO EXPANDING THE DISCOURSE POTENTIAL OF FUTURE JOURNALISTS
The article examines the use of creative writing in teaching English to students studying to become journalists. This technique is considered an effective means of developing the professional foreign-language communicative competence of future journalists, whose work is inextricably linked to the creation of written texts of various genres, which must attract readers’ attention and be memorable. Therefore, journalists should incorporate unconventional ideas, employ creative techniques, and utilize creative means in these texts. The effectiveness of creative writing is examined within the context of a discourse-oriented approach. A discourse-oriented approach to foreign language teaching shifts the focus from purely grammatical rules to practical communication. Thanks to this approach, students learn not only to speak a foreign language but also to understand the deeper meanings of that language: the context, cultural characteristics, and social roles of the participants in the communication. This, in turn, enables them to generate logical and appropriate statements, successfully participate in intercultural dialogues of various formats, and develop discourse competence – the ability to confidently use language in a variety of communicative situations. This approach comprehensively develops students’ linguistic knowledge, contextual understanding, and cultural awareness, developing their communicative competence in the field of writing for effective interaction in a globalized world. The study is based on data from an experiment conducted by the author during the 2024/25 academic year at the Department of Foreign Languages in the sphere of Journalism, Philology and Arts at Saint Petersburg State University with bachelor’s degree journalism students. The research methods used included: observation, survey, experimentation, analysis, comparison, and interpretation of data. The experiment allowed the author to conclude that the technology «Creative writing» is effective in English classes, that it significantly improved the level of linguistic and creative competence of students who are future journalists, and that it increased students’ motivation to learn a foreign language. |
| OSTROVERKHAIA I., KORSAKOVA G. Key words: universal competence, cognitive competence, general educational skills, pedagogical support for learners’ independent work, mind map, infomap, visualisation, technical literacy, linguistic literacy. | PEDAGOGICAL SUPPORT FOR INDEPENDENT WORK OF NON-LINGUISTS BASED ON AN INFOMAP DEVELOPMENT IN MASTERING THE ENGLISH LANGUAGE AT UNIVERSITY
The purpose of this study is to present the experience of developing pedagogical support for non-linguistic university students’ work at creating an infomap in the English language. An infomap is viewed as an electronic one-page document presenting verbal and visual information on specific thematic sections. Its development is intended to facilitate the development of searching, evaluating, systematising, and structuring information skills. The scientific novelty of this study lies in its first description of a technology for pedagogical support for students’ independent work by using an infomap as a new tool aimed at developing universal competencies in systems and critical thinking, responsible for the correct information processing. The key research method was experimental work, supplemented by observations, quantitative calculations, and analysis of the products of students’ intellectual and creative activity. The article outlines the sequential stages of pedagogical support for experimental work on creating infomaps for a pilot student cohort: diagnostic, training, partner, final, and reflective. The hypothesis regarding the positive dynamics of students’ skills in working with information through targeted, formative, methodological support for their independent work is confirmed. Examples of developed infomaps are provided, which most clearly reflect the progress achieved in information processing and its visual representation. The products of pedagogical support for the experimental work are presented, including Infomap Technical Design Guide and Infomap Self-Control Checklist, which facilitate students’ self-monitoring of their own learning activities. Prospects for reducing the labour intensity of infomap development are outlined, as well as ways to further improve methodological support for students working with this educational format. |
| SOKOLOVA E., DMITRIEVA N. Key words: civic identity, foreign language, higher education, pedagogical experiment, intercultural communication, national unity, project-based learning, reflection, teaching methodology. | FOSTERING STUDENTS' CIVIC IDENTITY IN THE CONTEXT OF FOREIGN LANGUAGE EDUCATION: RESULTS OF A PEDAGOGICAL EXPERIMENT
In light of the increasing relevance of consolidating Russia's multinational society, exploring the educational potential of humanities disciplines, particularly foreign language (FL), acquires significant scientific and practical importance. This article addresses the problem of purposefully fostering a pan-Russian civic identity within the framework of the «Foreign Language» course in higher education. The study aims to experimentally verify the effectiveness of a specially designed methodological model that integrates the theme of national unity into the foreign language training process. The research is based on a pedagogical experiment conducted at Petrozavodsk State University involving second-year non-linguistic majors (N = 44), divided into control and experimental groups. Data were collected using testing, questionnaires, content analysis of written assignments (essays), and participant observation. The results of quantitative and qualitative analysis demonstrated a statistically significant (p < 0,05) superiority of the experimental group in key criteria: cognitive complexity and concretization of understanding the concept of «unity», as well as the level of reflexivity and emotional-value engagement. The study concludes that the proposed model, based on the sequential implementation of comparative analysis strategies, project-based research activities, and reflective practices, is highly pedagogically effective. The findings contribute to FL teaching methodology by offering an evidence-based toolkit for addressing civic-patriotic education objectives in higher education without compromising the communicative and professional goals of the discipline. |
| REZANOVICH I., DYUZHAKOVA M. Key words: strategy, expansion of training opportunities, personnel reserve, educational organizations. | EMPOWERMENT STRATEGY PERSONNEL RESERVE TRAINING SYSTEMS FOR GENERAL EDUCATION ORGANIZATIONS
The state task for eliminating the second and third shifts in schools determines the large-scale construction of new educational institutions and, consequently, the personnel reserve training. The article is aimed at developing a strategy to expand the capabilities of the personnel reserve training system for general education organizations. A set of system-synergetic and activity-acmeological approaches was chosen as the methodological basis; the methods used were a systematic analysis of scientific papers, in accordance with the research topic; scientific deduction; modeling; primary pedagogical interpretation of empirical data. Based on the theoretical analysis and clarifications of the concepts of «strategy», «pedagogical strategy», and «personnel reserve», a strategy is proposed to expand the capabilities of the personnel reserve training system. Within the framework of the proposed strategy, the article reveals the content and essence of social, educational, psychological and creative opportunities realized through appropriate measures. A comparative analysis of the capabilities used in traditional retraining programs and advanced training courses with the proposed capabilities of the described strategy is carried out. The testing of the proposed strategy at the professional retraining program for 4th-year students of Voronezh State Pedagogical University for the new position of «Advisor to the Director of the School on education and interaction with public organizations» showed good results and the prospect of widespread application of the strategy to expand the capabilities of the personnel reserve training system. |
| TRIFONOVA I., KICHEROVA M., ZYUBAN E. Key words: corporate training, lifelong learning, adult education ecosystem, adult education, company cases. | VECTORS OF CORPORATE TRAINING AS THE DEVELOPMENT INDICATORS FOR THE LIFELONG ADULT EDUCATION ECOSYSTEM
In today's rapidly changing world of technology and socioeconomic development, it is essential for companies to continuously develop the skills of their employees. This can be achieved through on-the-job training and access to open educational resources. The article is aimed at exploring the specifics of continuing education in Russian companies and identifying trends in corporate training. Using case study methodology, the authors have conducted a qualitative analysis of training processes within Russian companies. The sample included five national companies, ranging from large organizations to regional cases from the Ural Federal District. The analysis of company cases has allowed the authors to identify the development vectors for employee training, methods for engaging and motivating employees, partnership models, and the social impact of collaboration. The article emphasizes new corporate training practices. A shift away from a traditional model of knowledge transmission towards more active and interactive learning methods, including the use of digital technology, has been observed. The authors have identified a shift in focus from the acquisition of practical professional skills to the promotion of personal growth, self-directed learning, life-long learning, and the creation of learning environments. The authors have developed a conceptual model of corporate training that illustrates its role within the adult education ecosystem, the nature of emerging relationships, and pedagogical approaches for different social groups. It has been recognized that institutional boundaries are becoming less restrictive, with corporate training extending beyond organizational limits, based on a humanistic educational approach that promotes personal development, creativity, and cultural awareness. The configuration of connections is undergoing transformation, with a more dialogical and horizontal approach to interaction. Future research directions lie in the exploration of innovative pedagogical strategies and the development of learning environments that support developmental learning among adults within the corporate setting and at various levels of lifelong learning. |
| KARTASHOVA V., MEZINOV V. Key words: learning strategies, metacognitive, cognitive strategies, mental actions, learning sequence, future teacher, foreign language teaching, technology. | DEVELOPING FUTURE TEACHERS' LEARNING STRATEGIES IN THE CONTEXT OF CONTINUOUS EDUCATION
The problem of developing educational strategies of future teachers is determined by the tendencies of searching for a certain balance between the theoretical and practical university education content; the need to introduce innovative processes and practice-oriented means of teaching future teachers into the educational environment; the expediency of developing the readiness of future teachers to master the widest possible range of teaching strategies for their further application in educational practice. The aim of the article is to develop a technology for mastering educational strategies by future teachers in the educational process during practical classes in a foreign language. The methodological basis of the study was the main approaches to the training of bachelors studying in the direction of 44.03.05 «Pedagogical education (with two training profiles)». The conducted study made it possible to clarify the concept of «educational strategies of future teachers» as a toolkit consisting of mental operations, targeted actions, flexible methods and techniques consciously applied by them to achieve specific educational goals. Mastering learning strategies during the professional training of future teachers is a process designed to equip students with these tools and teach them to consciously approach learning tasks, ensuring results with practical application in the work world. The positive results of the final questionnaire survey of the experimental group students confirmed the possibility of students mastering learning strategies in a practical foreign language class. |
| BELOVETSKAYA L. Key words: mentoring, professional competence, English teachers, teacher education, India, guru shishya, NEP 2020, ethno-cultural competence. | MENTORSHIP AS A MECHANISM FOR DEVELOPING PROFESSIONAL COMPETENCE IN FUTURE ENGLISH LANGUAGE TEACHERS IN INDIA
This article examines the structure and functions of mentorship, drawing on the historical tradition of guru-shishya, contemporary pedagogical approaches, and regulatory frameworks (NEP 2020, NPST 2021). Mentorship in Indian teacher education is a crucial mechanism for developing the professional competence of future English language teachers. The study employs qualitative methods of analyzing teacher training programs and policy documents, supplemented by a sociocultural analysis of mentoring traditions. The results indicate that mentorship facilitates the transmission of knowledge, the development of pedagogical and communicative skills, adaptation to a multilingual educational environment, and fosters both professional and personal growth of novice teachers. The paper identifies the key stages and actors involved in the mentoring process, as well as highlights existing challenges (such as uneven practical training, resource constraints, and the complexities of a multi-ethnic environment) and future prospects (including the integration of digital technologies, international cooperation, and the development of ethno-cultural competence). In conclusion, the study emphasizes that mentorship, which integrates cultural traditions with modern standards, plays a decisive role in enhancing the quality of teacher education and shaping the professional identity of English language teachers in India. |
| PONASENKO A. Key words: archival education, educational paradigm, digital curator, ideological fighter, digital humanities, historical memory, digital transformation, competency model, archival science, professional standards. | TRANSFORMATION IN THE ARCHIVAL EDUCATION PARADIGM IN RUSSIA: FROM THE SOVIET MODEL OF AN «IDEOLOGICAL FIGHTER» TO THE MODERN MODEL OF A «DIGITAL HERITAGE CURATOR»
The article presents the results of a study aimed at identifying and systematically analyzing the key stages of the transformation of the archival education paradigm in Russia, which consists of the transition from the Soviet model of an «ideological fighter» to the model of a «digital heritage curator». The methodology is based on historical-systemic and comparative-historical approaches, as well as the modeling method for reconstructing the professional competencies of an archivist. The analysis revealed the system-forming elements of each model: for the Soviet period – the dominance of ideological control, party censorship, limited access to documents; for the modern period – a focus on public accessibility of information, digital technologies, data skills, and the development of communication competencies. It has been established that the modern transformation is profound, affecting the very essence of the profession, which is evolving from a custodian-controller to an active mediator in the digital environment. The contribution of the study lies in the development of a holistic concept of paradigm shift, which can serve as a theoretical basis for modernizing educational standards and forecasting the development of the profession. |
Vol. 14. No. 3.
| THE EDITORIAL | |
| GUNINA N. Key words: academic writing, scientific discourse, AI technologies, process-genre approach, collaborative writing, AI ethics, writing instruction. | TRANSFORMING APPROACHES TO TEACHING ACADEMIC WRITING IN THE ERA OF GENERATIVE ARTIFICIAL INTELLIGENCE
With the digitalization of education and the rapid development of artificial intelligence technologies, traditional approaches to teaching academic writing are taking on a new direction. Scholars and practicing teachers are experimenting with various artificial intelligence tools to optimize the learning and writing process and increase the effectiveness of developing essential skills. The aim of this study is to analyze the evolution of these approaches through a systematic review (2014‒2025) of sources from journals indexed in the scientometric databases Scopus, Web of Science, eLIBRARY.ru, and Google Scholar. A comparative analysis revealed the advantages of traditional approaches (structured learning, mastering IMRaD conventions) and their limitations (routine, labor-intensive), as well as the strengths of modern technologies (personalization, feedback) amid the risks of «hallucinations», plagiarism, and ethical dilemmas. The results demonstrate a shift to integrating AI into teaching academic writing. The development of hybrid models integrating traditional and digital methods to improve the effectiveness of academic writing instruction is recognized as a promising direction. |
| YUSUPOVA L. Key words: academic essay, academic writing, generative AI, process-genre approach, inquiry-based writing, genre pedagogy, digitalization of higher education, academic literacy. | THE EVOLUTION OF APPROACHES TO TEACHING ACADEMIC ESSAYS AMID THE TRANSFORMATION OF ACADEMIC WRITING: AN ANALYTICAL REVIEW
Generative AI is radically transforming academic writing practices, reducing the didactic effectiveness of approaches focused solely on the final text. Consequently, teaching academic essays requires conceptual rethinking. The paper analyzes the evolution of essay teaching approaches and determines their potential in the digital era of higher education. The study reviews peer-reviewed articles from 2015–2026 sourced from eLibrary and Semantic Scholar, using historical-pedagogical reconstruction, comparative analysis, and qualitative synthesis. Results show that teaching academic essays has transitioned from product-oriented to process- and genre-oriented approaches, culminating in a contemporary process-genre synthesis. The author concludes that in modern educational conditions, the most effective approach becomes process-genre synthesis complemented by inquiry-based writing. This combination ensures the integration of linguistic, cognitive, and discursive skills of students. Findings reveal that the use of large language models by students is inevitable; therefore, the focus of essay teaching must be directed toward developing genre awareness and depth of research, mastering rhetorical modes of argumentation, and forming the «author's voice». Theoretically, the study systematizes the historical evolution of these teaching approaches. Practically, it offers guidelines for modernizing university writing courses, revising assessment criteria to focus on the writing process, and implementing transparent AI policies that preserve intellectual responsibility. |
| POTAPOVA S., AMBROSENKO N., LYSAK O. Key words: professional education methodology, information search, information literacy, digital didactics, criterion-algorithmic model, differentiated approach, electronic library systems, EBS, generative artificial intelligence, search engines. | METHODOLOGY OF A DIFFERENTIATED APPROACH TO THE SEARCH FOR EDUCATIONAL AND SCIENTIFIC INFORMATION: A CRITERION-ALGORITHMIC MODEL FOR CHOOSING BETWEEN SEARCH ENGINES, AI TOOLS AND EBS
The article is devoted to the problem of the imbalance in the use of search engines (PS), generative AI and electronic library systems (EBS) by students, where the priority of speed over reliability leads to an unformulated conscious information search activity. The aim is to develop a criterion-algorithmic model of differentiated choice between these resources. Materials and methods are based on the system-activity approach and the ACRL Framework. The methods of theoretical analysis, comparative evaluation of resource paradigms, theoretical modeling and scenario construction are used. The empirical basis is a survey of >1400 students and an analysis of modern research. Research results based on the operationalization of the key concepts of the ACRL Frame-work, a system of five criteria has been developed for the comparative analysis of resources: relia-bility, depth, accuracy, legitimacy and level of information processing. The analysis made it possible to create a criterion-based evaluation matrix that identified the strengths and weaknesses of each type of resource. Based on it, an algorithmic model of differentiated choice is proposed in the form of a flowchart that consistently compares the parameters of an educational and scientific task (goal / stage, required level of reliability, type of content sought) with the profile of the optimal resource. The model is iterative in nature and is implemented through four key application scenarios (initial familiarization, official data search, text processing and generation, deep scientific search), forming students' conscious information retrieval activities. The model serves as a practical tool for developing students' ability to make informed resource choices. It helps to reduce cognitive load, minimize the risks of using unreliable sources and develop a reflective research position. The authors consider the model as a starting point for discussion and see the prospect of its further testing in the educational process, organizing a pedagogical experiment and developing comprehensive methodological support for integration into higher education in order to develop digital culture and conscious information retrieval activities. |
| TATARINA T. Key words: academic literacy, academic writing, English language textbooks, content analysis, non-linguistic majors. | CONTENT ANALYSIS OF ENGLISH LANGUAGE TEXTBOOKS AS A TOOL FOR ASSESSING THE DEVELOPMENT OF ACADEMIC WRITING SKILLS IN NON-LINGUISTIC STUDENTS
The development of academic writing is one of the key areas in fostering students’ academic literacy; however, the extent to which relevant components are represented in contemporary English language textbooks for non-linguistic study programs remains insufficiently explored. The aim of this study was to design and pilot a content analysis matrix for English language textbooks as a tool for assessing their potential to develop students’ academic writing skills. The research was conducted on a sample of 16 English language textbooks for IT students, selected from the «Urait» electronic library system according to predetermined inclusion and exclusion criteria. None of the components studied was systematically implemented across the entire sample of textbooks. The developed content analysis matrix can be used as a tool for expert evaluation of English textbooks and the design of teaching and learning materials aimed at the consistent development of academic writing skills. The results indicate the need for a more complete integration of academic writing components into the content of modern textbooks for students majoring in non-linguistic majors. |
| LOSHCHILOVA A., VINOKUROVA N. Key words: academic mentorship, academic culture, scientific and pedagogical staff, higher education system, functions of academic mentorship, cultural-worldview approach, continuing professional education program. | ACADEMIC MENTORSHIP AS A CONDITION FOR THE FORMATION OF ACADEMIC CULTURE AMONG SCIENTIFIC AND PEDAGOGICAL STAFF: THEORY AND PRACTICE
The relevance of the issue of academic mentorship for scientific and pedagogical staff is determined by the need to develop the country’s human resource potential, modernize contemporary higher education, and transform universities toward achieving academic leadership. Under these conditions, the formation of an academic culture among scientific and pedagogical staff in higher education institutions becomes crucial, as it serves as an important component in improving the quality of professional activities and reproducing the values of the scientific community. The aim of this study is to provide theoretical justification and develop practical tools for implementing academic mentorship as a condition for shaping the academic culture of scientific and pedagogical staff in higher education. Materials and methods. During the research, a set of methodological approaches was selected and effectively applied: cultural-worldview, transdisciplinary, axiological, systemic personal-development, and anthropological approaches, which define strategic guidelines for addressing the problem. The following research methods were used: theoretical analysis, generalization, systematization of philosophical, psychological, and pedagogical literature, and pedagogical design. Results. Based on an analysis of domestic and international studies, theoretical and methodological foundations of academic mentorship for scientific and pedagogical staff as a condition for forming academic culture were selected; the concepts of «academic culture» and «academic mentorship of scientific and pedagogical staff» were clarified; functions, value-based goal orientations, and the sequence of support for forming academic culture within the framework of academic mentorship were defined; a continuing professional education program for mentors was designed, and its specifics, principles, and key modules were outlined. Conclusion. The research materials are valuable for scientific and pedagogical workers, instructors in the continuing professional education system, graduate students, and undergraduates interested in issues related to academic mentorship. |
| SHEREKHOVA O. Key words: research question, academic research works, basic competence, medical students, assessment of competence development, academic literacy. | RESEARCH QUESTION FORMULATION COMPETENCE AMONG MEDICAL STUDENTS: DIAGNOSTIC ASSESSMENT
In the context of advancing medical science, the introduction of new technologies and treatment methods, and the increasing role of evidence-based medicine, it becomes fundamentally important to develop the research competence of medical students at medical universities. Special attention is paid to research planning, a key component of which is the research question. It is the research question that sets the research vector, determines its focus, problem, methodology and logic of result interpretation. Despite the recognition of the importance of developing the competence to formulate research questions, there are almost no works in the Russian pedagogical literature that offer criteria for assessing the level of this competence among medical students or outline prospects for its development. The aim of this study is to analyze students' academic research projects and determine the level of their competence in formulating research questions, to identify typical errors, and also develop practical recommendations for improving the process of forming this competence. The study analyzed 30 research questions presented by second-year students in their academic research papers. The analysis was carried out according to the following criteria: compliance with a question form, presence of a problem; a singular focus; possibility of measuring data; difference from a literature-review question; identification of the study population. It was found that 93.3 % of students meet the formal requirement for a question - its interrogative form, but have difficulty with its content. Only 53 % of the questions showed a single focus, 43 % contained a problem, 43.3 % could be classified as research questions, while the rest are literature-review questions. Only 6.6 % of research questions specified a study population; and merely 26.6 % contain the possibility to measure data. The study showed an average level of basic competence in formulating a research question, which confirms the need for its further development. Based on the analysis of scientific literature and identified deficiencies, the author developed a step-by-step instruction for formulating a research question that can be used within disciplines aimed at developing academic literacy among medical students. |
| EVSEEVA A. Key words: foreign language educational communication, blended learning, pedagogical conditions, joint activities, didactic scenario, positions of the teacher and students. | PEDAGOGICAL CONDITIONS FOR THE IMPLEMENTATION OF EDUCATIONAL COMMUNICATION IN FOREIGN LANGUAGE CLASSES WITHIN BLENDED LEARNING ENVIRONMENT AT TECHNICAL UNIVERSITY
The problem of foreign-language educational communication in a blended learning environment is determined by the processes of informatization and digitalization, the demand for specialists with communicative competence, hard, soft and self-skills. The purpose of this article is to justify the pedagogical conditions for organizing foreign-language educational communication between a teacher and students in a blended learning environment at a technical university. The research considers such pedagogical conditions as changing the position of the teacher and students in educational communication in joint activities, providing different types of teacher presence as his different functions in organizing educational communication, reconstructing methodological tools according to the didactic scenario’s specifics, co-organizing learner autonomy and students’ collaboration in blended learning. The selected pedagogical conditions are based on the principles of the system-activity approach and the concept of pedagogy of joint activities by G. N. Prozumentova and S. I. Pozdeeva. Application of the pedagogical conditions in foreign language classes and extra-curricular activities within a blended learning environment will develop students' hard, soft and self-skills. The practical significance of the research lies in the potential for using the described pedagogical conditions for organizing educational communication in teaching any academic discipline within a blended learning environment at a university. |
| SOKOLOVA E., DOROFEEV V. Key words: artificial intelligence, academic writing, engineering students, abstract, ChatGPT, SCRIIB methodological model, pedagogical experiment, metacognitive strategies, cognitive dependence. | DEVELOPING ENGLISH LANGUAGE ABSTRACT WRITING SKILLS IN ENGINEERING STUDENTS THROUGH ARTIFICIAL INTELLIGENCE TECHNOLOGIES
Contemporary linguodidactics faces a growing contradiction between the objective need to develop engineering students' skills in writing English-language scientific abstracts and their uncritical, non-reflective use of generative neural networks, which entails a real risk of substituting genuine learning activity with cognitive offloading. This contradiction becomes particularly acute in the context of rapid educational digitalisation, where the widespread availability of AI powered tools ‒ primarily ChatGPT and similar large language models ‒ creates an illusion of competence among learners without requiring substantial intellectual effort on their part. The aim of this study is to provide theoretical and methodological substantiation, development, and experimental verification of the author's SCRIIB model (Structuring – Composing – Revising – Instructing – Iterating – Benchmarking), which integrates metacognitive strategies into the process of AI-assisted academic writing. The proposed model effectively mitigates the risks of cognitive dependence, fosters students' critical thinking abilities, and contributes to sustained improvements in the quality of academic abstracts produced by future engineers. Future research directions include the design of specialised AI-based educational interfaces, adaptation of the model to other academic writing genres (such as research articles and project descriptions), and longitudinal studies to assess the long-term sustainability of the acquired skills in graduates' real-world professional practice. |
| YESENINA E., SERGEEV I., SHARIPOVA E. Key words: vocational education and training, methodological activities, methodological support, methodological assistance, methodologist, professional standard, labor functions, job responsibilities. | THE METHODOLOGIST’S POSITION AND FUNCTIONALITY IN THE VOCATIONAL EDUCATION AND TRAINING SYSTEM: HOW TO OVERCOME CONTRADICTIONS?
Current trends in Russian vocational education and training system, including the introduction of new educational technologies, particularly within the framework of the federal project «Professionalitet» and the national project «Youth and Children», and consequently changing requirements for the qualifications of teaching staff, require prompt decisions regarding the methodological support for such changes and the strengthening of the methodologists role in vocational educational organizations. The article’s purpose is to present the results of the analysis of approaches to the methods of organizing and formalizing methodological activities, to the substantive and functional filling of the methodologist’s position in professional educational organizations, to identify existing contradictions and propose promising models for the institutionalization of the methodologist’s position in the vocational education and training system. Methods of studying various sources (scientific publications, regulatory documents), observation, interviewing management and teaching staff of vocational educational organizations, generalization and systematization of the obtained data, analysis and synthesis, and modeling were used. A set of problems associated with the ambiguity of theoretical and practical approaches to the allocation and distribution of methodological functionality among teaching staff positions in vocational educational organizations is identified and characterized. Number of promising models for the institutionalization of the «methodologist» position in the vocational education and training system is proposed as a possible solution. The framework for resolving the existing problems is the development and adoption of the professional standard for methodological activity in vocational education and training. The research results presented in this article are interim results within the framework of the research work defined by the state assignment of the Presidential Academy in 2026 and will be supplemented and refined in the course of further work. |
| NIKITINA E., TSILITSKY V. Key words: time management, research work, future teachers, temporal competence. | PATHWAYS FOR DEVELOPING TIME MANAGEMENT SKILLS IN RESEARCH MANAGEMENT AMONG FUTURE TEACHERS
The article addresses the problem of developing time-management skills in the management of research work (RW) of prospective teachers. The relevance of the study is driven by the contradiction between the declared importance of research work in the structure of future teacher training and the absence of validated methodologies for building temporal competencies required to manage this activity. Drawing on an analysis of theoretical contributions to time management in educational practice, the authors attempt to conceptualize scholarly approaches to forming research time-management competence (RTMC) within the process of managing prospective teachers' research work. Accordingly, the aim of the study is to develop and verify a model for the development of time-management skills in the management of research work of future teachers. The research involved 278 third- and fourth-year undergraduate and graduate students enrolled in teacher education programs. The study employed methods of observation, time-motion analysis, and examination of activity products, among others. To ensure the reliability of the data obtained, mathematical statistics methods were applied, including the Mann – Whitney U-test, the χ² test, and Spearman's rank correlation coefficient. In the experimental group, statistically significant outcomes were observed, namely an increase in the proportion of students who submitted their term papers and final qualifying theses on time, an improvement in the quality of these works, a reduction in procrastination, and enhanced self-organization among students. The results of correlation analysis confirmed strengthened relationships between the development of time-management skills and the success of research work (r = 0,402 – 0,524, p < 0,001). The authors substantiate the practical significance of the proposed model for preparing future teachers for research work and outline prospects for its practical integration into the educational environment of pedagogical universities. |
| GAMAYUNOV S., ZYUZIN B. Key words: personnel retraining, complex professional competencies, individualized learning pathways, peripheral territories, coordination of educational stakeholders, qualitative validation. | TARGETED RETRAINING OF PERSONNEL FOR ENTERPRISES IN PERIPHERAL TERRITORIES: PEDAGOGICAL ARCHITECTURE OF THE PROCESS
The article presents a conceptual and methodological rationale and qualitative validation of a pedagogical architecture for targeted retraining of learners already residing in peripheral territories for enterprises in the processing industry. The core pedagogical challenge lies in developing complex professional competencies among specialists capable of operating within small enterprises with constrained resources. Complex professional competencies are defined as a specialist's ability to reconfigure technical, managerial, and entrepreneurial knowledge to address production tasks in small peripheral enterprises; this ability is diagnosed through three indicators: cognitive (formulating tasks across three domains), activity-based (designing solutions under resource constraints), and reflexive (evaluating decision consequences for enterprise sustainability). Unlike traditional higher education programs, the proposed approach focuses on retraining individuals already living in peripheral areas, thereby addressing personnel retention without necessitating migration. The research methodology employs a qualitative design: situational analysis, thematic analysis of expert interviews, and expert validation of pedagogical solutions. A structural imbalance in professional competencies was identified. The piloted pedagogical architecture, which coordinates interactions among the university, enterprises, and learners through historical industry materials, digital models, and individualized educational pathways with employer involvement, demonstrated a qualitative improvement in employer satisfaction and stabilized the professional adaptation of graduates. Since the study drew on data from a single region and industry, its findings require verification in broader contexts specifically, validation of the pedagogical logic at enterprises in other economic sectors (forestry, agro-industrial complex, etc.) of peripheral territories. |
| REZINKINA L., LEBEDEV D. Key words: education, educational potential, departmental children's health camp, professional orientation, professional patriotism, schoolchildren. | FORMATION OF SCHOOLCHILDREN PROFESSIONAL PATRIOTISM IN A CHILD HEALTH CAMP
This article analyzes pedagogical research on various aspects of the phenomenon of «professional patriotism», and proposes an interpretation of the concept of «professional patriotism of schoolchildren» as an integrative personal formation that manifests itself in a conscious value-based attitude towards serving society through future professional activities, the acceptance of professional and moral norms, and the readiness for socially significant work and responsibility for its results. The relevance of studying this issue is emphasized, determined by the shortage of personnel in the labor market, the growing need for working professions and mid-level specialists, and the characteristics of the younger generation, which requires a shift from passive information to active practical involvement in activities, providing opportunities for independent choice, project work, and the development of practical skills. The article discusses approaches to defining the educational potential of children's health camps and identifies its specific features in a departmental camp that promotes the corporate or professional values of the founding enterprise. The article reveals the process of synergy between professional orientation and patriotism in a departmental camp, which is expressed in the formation of the foundations of professional patriotism among schoolchildren. The article also describes the possibilities of integrating the software, corporate, and project-based resources of a departmental camp to form the foundations of professional patriotism among schoolchildren. In this article, we explore the specific features and effectiveness of the Zarnitsa departmental camp in addressing the pedagogical challenge of forming the foundations of professional patriotism among schoolchildren in a specialized children's health camp that is a structural unit of an enterprise. The article concludes that it is necessary to provide a scientific basis and build a model for actualizing the educational potential of a departmental camp in order to transfer innovative practices for forming the foundations of professional patriotism among schoolchildren. |
| DOLGANOVA O., ZAVARYKINA L. Key words: facilitation, teacher-facilitator, student-centered approach in education, practice-oriented approach to teaching, narrative interviews, observation method. | THE FOREIGN LANGUAGE TEACHER IN THE ROLE OF A FACILITATOR
The authors analyze the role of a foreign language teacher within the framework of the facilitation concept. The aim of the research is to compare theoretical ideas about facilitation and the role of a teacher-facilitator with the real practice of foreign language teaching in modern higher education. The relevance of the study stems from the fact that contemporary foreign language teaching methodology places significant emphasis on learner-centered and practice-oriented approaches, within which the teacher is viewed as a facilitator of the learning process. However, actual pedagogical practices of facilitation are insufficiently discussed and analyzed. Using qualitative research methods ‒ narrative interviews and observations ‒ the authors attempt to answer the following questions: to what extent does the concept of the «facilitator teacher» adequately and comprehensively describe actual pedagogical practices, and how do teachers’ personal beliefs influence their interpretation and implementation of the «facilitator» concept. The conducted study revealed two opposing approaches to the role of a foreign language teacher-facilitator: the first approach involves sharing responsibility and co-constructing the educational pathway with the students, while the second approach represents a practice of effective management of the educational process to achieve set results. Both approaches can lead to planned outcomes, but understanding these differences is critically important for comprehending the dynamics of the learning process in foreign language teaching. |
