Журнал появился на свет в период реформирования российской системы образования и бурного развития всех разделов и уровней педагогической науки, начиная от ее методологических основ и заканчивая практикоориентированными моделями образовательных новаций. Это нашло отражение в структуре журнала и определении ориентиров, которыми руководствуется редакционная коллегия. Редакционная коллегия строит работу журнала и производит отбор материалов для него в соответствии с принципами гуманизма, системности и синергизма. В соответствии с ними от авторов журнала требуется предоставление результатов исследований, выполненных в соответствии с гуманистическими методологическими основаниями, представленными в системной форме, учитывающими многообразие условий и факторов образования, оказывающих обучающий, воспитывающий, развивающий - целостный синергетический эффект. Наряду с вышеуказанными принципами учитывается ведущая методологическая основа – компетентностный подход в педагогике и в образовании. Редакционная коллегия руководствуется при формировании материалов журнала следующими идеями. 1. Образование человека имеет непрерывный, всесторонний и всеобъемлющий характер. Образование происходит не только в образовательных организациях, но и в семье, в социуме, в организациях культуры, в действительности – во всех сферах жизнедеятельности людей. Поэтому в журнале рассматривается образование во взаимодействии его формальных, неформальных и информальных видов. При этом непрерывность образования достигается единством и взаимным дополнением основного и дополнительного образования. 2. Все компоненты и результаты образования обусловлены социально-возрастной и культурной стратификацией общества. Поэтому целесообразно исследовать образование на определенном уровне, но во взаимосвязи со всей системой непрерывного образования человека через всю жизнь. Взаимосвязь с партнерами сферы образования требует внимания к сетевым формам реализации образовательных программ, использование которых как никогда актуально и регламентируется и Федеральным Законом «Об образовании в Российской Федерации», и Федеральными государственными образовательными стандартами. Исследование основ реализации образовательных программ в сетевой форме является одним из направлений, поддерживаемых редакционной коллегией журнала. 3. Вхождение России в мировую систему образования повышает внимание редакционной коллегии журнала к вопросам международного сотрудничества в сфере образования: при проектировании и реализации международных образовательных программ, управлении этими процессами, при подготовке субъектов образования к участию в них. 4. Влияние экономических факторов на образование имеет как позитивные (стимулирование деятельности субъектов образования), так и негативные (снижение внимания к качеству образования) аспекты. Для нивелирования негативных аспектов целесообразен поиск способов повышения качества образования, во всех его видах, формах, и на всех уровнях. Для воплощения всех замыслов автора предлагаются следующие разделы журнала: Методологические основания педагогики, Теория и практика управления образованием, Цифровизация в образовании, Вопросы инженерного образования, Непрерывное образование в течение всей жизни. Образование разных уровней, Интернационализация образования. Образование в странах мира, Инклюзивное образование и др. Принимаются статьи по направлениям: проблемы непрерывного образования и развития человека в течение жизни в информационном обществе; инженерное образование. Рекомендуемая тематика статей: целостность формальной, неформальной и информальной составляющих в системе непрерывного образования в течение жизни человека; вопросы обеспечения и измерения качества непрерывного образования; модели и методики обеспечения и измерения качества непрерывного образования; актуальные проблемы воспитания и социализации; развитие личных ресурсов человека (компетентности, здоровья, личностных качеств, др.) и человеческих ресурсов различных систем и сообществ посредством непрерывного образования; социальное партнерство и международное сотрудничество в сфере науки и образования. От лица редколлегии я приглашаю к сотрудничеству всех заинтересованных лиц. Ответственный редактор И.О. Котлярова Информационное письмо о публикации статей в 2024 году Шаблон статьи в 2024 году
ANALYSIS OF FACTORS INFUENCING ON FOREIGN LANGUAGE LEARNING MOTIVATION OF CHINESE STUDENTS ABOVE MATRICULATION LEVEL BASED ON SEM AND fsQCA METHODS
Motivation in educational activity is a specific type of motivation embedded in the structure of teaching and learning processes. The relevance of this study lies in examining motivation as a crucial component of educational activity, which becomes a defining characteristic of students as active participants in the learning process. The article identifies and explores factors influencing the motivation of Chinese students with secondary education to learn foreign languages. The article aims to validate the motivational factors among secondary education students in foreign language learning. The research objectives include: identifying the factors affecting motivation and the psychological-pedagogical conditions of their develop-ment in foreign language learning; analyzing the factors influencing Chinese secondary education students' motivation to study foreign languages using SEM and fsQCA methods; investigating existing combinations of these factors leading to high motivation; and selecting the most effective combinations. The research methods used include: theoretical analysis of psychological-pedagogical and methodological literature, data collection, empirical analysis, comparative analysis, structural equation modeling (SEM), and fuzzy-set qualitative comparative analysis (fsQCA). Based on the applied research methods, six factors positively influencing Chinese secondary education students' motivation to learn foreign languages were identified. The study confirmed the existence of these six factors and revealed five combinatorial pathways among all possible combinations of antecedent factors leading to high motivation. The study proposes various factor combi¬nations to foster high motivation and suggests a new direction for further in-depth research on enhancing motivation strategies.
Международное сотрудничество в сфере образования. Образование в странах мира
Copyright (c) 2025 Education. Educational sciences
IMPROVING THE QUALITY OF EDUCATION PROGRAM SUPPORT AND IMPLEMENTATION BY EDUCATIONAL PSYCHOLOGIST USING ARTIFICIAL INTELLIGENCE
The use of artificial intelligence (AI) by professionals in helping professions is a matter of regulatory and legal significance, both in Russia and internationally. This is caused by the need to adapt to changing requirements and increased public attention to the education support quality. The study aims to identify the possibilities of using AI technologies by educational psychologists to improve the quality of psychological, pedagogical and methodological support to implement education programs. To achieve the aiman integrated approach was used. The author analyzed the regulatory documents and professional standards, analyzed the existing research, and used expert evaluation. The implementation of the labour functions of an educational psychologist in solving professional tasks was considered. The author formulated and ranked the criteria to assess the quality of work of an educational psychologist in psychological and pedagogical support; identified the challenges faced by educational psychologists in the implementation of psycholo¬gical, pedagogical and methodological support for educational programs. The author systemized the labor functions of an educational psychologist evaluated by experts and created a model for distributing tasks between educational psychologists and artificial intelligence. The findings highlight the potential for integra¬ting human expertise with digital technologies, where AI handles operational tasks while professionals retain strategic and expert functions.
Цифровая трансформация и искусственный интеллект в образовании
HISTORICAL AND PEDAGOGICAL STUDY OF DIGITAL TRANSFORMATION IN ARCHIVAL EDUCATION IN RUSSIA: ISSUES AND DEVELOPMENT TRENDS
In the context of globalization and the development of information technologies, traditional approaches to archival education are becoming obsolete, necessitating a revision of the methodology for training specialists. The relevance of the study is driven by the rapid digital transformation of archival science, which requires the modernization of educational programs and the development of new professional competencies for future archivists. The author conducted a historical and pedagogical analysis of the digi-talization of archival education in Russia, identifying key problems and prospects for its development in line with modern technological and pedagogical trends. Research methods included historical-pedagogical ana¬lysis, comparative method, and historical-pedagogical modeling. Challenges in archival education were identified, including technological lag, a shortage of qualified personnel, and the absence of unified stand-ards. Prospects for the archival education development were outlined within the context of modern techno-logical and pedagogical trends. The novelty of the study lies in the systematization of key directions for the digital transformation of archival education: document digitization, the integration of innovative educational technologies, and the automation of archival processes. Proposed measures include the integration of digital competencies into curricula, the promotion of interdisciplinary approaches, and the creation of a digital archival ecosystem. The findings can foster the development of a competitive system for training archivists adapted to the challenges of the digital age, ensuring the preservation of Russia’s historical and cultural heritage under new technological conditions.
ARTIFICIAL INTELLIGENCE TOOLS AS A MEANS TO DEVELOP UNIVERSITY STUDENTS’ CREATIVITY
In the context of the active transformation of educational spaces through the integration of artificial intelligence (AI), it is essential to train specialists capable of adapting to rapidly changing techno¬logical conditions by leveraging creative thinking and developing innovative strategies. Creativity is one of the key skills necessary for the successful activity of future specialists. The study aims to systematize AI tools that possess the functional capabilities to develop university students’ creativity. To achieve this goal, theoretical and empirical research methods were used, namely, document analysis, analysis of pedagogical and methodological literature, generalization of pedagogical experience, observation, indirect individual questioning, formalized and informal conversation, testing, and analysis of activity results. 80 second-year bachelor students of South Ural State University with a technical profile participated in the research. The results of the study justified the feasibility of developing students' creativity using AI tools. The authors proposed a systematization of AI tools, which contains the description of their functional capabilities and examples of practical use. The systematization includes six categories of AI tools: for generating texts, for writing, for mind mapping, for generating images and videos, and for musical accompaniment. These tools can be used to develop students’ creativity across various fields of study at both undergraduate and graduate levels.
INTERDISCIPLINARY INTEGRATION ASPECTS OF TECHNICAL AND LINGUISTIC DISCIPLINES IN ENGINEERING EDUCATION
Nowadays interdisciplinary integration of technical and linguistic disciplines is a fundamental and system-forming idea of modern education, as well as one of the directions of scientific and technological development of the Russian Federation. The educational system strives to train highly qualified engineers capable of carrying out professional activities in the international arena. Thus, to perform professional tasks an engineer needs to possess both professional and universal linguistic competences and synthesize knowledge. The study aims to develop theoretical foundations for interdisciplinary integration of technical and linguistic aspects in engineering education; to identify and characterize the interdisciplinary integration aspects of professional and linguistic academic disciplines. Standards analysis, theoretical analysis, synthesis, classification and study of pedagogical experience contributed to the study of integration at dif-ferent levels. The research characterizes the interdisciplinary integration aspects of technical and linguistic disciplines in engineering education: synthesis of professional and universal competences; educational con-tent; methods, forms and didactic means of organizing the educational process. The authors present a methodology to organize interdisciplinary education to form the professional readiness of future engineers for performingjob duties in a foreign language.
THEORY AND EDUCATIONAL PRACTICES OF PERSONAL POTENTIAL DEVELOPMENT: REVIEW
The rapid changes of the digital era across all areas of societal life have highlighted the need to develop personal potential that enables people to effectively solve emerging problems in difficult conditions, withstand external pressure, and rely on internal goals, meanings, and available resources. New concepts, namely, “human potential” and “personal potential”, which both domestic and foreign scholars consider insufficiently explored, are viewed in interdisciplinary fields (economics, sociology, psychology, pedagogy, and neuroscience) as equivalent, subordinate, or overlapping. The conceptual framework of per-sonal potential development requires refinement and systematization. This article presents an analysis and synthesis of the main characteristics of the concept “personal potential” within psychology and pedagogy, as well as effective educational practices that promote its development within the education system. Understanding the features of personal potential and modern educational practices for its development will help educators become more selective and effective when designing and implementing pedagogical processes.
DESIGNING A DEVELOPING SYSTEM OF IN-HOUSE TRAINING FOR TEACHERS BASED ON THE OBJECTIVES OF STATE POLICY IN EDUCATION
Improving the quality of Russian education is closely linked to implementing a comprehensive set of measures aimed at supporting the professional growth of teachers in general educational institutions. State policy in the field of education focuses on increasing accessibility and inclusiveness, as well as creating conditions for the self-realization of diverse groups of learners. These priorities impose high demands on the professional training of educators, emphasizing the importance of having an effective, evol¬ving system of in-house professional development for teaching staff. Such in-house training proves to be more flexible and goal-oriented, enabling schools to account for their specific context, respond to changing educational process needs, and ensure continuous professional development. The research aims to propose a scientifically grounded methodological interpretation of the design process of an evolving in-house pro-fessional development system for teachers within a general educational institution, based on the objectives of state policy in education. The study employed the methods of analysis of regulatory and theoretical lit-erature, modeling, evaluation, and systematization of modern practices of in-house teacher training in schools. Key characteristics of an evolving in-house professional development system were scientifically substantiated, including its goals, methodology, conditions, and expected outcomes. A methodological framework for designing such a system was presented. The article outlined the content of the following de-sign stages: diagnostic, goal-setting, project, implementation, reflective, expert, and prospective. For the first time, the concept of “an evolving in-house professional development system for teachers” was defined; its properties were identified, and the concept of “designing an evolving in-house professional development system” was described along with an algorithm for its implementation within the corporate educational en-vironment of a general educational institution. The proposed design process can be applied in developing long-term development programs for general educational institutions, particularly in sections related to managing continuous professional development of personnel. The suggested algorithm may also be incor-porated into the content of professional development programs for teachers and school leaders offered by institutions of continuing professional education.
BEST PRACTICES OF REGIONAL INNOVATIVE SITES IN CONTINUING PROFESSIONAL EDUCATION CONTENT OF TEACHERS
Innovative activities in education contribute to the improvement and creation of fundamentally new organizational and pedagogical practices. Institutions supporting educational development provide organizational support for innovative infrastructure and promote the creation of an innovative environment that enables the dissemination of outcomes from innovative sites. One effective way to disseminate experiences gained at regional innovative sites is through incorporating them into the content of continuing professional development programs for teachers. The article aims to justify and develop principles for conceptualizing and incorporating the best practices of regional innovative sites within the framework of continuing professional education content and teacher training practice. The methodological basis of the research lies in the concept of pedagogical experience conceptualization. Methods of analysis of regulatory and legal foundations of pedagogical activity and literature, design of pedagogical principles, and systematization of formal and informal teacher professional development practices were applied. The author identified the principles to conceptualize and integrate the best practices of regional innovative sites into continuing professional education content for teachers These principles include: relevance to priority tasks of state policy in education; systematic representation of innovative experience; reliance on best practices grounded in psychological and pedagogical knowledge. The author argues that these principles can support efforts to address key objectives of state policy in general education, and serve as a foundation for updating continuing professional education content by systematizing and presenting pedagogical experience based on psychological-pedagogical knowledge proven to be effective in educational practice. An approach to disseminating the best practices of regional innovative sites was described, based on utilizing both formal and informal continuing professional education resources. The implementation of this approach within the educational system of Chelyabinsk region was outlined. The presented principles and practices of organizing formal and informal teacher professional development can be used to design continuing professional programs to ensure their practical orientation. The obtained results and conclusions may be applied in the process of scientific and methodological support for the activities of regional innovative sites.
METHODOLOGICAL BASIS FOR DEVELOPING A STRATEGY FOR DEVELOPING STUDENTS’ SOCIAL AND INFORMATIONAL INTELLIGENCE: PHILOSOPHICAL AND GENERAL SCIENTIFIC LEVELS
The article substantiates the choice of methodological approaches that constitute the philosophical and general scientific levels of the methodological basis to develop a strategy for the development of students' social and information intelligence in the real-virtual space of an educational organization. Social and information intelligence is a key quality of a modern person, and the relevance of the problem of its development is determined by the conditions of the information society, in which digital technologies are actively introduced into all the spheres of society, and the key resources are information and knowledge. The study aims to justify the application of methodological approaches from the philosophical and general scientific levels of methodology to develop a strategy for fostering students' social and information intelligence within the real-virtual space of an educational institution. The authors analyzed scientific sources, including a significant number of dissertations, and determined the structure of the methodological basis of the study, the philosophical level of which includes pragmatic and dialectical approaches, and the system-environmental, homeostatic and polyparadigmatic approaches act as the general scientific basis for the study. Moreover, it is established that the level of theoretical and methodological strategy consists of cybernetic and axiological approaches, and the personal-activity approach acts as a practice-oriented tactic. Based on the analysis of the main principles of the pragmatic, dialectical, system-environmental, homeostatic and polyparadigmatic approaches, the significance of each approach for building a strategy for developing students' social and information intelligence in the real-virtual space of an educational organization was determined.
APPLICATION OF PEDAGOGICAL TOOLS IN TEACHING BUSINESS COMMUNICATION IN RUSSIAN TO CHINESE AUDIENCE
Research relevance is driven by global changes in international cooperation and the growing need for Chinese professionals to adapt to Russian business culture. The research problem lies in the low degree of awareness about the models for teaching business communication in Russian language, lack of the analysis of Russian language teaching methods and low degree of their adaptation to the needs of the business environment. These factors decrease the effectiveness of intercultural communication in Chinese and Russian business circles. The study aims to develop and evaluate pedagogical tools for teaching bu¬siness communication in Russian to Chinese audience. These tools integrate linguistic, cultural, and professional aspects of learning in relation to the content, methods, and forms of acquiring business communication competencies in Russian. The authors analyzed the literature, modelled pedagogical tools, surveyed 15 adult Chinese learners, and tested the pedagogical tools through an original methodology on an experi-mental group of 15 students. The original methodology incorporates elements of intercultural and profes-sional training, designed for teaching adult Chinese learners with Russian language proficiency levels A1 and A2. The novelty of the work lies in the development of pedagogical tools based on a profession-oriented and comprehensive approaches, representing an integration of linguistic, cultural, and professional components. The proposed integrated pedagogical elements, namely, content, methods, organizational forms, and methodological techniques, can be used in educational institutions and corporate training pro-grams, thus, improving the training of specialists in business communication in Russian.
INTERNATIONAL TALENTS’ CULTIVATION: MODELS AND PRACTICE OF FOREIGN LANGUAGE TRAINING IN CHINA
In the context of globalization, the training of highly qualified international professionals that are fluent in foreign languages has become a strategic priority for China's higher education. The authors provide a comprehensive analysis of modern mechanisms and promising directions for developing training systems, using case studies of two leading linguistic universities, namely, Beijing Foreign Studies Univer¬sity (BFSU) and Shanghai International Studies University (SISU). The methodological framework of the study includes the analysis of regulatory documents, including the “National Teaching Quality Standards” (2018); a comparative study of educational programs and teaching methods implemented at BFSU and SISU; the evaluation of the effectiveness of different learning approaches. The research reveals significant differences in the applied models. BFSU focuses primarily on advanced multilingual education (mandatory study of two or three foreign languages) using small group formats and organizing semesters of study abroad with foreign instructors, while, SISU develops an innovative “multilingualism+” concept that com-bines language training with related disciplines (international relations, global economics, foreign regional studies). Notably, both universities actively incorporate digital technologies into their educational processes, fully aligning with current global trends. The scientific novelty of the study lies in systematizing the most effective training strategies: 1) integration of digital educational technologies into traditional language courses; 2) transition from specialized to comprehensive hybrid learning models. The results of the research can be used to modernize educational programs at Chinese universities.
APPLICATION OF POINT-RATING SYSTEM TO ASSESS STUDENTS' KNOWLEDGE IN A TECHNICAL DISCIPLINE: USING THE EXAMPLE OF THE DISCIPLINE “THEORETICAL MECHANICS”
The development of engineering education is a critical factor in scientific and technological progress. To train qualified specialists, universities need to implement methods that enhance students’ learning motivation and foster a responsible attitude toward mastering professional disciplines. In this context, the modernization of the point-rating system (PRS), which allows for objective knowledge assessment and maintains consistent academic engagement, is of particular interest. This research proposes an improved point-rating system (PRS) for the course “Theoretical Mechanics,” developed based on the analysis of PRS implementation practices. The research goal was to create a discipline-oriented assessment model that en-courages systematic student work while minimizing the shortcomings of traditional PRS. The authors ana-lyzed educational standards, adapted evaluation criteria to the specifics of the discipline, and incorporated tests as the main assessment element. The experimental results showed that all the students who passed their exams followed the methodological scenario proposed in the PRS and received grades matching their level of mastery. The novelty of this approach lies in developing a specialized PRS structure for technical disciplines, shifting the focus from lectures to practice-oriented assessment forms. The proposed model considers the need for step-by-step mastery of complex material, the importance of applied skills, and the balance between theory and practice. The findings confirm that a discipline-adapted PRS manages the educational process more effectively than standard systems, enhancing motivation and improving the training quality of future engineers.
IT SPECIALISTS’ TRAINIG IN THE AGE OF DIGITAL TRANSFORMATION: ANALYSIS OF STUDENT NEEDS
In the age of digital transformation and rapid development of information technologies, training of highly qualified IT specialists is becoming a key factor in the competitiveness of companies and the eco¬nomy. However, there are significant gaps between the requirements of employers and the level of training of university graduates, between the professional needs of students and the content of educational programs. These gaps emphasize the need for changes in educational approaches depending on the student needs re-vealed. The research aims to explore the student needs related to their professional development. The article presents the results of a study on the needs of IT students, the alignment of the educational process with the identified requirements, and recommendations for improving the quality of IT specialist training. A survey was conducted among students in IT-related fields at South Ural State University (n = 457) using methods of descriptive statistics, comparative analysis, and content analysis. The authors identified the trends in student needs, professional aspirations, and patterns in preferences for different forms of interaction with employers. The literature analysis allowed the authors to describe best pedagogical practices in IT specialist training that revealed issues that hinder the fulfillment of student needs in the educational process. The study enabled to develop a set of recommendations for improving IT specialist training, including increasing the practical component of the educational process, integrating employers into educational activities, and expanding career guidance programs. The research methodology was tested at South Ural State University and can be used to enhance graduates' competitiveness in the job market.
ORGANIZATIONAL MODELING OF VIRTUAL ENVIRONMENT OF CONTINUOUS PEDAGOGICAL EDUCATION
The Russian Federation is working on global education digitalization projects to equip educational institutions with the necessary infrastructure, to provide Internet access and widespread adoption of electronic resources, to integrate modern information and communication technologies and to implement distance learning technologies. The system of continuous pedagogical education should be rethought for a new educational paradigm. The article aims to make a theoretical analysis of the literature on the research problem and to present the results of modeling the virtual environment of continuous pedagogical education. The authors offer an organizational model of the virtual educational environment of continuous pedagogical education that summarizes the following models: the nuclear model of the teacher's professional and digital culture, the dynamic model of continuous pedagogical education, the process model of the teacher in the system of continuous pedagogical education, the information model of the virtual environment of con-tinuous pedagogical education.
NATIONAL BALLET MODELS AS A FOUNDATION TO DEVELOP PERFORMANCE CULTURE IN FUTURE CHOREOGRAPHERS OF KAZAKHSTAN
Recently the interest in national culture has grown significantly. However, national choreog-raphy is developing in globalization, and globalization introduces adjustments to traditional performance culture, necessitating a deeper study of national performing choreography. This research aims to develop theoretical foundations and methodology for cultivating performance culture among choreography students by integrating the heritage of classical national choreography into the educational process of Kazakhstan’s universities. The study analyzes the national ballet models of performance culture, emphasizing its for-mation through a value-based attitude toward national choreography, understanding performance culture semantics and aesthetics. The author tested the methodology where students at M. Utemisov West Kazakhstan University learned dances from the national ballet “Kalkaman and Mamyr”, employing visual method, observation, conversation, analysis, and statistical processing of the obtained results. The results showed improved performance technique and performance culture aesthetics, improved musicality and creative thinking, confirming the effectiveness of teaching domestic ballet art to enhance choreography students' performance culture of Kazakhstan’s universities.
INFORMATION AND ANALYTICAL SKILLS AS COMPLEX PHENOMENON: THEORETICAL FRAMEWORK AND LEVEL-BASED APPROACH
The digital transformation of education and the increasing volume of information flows necessitate a deep comprehension of information. This requires a shift in focus – from discussing students’ informational and analytical skills separately to substantiating the concept of “informational and analytical skills”. This concept cannot be reduced to a sum of informational and analytical skills as it represents a complex and integrative phenomenon. The research problem lies in the absence of a unified theoretical and methodological approach to defining and structuring information and analytical skills (IAS) as an independent pedagogical category, as well as in the insufficient development of their relationships with the requirements of modern educational standards. The study aims to substantiate the IAS as a separate group of skills, to identify their structural components, to propose levels of IAS formation, and to prove the corre-spondence of this category to the requirements of the Federal State Educational Standard for Secondary General Education (FGOS SOO) regarding meta-subject learning outcomes. The study employs a theore-tical and methodological analysis of the literature, a comparative analysis of the nature and characteristics of informational and analytical skills in relation to the Federal State Educational Standard for Secondary General Education to assess the validity of distinguishing this category of skills. The authors offer a defini-tion of informational and analytical skills, which encompasses instrumental, cognitive, and reflexive com-ponents; identify five levels of skill development: basic, operational, methodological, critical-reflexive, and strategic. The study substantiates the alignment of informational and analytical skills with the requirements of the Federal State Educational Standard for Secondary General Education, reinforcing the necessity of fostering these skills within the general education system. The findings confirm the hypothesis that informational and analytical skills should be recognized as an independent category.
DIVERSIFICATION OF CONTENT AND METHODS OF MANAGERIAL AND PEDAGOGICAL STAFF TRAINING IN PHYSICAL CULTURE AND SPORTS
The modern system of training of managerial and pedagogical staff in the field of physical culture and sports functions within the framework of a social order. The current trends in societal and economic development require diversification in both the content and methods of this training. To effectively implement this diversification, the development of a model of training of managerial and pedagogical personnel in the field of physical culture and sports is essential. This study aims to provide a theoretical justification and develop such a model. The key research objectives are: 1) to conduct a theoretical analysis of managerial and pedagogical training in physical culture and sports and identify the study's theoretical and methodological foundations; 2) to design a model of training of managerial and pedagogical personnel in the field of physical culture and sports; and 3) to describe the diversified content and methods in this training. The analysis of the literature reveals several critical findings: 1) current training programs do not sufficiently align with modern professional challenges; 2) the training system constitutes a complex, multi-faceted phenomenon comprising psychological-pedagogical, managerial, and reflexive training subsystems; and 3) labor market conditions necessitate diversified approaches to training. The authors offered a model based on systemic and participatory approaches, incorporating three core components, namely, motivational-target, content, and methodological-technological components, each structured to reflect the imperative for diversified content and methods in preparing managerial and pedagogical staff for the evolving demands of physical culture and sports.
Theory and Practice of Education Management
NUCLEAR APPROACH TO THE FORMATION OF RISK COMPETENCE OF SPECIALISTS
The fundamental ideas of the nuclear approach have been developed and expanded in the research of methodologists from different historical periods. In modern research, the nuclear approach can be considered a general theoretical framework. Although the interpretation of the provisions of nuclear approach of the education phenomena in the 21st century is actively pursued, its application in pedagogyremains limited. Thus, the use of the nuclear approach to study interdisciplinary phenomena, particularly those relating to both education and professional practice, is urgent. Given the rapid changes and insuffi-cient study of the consequences of modern technologies’ implementation, along with increased professional risks, the task of developing relevant competencies among specialists becomes relevant. The choice of the nuclear approach is motivated by the need to identify research subjects from the nuclear belt, which undergoes more frequent changes than the core that remains stable within a paradigm and across paradigm sequences. The study aims to specify the framework of the nuclear approach to investigate the interdisciplinary subject of developing risk-management competence in future specialists. The authors formulated specified provisions of the nuclear approach in educational and professional spheres; identified its core and belt within the research object and subject; and characterized the procedures and results of conducting the research based on the nuclear approach.
EVALUATION OF NETWORK FORMS OF INTERACTION OF EDUCATIONAL MARKET PARTICIPANTS
One of the most pressing problems of the current stage of socio-economic development is the shortage of highly qualified personnel. The Decree of the President of the Russian Federation “On National Development Goals for the Period up to 2030 and Prospects up to 2036” identifies among its key tasks the realization of each person's potential, the development of his talents, and the upbringing of a patriotic and socially responsible individual. Educational programs implemented by participants in network partner-ships can serve as tools to help address this issue. The aim of the research is to identify the most effective and promising network forms of interaction among participants in the educational market that implement educational programs, in the context of their alignment with the driving forces of the educational market. The article examines the methodological and practical aspects of evaluating network forms of interaction in education. The research is based on the principles of a systems approach and general scientific methods (observation, analysis, synthesis, and modeling). Cognitive analysis of the cause-and-effect relationships in the partnerships of organizations implementing educational programs was employed for data processing. Documents describing the experiences of participants in network educational programs were used as sources of empirical material. The main forms of network interaction were identified; the driving forces (drivers) of the educational market and the criteria for evaluating network partnerships in education influenced by these drivers were established. The results allowed to conclude that the network form of interaction that best corresponds to the driving forces of the educational market involves educational organizations and business structures (corporations) as subjects. The results can be used to plan educational projects implemented in a network form and to develop state educational policy measures, regional and municipal targeted programs in the field of education.
CYBER SOCIALIZATION OF CHINESE TEENAGERS IN MODERN CONDITIONS
The relevance of the research is determined by the fact that the modern development of society and technology not only opens new opportunities but also harbors new threats. The advancement of information technologies has led to significant changes in all spheres of society. Researchers highlight a new phenomenon known as cyber socialization. This phenomenon has both positive and negative aspects. Alongside the opportunities for education and socialization, researchers have identified risks such as negative impacts on mental health, fraud, and cyberbullying. This topic has become the subject of research by several authors (R.M. Aysina, S.Yu. Burinina, N.V. Kochetkov). However, there are still problematic issues that require further investigation. In particular, these include identifying negative factors and processes affecting individuals, seeking ways to neutralize them, and facilitating proper socialization for adolescents.The research aims to establish the processes that negatively influence adolescents during cyber socialization in China and to find ways to overcome these challenges. General scientific methods of analysis and synthesis were employed. Specific methods included the “Questionnaire of Involvement in Cyber sociali¬zation” (S.L. Lenkov, N.E. Rubtsova, G.I. Efremova) and the questionnaire “Cyber communication Dependence” (A.V. Toncheva). Comparative analysis, as well as mathematical and statistical methods were used to evaluate the results. The study compared the indicators of cyber socialization among adolescents in Russia and China. The scientific novelty is presented through the comparative analysis of cyber socialization as a phenomenon in Russia and China.
THE ESSENCE OF DIGITAL IDENTITY: THEORETICAL FOUNDATIONS AND PEDAGOGICAL CONTEXT
The digital identity of educators is becoming an important aspect of their professional self-determination, readiness to use artificial intelligence and digital technologies in educational practice. The purpose of the article is to theoretically reflect on digital identity, its key characteristics, factors of for-mation, and challenges. Methods of theoretical analysis, critical assessment of scientific literature, and a comparative approach have allowed for the systematization of research on digital identity, clarifying its connection to educators' adaptation to the modern conditions of professional activity. The research results indicate that educators' digital identity is formed as a complex and multilayered process, dependent on per-sonal, professional, and technological factors. Further empirical research is necessary for a deeper under-standing of this process, aimed at clarifying the patterns, mechanisms of digital identity formation, and its interrelation with professional reflection, which will subsequently enable the development of effective tools for conscious management of digital identity.
DEVELOPING CRITICAL THINKING OF UNIVERSITY STUDENTS THROUGH THE USE OF PROBLEM-ORIENTED TASKS
Critical thinking is a universal competency, especially in the training of specialists in tech-nical fields and disciplines. Many studies are dedicated to the development of critical thinking; however, the issue of using problem-oriented tasks in this area is not sufficiently represented. The aim of the research is to systematize problem-oriented tasks for developing the ability to think critically among students of technical specialties. The study employed methods such as surveys, Watson – Glaser tests, theoretical analysis, and modeling. Levels of critical thinking among students of technical specialties were identified; a pool of problem-oriented tasks was modeled and systematized (including structured discussions, Theory of In-ventive Problem Solving (TIPS) methods, creation of digital AI projects, and text analysis related to their field of study). The conducted research reflects the assessment of the level of awareness about critical thinking and attitudes towards the necessity of its development among students of technical specialties, as well as the actual level of development of critical thinking of this category of students. The completion of tasks involves interaction with AI services: inVideo AI, Lumen5, haiper AI, Runway, Kling AI, Leonardo AI, Play.ht, Murf AI, Suno AI. Future research may involve comparing critical and systemic thinking among students of technical fields, as well as correlating the tasks for developing different types of thinking with types of problem-oriented tasks.
PEDAGOGICAL CONDITIONS FOR DEVELOPING COMPETITIVENESS OF FUTURE ECONOMISTS IN CONTEXT OF TRANSFORMATION OF LABOR MARKET AND UNIVERSITY EDUCATIONAL PROCESS
In conditions of economic instability, the competitiveness of graduates becomes one of the key factors for their successful employment and career advancement. Educational institutions must reconsider their approaches to training specialists, ensuring not only the transmission of fundamental knowledge but also the development of soft skills that meet labor market demands. The need to develop and implement pedagogical conditions that will allow universities to not only adapt their educational programs to the requirements of the external environment but also purposefully foster the competitiveness of stu-dents. The problem of the research lies in the insufficient effectiveness of existing approaches to forming the competitiveness of future economists in the educational process of higher education institutions. The study aims to substantiate a set of pedagogical conditions that contribute to the formation of competitiveness among students in economic fields. The research employed methods of theoretical analysis, pedagogical experiment, testing, and mathematical data processing. The structure of the concept of “competitiveness of future economists” that includes motivational, cognitive, and operational components was clarified. It allowed to understand the process of competitiveness of future economists’ formation. Pedagogical con-ditions that facilitate the effective formation of competitiveness among future economists in the educational process of higher education institutions were substantiated. Mechanisms for interaction with employment centers and recruitment agencies were developed and integrated into the educational process. It enabled to consider current employer demands and integrate them into curricula. Thus, the research contributes to the development of theoretical and practical approaches to training competitive specialists in the field of economics, responding to the challenges of the modern labor market.
COMMUNICATIVE SKILLS AS INDICATOR OF SUCCESSFUL SOCIALIZATION OF ADOLESCENTS
The general education school is an important institution for the socialization of adolescents, where both formal and informal interactions take place. This article addresses the issues of empirical diagnostics of the communicative aspect of adolescent socialization. The research aims to characterize the communicative skills of adolescents as an indicator of their successful socialization. To achieve this aim, the authors identified the structure of communicative skills in adolescents and conducted their empirical diagnostics. The structure of communicative skills was revealed based on the study of theoretical concepts of socialization from sociological and psychological perspectives. The authors surveyed 200 students from secondary general education schools in Chelyabinsk. To diagnose the formation of communicative skills the authors developed indicators characterizing relationships with others. The generalization of the com-municative aspect of socialization was achieved by assessing how easily and comfortably individuals communicate with various subjects. The authors developed a classification of comfort in family relation-ships and a classification of the ease of interaction with different categories of communication subjects. Both classifications correlate with the self-image of oneself in one’s own eyes and in the eyes of others, as well as with self-assessment of relationships from the perspective of others, which are considered aspects of an adolescent’s self-evaluation. A connection was identified between the aforementioned classifications and other indicators of the formation of communicative skills highlighted in this study. The results of the research indicate the necessity to consider the atmosphere in students' families and the need for fostering constructive relationships in the classroom, which in turn contributes to more effective interaction and the formation of higher self-esteem among students.
IMPLEMENTATION OF INFOGRAPHICS IN MASTER STUDENTS' PROFESSIONAL EDUCATION
In an interactive and visually appealing world, the field of education strives to create visually attractive textbooks and online courses for university students. This is particularly relevant for master's students, as, unlike bachelor's students, they need to have developed analytical skills for research and management activities. Based on the reviewed literature, a lack of a systematic approach to the study of the concept of “infographics” was identified, as well as an insufficient development of models for the application of infographics in the professional education of master's students. Through the study of practical experience, a demand from educators for methodological materials that incorporate infographics was revealed. As a result, there emerges a need to clarify the concept and systematize the types of infographics, as well as models for their implementation in the educational process for preparing master's students. The aim of the research is to identify the possibilities of infographics as a means of visualization in the professional education of master's students. The following tasks were set and resolved: the concept of “infographics” was clarified; the awareness of master's students regarding the types of infographics in education was assessed; the effectiveness of different types of infographics in teaching master's students was analyzed; the perspectives of educators on the use of types of infographics were studied; and various types of infographics were implemented in the teaching process for master's students. The theoretical results of the research include the study of approaches to the concept of “infographics”, the ordering of types of infographics, and the possibilities of their application in the educational process. The empirical research was conducted at South Ural State University. Methods used included the integrative literature review, surveys, interviews, and Cronbach's alpha method. The study involved 33 master's students and 26 educators. The empirical research showed that most master's students are aware of some types of infographics but do not know about their applicability in the educational process. Educators are familiar with the main types of “infographics”, but are not acquainted with the classification of “infographics”, thus, applying limited amount of types. The implementation of various types of infographics in the professional education of master's students demonstrated an increase in interest and students’ motivation, as well as simplifying and making the process of infor-mation perception engaging. The results may be useful for educators in teaching master's students using infographics.
COOPERATIVE LEARNING TO FORM COMMUNICATIVE COMPETENCE OF UNIVERSITY STUDENTS
The article discusses the features of cooperative learning in universities, as well as its poten-tial advantages related to edutainment, gamification, digital storytelling, and pitching. This innovative tech-nology involves collaborative activities among students in small groups under the guidance of an instructor to achieve specific educational goals. Positive interactions among group members, individual responsibility of each participant, mutual encouragement of success in the student-student and student-instructor interaction, and the development of soft skills are the main components of cooperative learning. The research aims to develop and test a cooperative technology to form communicative competence of students of Russian higher education institutions. The authors developed a cooperative technology to form communicative competence of students, identified the characteristics of the technology, determined students' expectations from the technology used, and tested the technology through pedagogical experimentation. The study employed theoretical (integrative literature review, modeling) and empirical (survey, questionnaires, pedago¬gical experiment, descriptive statistics) methods. The experiment involved first-year bachelor's students from the advanced engineering school “Heart of Ural” at South Ural State University. The effectiveness of the developed technology was demonstrated based on the following criteria: the improvement of foreign language proficiency according to the European CEFR scale, motivation, and teamwork skills.
MULTICULTURAL EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY OF THE MINISTRY OF INTERNAL AFFAIRS OF RUSSIA WITHIN PROFESSIONAL SELF-DEVELOPMENT OF CADETS AND TRAINEES
The article addresses the issues related to the training of cadets and trainees in educational organizations of the Ministry of Internal Affairs of Russia within the multicultural educational environment that promotes the professional self-development of learners. The study aims to substantiate the significance of a multicultural educational environment for the professional self-development of learners. To achieve this goal, the authors analyzed research literature, revealing the essential characteristics and content of self-development for cadets and trainees within the multicultural educational environment of the higher education institutions of the Ministry of Internal Affairs of Russia. The problem is approached from the perspective of preserving and developing multicultural diversity and respecting the ethnic values of the peoples inhabiting the region and the country. Special attention is given to the concept of cross-cultural education, which prepares police officers for life in a diverse world, focusing on understanding ethnic, cultural, religious, and social diversity. The methodological basis of the study is the environmental approach, which allows considering the multicultural educational environment of higher education institutions of the Ministry of Internal Affairs of Russia as a holistic system of educational, practice-oriented, innovative, reflective, and service activities for cadets and trainees aimed at self-development. The authors determined the impact of the educational environment on personality development, expressed in the adaptation of cadets to the environment, in cadets’ ability to influence the educational environment, and considered the environment as a system of influence on the individual. The authors specified the main provisions of the self-development process of cadets and trainees in the multicultural educational environment of a university. The novelty of the research lies in the substantiation and definition of the features of self-development for cadets and trainees in the multicultural educational environment of a specialized university.
MODEL FOR DEVELOPING THE READINESS OF STUDENTS OF PEDAGOGICAL COLLEGE FOR PROFESSIONAL SELF-DETERMINATION
The authors examine the current challenges in the professional self-determination of stu- dents and present a model designed to enhance the readiness of pedagogical college students for this process. The study aims to theoretically substantiate and develop a comprehensive model that fosters stu- dents' readiness for professional self-determination. The study's objectives include: 1) conducting a theore- tical analysis of students' readiness for professional self-determination and identifying the methodological foundations; 2) creating a model to develop this readiness among pedagogical college students; and 3) de- tailing the implementation of the proposed model at Magnitogorsk Pedagogical College. The theoretical analysis of the literature led to several key conclusions: 1) an effective system of professional self- determination enables young individuals to engage meaningfully in their careers and explore avenues for self-realization; 2) students' professional self-determination requires psychological readiness to select a pro- fession and to intentionally devise and pursue professional goals, culminating in a conscious career choice; 3) readiness for professional self-determination is recognized as a multifaceted personal development process that influences students' affinity for specific fields of study and their deliberate professional choices; 4) the components constituting students' readiness for professional self-determination include motivational- value, cognitive, and activity-emotional dimensions. The practical aspect of the study culminated in the de- velopment of a model aimed at enhancing the readiness of pedagogical college students for professional self-determination. This model is grounded in systemic, axiological, contextual, and personality-oriented approaches, incorporating motivational-value, content, and activity components. A key integrative feature of the model is the “Digital Environment for Psychological and Pedagogical Support for Professional Self- Determination of Students,” which was developed and implemented at Magnitogorsk Pedagogical College.
APPLICATION OF AI CHATBOTS IN DOCTORAL STUDENTS’ ENGLISH LANGUAGE TRAINING
In the realm of digitalization, neural networks are increasingly infiltrating various aspects of life, including higher education. A disparity exists between the demands of society for the integration of neural networks to doctoral students’ education and the lack of AI methodologies for teaching foreign lan-guages to doctoral students. This situation underscores the necessity for the development of a complex of AI chatbots aimed at teaching English to doctoral students. The objective of this study was to evaluate the implementation of a complex of AI chatbots within the educational framework, focusing on English language instruction for doctoral students at South Ural State University. The following objectives were set: to analyze the term “AI chatbots”; to assess doctoral students' familiarity with AI tools in education; to evaluate the effectiveness of AI tools in foreign language instruction for doctoral students; to explore educators' perspectives on the use of AI tools for language training; to pilot a complex of AI chatbots in English tea¬ching for doctoral students. Both theoretical methods (analysis of relevant scientific and methodological literature) and empirical methods (a questionnaire, interview, and Cronbach's alpha) were employed. The study involved 30 doctoral students and 26 ESL lecturers. The results showed that while a majority of doctoral students were aware of certain AI technologies, they lacked knowledge regarding the application of AI technologies in education context. Conversely, educators were aware of different kinds of AI chatbots but struggled to utilize them effectively due to insufficient understanding of how to create prompts for AI chatbots and a lack of time to familiarize themselves with new AI tools. The research findings can assist educators and language training professionals in enhancing English language instruction for doctoral students.
Copyright (c) 2024 Education. Educational sciences
ACMEOLOGICAL BASIS OF ACADEMIC STAFF PROFESSIONAL TRAJECTORY
This article investigates the problem of using acmeological principles as a foundation for the professional trajectory of academic staff in contemporary conditions. Today, university teachers are required to demonstrate effective performance, continual professional and personal self-development, and regular updates of professional skills. The relevance of this work is determined by the search for new theo-retical foundations for the professional development of educators, alongside the necessity for clearer inter-pretations of the professional trajectories of university instructors. An activity-based trajectory, grounded in acmeological principles, can provide academic staff with a clear understanding of their professional advancement, the formation of professional identity, and goal-setting, which lead to increased work pro-ductivity and greater job satisfaction. Aiming to demonstrate the acmeological basis for the professional trajectory of educators, the author incorporated these principles into the process of building professional trajectory that resulted in an acmeologically justified route for the development of specialists. Using analysis, synthesis, and modeling, the author showed the interconnection between the principles of acmeology and the professional development of academic staff; substantiated the possibility of constructing trajectories for the qualification growth of instructors; and clarified the interpretation of the concept and the vectors of its orientation. The author concludes that reliance on acmeology enables to construct professional trajectories for higher education professionals that demonstrates the individual’s maturity within the framework of work activity and its effectiveness, as well as clarity in goal-setting and a high level of professionalism. The findings of the research can be incorporated into the training programs for future educators, as well as advanced training courses for academic staff.
Современные тенденции развития образования.