Articles

Background. This article examines the integration of specialized authentic texts into the process of teaching English to mathematics students within the framework of the ICLHE (Integrated Content and Language in Higher Education) approach.
Objective. This study addresses the need to combine subject knowledge and linguistic proficiency in higher education, where mathematics requires access to academic sources, many of which are presented in English. Authentic materials are highlighted as an effective means of immersing students in academic discourse, expanding their professional vocabulary, and developing critical thinking.
Methods. Data were collected through online surveys and semi-structured interviews.
Study Participants. The study involved 140 mathematics students from three universities in Uzbekistan and 65 ESP (English for Specific Purposes) teachers.
Results. The results showed that, despite lexical and syntactic difficulties, students perceived authentic texts as more meaningful and motivating than simplified materials. Teachers also acknowledged their value for developing professional vocabulary and academic communication, but emphasized importance of careful selection of materials and methodological support.
Conclusions. Authentic texts play a dual role: they increase cognitive load while at the same time, significantly enhance students’ motivation, engagement, and professional focus. A balanced approach is recommended, involving gradually increasing text complexity and methodological support, which contributes to the development of both the lexical and communicative competence of mathematics students.

Background. The article describes the methodology for determining the effectiveness of students’ use of modern software tools. When teaching computer science and information technology, it is important to conduct a comparative analysis of students’ skills in working with modern software tools and programming languages, in particular, Delphi. Delphi helps students gain a solid understanding of the principles of working with visual components. This stage, thanks to the study of the fundamental syntax of Object Pascal, prepares students for the subsequent transition to languages such as Python, Java or C#. In this article, the Delphi environment is considered as a tool for assessing the initial level of student training, as well as a link between students and global educational environments.
Objective. The purpose of this study is to determine the effectiveness of using the Delphi programming environment in teaching university students computer science and information technology.
Study Participants. The empirical study involved 682 first- and second-year undergraduate students of full-time and part-time education aged 17 to 41 years.
Methods. The following methods were used: pedagogical observation, conversation, interview, monitoring, comparative analysis, analytical review, comparison, experimental testing, questionnaires, question-and-answer method, modeling, testing, as well as mathematical and statistical analysis.
Results. The results of pedagogical experiments showed that teaching students the Delphi programming environment gives a significant positive effect. The final stage of the experimental work showed that the efficiency of the obtained result was 11%.
Conclusions. The results of the pedagogical experiment showed a significant positive impact on the training of students in the Delphi programming environment. It was found that the use of modern information technologies in teaching computer science and digital technologies increases the ability to master educational material. The development of methodological materials aimed at improving the professional competence of teachers of the subject “Computer Science and Information Technology” will also contribute to the preparation of future student programmers.

Background. Modern education strives to develop well-rounded individuals capable of effective interaction in multicultural environments, rather than focusing solely on specialized knowledge. In foreign language teaching methodologies, performative approaches are gaining increasing relevance. These approaches allow students to immerse themselves more deeply in the language environment through creative forms of expression, activating speech activity and enriching cultural awareness. Poetry competitions in the format of poetry slams in the target language represent a performative practice that combines artistic creativity, practical application of language skills, and interactive competition.
Objectives. This includes identifying the strengths and weaknesses of the poetry slam format, motivational factors and barriers to student participation, as well as ways to improve the effectiveness of the technique in developing language skills, creativity and motivation.
Methods. The research methodology includes a qualitative analysis combining a theoretical review of the literature on performative didactics and the history of poetry slam with an empirical study based on a poetry tournament in German among students of the Faculty of Journalism of Moscow State University in November-December 2024.
Study Participants. The data were collected through three anonymous online questionnaires (Google Forms) using mixed methods: rating scales, multiple choice, open-ended questions. The sample included 16 participants of the tournament, 27 non-participating students and 4 teachers.
Results. The analysis showed that the performative technique of poetry slam is effective for developing language skills, combining practical performances with creative and analytical work on texts. However, for maximum effectiveness, it is necessary to adapt the format to the level of students’ training and develop a clear methodology, including objective criteria for evaluating performances. A subjective assessment based solely on the viewer’s vote proved insufficient. As a part of the study, evaluation criteria were developed. They are proposed to be combined with traditional viewer voting to preserve the authenticity of the format.
Conclusions. The Poetry Slam demonstrates significant didactic potential for the development of creative thinking, working with text and public communication. Nevertheless, the study revealed the need for additional language training for students, especially in the field of stylistics and phonetics. For the successful integration of the Poetry Slam into the educational process, a systematic approach is needed: the development of methodological recommendations along with the use of a developed performance evaluation system, combining objective criteria with subjective audience voting. This approach preserves the authenticity of the format when minimizing subjectivity, enhancing the didactic component.

Background. Since Russia and Vietnam are multinational countries, existing national strategies and regional policies in the organization of a multicultural environment (hereinafter OMCE) are a priority. Their implementation ensures the uniform development of the countries in all areas. OMCE in education, including preschool, plays an important role in the context of modern international integration and ethnocultural diversity for the formation of children’s personalities.
Objectives. The study aims to identify the main characteristics of organizing a multicultural environment in preschool education in Russia and Vietnam according to the hierarchical levels of this process, based on the assessment of the distinctive state strategy, historical traditions, and national experience of the countries (mega level), regional policies for implementing alternative megacultural models of its provision (meso level), and the analysis of the corporate tactics of an individual preschool organization (micro level).
Methods. The main research methods include: retrospective analysis of the periods of formation and development of preschool education, synthesis of regulatory documents, programmes, and methodological approaches aimed at creating conditions for OMCE in preschool education in Russia and Vietnam.
Results. The key features of the OMCE in preschool education in Russia and Vietnam were identified at the macro-, meso-, and micro-levels. The findings suggest the possibility of mutual application of the successful experiences of Russia and Vietnam in modernizing preschool education, taking into account the multicultural context.
Conclusions. The description of work on organizing a multicultural environment
in preschool education is based on existing state policies/strategies, regional policies, and individual projects/tactics in preschool educational institutions in Russia
and Vietnam. The theoretical, and practical significance of the research are linked
to the fact that the analysis of existing models in the two countries has formed
a comprehensive perspective in the process of modernizing preschool education, from which further development of the research can be considered through
the exchange of experience.

Background. The article reveals the essence and purpose of political speculation and manipulative practices used by extremist propagandists to recruit young people, whom they regard as their target resource. Students are increasingly becoming a focus of attention from representatives of both international and local extremist groups. Recently, an increase in extremist activities among students has been observed. At the same time, with traditional methods of prevention not meeting the expectations of today’s youth, new methods of pedagogical prevention require to be developed.
Objectives. The goal is to identify effective approaches and methods for the pedagogical prevention of youth extremism, considering modern sociocultural contexts.
Methods. A review of strategies and approaches implemented to prevent the manifestations of youth extremism in the UK, the Netherlands, France, the USA, and Russia is presented.
Results. The analysis of theoretical sources and the synthesis of accumulated pedagogical experience have led to the identification of the advantages of a systemactivity approach to designing and implementing flexible preventive measures with operational variability. The following forms of work have demonstrated a certain level of effectiveness in achieving resistance to extremist propaganda: communications of public opinion leaders with target audiences; techniques of shaping consciousness; techniques influencing moral values, motives, attitudes, and forming representations, notions and ideas; compliance with the principles of flexible prevention and zero tolerance to extremism.
Conclusions. The implementation of the proposed set of measures involves a certain variability of preventive activities, depending on the specific characteristics of the target groups. At the same time, operational variations can be justified by the psychological characteristics of students and can affect the success of an individual form of education.

Background. One of the key objectives of psychological and pedagogical science in modern conditions is identifying strategic directions for studying mental and psychophysiological aspects of personality development in education. Wide integration of digital and network technologies in education, including immersive technologies and artificial intelligence resources, defines the importance of prioritizing research topics in this field for further psychological inquiry.
Objectives. This study examines the current state of research on personality development, age-related periodization, and the interplay between key factors in child development within the context of educational digitalization. Based on this analysis, the paper proposes key themes for priority psychological and psychophysiological research.
Methods. Theoretical analysis of classical and modern psychological and psychophysiological research in the field of education.
Results. The efficacy of current research and development efforts will be determined by advances in discipline-specific methodology within educational psychology, by the refinement of individual assessment techniques, as well as by the functional capabilities of scientific equipment for conducting such studies.
Conclusions. The findings of psychological and psychophysiological studies addressing the proposed key research topics — characterized by theoretically grounded methodology and rigorous measurement techniques — hold significant value for developing comprehensive theory and didactics of the holistic educational process.

Background. The article discusses the need to improve the method of monitoring extracurricular activities in order to increase the motivation of Chinese students in the absence of a natural language environment.

Objectives. The study aims to develop and test key principles for organizing a long-term competition using online technology, taking into account the mentality of modern Chinese university students in order to maximize their motivation to learn. The purpose of the publication is to propose an innovative approach to integrating learning across several disciplines and organizing general extracurricular activities while ensuring the academic motivation of participating students.

Study Participants. 116 Chinese students studying in Chinese or Russian universities, including 14 sophomores (graduation year: 2027) of the Russian language profile of the Institute of Foreign Languages and Culture of the South China Normal University, took part in the experiment conducted at the end of 2024.

Methods. At the stage of theoretical research, the methods of literature review and comparative analysis of Chinese and Russian standards of RFL teaching were used. At the empirical research stage, the key methods are experiment, interviews with teachers and students participating in the experiment, as well as observation of teaching according to the proposed methodology.

Results. The typical difficulties in teaching foreign languages, increasing with the spread of digital technologies and Internet resources, are described; the immediate cause of their occurrence — lack of motivation — is noted; the following issues relevant to teaching Russian as a foreign language are considered: the advantages and prospects of using online technology in testing and organizing extracurricular activities for students, the application of Vroom's expectancy theory in pedagogical work, and principles for organizing a long-term competition to maximize the engagement of Chinese students. The study describes an experiment in an online environment, which is a 51-day competition in listening comprehension exercises using online technology called ‘Audition Marathon 2024’. As a result of the experiment, the motivational role and high pedagogical effectiveness of the approach put forward in the work were proven by comparing the results of exams in the discipline ‘Visual-Aural-Oral Russian’ for two semesters.

Conclusions. The results of research suggest that the main significance of organizing competitions using online technologies lies in stimulating extracurricular activities, increasing the amount of time students spend working on the language they are learning, and saving time in class for oral practice. Testing in an environment without direct supervision by the teacher should be accompanied by a productive way of motivating students to achieve high learning efficiency. In addition, when developing innovative means of motivating students to learn Russian, it is necessary to pay considerable attention to the modern mentality of the target audience, its learning traditions, and the available technical equipment.

 

Background. Graphic organizers (in particular, the hierarchical diagram “How?” and the “Pyramid” scheme) play a significant role in the study of Russian as a foreign language by high school students. They contribute not only to the formation of foreign-language communicative competence, but also develop a creative approach, the ability to work in a team, logical-critical, systemic, creative thinking, and independent work skills. In scientific literature, the potential of graphic organizers has not been sufficiently considered, since they are most often described without completed samples. Teaching Russian with the help of graphic organizers in schools with Uzbek and other languages of instruction will simplify, systematize and interestingly design the educational material.

Objective. The aim is to analyze the role of graphic organizers (in particular, the hierarchical diagram “How?” and the “Pyramid” scheme) in the formation of foreign language communicative competence of students and to test their effectiveness experimentally.

Study Participants. The study involved 448 respondents, students of grades 9–10 of secondary comprehensive schools with the Uzbek language of instruction in the Tashkent, Namangan and Surkhandarya regions of the Republic of Uzbekistan.

Methods. We used the methods of theoretical analysis of scientific literature, as well as the methods of quantitative and qualitative analysis.

Results. In practical pedagogical work, graphic organizers perform illustrative, cognitive, communicative and developmental functions. As a result of their use, students learn to transform information into a plan, algorithm, table, diagram; skillfully present educational material in visual and verbal form; use a dialogical form of communication; transform information into a more accessible form for further use in life situations.

Conclusions. The conducted research shows that in the experimental groups, as compared to the control groups, the indicators of success in completing tasks correspond to a high and more creative level, which confirms the effectiveness of the introduction of technologies with graphic organizers. The level of communicative competence of students in experimental groups increased by 24% as a result of using graphic organizers.

Background. In the era of AI, teachers of the Russian language face new challenges: technologies are reshaping their professional identity while simultaneously creating opportunities for growth. The study of AI’s impact on the transformation of educators’ roles and their adaptation strategies is of particular importance.

Objective. The aim is to determine how AI can act as a catalyst for transforming the traditional professional identities of teachers, fostering their development in new contexts.

Methods. Analysis of the transformation of teachers’ professional roles under the influence of AI, along with a synthesis of theoretical approaches to their adaptation.

Results. New professional identities have been identified: from "knowledge source" to "learning content editor" and "teaching methodology optimizer," and from "academic worker" to "researcher utilizing and developing technologies." These changes motivate educators to acquire new skills and rethink their roles.

Conclusions. AI is reshaping the professional identity of teachers, laying the groundwork for their further development. However, additional research—including quantitative analysis and case studies—is required. This study can serve as a guide for educators adapting to the digital era.

Background. The essence of ideological and political education at universities in China is to cultivate students' patriotism, developing their skills in conducting a discussion on current issues in Chinese history in a foreign language. The development of monologue and dialogic communication skills in Chinese students studying Russian based on the history of their native country not only meets the requirements of the time and the goals of teaching the subject “Russian Language: Advanced Level”, but also opens up new opportunities for the ideological and political education of young people

Objective. The aim is to devise methods for developing communicative and speech skills of students at the advanced stage of education based on materials on the history of China in the context of their ideological and political education.

Methods. Materials on communicative approach to teaching students of universities in the China are analysed.

Results. It is shown that the development of students' skills to talk about Chinese history and discuss related historical events in the language being studied (Russian) increases the significance of the subject “Russian Language” in a Chinese university and generally reflects the mission of teaching a foreign language. In accordance with the nature and focus of the specialty being acquired, students are expected to be ready for intercultural dialogue in a historical context using the material of both world history and the history of the PRC.

Conclusions. In the process of teaching Russian at an advanced level, the teacher should pay special attention to discussing various aspects of Chinese history and culture, including such things as Chinese politics, Chinese wisdom, etc., so that in the future, students can confidently use the Russian language to represent China in the international arena and protect its national interests.

 

Background. The issue of school teaching of literature on military subjects becomes extremely acute in the year of the 80th anniversary of the victory in the Great Patriotic War. Excess of information with not always high-quality presentation can have the effect of rejection, emasculate and make the education of patriotism formal. This can be avoided by carefully selecting the material and analyzing it in depth together with the students.

Objectives. The aim of the study is to establish some methodological principles, according to which students' contact with poetic texts on military subjects acquires an educational and developmental character. We are talking about careful selection of texts, the need for philological analysis, non-dogmatic presentation of material and problem-based learning, as well as the perception of lyrics within the framework of a humanistic approach.

Methods. Several methods of philological text analysis have been used to analyze and interpret the poems: linguistic, structural, comparative, discourse analysis, phenomenological, and content analysis.

Results. Texts for classes with high school students have been selected, problematic issues have been developed. Methodological principles for approaching the topic of military lyrics have been formulated.

Conclusions. A) Choosing texts to study should be guided mainly by the artistic merits of the poems about the war. B) The war in the texts should be shown from the point of view of a person, not a state or an abstract idea. C) The questions should be mostly problematic. D) Analysis should lead to evidence-based interpretation, with students’ active participation.

Background. The article considers the possibility of artificial intelligence technologies application to the foreign language course in higher education. The novelty of constantly changing technologies, which are not sufficiently described in the scientific literature makes the issue relevant.

Objectives. The aim of the work is to analyse the possibilities of AI application for foreign language teaching in higher education taking into account the functions of available information and communication tools. The theoretical significance of the work lies in the description of AI tools for classroom and autonomous language learning.

Methods. The methods of the work include bibliographic analysis of publications on the research topic and an experiment on the introduction of AI tools into foreign language classes during 2022–2024. There were carried out observations and continuous analyses of existing free AI tools that are available in Russia and do not require special technical skills.

Results. Based on the experience of practical work with students and analysis of the possibilities of different types of tools, the article presents the selected AI tools that can be applied by teachers at foreign language classes at the university.

Conclusions. Conclusions are drawn about the key options for applying AI in the classroom. AI may help 1) adapt and personalise learning; 2) automate testing and revision; 3) generate and verify learning materials; 4) develop linguo-cultural skills, speech competence and creative writing; 5) become an integral part of digital and meta-skills of both teacher and student.

Background. The systemic integration of artificial intelligence across various levels of educational system, including higher education, within regional, local, and national educational projects underscores the necessity of developing and testing methodologies for AI implementation, selecting appropriate evaluation methods, and researching best practices for effective deployment and resource support.

Objectives. The aim is to examine the essential elements and optimal practices for organizing educational projects in China. The study focuses on the integration of artificial intelligence technologies and the possible implementation of the results in higher education system of the Russian Federation.

Methods. The main sources of data for analysis include programme documents, plans for the development of the “intelligent education”, and research results on introducing innovations in AI in higher educational institutions of China.

Results. The research analyzes approaches to the digital transformation of China’s higher education system in the context of artificial intelligence (AI) technologies, highlighting the dynamics of legislative development. 1) It explores the development of regulatory and legal frameworks pertaining to the implementation of AI technologies in China’s higher education system at regional and national levels. 2) It addresses issues of professional training in using generative AI.

Conclusions. The analysis of AI implementation in China’s higher education system highlights the development of regulatory frameworks and the implementation of regional development programmes: the necessity to pinpoint crucial indicators that reflect the effective integration of artificial intelligence technologies within national educational initiatives.

Background. The article analyses the individual problems of transformation in higher education in Russia in the first quarter of the 21st century from the standpoint of a sociological approach. It assesses the trends in the modernization of the system of higher education in the period preceding Russia’s withdrawal from the Bologna process. It also evaluates the potential for reforming higher education in the post-Bologna perspective (2022–2026).

Objectives. The study is aimed at conceptualizing the concept of “education transformation” in the problematic field of sociology of education. The author’s task is to identify contemporary issues and areas of transformation of higher education in Russia, in the study of which it is possible to apply the method of world-system analysis.

Methods. The leading logic of the study is the world-system analysis of I. Wallerstein as a sociological approach and tool for assessing the mechanisms of modernization of higher education. Content analysis of scientific literature texts and elements of bibliometric analysis are used.

Results. The implementation of the principles of world-system analysis allows us to consider various aspects of the modern transformation of higher education in Russia from the standpoint of the macro-sociological theory of I. Wallerstein (the “core-periphery” relationship), including issues of global education, the development of the internationalization of higher education, the distribution of academic capital, issues of educational migration, the transition to a new form of specialist education, etc.

Conclusions. The relationship between the transformation of higher education in Russia and changes in the global world-system, redistribution of fixed capital, spheres and types of educational activity is revealed. The use of world-system analysis allows us to understand the unique path of development of Russian higher education in order to achieve a stable position in the world arena and high indicators of the quality of specialists training.

Background. The article covers the issue of patriotism in educating young people as a priority state task. Education of a patriot, the formation of the Russian civil-patriotic identity of the younger generation is a matter of national security today. In a special way, this issue becomes in demand when it comes to the training and education of future teachers.

Objectives. Within the framework of the conducted research, the main goal is the formation of a targeted training programme at a pedagogical university for a socially mature, educated, cultured citizen of the country, a true patriot of Russia.

Study participants. 125 1st-year and 5th-year students majoring in psychology and pedagogy.

Methods. The research is based on a sociocultural approach that focuses on the norms and rules of behaviour accepted in a given society that influence the formation of behavioral patterns by individuals. The study of civic, patriotic and cultural identity was conducted through a questionnaire developed by the authors, which allows identifying the attitude of young students to citizenship and patriotism. Descriptive statistics was used to process the results.

Results. The experience of Donetsk State Pedagogical University named after V. Shatalov demonstrates the wide possibilities of the institute of mentorship in the matters of professional education of future teachers, education of a citizen and a patriot. It is emphasized that mentoring at the university is an effective tool for forming a unified educational space, which contributes to the active integration of new regions into the general context of the Russian educational system.

Conclusions. The reviewed material confirms that work on the formation of a civic and patriotic identity is impossible without special attention to spiritual and moral values and ideals rooted in the historical past of the multicultural people of Russia, traditional values that we perceive as moral guidelines. The authors see prospects for further work on the formation of the civic and patriotic identity of Donbass students in the development of a research topic devoted to the study of mechanisms for the formation of a future teacher’s civic position, including the use of various tools, educational resources of a higher education institution of a pedagogical profile.