Articles

Background. The relevance of the study is due to the need to identify profile-specific and gender-specific anxiety among future teachers during the examination session in order to develop targeted programmes of psychological and pedagogical support, taking into account the course of study and the direction of training.

Objective. The study aims to investigate the structure and dynamics of anxiety among teacher-training students during the examination period, with consideration of their academic profile and gender.

Study Participants. The study involved 469 students (years 2–5) majoring in education, representing 14 specializations (85% female).

Methods. The Taylor scale of personal anxiety (adapted by T.A. Nemchin), G. Eysenck's method of “Self-assessment of mental states” (anxiety, frustration, aggressiveness, rigidity), and the student's situational anxiety scale modified by G.Sh. Gabdreeva were used.

Results. A high level of personal anxiety was identified in 62% of students. During the session, situational anxiety dominates, especially in linguistic and defectology profiles (p < 0.01–0.05, d from 0.6 to 1.1). Girls demonstrate significantly higher levels of anxiety than boys (p < 0.01, d = 0.74). The most stressful factor is the fear of answering an exam in front of a committee (78%). By the 5th year, general anxiety decreases, but professional anxiety increases. Significant dynamics of anxiety in different years was shown both in the whole sample (F(3,465) = 8.42, p < 0.001, η² = 0.052) and within profiles (the largest decrease in linguistic profiles: from 73 to 48% of highly anxious ones.

Conclusions. The period of interim assessment is accompanied by increased anxiety among most future teachers, while students of speech therapy and defectology profiles are the most vulnerable group. The data obtained substantiate the need for differentiated psychological and pedagogical support for students during the session, taking into account the profile of training and the year of study.

Background. In the context of the digitalization of education and the expansion of academic mobility, the need for the targeted development of intercultural competence among students of non-linguistic universities is growing. The limited amount of language training and the lack of authentic intercultural experience in the traditional educational process do not ensure the students’ readiness for effective interaction in a multicultural professional environment. In this regard, social networks are seen as a potential pedagogical tool that can compensate for the lack of real intercultural communication.

Objectives. The purpose of the study is to develop and experimentally test a methodological model for the formation of intercultural competence in students of non-linguistic universities using social networks in the context of academic mobility.

Study Participants. The study involved 107 students (59 women, 48 men) aged 18–21 years (M = 19.6; SD = 0.9) of the Financial University under the Government of the Russian Federation, studying in non-linguistic areas of training. All the respondents participated in one-semester academic mobility programmes at universities in the People's Republic of China.

Methods. The study was carried out as a part of a pedagogical experiment using the author's questionnaire “Features of intercultural interaction of students”, aimed at diagnosing the cognitive, affective and behavioral components of intercultural competence. Methods of questionnaires, quantitative analysis, comparative analysis of data before and after the formative stage, as well as interpretation of empirical results using diagrams were used. Social platforms that actually function in the Chinese digital environment, namely the WeChat messenger, were used as the main means of intercultural interaction.

Results. A three-stage methodological model including preparatory, immersive, reflective-assessment stages and integrating social networks into the educational process has been developed and tested. Experimental data recorded a steady increase in the integral level of intercultural competence of students, expressed in an increase in the analytical interpretation of cultural differences, a decrease in intercultural anxiety and a transition from passive to adaptive behavioral strategies. The proportion of students with a high level of intercultural competence has increased significantly, and the number of students with a low level has decreased significantly.

Conclusions. The results obtained confirm the effectiveness of pedagogically targeted use of social networks as a means of forming the intercultural competence in the students of non-linguistic universities. The proposed model provides complex development of cognitive, affective and behavioral components of competence and can be used in designing programmes of academic mobility and intercultural training for future specialists.

Background. The insufficient development of listening comprehension skills for spontaneous professional speech among international non-philology students learning Russian as a foreign language at the B1–B2 level becomes especially significant at the stage of defending their graduation theses, despite an otherwise sufficient level of language proficiency. This makes relevant the development of a teaching approach capable of reducing, within a limited time, the gap between knowledge of Russian and the ability to comprehend professionally oriented speech in real oral interaction.

Objective. The goal is to develop and test a specifically created instructional-methodological complex (IMC) for the intensive development of listening skills in international non-philology students through authentic video materials and neural network technologies.

Study Participants. The study involved 28 international fourth-year students of the Faculty of Computational Mathematics and Cybernetics who had been learning Russian as a foreign language for four years (B1–B2 level). All 28 students participated in the IMC-based instruction; 24 students who attended the final class completed the final test and questionnaire.

Methods. The study was conducted as a quasi-experimental methodological investigation using mixed methods. The IMC, specifically developed for the study, served as the main instructional and methodological instrument of the pilot implementation. The approach was based on strategic segmentation of an authentic news video report, a system of pre- and post-viewing tasks, and deep integration of lexical work. The DeepSeek-R1 neural network was used to adapt materials and generate assignments. Effectiveness was assessed through an initial qualitative assessment, a final objective test, and a questionnaire.

Results. The final assessment showed high objective indicators of authentic speech comprehension: 83.3% of students correctly identified the general meaning of a new video report, while the average percentage of correct responses in detail verification was 91.7%. At the same time, only 25% of students subjectively reported an improvement in listening skills. A “subjective evaluation paradox” was revealed: high objective performance (83–92%) contrasted with low subjective self-assessment of progress (25%). Vocabulary growth was reported by 67% of students.

Conclusions. The proposed model, combining strategic work with authentic material, a profession-oriented context, and digital tools, is an effective means of intensively developing listening skills in international non-philology students. The use of AI (DeepSeek-R1) as a methodologist’s tool proved appropriate for rapid content adaptation. Key areas for optimization include the introduction of reflective elements and within-group differentiation.

Background. The article examines the possibilities of developing a school lesson plan using artificial intelligence (hereinafter — AI). A lesson plan is an important document that is developed separately for each lesson and therefore requires a lot of resources. The main advantage of artificial intelligence lies iт time saving. Therefore, the rapid development of a lesson plan using artificial intelligence is currently relevant.

Objectives. The goal is to analyse the capabilities of artificial intelligence (AI) in the development of lesson plans. The practical significance of the work lies in the study of the application of AI to the independent creation of lesson plans.

Methods. The research was carried out in the period from September to December 2025, that is, in the first semester of the 2025–2026 academic year, at Shakarim University. The development of lesson plans for the subject “Theory and Methodology of Teaching Mathematics in Primary School” was carried out using 20 different artificial intelligence tools. 1st and 2nd-year students of the two-year post-college professional education programme in the specialty “Pedagogy and Methods of Primary Education” were involved in the study. A total of 116 students participated.

Results. The capabilities and effectiveness of artificial intelligence tools recognized as most appropriate for developing lesson plans were evaluated: ChatGPT, MagicSchool.ai, LessonPlans.ai, AILessonPlan.com, Kuraplan, Monsha AI, Shyraq AI, School AI, Teachy, Teachmate AI, Auto Classmate, Sparkplan AI, Copilot, Perplexity, Typeset.io, Teaching Assistant AI, Gemini, Pear Deck AI, Nearpod AI, and Learning Designer AI.

Conclusions. The results of the study made it possible to identify the key areas of AI application in the development of lesson plans. The use of AI allows to: 1) save teachers’ time and resources; 2) automate assessment processes; 3) improve the quality and structure of educational materials; 4) provide personalized learning; 5) implement interactive digital tools without requiring teachers to have special technical knowledge; 6) optimize the learning process based on big data analysis.

Background. The research is devoted to the value-semantic foundations of advanced pedagogical training, which is the most important aspect of the modernization of pedagogical education system in Russia. The relevance of the work is due to rapid social changes and new requirements for the quality of education, the need to train teachers who are able to work effectively in the face of digital transformation and interdisciplinary challenges, the need for a balance between traditional spiritual and moral values and innovative approaches in pedagogy.

Objectives. The purpose of the study is to identify and substantiate the value-semantic foundations of advanced pedagogical training, which will determine the content, forms and methods of teaching future teachers.

Study Participants. The study involved 400 respondents, including 325 students of the Chechen State Pedagogical University; 49 teachers of secondary schools in Grozny; 14 university teachers and 6 principals of schools in the Chechen Republic.

Methods. To achieve the goal, an integrated approach was used, including a theoretical analysis of scientific literature on advanced teacher training, classification of pedagogical values, as well as a content analysis of regulatory and strategic documents in the field of education. The empirical analysis was carried out by means of a questionnaire using the author's questionnaire. Statistical data processing was carried out using the Wilcoxon T-test to identify statistically significant differences in value estimates.

Results. The study confirmed the high importance of traditional Russian spiritual and moral values for future and current teachers, made it possible to identify the guidelines for advanced teacher training (increasing the importance of knowledge about neural networks and artificial intelligence, increasing interest in interdisciplinary connections, preserving the importance of subject, didactic and methodological knowledge). It also actualized the need for increased attention to personal and professional qualities of the teachers.

Conclusions. Advanced training should combine reliance on sustainable traditional values, on the development of new value - semantic orientations of the digital age, and the updating of the content of teacher education, taking into account technological innovations.

Background. Against the backdrop of transforming educational systems and the search for effective mechanisms for the socialization of the younger generation, analyzing the experience of reforming children’s and youth organizations in various countries takes on particular significance. Russia and China, possessing unique historical traditions of the children’s movement, have in recent years implemented large-scale reforms that require pedagogical reflection.

Objective is to identify common and distinct trends, pedagogical foundations, and outcomes of the reform of the children’s movement in Russia and China, and to determine the factors influencing the effectiveness of educational systems.

Study Participants. The study is based on the analysis of regulatory documents, reform programmes, statistical data, and scientific publications reflecting the activities of the All-Russian Children’s and Youth Movement “Movement of the First” and the Chinese Pioneer Organization during the period 2015–2025.

Methods. Methods of comparative pedagogical analysis, theoretical modeling, content analysis of documents (manual coding of categories), as well as pedagogical interpretation of organizational and methodological decisions were applied.

Results. Significant differences were identified in the initial conditions of the reforms (continuity in China vs. institutional rupture in Russia), in the objectives (emphasis on the formation of collective identity in China vs. the formation of civic identity through individual choice in Russia), and in the approaches to staffing and the forms of educational activities. It is shown that the Chinese reform relied on preserving the organizational structure and ensured a high degree of systematicity. The Russian reform, faced with the need to rebuild the educational system, successfully established an institutional framework and a network structure; however, the substantive content of the activities is still in the active development stage.

Conclusions. The effectiveness of reforming the children’s movement is determined by the continuity of educational experience, the stability of the staff, the activity-based nature of education, and the balance between state mandates and children’s agency. The Chinese model demonstrates the advantages of institutional stability and mass participation, while the Russian model combines the creation of a nationwide structure with the search for optimal forms of operation and public recognition. The key factors determining the success of reforms are personnel policy (the status and motivation of Pioneer leaders) and the nature of the organization’s integration into the school system (the balance between voluntarism and institutional inclusion).

Background. The effective acquisition of Chinese phraseology by international students presents one of the most challenging methodological tasks in teaching Chinese as a foreign language. Existing teaching practices often fail to ensure the necessary level of understanding and authentic use of this lexical category, which negatively impacts the overall linguistic and intercultural competence of learners.

Objectives. The goal is to conduct a comprehensive study of current problems in teaching Chinese phraseology to international students based on a three-dimensional analytical model of “textbook – methodology – teacher”, as well as to systematize key shortcomings, identifying their interrelationships, and proposing pathways for the optimization of teaching process.

Methods. The study employs a comprehensive approach, which includes a systematic analysis of textbooks and a survey of teachers, within the model of “textbook – methodology – teacher”.

Results. It has been established that the poor acquisition of phraseology is rather caused by systemic factors, than by isolated ones: structural and content-related imperfections in textbooks, a deficit of innovative, context-oriented methods, and an insufficient level of instructors’ linguocultural training. A concept for synergistic optimization is proposed, including specific measures in three directions: 1) reconstruction of the textbook system based on a graded and culturally-grounded approach; 2) implementation of innovative methods, such as context-situational learning and virtual reality technologies; 3) systematic professional development for instructors with an emphasis on the skills in cultural interpretation and digital literacy.

Conclusions. It is proven that only coordinated reform of all three components of the triad “textbook – methodology – teacher” can elevate the teaching of Chinese phraseology to a qualitatively new level. Implementing the proposed optimization model will create a holistic educational ecosystem, leading not only to a deeper assimilation of linguistic material by students but also to increased effectiveness in the international dissemination of Chinese culture through language. The study sets new benchmarks for the development of linguodidactics in Chinese as a foreign language.

Background. Digitization occurring worldwide changes language abilities and skills. Digital transformation also affects the teaching subject and environment, the tools and processes of foreign language teaching and learning. At the same time, digitization concerns not only the use of digital teaching tools but also raises questions of content and methods of teaching.

Objective. The goal is to examine digitization of foreign language education from the viewpoint of didactics and to identify theoretical and methodological issues in teaching foreign languages related to the digital transformation of the teaching process.

Methods. Analysis of Russian and foreign publications on the topic was used. Competence-based and tailored approaches to foreign language teaching, individualization and interactivity of teaching served as the methodological basis for the research.

Results. The questions and challenges in language teaching theory and methodology posed by the expanding digitization of foreign language education are described in this article. These include conceptual changes in methodology, particularly the expansion of its categories, as well as possible alterations in the foreign language teaching process concerning its alignment with digital tools and the worldview of learners. The potential uses of digital resources (generative artificial intelligence technologies and interactive adaptive applications for learning) understood in terms of their integration into the foreign language teaching process are examined. This entails changes in the activities of foreign language teachers, whose task is to purposefully develop digital learning environments or assignments that promote individualized learning through digital means and feedback.

Conclusions. The paper concludes that there is a need to develop a concept for foreign language teaching in the context of the digitization of foreign language education to form functional communicative competence taking the use of digital and traditional tools in differentiated and individualized teaching into account. The specificity of such a concept should be that the formation of functional communicative foreign language competence must occur through both interactive adaptive digital tools and traditional analog learning resources in the context of the digital transformation of the educational process. Moreover, teaching experience should be differentiated and individualized.

Background. In modern higher education, the problem of motivating students of non-linguistic majors to learn a foreign language has become increasingly acute. For future psychologists, English is often perceived as a non-core subject, which results in decreased learning motivation and a formal approach to language acquisition. Therefore, there is a need to identify methodological and didactic approaches that activate internal, professionally meaningful sources of motivation.

Objectives. The aim of this study is to theoretically substantiate and analyze the potential of the “dialogue of meanings” approach as a tool for motivation and meaning-making in teaching English to psychology students.

Methods. The study is based on the analysis of theoretical frameworks of dialogical pedagogy, philosophical hermeneutics, and contextual education, as well as on the data obtained from experimental teaching. The methods included experimental instruction, covert observation, expert assessment, and oral interviews with students.

Results. The findings demonstrate that organizing English language instruction around the dialogue of meanings and professionally relevant content enhances students’ cognitive and professional motivation, increases their learning engagement and activity, and improves the quality of professional communication in a foreign language.

Conclusions. The dialogue of meanings can be regarded as an effective tool for integrating language and professional training of future psychologists. Focusing on meaning-making and the professional and personal dimension of learning transforms foreign language study from a formal subject into a valuable resource for professional development.

Background. The relevance of the proposed article is due to the focus of its content on identifying the role of the phenomenon of laughter in human culture and in determining the prospects for using laughter in building educational practice.

Objective. The purpose of the work is a comparative analysis of human behaviour in situations that cause laughing reaction with behaviour when laughing reaction is not displayed. The situations under consideration can be understood as conditions in which laughing behaviour appears.

Methods. The method of analysis by units (L.S. Vygotsky) was used. Behavior was compared across three types of situations — communication, play, and normative situations — with the identification and comparison of laughter response parameters.

Results. Three types of situations have been identified, in each of which laughing behaviour may occur. They were situations of communication, play, and normative behaviour. The condition for the appearance of laughter in communication was the presence of a social group and the unfolding of a communication situation. This situation, to a greater extent than others, can be accompanied by laughter if its participants engage in role-playing interaction. The second type of situation when laughing behaviour may occur was the play. The play has a number of properties essential for laughter occurance, including internal motivation, an imaginary situation, game roles and rules, tension, and iconic relationships. The third type of situations when laughing behaviour can be observed was the situation of normative behaviour with such properties as objectivity, tension, arbitrariness, and the presence of rules. The researchers identified the following parameters of the laughing reaction: "non-compliance with expectations"; "presence of an internal form of reaction"; "possession of energy"; "frivolity". In all the situations considered, breaking the rules causes laughter.

Conclusions. The similarity between the parameters that cause laughing behaviour in situations of communication, play and normative behaviour has been established, which makes it possible to consider them as essential units of a human culture. Due to the fact that modern educational practice is primarily aimed at supporting children's cultural development, the effectiveness of learning can be increased by including play and communication situations that cause laughing behaviour in the educational process.

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.