Articles

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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