Articles

Background. High-technology methods of instrumental diagnostics are widely used in pediatric rehabilitation; however, their informativeness largely depends on the level of the child’s cooperation. An unfamiliar, technology-rich laboratory environment often causes stress and anxiety in children, leading to distortion of natural movement patterns and increasing the risk of diagnostic errors.

Objectives. The goal is to provide a theoretical rationale and to describe a set of psychological and pedagogical conditions that ensure child cooperation and transform high-technology diagnostic assessment into a form of game-based interaction.

Methods. The study was conducted within a research project at the Scientific and Practical Center of Pediatric Psychoneurology. One of the project stages involved marker-based video analysis of gait combined with psychological and pedagogical techniques aimed at engaging children in the diagnostic procedure.

Results. A system of psychological and pedagogical conditions aimed at reducing anxiety and increasing child compliance was developed and tested. The system included strategies for demedicalizing the laboratory environment, the use of play and professional metaphors, sensory adaptation techniques, and pedagogical support of the parent — child dyad. Implementation of these conditions resulted in the reduction of negative behavioral reactions, in a shorter examination time, and in the decreased variability of gait parameters, indicating improved reliability of diagnostic data.

Conclusions. The quality of high-technology diagnostics in pediatric neurology is determined not only by the technical characteristics of the equipment applied but also by the effectiveness of pedagogical interaction within the “physician — child — parent” system. Clinician-researcher should possess competencies in developmental psychology and pedagogy. Therefore, it is necessary to include a section on psychological preparation of the child into the methodological guidelines for instrumental diagnostics in pediatric neurology, as it contributes to transforming the diagnostic procedure into a positive experience of cooperation.

Background. The need to attract young specialists to school raises the problem of determining the readiness of graduates of pedagogical programmes for employment. This study is based on the concept of employability capitals by M. Tomlinson, who described the set of resources that students accumulate in the process of formal and informal learning experience. The use of this approach allows us to take into account a set of external and internal factors in assessing the readiness of student teachers for employment and career development.

Objectives. The study considers the employment readiness in graduates of pedagogical specialties through the analysis of their employability capital (human, social, cultural, psychological and identity).

Study Participants. The study involved 13 final-year students of the pedagogical bachelor’s degree programme of the Philological Faculty of Smolensk State University (average age 22.7 years; 10 female and 3 men).

Methods. Information on the choice of the study direction, the dynamics of professional interests, employment plans, and factors influencing them was collected using a semi-structured interview. The answers received were interpreted in accordance with the key topics of the study, the analysis was of a qualitative and quantitative nature.

Results. During the studies at university, students’ career plans become more realistic, specified, and often change. Pedagogical training forms a fairly high level of human capital in students by the final year. Social and psychological capital are determined not only by the learning conditions and personal predispositions, but also by the students’ own activity, so their development is more related to the students’ motivation and certain professional and career plans. The development of cultural and identity capital is significantly influenced not only by the internal motivation for choosing the teaching profession but also by mastering various aspects of pedagogical work. Consequently, students who have not defined a profession and/or are insufficiently involved in professional activities show underdeveloped or absent capitals (except for the human one).

Conclusions. The readiness of graduates of pedagogical specialties for employment is determined by a combination of professional, social, cultural, and psychosocial resources of students, which require to create an educational and professional environment stimulating their motivation and activity at university/

Background. With the rapid development of nuclear energy, there is a real need to train highly qualified specialists with professional skills that meet industry requirements. The big gap between the theoretical training of university graduates and the practical requirements of high-tech companies highlights the need to create effective, practice-oriented educational models.

Objective. The aim is to develop an integrative model for the formation and assessment of professional competencies of specialists in the nuclear industry, aimed at reducing the gap between theoretical training and production tasks, as well as to test its applicability in educational practice.

Study Participants. The study was conducted at the Novovoronezh branch of the “Rosatom Technical Academy” and Voronezh State University during the 2022–2023 and 2023–2024 academic years. The sample included master’s students majoring in the direction of studies 14.04.02 “Nuclear Physics and Technology” studying four key disciplines related to professional standards in the nuclear industry.

Methods. The following methods were used: testing of theoretical knowledge, simulation of activities on simulators, analysis of production cases, practical tasks on training and production models, as well as statistical analysis of academic performance results.

Results. It was found that despite a high level of theoretical training (average score of 4.78–4.91), graduates demonstrate a lack of practical skills, which confirms the need to strengthen the practice-oriented component. An integrative model for training specialists was developed, including the creation of basic departments, the introduction of interdisciplinary courses (“Methods of Destructive and Non-Destructive Testing,” “Nuclear Power Plant Electrical Equipment,” “Nuclear Power Plant Thermohydraulic Equipment,” “Automated Control Systems”) and a three-level competence assessment system. The model has shown potential for improving the quality of training and reducing the gap between theory and practice.

Conclusions. The proposed model provides for the comprehensive development of professional competencies by integrating academic education with industrial practices. Its implementation can contribute to improving the readiness of graduates for professional activity in the nuclear industry. Prospects are linked to scaling the model to other technical areas and introducing digital technologies (digital twins, adaptive simulators) to further improve the training of specialists.

Background. When describing the target content of training in terms of the competence-based approach, a significant gap arises between the level of skill  and the level of “subcompetence”, expressed in the emergence of numerous terms, none of which is well-established. These circumstances lead to a departure from the basic principles of the competence-based approach (the measurability of learning outcomes). Flexibility and the ability to adjust the qualities being developed are difficult to provide.

Objectives. The aim of the study was to substantiate the use of the term “strategy” at the level between skill and subcompetence, expanding the scope of the strategic approach (from teaching reading to professional and communicative training in general).

Study Participants. The study involved 136 undergraduate and graduate linguistics students of the Faculty of Foreign Languages and Area Studies of Moscow State University (profile: “Methodology of Teaching Foreign Languages”) and 14 graduate students at MGIMO (profile: “Pedagogical Education”).

Methods. To justify the use of the term “strategy” in relation to the content of education, a theoretical analysis of previous research was used. To describe the target strategies for professional communicative training, the modeling method was used. To assess the formation of strategies in pre-service language teachers, a method of assessment within a simulation of professional activity was used. To assess students’ awareness of strategies, a content analysis of academic feedback was used.

Results. The possibility of using strategies as a component of the content of higher education is substantiated and their place has been determined. Professional communicative strategies of a language teacher have been classified into several groups. An assessment toolkit for assessing the development of professional and communicative strategies in students of linguodidactic profiles has been devised.

Conclusions. The strategic approach in higher education allows to resolve a number of critical issues currently observed in the competence-based model of education. Occupying a place at the level between skill and subcompetence, strategies allow to take into account values, abilities and personal qualities as significant components of competence, and also provide the opportunity to form flexibility and adaptability in solving professional communicative tasks.

Background. The integration of AI-based systems into the educational environment of Russian universities creates a new educational paradigm, requiring application of novel methodological approaches and educational techniques in order to fully realize the potential of these systems and avoid the risks created by these technologies.

Objectives. The goal of the study is to develop a methodological framework for risk management in the use of AI systems in educational environment of Russian universities.

Study Participants. A small, independent sample, cadet study group of 20 people (n=20), is compared to a general population of similar groups (n=20) in 40 universities.

Methods. The methodological foundation of this research is based on the approaches that allow for classification of risks associated with AI systems in university education.

Results. A risk-based approach to developing methodological support for the use of AI systems in educational activities at Russian universities will create a methodological foundation for exploring the possibilities to accelerate knowledge and skills acquisition. It will also help avoid potential negative effects based on the risks associated with the “blind trust” in AI systems.

Conclusions. The use of AI in the educational activities of Russian universities entails, in addition to the positive aspects, a number of risks. In this regard, the use of AI systems should be accompanied by a set of methodological approaches that exclude the “blind trust” of teachers and students in AI systems.

Background. The relevance of this study stems from the fact that educational projects in the Russian education system have become a tool for implementing strategic state policy in recent decades. At the same time, the category of “risk” is becoming an object of pedagogical research and is reflected in regulatory documents (professional standards, concepts, and education development guidelines).However, a methodology for managing educational project risks is still under development, including the importance of analysis of the specific risk attributes in educational projects.

Objectives. The purpose of the study is to identify and describe the signs of risk in educational projects.

Methods. The study utilized abstraction, reflexive problematization, modeling, and synthesis as research methods.

Results. Several key attributes of risk in educational projects are identified. Delay risk refers to the fact that the consequences of the risk occur and become apparent not immediately after the educational event, but after some time. Compressibility risk refers to the density of the probability of an adverse event occurring within a given range relative to the size of that range. Barrier risk is the presence of factors that reduce the effectiveness of risk mitigation management decisions and increase the uncertainty of management decisions. Spread risk is the increase in risks and their consequences (tree graph). Latency risk is the invisible nature of educational project risks. Inertia risk is the delay between risk detection, the development of mitigation measures, their implementation, and the achievement of the expected result. Hierarchy risk is a risk located at a higher level in the system; it has a decisive influence on the levels below it. Emergence risk is the irreducibility of risk in an educational project to the sum of the properties of its components. Localization risk is a risk derived from the number of concentrated factors at a specific point in the educational environment. Convergence risk is the presence of intra- and inter-system convergence processes. Integrity risk is the isolation of a risk from its environment.

Conclusions. The identified risk indicators for educational projects represent a necessary component for determining the acceptability and admissibility of management decisions in the educational sector. The identified risk indicators for educational projects can be useful for determining risk management approaches and models.

Background. The issue of professional standards for English language teachers in India remains relevant due to the need to improve teaching quality as well as to align it with international requirements. The current teacher training system suffers from fragmentation, outdated methods, and insufficient integration of modern technologies, necessitating comprehensive analysis and reform.

Objective. The aim is to analyze the system of professional standards and requirements for English language teachers in India in the context of the National Education Policy 2020 (NEP 2020) and the National Professional Standards for Teachers (NPST).

Methods. Theoretical methods were employed: analysis, synthesis, content analysis of documents, comparison, and data generalization.

Results. The evolution of standards from fragmented approaches to a holistic system was identified, encompassing competency-based assessment, integration of linguistics and teaching methodology, and the implementation of continuous professional development. Key innovations include a 4-year integrated B.Ed., emphasis on language proficiency (CEFR B2+), use of digital technologies, and mandatory training programmes.

Conclusions. The reforms under NEP 2020 and NPST create new opportunities for teachers’ professional growth, but their successful implementation requires addressing systemic challenges such as faculty retraining, development of assessment tools, and overcoming regional disparities. Further research should focus on monitoring reform implementation and evaluating its effectiveness.

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.