Articles

Background. The stable negative stereotypes about Russia among foreign students, formed by the media environment, hinders successful communication and increases the risk of cultural shock.

Objective. The goal is to develop and approbate a holistic pedagogical technology forming tolerance toward Russian culture among foreign students during their studying Russian as a foreign language.

Study Participants. The experimental group consists of 13 students (19–27 years old) from the University of Cadiz (Spain), with a background in the humanities and an A2 level of Russian language proficiency.

Methods. Intragroup comparison "before and after", quantitative analysis of the dynamics in the scores on a specialized test for tolerance.

Results. After the implementation of the author's pedagogical technology (model + meta-subject course "WORLD"), the average group indicator of the test for tolerance increased by 81.49%. The maximum initial score (21.88%) was improved. Three times as many students achieved it. The minimum score (3.13%), which was initially present in 38% of the group, was observed in only one participant (7.69%) after the experiment, resulting in a score of 71.88%.

Conclusions. The study proved the effectiveness of a systemic technology integrating linguistic and cultural studies components. Key factors of success included the immersion method through authentic materials, shifting the focus from language tasks to the formation of a holistic image of culture, a meta-subject approach. The model is recommended for implementation in the practice of teaching Russian as a foreign language, especially in preparation for academic mobility. The prospects include adapting the model for levels B1–C1 and studying the long-term impact on the social and professional adaptation of graduates.

Background. The use of visual aids in education remains significant as one of the fundamental didactic principles, gaining new forms due to the development of modern technologies. Despite the growing availability of digital tools, many instructional materials for teaching Arabic at the intermediate level contain a limited range of visualization means, which reduces the effectiveness of mastering complex grammatical structures.

Objectives. The study aimed to analyze the preferences of undergraduate students regarding the forms of presenting Arabic grammar material and, based on the findings, to develop a system of visual aids adapted to learners' needs.

Methods. The research employed a questionnaire survey, comparative analysis, and expert evaluation.

Study Participants. The study involved 74 second-year undergraduate students (aged 19–23), divided into two groups: Group 1 (2023/2024 academic year) and Group 2 (2024/2025 academic year).

Results. The majority of respondents confirmed that visual formats — such as schemes, tables, and graphic models — facilitate a deeper understanding of Arabic grammar. High or sufficient effectiveness of the developed visual materials was acknowledged by 71 of 74 participants. The most preferred formats were interactive exercises (82–85%), quizzes (57–65%), and video fragments (45–47%). A comparison of the two groups revealed a stable positive dynamic in mastering grammar topics when visual materials are used regularly. Additionally, existing online platforms and websites for creating educational content were analyzed. Several digital resources that best correspond to the goals of teaching Arabic grammar and align with student preferences identified in the survey were selected.

Conclusions. The systematic use of visual aids in teaching Arabic grammar enhances the effectiveness of material acquisition. The developed resources can be applied both in classroom settings and in independent study at the intermediate level.

Background. International student mobility has traditionally been viewed as an indicator of a country's academic integration. However, in the context of current political and sanction-driven changes, this understanding is shifting. The demand for online learning formats, short-term modules and double diploma programmes is growing. Universities now face the challenge of improving educational programmes and teaching methods for international students. This highlights the importance of developing educational approaches and maintaining institutional competitiveness.

Objectives. The study aims to identify the pedagogical implications of the emerging trends and to develop evidence-based recommendations for organizing the educational process.

Study Participants. The study involved 312 students from 15 countries and 20 experts in the field of international education programmes.

Methods. A mixed-method design combining quantitative and qualitative analysis was used. The research applied surveys, semi-structured interviews, content analysis of policy documents (UNESCO, OECD). Statistical tools such as correlation analysis, ANOVA, clustering, and trend analysis were also applied.

Results. A shift toward Asian educational hubs was identified (37% market share by 2025). Correlation analysis confirmed a strong connection between institutional attractiveness and digital infrastructure (r = 0.74). Cluster analysis revealed three student archetypes ("digital pragmatists", "sociocultural integrators", and "academic migrants"), which need differentiated pedagogical strategies.

Conclusions. The success of internationalization in a multipolar world is determined by the transition to the "co-creation" model and the implementation of the "internationalization at home" (IaH) tools presented in the author's model.

Background. The appeal to the historical experience of the formation and transformation of the vocational guidance system in Russia is conditioned by the need to understand the patterns of its development at the Soviet and modern stages. The analysis is carried out in order to develop effective strategies for professional self-determination of young people in the context of modern socio-economic challenges and educational policy reform.

Objectives. The research aims to identify the main stages of the history of career guidance in the Soviet and post-Soviet periods, to determine their essential characteristics and problem areas, and to analyse the factors that have influenced the change in government policies in this field.

Methods. The authors take a systematic approach to career guidance, considering it as an integral part of society. The article employs methods such as retrospective and comparative historical analysis, as well as analysis of legal regulations that have governed career guidance throughout different stages of history.

Results. The key periods of career guidance development in Russia are highlighted and characterized. The stage of institutionalization in the 1920s is associated with the formation of the first approaches to professional orientation and active discussion of the subsequent development of career guidance within the pedagogical and psychological community. The centralized development stage in the 30s–50s of the 20th century, when career guidance functioned as a tool for state personnel planning subordinated to ideological attitudes and the needs of the national economy, is identified. Late Soviet period is associated with transformation of the career guidance system during Soviet perestroika, including the creation of an extensive network of career guidance centers and mass training of professional consultants. 1990s are marked by the degradation of the existing system due to management crisis and underfunding. Modern stage is characterized by the introduction of the unified model of vocational guidance and attempts to rebuild the system based on new organizational and legal principles.

Conclusions. It has been established that the effectiveness of career guidance depends on the degree of government involvement and the availability of a comprehensive policy in this area. Historical experience shows that the lack of continuity and rejection of the established practices leads to the stagnation of the system. However, the use of proven mechanisms from the past, adapted to modern conditions, opens up opportunities for improving approaches to young people's professional self-determination.

Background. Near-death experience (NDE) is an altered state of consciousness experienced at the moment of near death, which has a specific structure (which includes such elements as an out-of-body experience, a feeling of movement in a dark tunnel, a review of life, visions of bright light, other realities and meetings with the dead, and many others). The similarity of reports on the NDE of Russians in the 19th and 20th centuries with modern ones suggests the existence in Russian culture of a model of NDE — a set of ideas about the experiences of a dying person, which determines the formation of such an experience in a particular person. We assumed that Russian folklore is one of the forms of fixation of this model. Namely, we mean a genre of oral non-fabulous prose such as bylichki and byvalschiny (oral stories from the first and third person, respectively, about supernatural events that actually took place) about obmiraniya — cases when a person visits another world in a special state close to death.

Objective. We conducted a search for the elements/components of NDE in the texts of stories — bylichki and byvalschiny — about obmiraniya.

Methods. The material for our analysis is 55 texts of stories about obmiraniya collected by Russian philologists, folklorists and ethnographers in the 70s and 90s years of the last century in the European part of the Soviet Union. The modern model of the European NDE, which includes 25 elements and characteristics of this experience served as the categorical basis for analysis.

Results. The following NDE elements/components were found in these texts: inexpressibility, a sense of peace and quiet, a path to another world involving crossing the boundary between worlds, and individual components of the "dark tunnel" element — closedness and movement, images of light, meeting others, images of another reality — heaven, hell and emotionally neutral places, such components of the "luminous being and contact with it" element as authority, contact, personification and love, a review of life, the second boundary, making a decision to return (more often the subject of the decision was not the visionary himself, but an authoritative character), return, the transformative effect of the NDE, unwillingness to tell anything about the experience. In the implicit form, there were such elements as the realism of the experience and the transcendent nature of the experiences. In isolated cases, the following elements were mentioned: unusual auditory sensations, OBE (the "separation of soul from body" component), understanding one's stay in the world of the dead, a change in the experience of time, such components of the "dark tunnel" element as darkness and light at the end of the tunnel, meeting with light/unity with it, a new attitude towards death and life, a luminous being and contact with it as the simultaneous coexistence of all five components of a given element (light, authority, contact, love, personification) and light as a separate component.

Conclusions. It is concluded that the bylichki and byvalschiny about obmiraniya, capturing a significant number of NDE elements and their components, can act as carriers of the model of NDE.

Background. This article explores the purpose of Russian higher education in the current geopolitical context, where one of the key tasks of the Russian state is achieving a goal of national development. It is aimed at realizing the potential of every person, enhancing their talents, and up-bringing patriotic and socially responsible individuals. Ensuring progress in this direction is entrusted to the Russian education system, which is undergoing a reform and is increasingly playing a significant role in the development of modern society.

Objective. The aim is to identify existing approaches to higher education management developed by Russian scholars and to summarize them in order to provide effective practical application, ensuring further development of Russian higher education.

Methods. To explore the role of education in societal development and describe the current state of the higher education system, dialectical and historical approaches were used. Content analysis and expert assessments were employed in reviewing the research findings of various scholars and a vast array of official information. Based on the principle of systematicity and the use of an interdisciplinary approach, individual shortcomings in the activities of higher education are identified and current directions for the further development of higher education in a dynamically changing global world are substantiated.

Results. Based on an analysis of scientific sources and regulatory documents, statistical and informational materials are summarized, certain problems and features of the activities of Russian higher education are identified, and current directions for the further development of the higher education system in Russia are formulated.

Conclusions. The development of scientific and technological progress is stimulating a growing demand for new knowledge and competencies, which necessitates the training of qualified specialists in line with the demands of a dynamically changing labor market. Given the fragmentation of the global world order, the role of Russian higher education in the development of modern society is naturally increasing. The changes to the Russian higher education system that are needed by practice should be implemented in the direction of increasing its flexibility and concentrating resources on addressing key issues related to providing the country with qualified personnel in the context of strengthening the overall sovereignty of the Russian state.

Background. The relevance of the research is determined by the need to identify similarities and differences in pedagogical attitudes and understanding of educational outcomes in different countries in order to develop flexible approaches to international cooperation that take into account both universal principles and national specifics.

Objectives. The purpose of the study is to identify and analyze the value-semantic foundations that form the international educational space of friendly countries, as well as to identify ways to develop interstate cooperation in the field of education.

Study Participants. The study involved 199 representatives of educational organizations from Russia and friendly countries. 56% of the respondents represent the higher education systems of their countries, the rest are teachers and heads of educational institutions.

Methods. The socio-cultural approach served as methodological basis for the research. The research methods included: questionnaires; quantitative and qualitative analysis of the data obtained during the survey; content analysis of respondents' open responses.

Results. The author reveals the commonality of key values of upbringing (life, patriotism, high moral ideals, dignity, historical memory and continuity of generations), as well as national-specific accents in their priority. Along with common ideas about priority educational outcomes (respect for elders, knowledge and respect for the culture and the history of one's country, etc.), significant differences are recorded in a number of indicators (desire to build a family, knowledge of the history of other countries, willingness to study throughout life, etc.). The key grounds for international cooperation are highlighted: respect for cultural diversity, academic mobility, common projects and initiatives in the field of education, equal access to educational resources regardless of race. Three groups of countries are outlined based on the orientation towards results and values in international educational cooperation.

Conclusions. The necessity of taking into account national specifics in the formation of international standards and cooperation in the field of education is confirmed. The importance of the commonality of educational outcomes and the unity of value orientations for building an international educational space has been established. The revealed diversity of countries' approaches to international cooperation underlines the importance of flexibility and adaptability of educational strategies in interstate cooperation.

Background. Communicative mobility is regarded as an integrative characteristic reflecting the readiness for flexible and effective interaction within a dynamic communicative context. Communicative mobility plays a crucial role in professional success of modern people. Nevertheless, it is rarely discussed in educational research, and many aspects of this phenomenon remain insufficiently developed. In particular, there is the need to clarify its scientific status and position within the system of competences that define speech development.

Objectives. The aim of the study is to analyze communicative mobility in the context of the competence-based paradigm of education, highlighting its relevance within educational practice and conceptual framework of pedagogy.

Study Participants. The study involved 512 respondents, students studying in technical programmes at Samara University.

Methods. Empirical methods applied in the research included content analysis of educational standards and labor market requirements (qualitative); a student survey (online questionnaire).

Results. The analysis of communicative mobility through the lens of current Federal State Educational Standards (FSES), labor market requirements, and students’ needs showed the significance of the characteristic under study. Communicative mobility can be regarded as a functional manifestation of communicative competence in dynamic interaction contexts, requiring speech flexibility in combination with cognitive flexibility and psycho-emotional self-regulation. It was noted that the core competences defining speech development substantially reflect relevant aspects of communicative mobility. The competence-based foundation of communicative mobility is transformed taking into account its dynamic nature, which establishes dominant patterns of speech behaviour and constrains some types of speech activity.

Conclusions. Communicative mobility ensures the functional sufficiency of speech skills in an authentic professional environment. Multimodal artificial intelligence (AI) tools can harmoniously complement its development.

Background. Over the past twenty years the Russian higher education system is undergoing significant transformations that affect all its elements. In this regard, a comparative analysis of the opinions of students representing different generations, such as Millennials and Zoomers, is of particular importance. The object of the study were students of Moscow State University. The work was aimed at studying the perceptions of different generations of students about the quality of the education they receive, as well as their career and educational prospects. The study provides an opportunity to trace how Russian students are changing in the new socioeconomic and digital realities. The results obtained make it possible to predict the main vectors of the educational system’s development and adjust it to meet the needs of all participants in the educational process.

Objectives. To study the changes over the period from 2013 to 2023 in the assessment of education received by MSU students, to identify the dynamics of their educational and professional demands and values.

Study Participants. A mixed sample was used (2013 — quota by MSU faculties, 2023 — flow). The surveys involved final–year students of Lomonosov Moscow State University. In 2013 the sample size was 829 respondents (students of the specialist program, 77 per cent, bachelor’s degree students, 23 per cent) in 2023 — 1 000 respondents (students of the specialist program, 55 per cent, bachelor’s degree students, 45 per cent). Representation of the general population is observed.

Methods. The 2013 survey was conducted using a self-administered handout questionnaire. In 2023 online survey digital questionnaire was used. The 2023 survey was based on the 2013 questionnaire, with some aspects updated to reflect changes in the education system and new educational and pedagogical approaches.

Results. An analysis of the opinions of MSU students over the past ten years shows that there is a redistribution of educational priorities in education, a change in attitude towards building their educational and professional trajectories, and a certain reenvisioning of values. Today’s students demonstrate a more pragmatic, practical approach to their education than their peers did ten years ago. Students of 2023 are more confident in their abilities and rely more on themselves and their own capabilities. They enter the labor market much more actively and earlier during their grad days and are more than the university graduates of 2013 focused on applying their knowledge in the specialty they are acquiring. At the same time, research data show that values such as family, health, and love remain among the core values for students throughout the study period.

Conclusions. The results of the study show that representatives of the Zoomer generation are more demanding on the education they receive. Their choice of training programs and university has become more conscious and steadier. Their understanding of future employment is also being formed much earlier than it was ten years ago. This is largely facilitated by earlier entry into the labor market and employment in the specialty they are acquiring. These observations require a more rapid response from the education system to changing requirements in terms of updating educational programs, the forms and methods of teaching used, technologies and innovations in the process of training future specialists.

Background. The digital transformation of higher education has necessitated a revision of the methodological foundations of teaching, including foreign language education. The development of foreign language competence becomes critically important for professional mobility of non-linguistic students. However, traditional approaches face time constraints, low motivation, and a mismatch between instructional content and the professional tasks for future specialists. A digital educational environment (DEE) has the potential to address these challenges but requires a holistic methodological framework. 

Objective. The goal is to substantiate the methodological foundations for designing a digital educational environment aimed at developing foreign language competence among students of non-linguistic fields. 

Methods. The study employed an analysis of contemporary Russian and international publications (2021–2025), systematization of methodological approaches, and content analysis to identify dominant emphases in the academic literature. 

Results. Six key methodological approaches to DEE design were identified: systemic, activity-based, competence-based, cultural-historical, axiological, and holistic. A set of design tools was defined, including modeling, instructional design, learning analytics, cognitive-psychological principles, and educational experience design (EXD/UX). It is substantiated that, under digitalization, foreign language competence acquires the status of a metacompetence integrating linguistic, cognitive, sociocultural, and digital components, while the integration of artificial intelligence into the educational process necessitates the development of AI literacy and digital ethics among students. 

Conclusions. Effective design of a digital educational environment for the development of foreign language competence should be based on an integrative model that combines the identified methodological approaches and tools. This will help overcome fragmentation, increase learner motivation, and ensure the relevance and value of foreign language training for future professional activity.

Background. High-quality integration of ideological and political education into both the content and the organization of instruction across academic disciplines is regarded in China as a pivotal driver of deepening higher-education reforms and enhancing the effectiveness of universities’ educational governance. Accordingly, there is a pressing need to identify, analytically describe, and systematize the educational potential of humanities courses at the level of concrete teaching materials, as well as the methodological mechanisms through which such integration is operationalized.

Objectives. The goal is to identify the composition of educational (cultivating) materials and ideological elements represented in the course “University Chinese Language and Literature Course” at Xinjiang Normal University, and to determine the ways in which they are integrated into the educational process.

Methods. The empirical basis of the study comprised 33 texts from the textbook “University Chinese Language and Literature Course” and the corresponding instructional planning materials. Coding and content analysis of the texts and methodological materials were conducted in NVivo 20, which made it possible to classify the types of educational (cultivating) materials, the set of ideological elements, and the integration models employed.

Results. The findings show that the course enables flexible selection of materials, systematic identification of ideological elements, and a context-sensitive combination of integration approaches, thereby supporting students’ independent learning activities. In terms of content, cultural-theoretical materials and materials for indepth study predominate. Regarding educational components, elements aimed at the development of personal qualities and competencies are most prevalent. In terms of implementation, practice-oriented formats are used more frequently than theoretical-declarative ones.

Conclusions. The course’s effectiveness can be enhanced by realizing the potential of cultural theory more fully, updating and specifying ideological elements, and strengthening teacher–student pedagogical interaction in lesson design and delivery.

Background. The adoption of a series of policy documents, reflecting the state’s focus on ensuring technological and intellectual sovereignty of the Russian Federation, has necessitated an update of teacher education. This updating requires a comprehensive analysis of the substantive, functional, and managerial aspects of its development.

Objectives. Based on an analysis of the current state and the regulatory framework of teacher education in the Russian Federation, this study aims to identify the value foundations for its development.

Methods. The research employed methods of regulatory document analysis, systematization of data from monitoring studies (conducted by the Russian Academy of Education, ISRO, CVL RAO, Herzen University in 2022–2023), as well as comparative analysis, problem-oriented analysis, and content analysis of expert opinions.

Results. The key value foundations for teacher training were identified and systematically framed: the value of personal development, graduate professional competence, social responsibility, readiness for lifelong learning and self-education. Systemic problems were determined: lack of integrity of the system and a common conceptual framework, absence of a unified core content, inconsistency between professional and educational standards, lack of a unified technological platform, insufficient readiness of teachers to transmit traditional values. Based on the analysis of Russian experience and foreign practices, solutions are proposed, including reliance on Russian pedagogical heritage, strengthening universitybased teacher education, creating a unified electronic platform, and implementing digital technologies.

Conclusions. The development of teacher education should be proactive and predictive in nature, based on a synthesis of traditional Russian spiritual and moral values and modern innovative practices. Key success factors are the formation of a unified value-purpose field, development of a unified core content, and creation of an integrated training system. Teacher education, ensuring the spiritual, moral, and civic maturity of the nation, renewed on a value basis, is a factor not only in the country’s socio-cultural and economic development but also in its national security.

Background. Designing the inter-subject content of education in general and implementing this content in a course of a particular discipline, in particular, is aimed at creating an inter-subject dialogue in education. One of the possible ways to build up such a dialogue is the use of heuristic pedagogical technology, changing the nature of training from the relay monologue to the productive dialogue.

Objective. The aim is to justify the possibilities of applying heuristic teaching technology as a way to implement inter-subject and meta-subject approaches in the process of higher education in order to integrate science (geography) and humanities.

Methods. The authors relied on the interdisciplinary, system-activity-based, practice-oriented, and metadisciplinary approaches. Modeling, forecasting, analysis and synthesis, as well as statistical methods were used in designing the educational programme. In implementing the course “Geoeconomics of Countries”, the authors utilized such pedagogical techniques as heuristic, project-based, problem-based learning, case study methods, portfolios, and others. Reflection was conducted through in-depth interviews.

Results. The authors designed and implemented an innovative interdisciplinary master’s programme with a geographical component in the field of Journalism (profile “Journalism in intercultural and geopolitical communication”). The cycle of heuristic interdisciplinary classes in the discipline “Geoeconomics of countries” also was designed and tested. This course allows students to master cross-subject and meta-subject competences in applying geographical knowledge about nature and resource potential of countries and regions, geopolitical and socio-economic processes in the world economy to the professional field of international journalism. The experience of interdisciplinary approach and heuristic technology in the implementation of this course for international students is analyzed taking into account the characteristics of cross-cultural communication.

Conclusion. Interdisciplinary educational programmes at the intersection of scientific and human fields of knowledge, implemented through heuristic pedagogical technology, make it possible to apply the principle of dialogue in education and prepare sought-after specialists with the competences of interdisciplinary nature.

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/