Articles

Background. The article is dedicated to the 155th anniversary of the birth of Vsevolod Petrovich Kashchenko (1870–1943) — Russian and Soviet teacher, defectologist, public figure, specialist in the field of education and training of children with developmental disorders and disabilities, the founder of a unique medical and pedagogical institution — a sanatorium-school for defective children (1908), which contributed to the emergence and widespread distribution of a network of special correctional institutions for children with disabilities in subsequent years.

Objective. The article is focused on the restoration of scientific and biographical data concerning the contribution of V.P. Kashchenko to the creation of higher defectological education in Russia.

Methods. Theoretical methods are applied to the analysis of scientific literature on defectology (correctional pedagogy) and related disciplines. Biographical materials, as well as original works of V.P. Kashchenko, which reflected the main events related to the training of defectologists, served as sources for this historical and pedagogical study.

Results. The steps taken by V.P. Kashchenko in the pre-Soviet and Soviet periods to organize higher defectological education in our country are presented. Particular attention is paid to the analysis of curricula for training the future specialists in their work with children with special needs. V.P. Kashchenko’s contribution to the development of defectological education is assessed on the basis of the works of well-known specialists in the field of abnormal childhood.

Conclusions. V.P. Kashchenko entered the history of pedagogical science as one of the organizers of higher defectological education in Russia. The ideas developed by V.K. Kashchenko about the objective need to create a network of institutions engaged in training specialists for the education and upbringing of children with disabilities were further developed. They led to the emergence of centres of higher defectological education throughout the country. The appeal to the legacy of V.P. Kashchenko is becoming especially relevant in connection with the spread of inclusive education and, as a consequence, the growing need for qualified teaching staff.

Background. The article examines the need to strengthen the axiological component of pedagogical education in order to preserve and develop humanistic and traditional Russian values in the process of research teacher training in the conditions of a classical university and the information society.

Objectives. The study is aimed at describing the key components of the axiological sphere of modern pedagogical education. The purpose of the article is to identify and compare pedagogical and philosophical approaches to understanding the role and significance of the value orientations of future teachers in higher education, especially in their training in the basics of research activities.

Methods. The leading logic of the research is a critical analysis of the formation of future teachers’ axiological sphere in the system of university education, considered from the standpoint of pedagogy and a number of philosophical disciplines (philosophy of education, axiology, ethics). The key research methods include the interdisciplinary approach, methods of comparison and systematization, as well as a review and theoretical analysis of tests of scientific sources on the research problem.

Results. The specifics of the formation of future research teachers’ values in the conditions of a classical university from the standpoint of pedagogical science and philosophical disciplines are identified and substantiated.

Conclusions. The study of the axiosphere of research activities in future teachers is most effectively carried out on an interdisciplinary basis, applying methods of pedagogy, ethics, and philosophy of education. The development of values and value attitudes of students in the system of higher pedagogical education is an effective means of increasing the motivation to improve in the professional sphere and of involving students in the field of scientific research within the framework of academic and university science.

Background. On November 7–9, 2024, a significant event took place at Moscow University — the International Congress of Teachers and Lecturers of Russian Language and Literature, dedicated to the 225th anniversary of the birth of Alexander Sergeevich Pushkin, which was attended by leading Russian and foreign Pushkin scholars, teachers and methodologists, teachers of additional education, heads of educational institutions, teachers of Russian language and literature of higher educational institutions, cultural figures, employees of museums and libraries, representatives of public organizations and future philologists — graduate students, master’s students, students of Russian and foreign universities. The congress became a professional platform for discussing a wide range of issues related to understanding the place and role of the Pushkin tradition in Russian culture, preserving the foundations of national identity and value orientations of modern youth, educating the younger generation in the spirit of patriotism and readiness to serve the Fatherland.

Objectives. This article highlights the main areas of discussions on the development paths of Russian and foreign Pushkin studies and pedagogical innovations in the field of studying the legacy of A.S. Pushkin at schools and universities.

Methods. The methodological foundation of the article is the interdisciplinary approach and the structural and functional analysis of a set of problems associated with the study and teaching of Pushkin’s work in the modern cultural and historical context. The sources of data include materials presented in 378 reports and speeches by participants of the the International Congress of Teachers and Lecturers of Russian Language and Literature, dedicated to the 225th anniversary of the birth of Alexander Sergeevich Pushkin.

Results. The analysis of the materials of the discussions and debates held at the congress leads to the conclusions about the need to carefully treat Pushkin’s heritage — the national treasure of Russia, to prevent the rethinking of Pushkin’s text when transforming it into new book formats; to intensify work on translating Pushkin’s works into the languages of the peoples of the Russian Federation and into the languages of the BRICS countries, to continue the study of translations of Pushkin’s texts into world languages; to recognize the methodology of a comprehensive study of the works of A.S. Pushkin at school and university, based on the synchronization of the socio-historical, literary and cultural-educational aspects of his work; to expand the use of media context in the study of the work of A.S. Pushkin at school and university based on knowledge of Russian history and culture with the involvement of works of musical and fine art, theater and cinema, Russian library and museum collections.

Conclusions. The scale of the discussions and the wide coverage of Pushkin issues in the scientific and methodological studies presented at the congress revealed a high need for the unification of efforts of the scientific and educational community to strengthen all-Russian spiritual and moral values and civic education of the younger generation, as well as for the regular holding of scientific, educational and cultural events to perpetuate the memory of the great poet.

Background. The article is based on the analysis of the role of education in preserving the national and economic security of the state in modern society. The study is aimed at establishing the scientific and practical possibilities for strengthening the base of the future well-being of the nation and the security of the country on the substantiation basis of interdependence between the national security of the state and the development of education.

Objectives. The main goals include identifying the factors and features that outline the influence of educational quality on the formation of national security, as well as identifying ways of developing the scientific and educational potential of the country.

Methods. During the research, various methods such as logical reasoning, deduction, induction, analysis, synthesis, formalization, abstraction, observation, as well as the monographic approach were used.

Results. A number of conclusions drawn from the study emphasize the role of the education sector in the improvement of national and economic security of the Russian Federation in the context of innovative development. In addition, a set of practical recommendations are presented on the development of education and the formation of the state's technological sovereignty.

Conclusions. Education plays a key role in strengthening the national security of the state. It forms qualified personnel capable of ensuring technological progress, economic stability and defense against external threats. The development of the education system should become a priority task of State policy, as it is through the education of literate, responsible and patriotic citizens that the long-term well-being and sustainable development of the country can be achieved.

Background. Teaching a general course of physics in a technical university is aimed at developing a holistic system of knowledge and skills in future engineers. Monitoring the quality of the educational process and checking the assimilation of physical knowledge in students are important components of the educational process. Distance testing as a part of distance education technologies has a significant potential for controlling knowledge in physics and mathematics disciplines, for improving acquired skills and abilities.

Objectives. The purpose of the study is to develop tests for effective and high-quality assessment to check the students' residual knowledge of the physics course and to check their application. The main attention is paid to the description of professional approach to the development of tests for monitoring students' mastery of the basic knowledge of the general physics course after graduation. Approbation of the tests is carried out in order to verify the materials necessary for a complete and systematic control of the level of residual knowledge.

Methods. The experience of developing tests for checking students' residual knowledge in parts of the general physics course is summarized based on a detailed analysis and selecting the necessary material. Testing as a method of knowledge control is used to check knowledge, skills and abilities, to control the characteristics of the process of knowledge assimilation. The effectiveness of the final tests for the second-year students' knowledge level is defined by the methods of comparing and analyzing the obtained data.

Results. An overview of the subject material is given, a structure of tests for assessment of residual knowledge on optics and quantum physics is developed. An analysis of the level of test tasks and options for their implementation at National Research University “Moscow Power Engineering Institute” using the intra-university system of distance testing is conducted. More than 500 second-year second-year bachelor's students studying in different specialties have been tested. It is shown that the created tests allow to determine the level of knowledge of basic physical definitions, phenomena, laws and can be used to monitor the formation of physical knowledge of technical university students.

Conclusions. The general structure of the resulting tests for checking residual knowledge in the physics course and variants of test tasks of different levels are discussed. The study lead to the conclusion on the effectiveness of using the selected testing material based on the testing results and computerized form of testing with automated assessment of knowledge. The obtained data on the level of learning material assimilation can be used in the development of test tasks for the general physics course in technical universities.

Background. The presented study analyses modern approaches to teaching history in the system of higher education. The scientific search is due to the demand of the state and society to improve the quality of historical education, which acts as a resource for solving the problems of forming patriotic and civic consciousness among the younger generation.

Objective. The study analyses the didactic potential of applying the principle of historicism in the process of constructing the content of historical material and in the course of teaching historical knowledge. In its applied aspect, the study involved the development and experimental implementation of maps for constructing the content of historical material based on the leading imperatives of historicism, as well as the analysis of the implementation results.

Sample. The empirical study involved 207 first-year undergraduate students of full-time and part-time education aged 17 to 43 years.

Methods. The study was conducted in the context of the introduction of the updated academic discipline “History of Russia” in accordance with the Concept of Teaching the History of Russia for Non-Historical Specialties and Areas of Education. Research activities were carried out based on systemic, activity-based, and personal approaches. The methods of theoretical analysis, observation, pedagogical experiment, measurement, comparison, and analytical description of the data obtained were used.

Results. The results obtained made it possible to establish the didactic potential of maps for constructing the content of historical material developed taking into account the leading imperatives of historicism. The use of the developed maps had a positive effect on the results of students' mastering of the historical material, and showed a dynamic increase in the levels of knowledge quality in respondents by 4.7%. A significant increase in the indicators of such characteristics of historical knowledge in subjects as efficiency, strength, and concreteness was established.

Conclusions. The results of the study confirmed the effectiveness of the maps for constructing the content of historical material. The positive impact on the quality of students' acquisition of historical knowledge was achieved through the systematic implementation of the principle of historicism both in constructing educational material and in the process of teaching historical knowledge. The main scientific provisions of the study, didactic developments can be used in the practice of teaching history.

Background. Psychological well-being is a criterion for assessing the type of adolescent's socialization processes. According to EPOCH model, the psychological well-being includes the adolescent's engagement, perseverance, optimism, connectedness, happiness. The correlation of psychological well-being and prosocial behaviour forms four types of socialization processes: positive, deviant, traumatic and negative socialization.

Objective. The purpose of this article is to study the components of adolescents’ psychological well-being as related to different types of socialization.

Methods. The diagnostic complex of the study included the 20-item version of the EPOCH questionnaire (Kern et al., 2016) and the prosocial behaviour scale from the Success and Difficulty Questionnaire for Children 11–17 years old (SDQ, Goodman et al., 2005), adapted for Russian-speaking sample.

Samplе. The study sample included 312 adolescents, 13–16 years old (M = 14.50, SD = 1.01), students of secondary schools, 141 boys (45.2%), 171girls (54.8%).

Results. The general level of psychological well-being and the expression of its main domains differ among adolescents with prosocial or asocial types of behaviour. Adolescents with positive socialization (46.8%) are distinguished by a high level of development of all domains of psychological well-being and prosocial behaviour. Adolescents with deviant socialization (15.7%) also have high levels in all the domains of psychological well-being, but asocial orientation of behaviour. Adolescents with traumatic socialization (19.2%) are characterized by low levels of psychological well-being, especially the characteristics of engagement and persistence. Adolescents with negative socialization (18.2%), also have a low level of psychological well-being, especially the characteristics of connectedness, and are prone to social nihilism.

Conclusions. The key factor of psychological well-being of adolescents with different types of socialization is the quality of interaction and relationships of the adolescent with other people, especially with peers. Constructive relationships both in case of positive socialization and in case of traumatic and even deviant socialization determine the success of socialization processes or possibilities of successful socialization, while violation of relationships and interaction blocks the positive development of sociality and attitude to oneself.

Background. Currently, the issues of religion and the attitude of society towards it occupy an important place in scientific discourse. The principles of implementing the axiological approach in the modern educational process are based on intercultural interaction, dialogical forms of communication, and giving meaning to various value aspects. In the context of globalization of higher education, the issue of preserving and developing national educational systems arises. In this regard, the process of forming students' value-semantic attitude to the problems of studying national culture and preserving the cultural and religious heritage of the country is becoming relevant.

Objectives. The goal is to consider the scientific and pedagogical experience in studying the issue of forming students’ value-meaningful attitude of to the socio-cultural heritage of religion in the educational process and public life.

Methods. The methodological basis is the analysis of normative documents in the field of education, scientific, pedagogical, historical and philosophical works of Russian and foreign authors. In addition to general scientific methods, comparative analysis is used to compare approaches to the study of the presented issues.

Results. The key notions of the concept of “value-meaningful attitude of students to the socio-cultural heritage of religion” are identified and defined. Based on the reviewed scientific and pedagogical works and materials, the author offers an original interpretation of this concept.

Conclusions. It is noted that the value-meaningful attitude of students to the socio-cultural heritage of religion is expressed in the active, selective position of the student, manifested in the need for getting familiarized with culture, knowledge and understanding of religion, a positively colored emotional response to religious and cultural values, the ability to comprehend and realize spiritual needs.

Background. The article highlights a relevant problem of upbringing students within modern school education as considered in the context of the role of interaction between psychology and pedagogy. The education system needs scientific psychological knowledge, since educational standards pay much attention to the issues of mental development of a growing person.

Objective. The article attempts to return the original meaning to the phenomenon of “psychological service in the education system”, which is currently understood in different ways.

Methods. The article uses theoretical methods of analysis and synthesis of scientific literature on the interaction between psychology and pedagogy in the context of students’ education

Results. Psychological service should be understood as psychological support for the continuous education system, as an integral phenomenon representing the unity of scientific, applied and practical aspects. This is achieved on the basis of scientific and practice-oriented cooperation between psychology and pedagogy, educational psychologists and teachers.

Conclusions. The activity of an educational psychologist is key in the psychological support of the continuous education system, since it is the educational psychologist who constructs the social situation of children's cultural development in cooperation with teachers (L.S. Vygotsky). The stated approach means increasing the requirements both to the level of professional training of educational psychologists and to the level of their personal and cultural development.

Background. In Russian speech therapy, face-to-face classes with participants in the correctional process were traditional. However, due to the improvement of technical means and digitalization of communication processes in general, in recent years it has become possible to supplement the correctional process with distance learning in order to optimize the quality of work in various fields of activity, including speech therapy. Currently, remote interaction of patients, their family members and logotherapists is actively implemented as an additional type of group work at different levels of the family rehabilitation course for stuttering people of different ages. This article describes practical experience of working in a mixed format (face-to-face/online) with stuttering people. Practical recommendations on the organization of remote interaction for the participants in the correctional process are given, its various forms are described at each level of the family rehabilitation course for people suffering from stuttering.

Objectives. The purpose is to describe and systematize types and forms of remote interaction of participants in the correctional process in accordance with the levels of the family stuttering rehabilitation course. The methodological basis of the study consists of scientific and theoretical provisions on the definition of stuttering as a communicatively significant phenomenon; the concept of combining and interpenetrating techniques of speech therapy and psychocorrection in eliminating stuttering; ideas about family logopsychocorrection in the system of overcoming stuttering.

Results. This article describes such remote events as online consultations, collection of diagnostic material, consultations of logotherapists, online meetings with participants who have previously completed a family rehabilitation course, a series of control events with feedback from logotherapists, mentors, working with checklists and creating their own creative audio products, online classes at the final level of the family rehabilitation course for stuttering people.

Conclusions. The problem of organizing remote interaction of participants in family rehabilitation for the correction of stuttering is introduced and revealed. Remote interaction is organically woven into each level of the family rehabilitation course using the E.Y. Rau method, starting with preparatory (diagnostic) stage and ending with additional micro-support. The practical experience of recent years indicates that the distance format is an additional effective tool in correctional work with stuttering people of different ages. The remote format allows us to remove restrictions related to the location of course participants, as well as to optimize the function of monitoring the implementation of recommendations by logotherapists.

Background. The relevance of the study is determined by the development of performative foreign language didactics in both Russian and foreign pedagogical science. Performative didactics offers a comprehensive approach to teaching, integrating communicative, aesthetic, and creative aspects.

Objectives. The goal of the study is to characterize a series as a large performative form from the perspective of performative foreign language didactics and to investigate the potential of filming a series as a performative method of foreign language learning, analyzing its potential in overcoming the language barrier and developing communicative and intercultural competences in students.

Study Participants. The study is based on the analysis of a student project — a six-part series in German, “Leben mit Akzent”. The series was created by students of the Faculty of Journalism at Lomonosov Moscow State University in 2016–2018 as a part of an extracurricular German language project. The project was implemented under the guidance of a teacher and with the involvement of relevant technical specialists and native speakers.

Methods. The study uses a comprehensive approach, combining elements of historical, descriptive, and didactic types of analysis. The research methodology is based on the key principles of performative didactics: active learner involvement, performativity as a focus on physical action with an aesthetic component, contextuality, dialogicity, unpredictability, and reflection.

Results. The research results show that the performative approach in foreign language teaching, which has emerged in both Russian-speaking and foreign pedagogy, is closely linked to the communicative approach. It integrates aesthetic elements and into the educational process. The study demonstrates that performative and project-oriented approaches share many similarities, as both are based on active learner engagement in the educational process. Unintentional memorization plays a key role in this process. The study comprehensively examined the structure of work on the student series “Leben mit Akzent”, highlighting the stages of the process and emphasizing the importance of each stage for learning German.

Conclusions. A series represents a large performative form, the realization of which is only possible within the framework of extracurricular project activities. Creating a series in German is a multi-step process that not only involves students but also contributes to the development of various language skills in learners. Successful implementation of the project requires a high level of language proficiency from students as well as the involvement of a team of experienced technical specialists.

Background. A comprehensive study of the nature and results of the pedagogical activity of Professor of Physics N.A. Umov at the Imperial Moscow University (IMU) in 1893–1911 is necessary to ensure the possibility of recreating a holistic picture of the history of development of physics teaching at Moscow University.

Objective. The goal is to characterize various aspects and to identify the main results of N.A. Umov's pedagogical activity during his service at the IMU.

Methods. General theoretical methods (analysis and synthesis, generalization and systematization) and historical methods (studying diverse historical and pedagogical sources, historical-genetic and biographical) were used to conduct the research.

Results. Three main aspects of N.A. Umov's pedagogical activity at IMU have been identified. 1) Teaching an experimental (general) physics course. 2) Management of the design, arrangement and equipment of educational devices for the new building of the IMU Physics Institute. 3) Participation in the processes of modernization and reform of the physical education system in Russian secondary school, including the education of future teachers and researchers. For the first time, the educational and methodological materials used by N.A. Umov to support teaching experimental physics at the IMU was analyzed. The relevance of conducting research on the influence of N.A. Umov's pedagogical ideas on the initial stage of the formation of the national scientific school of physics teaching methods in secondary school was noted. A number of previously unpublished photographic documents have been introduced into scientific circulation.

Conclusions. N.A. Umov was a follower of the pedagogical traditions founded by A.G. Stoletov. Guided by the programme he proposed, N.A. Umov created an original richly illustrated textbook on experimental physics. In the process of lecturing, he developed a visual method of teaching physics at IMU, for which he actively used demonstration experiments, a number of which he himself developed and implemented into pedagogical practice. N.A. Umov played a leading role in the creation of the physical Institute at IMU and in its establishment as the largest center of Russian physical education of that period. The activity of N.A. Umov, aimed at improving school physical education, had a significant impact on the formation of methods of teaching physics in secondary schools in our country as an independent branch of pedagogical science.

Background. A significant problem in studying the current situation with the provision of academic services to foreign students in Russia is the lack of access to information on the composition of the international students in separate educational institutions. The Ministry of Science and Higher Education of Russia annually publishes open data on the number of foreign students, their citizenship and academic preferences. However, offers of educational services in Russia are very diverse. The average indicators for the country do not fully reflect the realities of both leading universities with high tuition fees and regional universities with more affordable prices.

Objectives. The goal of the conducted research is to create a basic understanding of the MSU’s international students’ composition within the scientific community. Analysis is mostly conducted from the points of the areas of immigration and the choices of educational trajectories available at Moscow University. The authors see an additional purpose in identifying similarities and differences between foreign students of Lomonosov Moscow State University and the nationwide trends in interstate inbound academic mobility.

Study participants. This article presents the results revealed in the process of exploring all MSU’s undergraduate and graduate international students (5184 people) who are obtaining degrees based on the data for 2023.

Methods. Quantitative and comparative analyses were used as methods to process the empirical material; comparative analytics was used both at the stage of working with initial data and at the stage of working with secondary data.

Results. Among the main results, it should be noted that a significant dominance of Chinese students at MSU (82.2%) is observed along with absence of students from India (0.06%), which differs strongly from Russian median indicators. It is also important to mention the steady trend of interest in the humanities among foreign Bachelors and Masters of Lomonosov Moscow State University. In terms of numbers of admission of international students, the leading departments are the Higher School of Translation and Interpreting, the Faculty of Journalism, and the Faculty of Foreign Languages and Area Studies.

Conclusions. The analysis of data on the number of the Moscow university’s foreign students for the period from 2019 to 2022 allows us to say that the demand for MSU’s educational programmes is almost not affected by global or local socio-cultural and geopolitical events, due to the stable interest in the educational programmes of Moscow university on the part of Chinese citizens, and the sustainable development of international cooperation in the field of obtaining academic qualifications between Moscow and Beijing as well.

Background. The relevance of this study is explained by the fact that Russian system of higher teacher education is experiencing a historical turning point. Pilot projects conducted in order to reform the system of teachers raining at universities of different types (Moscow State Pedagogical University and Baltic Federal University) actualize the issue of the optimal path for the development of this system. In this context, the study of the historical development of teacher education is extremely important for understanding the current state of the national teacher training system.

Objective of this article is to provide a historical justification for the duality of the national pedagogical system, which influences its current state and the prospects for future development.

Data Sources. Reviews, regulatory and programme documents on the organization of Russian pedagogical education in the pre-revolutionary, Soviet and modern periods, as well as scientific works on the history of the teacher training were considered.

Results. Methodological dualism was initially embedded in the methodology of pedagogical education in Russia, starting from the 18th century. It defined the long-term confrontation between the competence-based and fundamental approaches in teacher training. The history of teacher training demonstrates examples not only of the dominance of one of the approaches in educational practice, but also of a reasonable consensus between them in different historical periods.

Conclusions. In the history of teacher education in Russia, two leading trends can be traced in the creation and reform of teacher training institutions: the training of teachers in classical universities and the development of specialized pedagogical educational institutions. 

Background. Modern education is a complexly organized system that is influenced by two opposing forces: modernization as a result of scientific and technological progress, and the preservation of the basic foundations of pedagogical thought. Education system is constantly facing new challenges, the solution of which is usually sought in innovations. However, the fundamental principles of education and upbringing, which form Russian pedagogy as an independent science and discipline, remain a potential resource for solutions, including those to modern problems. One of these areas is the shortage of qualified teaching staff in the institutions of school education. The difficulties of professional adaptation faced by young teachers at the beginning of their professional development are one of the reasons for this problem.

Objectives. The aim of this work is a theoretical analysis of K.D. Ushinsky's pedagogical ideas in the context of finding possible ways to overcome young specialists' problems of professional adaptation to pedagogical activity.

Methods. The main methods used in the work are the theoretical analysis of K.D. Ushinsky's pedagogical works, as well as modeling of the teacher's professional self-awareness based on the synthesis of the elements identified during the analysis.

Results. The article describes structural components of a teacher's professional self-awareness such as professional competences (knowledge in the field of didactics and psychology), a system of value orientations (humanism, traditionalism, and self-education). The main ideas of the implementation of pedagogical education, which contribute to the integration of a young specialist into the process of professional pedagogical activity, are presented.

Conclusions. K.D. Ushinsky's pedagogical ideas can be applied to the development of a pedagogical model of integrative personality quality, which determines teachers' readiness to carry out professional activity in modern conditions of the educational process. A pedagogical technology, which has a positive impact on the process of young specialists' adaptation to pedagogical activity can be developed on the foundation of these ideas.