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| 6851 | The article presents the results of a research on designing a structural and functional model of developing digital scientific literacy (DSL) in secondary school students. The relevance of the research is determined by the strategic objectives of the Russian Federation in the field of digital transformation of education and ensuring economic security, fixed in key government documents. Digital scientific literacy is defined as an integrative personality quality that combines the skills of effective use of digital technologies for searching, analyzing, critically evaluating and processing scientific information, as well as for communicating and solving research problems in a digital environment. In this study, the scope of its application is narrowed to the interaction of schoolchildren with scientific information in the educational process and in everyday life. The model is based on a synthesis of four methodological approaches: systemic (ensuring integrity), informational (focusing on working with information flows), polymodal (taking into account various channels of perception) and personality-oriented (aimed at individualization). This allows for the flexibility and adaptability of the educational process. The structure of the model identifies three interrelated components: motivational and value-based (forming a conscious need for developing DSL and ethical attitudes), content-based (integrating objectives, subject matter, methods and pedagogical conditions) and analytical and resultative (carrying out diagnostics of the levels of developing DSL and correction of the process). Special attention is paid to the implementation of the principles of flexibility and adaptability, increasing complexity of information flows, polymodality and facilitative interaction of subjects of education. The model was tested on the basis of three secondary schools, which confirmed the effectiveness of the chosen approaches and organizational and pedagogical conditions. The diagnostic tools developed and validated during the experiment provide teachers with a practical tool for assessing the level of developing of DSL in school students. The theoretical significance of the research lies in overcoming the fragmentation of existing concepts through the integration of research competencies and digital didactics into a holistic model. The practical significance lies in the possibility of using the model for designing educational programs, improving pedagogical technologies and developing methodological recommendations for teachers aimed at the effective formation of DSL in a digital educational environment. The prospects for further research are related to the integration of the model into the system of teacher training. Keywords: digital scientific literacy, model of developing digital scientific literacy, digital educational environment, student research competencies, secondary school students, digital transformation of science and education | 18 | |||||
| 6852 | The paper highlights the issue of the insufficient development of diagnostic tools that allow for a comprehensive expert evaluation of interactive educational resources in the scientific and educational space of higher education institutions. The research objective was to substantiate and develop criteria-based indicators for interactive resources used in university teaching processes. The methodological basis of the study included conceptual provisions from theories on modeling in education, forecasting, simulation, and design of educational systems. A set of research methods was implemented: literature analysis, pedagogical modeling, surveying, testing, and pedagogical experimentation. The paper presents a monitoring model designed to assess the effectiveness of interactive educational resources. The model includes the following criteria: communicative interaction potential, student learning level, motivation towards studying academic subjects, critical assessment and selection of necessary information, audience coverage, personalization possibilities, performance indicators, and corresponding diagnostic instruments. The paper proposes both qualitative (lexical analysis of students’ responses and comments, case studies) and quantitative (tests, number of learners) evaluation methods within this framework. The model enables assessment of the educational potential of an interactive resource, its efficiency in the teaching process, and provides forecasts regarding possible transformations. The paper describes the process of model validation for which materials from the interactive cognitive training platform “Emotional Intelligence for Teachers” hosted on the open educational platform Stepik (https://stepik.org/course/251424/promo) were used. The paper provides the results of assessing the cognitive training platform “Emotional Intelligence for Teachers” by means of the discussed model. The gathered data shows that the initial monitoring can analyze cognitive, motivational, productive, activity, reflexive, and organizational components. Conclusions about the educational potential of digital resources based on clearly defined measurable components have been drawn. The paper states that the use of the monitoring model with established criteria and indicators serves as an effective tool for evaluating and optimizing the utilization of interactive resources in university instruction. Validation of these criteria and indicators through the example of the cognitive trainer confirmed their practical applicability and validity for assessing the educational potential of interactive resources. Keywords: interactive educational resources, effectiveness monitoring, criteria indicators, diagnostic tools, cognitive training platform, educational potential | 11 | |||||
| 6853 | The current situation in modern education makes us increasingly turn to the issues of increasing the social attractiveness of teaching professions through the development of approaches to organizing psychological and pedagogical training of schoolchildren, allowing schoolchildren to come to a conscious professional choice and the formation of a strong professional interest. The experience of the Udmurt Republic in the implementation of psychological and pedagogical training of schoolchildren in the system of additional education is considered. The goal is to substantiate the problem-targeted approach in the selection and structuring of the relevant content, procedural and motivational-evaluation components of pre-professional training of schoolchildren for pedagogical activity in the context of additional education. In addition, the work characterizes the advantages of institutions of additional education (IEE) in the implementation of pre-professional psychological and pedagogical training of schoolchildren. Problem-based prerequisites for the development of pre-professional training of schoolchildren in additional education are formed, which allow us to determine the goals and relevant content of the training of schoolchildren. The semantic content of many prerequisites showed the need to introduce material aimed at forming physical, social and mental well-being of adolescents within the framework of pre-professional pedagogical training. An example of selecting educational content, organizational aspects and motivational and assessment system based on the problem-target approach for the first year of schoolchildren’s education is given. The main stages of the problem-target approach for selecting and structuring the relevant content and procedural and motivational components of pre-professional psychological and pedagogical training of schoolchildren are highlighted. All intermediate results of the indicators for assessing this training (qualitative and quantitative) reveal positive dynamics in the formation of social and pedagogical qualities (communication and organizational skills, social and emotional intelligence, tolerant attitudes) and in the social attractiveness of the teaching profession among pre-professional schoolchildren. Pre-professional training of schoolchildren for pedagogical activity will be effective if its educational content, organization and motivational and assessment aspects meet the needs and requirements of modern life, society and education. If we approach it formally, then instead of benefit it will cause harm, pushing children away from choosing teaching professions. The introduction of this training will be much more effective in the context of additional education, since it is based on no benchmarks or standards. Keywords: institutions of additional education, pre-professional psychological and pedagogical training, teacher, pedagogical class, educational content | 10 | |||||
| 6854 | The article explores the specific features of students’ social integration within the educational environment, implemented through the collaboration between schools and the business sector. The research emphasizes the psychological and pedagogical dimensions that influence the development of students’ stable social skills, vocational self-determination, motivational sphere, and personal maturity. Ongoing transformations in the socio-economic and educational landscape necessitate the adoption of innovative approaches to student upbringing and socialization. In this context, partnerships between schools and business representatives gain particular importance, as they offer formats that facilitate students’ involvement in authentic socio-professional practices. The study aims to identify the psychological and pedagogical conditions that ensure successful social integration of students through participation in educational partnerships. The objective of the research is to clarify the conceptual meaning of social integration in relation to adolescence and early youth, as well as to examine the forms of school-business interaction that contribute to the development of students’ personal and professional orientation. The research methodology includes theoretical analysis, observation, synthesis of practical experience, and case analysis of school-based projects implemented in collaboration with enterprises. Social integration is defined as a gradual and managed process of students’ inclusion into social roles through the assimilation of norms, values, and behavior patterns characteristic of professional environments. The main focus is placed on analyzing interaction processes that promote effective integration of students into public and labor spheres through participation in educational, career-oriented, project-based, and volunteer initiatives. The findings indicate that partnership projects involving business representatives support the development of such student qualities as initiative, responsibility, decision-making ability, communication skills, and teamwork competence. As a result of school-business collaboration, students demonstrate increased cognitive motivation and the unfolding of individual abilities. Specific forms of cooperation are presented, including mentoring practices, project-based activities, and participation in vocational trials. The theoretical significance of the research lies in clarifying the concept of social adaptation and distinguishing it from the process of career guidance. The practical value is reflected in the development of methodological foundations for supporting students’ inclusion into professionally oriented communities. Keywords: social partnership, student integration, career guidance, management, leadership, mentoring, career readiness, personal development, school and business, professional identity | 10 | |||||
| 6855 | An analysis of the documents of modern educational policy indicates that the development of personal potential is one of the priorities of modern education. Among the possible resources in solving this problem, a special role belongs to the culture of reading. Domestic and foreign studies confirm the correlation between the level of reading literacy of schoolchildren and their success in education and social interaction. There is a reason to believe that the phenomenon of personal potential development in a reading person is explained by the complex effect of reading on key aspects of personality. This concerns the strengthening of cognitive and metacognitive capabilities, emotional and social intelligence, the formation of a value-semantic sphere, the development of imagination and creativity, and psychological stability. At the same time, it must be recognized that the reading culture itself is in dire need of active help and support for its preservation and development. The authors’ experience shows that one of the most effective ways to introduce schoolchildren to the book is the «reading in action» strategy – activating the need for reading through communicative and creative practices based on polycode methods of interacting with the text. The reader simultaneously uses and creates meanings through different sign systems (codes) that go beyond the traditional verbal text. It should be noted that in recent years, multimodal pedagogy has been taking a leading position among global educational trends in the Russian context. We believe that the search for specific, effective and scalable practices focused on the development of personal potential through reading experience by means of multimodal pedagogy is an urgent scientific and practical task. The purpose of the authors is to evaluate the possibilities of the reader’s quest festival as a multimodal practice for activating the components of the personal potential of schoolchildren based on the content analysis of the participants’ feedback. For this purpose: the connection of multimodality, reading experience and activation of personal potential of schoolchildren is theoretically substantiated; the concept and practice of organizing a quest festival based on the key principles of multimodal pedagogy (the use of multiple sign systems, subjectivity of choice, synergy of modalities, interiorization of meaning) are described; the method of content analysis used is characterized; according to the results of the quest festival, data are presented indicating the activation of a number of components of personal potential; based on the identified markers, a trend is described that indicates a possible relationship between the successful reading experience of quest festival participants and the activation of various components of personal potential. The theoretical and practical significance lies in the fact that the research creates a theoretical and methodological basis for the integration of multimodal practices into the educational process of the school. A specific toolkit for solving urgent pedagogical problems is proposed: introducing schoolchildren to reading and creating conditions for the development of personal potential. The results obtained indicate that the quest festival, built on the principles of multimodal pedagogy, allows students to create conditions for successful reading experience and situational activation of components of personal potential. For consolidation and further development, it is necessary to integrate such practices into the systematic work of the school. Keywords: multimodality, multimodal pedagogy, multimodal practice, personal potential, situational activation, reading experience, motivation to read, reader’s quest festival, educational environment, semiotic didactics, interactive tasks, teamwork, All-Russian educational project “Workshops of Growth” | 10 | |||||
| 6856 | The heritage of two world powers, Russia and China, possesses immense potential in shaping the future development of the education system. It is relevant to run into the problem of traditions and innovations because modern world is rapidly mastering advanced technologies, including the artificial intelligence. The history and culture of both countries are the main sources in the understanding of interconnections teacher – student, content of education – technologies. This comparative-historical study allows to define the importance of the mentor’s role in educating the rising generation. The study of Confucian ideas and Russian socio-pedagogical thought reveals a deep layer of worldview issues. Value-semantic characteristics form the core of a civilization. The author’s perception of the meaning-forming heritage of the two civilizations actualizes the research methodology. The author assumes that methodology and value system are dialectically related in the cognition. Methodological approaches to social construction go back to moral philosophy in both China and Russia. The article analyzes the distinctive features of the Russian tradition. Upbringing and education have been closely related to Orthodox understanding of the world for centuries in Russia. It laid the foundations of worldview, goals and meaning of life. The secularization of consciousness contributed to the breaking of these relationships. The author gives examples of dialogue between nihilists and those who are considered to be conservatives, on the example of confrontation in space of Literary and public discussions of the XIX century. The author concludes that the experience accumulated by two different civilizations makes it possible to solve modern problems of education using a general humanitarian, general philosophical approach. The main principle of a harmonious combination of traditions and innovations should be implemented in the era of the digital economy. The author refers to the modern practice of interaction between Moscow State Pedagogical University and leading pedagogical universities in China to create “positive” training technologies based on the integration of technological and humanitarian components. Moscow State Pedagogical University has the experience of the pilot project on the implementation of the educational and educational component of the educational process. The author’s conclusion actualizes the significance of the application of methodological solutions that contribute to the development of personality in conjunction with the cultural and historical context. Keywords: pedagogical traditions, innovations in education, Russian pedagogical thought, Chinese experience, values and meanings, unity of history and culture, methodology of education, civilizational heritage | 7 | |||||
| 6857 | Personalization of education with the ability for students to build an individual educational trajectory taking into account their professional interests is one of the priority areas for improving the higher education system. This area is supported by regulatory documents that set the task of improving the quality of training of teaching staff in the domestic education system. Scientific literature covers issues related to the essence of different learning models, features and characteristics of building individual educational trajectories, however, the practice of implementing these theoretical ideas in the training of future teachers is insufficiently presented. The purpose of the article is to present the practice of using an individual educational trajectory as the main element of personalization of education in the training of future teachers at a university. Main objectives: a) to determine the specifics of personalized education in the context of professional training; b) to study the experience of designing individual educational trajectories at Vyatka State University; c) to present interim conclusions on the use of personalized education at a university. The article describes the experience of implementing a new model for training future teachers with the construction of an individual educational trajectory that takes into account the professional needs of each student. The main areas of designing individual educational trajectories are considered: content (an educational program built on the principle of “block-modular integration”: “core” disciplines, specialized, individually and practice-oriented academic disciplines; non-linear organization of the educational process due to a combination of disciplines from different blocks in the curricula), activity-based (innovative teaching technologies, including the use of rhizome-like learning to compensate for transitions from one trajectory to another; the educational environment of the university as a stimulating factor for the activity of the student himself) and processual (practical training of students in the process of implementing educational and industrial practices, as well as in the process of studying theoretical disciplines). The described experience can be taken into account when developing educational programs for training future teachers, and also used when designing a passport of student competencies (functional portrait). Keywords: personalization of education, individual educational trajectory, design, learning models, future teacher | 3 | |||||
| 6858 | The article presents the experience of methodological training for future biology teachers in organizing research activities. Research activity is considered as a system of creative work carried out through the search for new, effective forms, methods, and technologies of its organization, enhancing the professional competence of future biology teachers, and aimed at developing methodological competence. The research activity of future biology teachers is presented as a comprehensive system of the educational process, including methodological training in organizing and conducting research activities at each stage, taking into account the specifics of the disciplines studied. The content of research activities has been structured at two educational levels (bachelor’s and master’s degrees) along the trajectory of developing research activities and forming professional methodological competencies. Starting from the first year of the bachelor’s program, students specialize in departments and laboratories of biological and chemical profiles, performing a sequential series of educational research. The transition to a qualitatively new level of research activity occurs in the third year with the study of the discipline “Methods of Teaching Biology,” where methodological competencies are mastered within the framework of a research project. The trajectory of developing professional methodological competence covers all disciplines of the curriculum for the training program for biology and chemistry teachers. The model of methodological training for organizing the research activities of a teacher-researcher is presented by us in stages: the first stage–forming fundamental knowledge and understanding of pedagogical activity; the second stage–main theoretical; the third – practical; the fourth stage – improvement; the fifth–professional mastery. In the presented system, research activity has become an important component of professional methodological competence. Experimental testing of the model has shown that research activity becomes a key component of professional methodological competence. The systematic organization of work on designing, implementing, and creating new methodological products ensures the progressive development of professional competencies. The diagnostic results confirmed the effectiveness of the proposed training system, demonstrating an increase in the level of formation of professional competencies among future biology teachers. A comparative analysis of diagnostic data revealed that the growth of professional competencies is associated with the organization of research activities. Keywords: рroject, research activity, methodological competence, methodological training, bachelor’s degree, master’s degree, teacher-researcher, future biology teachers | 2 | |||||
| 6859 | Artificial intelligence (AI) is becoming an integral part of the educational environment, significantly transforming the process of learning foreign languages. Its implementation allows for an individualized approach to each student and makes educational programs more adaptive to the needs of students. The use of AI allows for the automation of the knowledge testing process, providing instant and objective feedback, and developing personalized tasks, which contributes to more effective assimilation of the material. At the same time, the active implementation of AI is accompanied by the emergence of new ethical and legal challenges. Among them are copyright issues related to the creation and use of generated content, the risks of violating academic integrity, since AI can be used to complete tasks without the participation of the student, as well as issues of personal data protection, given the processing of large volumes of information. The problem of digital inequality is of particular importance, since access to modern technologies and digital resources remains uneven. In Russian legislation, AI is not recognized as a subject of copyright, which creates uncertainty in regulating the use of its products. International organizations such as UNESCO emphasize the importance of forming an ethical culture, developing digital literacy, and maintaining human control over the educational process. Successful integration of AI into educational practice requires a comprehensive approach that includes improving the regulatory framework, developing new ethical standards, and increasing the digital competence of all participants in the educational process. The theoretical significance of the study lies in the comprehensive analysis of the legal and ethical aspects of using AI in language education, and the practical significance lies in proposing specific measures to improve the regulatory framework, form ethical standards, and increase the digital competence of participants in the educational process. In the future, it is necessary to conduct research aimed at assessing the effectiveness of regulations for the use of AI in educational institutions, studying the impact of ethical standards on teaching and academic integrity, as well as monitoring changes in the motivation and cognitive development of students in the context of the active use of AI. Keywords: artificial intelligence in education, AI and legal norms, ethics of AI application in education, foreign language teaching | 2 | |||||
| 6860 | The scientific worldview and students’ ideas about the modern scientific world are the primary task that a physics teacher can and should implement in his lessons, since only he, first of all, has huge opportunities to introduce modern physical concepts and discoveries into the lesson. Such a physics lesson includes various elements that reflect not only the laboriousness and versatility of the entire educational process, but also the relationship in the field of intra-subject and inter-subject, the integrity and detail of the analysis of certain aspects of the modern physics lesson, and much more. As a result, a full and systematic understanding and perception of all the components that make up a modern physics lesson is necessary. This article identifies the main components specific to the process of forming a scientific worldview in modern physics lessons, and determines the content side of this process. This will make it possible to outline specific ways to carry out worldview work in physics lessons at present and put forward methodological recommendations aimed at improving this work in the practice of teaching modern physics in high school. The practical significance of this work lies in the fact that the authors present specific examples of the formation of the scientific worldview of secondary school students on the basis of modern scientific concepts and discoveries. The goal is to substantiate and develop the theoretical foundations of the methodological preparation of students to work with modern scientific knowledge with the subsequent formation of their scientific worldview and the modern scientific picture of the world as a whole. The development of a school physics course in high school should be focused on eliminating existing gaps in students in the field of modern scientific discoveries, on the severity of scientific statements, on strengthening the process of forming a scientific worldview and ideas about the scientific picture of the world. Therefore, the relevance of the presented work lies mainly in revising the presentation of traditional educational material to students from the point of view of the modern scientific picture of the world, and not only by increasing the educational load or introducing certain modern scientific concepts into school physics. The result of this is a generalization of the educational material and its phased adaptation to modern scientific concepts and theories in the field of physics and other sciences. Currently, the diagnosis of the content and structure of the secondary school physics course, the identification of their merits and at the same time shortcomings dictate the need to search for ways that can improve the process of shaping the scientific worldview of students and their ideas about the modern scientific picture of the world as a whole. One of the components of our theoretical research is the identification and justification of the valuable, positive that is contained in modern physics training and allows us to search for ways to further improve it. Keywords: high school, students, school physics, scientific worldview, modern scientific picture of the world, modern physics, modern scientific concepts | 2 | |||||
| 6861 | In the modern system of physics education, it is important to develop students’ skills and abilities in applying the acquired knowledge to solve a wide range of practical problems from various spheres of human activity. The ability of students to solve problems of this spectrum depends on their level of functional literacy, which includes natural science and mathematical literacy. The importance of knowledge, skills and abilities in physics is difficult to overestimate. They allow students to solve problems that arise in everyday life. Our studies have shown a significant decrease in students’ cognitive activity and interest in studying physics in new regions of Russia. In order to identify the reasons for the sharp decline in the level of interest of young people in physical and mathematical sciences and technology, questionnaires were developed for a survey of students in grades VII–XI of secondary educational institutions. Over the past two years, a questionnaire survey was conducted among students of secondary educational institutions in the Zaporozhye region, who found themselves in difficult socio-economic conditions. The survey results showed a low level of interest among students in studying physics as a science. The studies have shown that students have an insufficient level of understanding of the practical significance of knowledge in physics and interdisciplinary links with mathematics and other natural sciences. Students have difficulties in applying physical theories and laws when solving problems that require basic knowledge of mathematics. The role and importance of digital technologies in the formation of knowledge, skills and abilities in studying physics and completing assignments is studied. Students have a positive attitude towards digital educational resources. Interest in studying physics can be increased through the use of digital technologies in the educational process and practice-oriented teaching methods. Further research should be aimed at developing a methodology for forming the intellectual and creative potential of students in new regions when studying physics in the context of the transition period. Keywords: physics, mathematics, digital technologies, digital educational environment, educational process, cognitive activity, natural sciences | 2 | |||||
| 6862 | The digital transformation of the economy and social life, as well as changes in the labour market, have led to the integration of novel educational technologies into the teaching process by universities. This integration is designed to equip graduates with the skills required to perform modern professional activities in the digital environment. The objective of this study is to provide a detailed account of the implementation of cognitive visualisation technology in the context of foreign language instruction for humanitarian students, with a subsequent analysis of the results obtained. Such theoretical and empirical methods as observation, experiment, formalised questionnaire survey, expert evaluation and statistical analysis were used. The novelty of the study lies in the fact that students act as subjects of the educational process, independently creating various types of visualisations and personal tools for analysing the information flow. The application of expert and subjective evaluation techniques has revealed a significant increase in the level of development of cognitive visualisation competence, as indicated by the mean score and mode. The results of the subjective assessment showed an improvement in the level of digital competence development in the experimental group compared to the control group. The participants of the experiment successfully acquired the ability to structure a visualised digital product, enhancing their proficiency in the logic of presenting visual information and its analysis, as well as in imaginative and visual thinking. They exhibited a marked enhancement in their competencies with regard to the presentation of visual information and its analysis, as well as in the domains of imaginative and visual thinking. It is evident that there has been a marked increase in the level of students’ awareness with regard to safety issues in the digital environment and the ethical aspects of digital technologies. It has been determined that the integration of visualisation technology in foreign language teaching fosters the development of both cognitive visualisation skills within the framework of communicative competence and digital competence. This, in turn, enhances students’ adaptability to new technologies and their flexibility in utilising these tools. Keywords: foreign languages, cognitive visualisation, visual information, critical thinking, digital competence | 2 | |||||
| 6863 | This work focuses on the training of medical personnel for rural areas based on an analysis of educational practices implemented at the Medical University of Mudanjiang (China). The study examines modern approaches and programs aimed at improving the qualifications of medical professionals and promoting their activities in remote and rural regions. In line with the university’s mission, it provides training for qualified medical personnel to serve in rural healthcare facilities. Special attention is paid to the implementation of high-tech training strategies, specialized advanced training programs, and measures to motivate and retain medical professionals in areas with underdeveloped infrastructure. The gained experience and recommendations can be used in the international practice of medical universities to develop effective strategies for training and supporting medical personnel in rural areas. Solving this problem contributes to improving the accessibility and quality of medical care for the population in remote regions. As a medical institution serving border areas, the Medical University of Mudanjiang has developed an innovative experimental educational model of “triune character” for rural doctors, driven by intellectualization technologies, in response to the shortage of medical resources in border areas and the specific public health needs at border crossing points. This model is based on the “basic knowledge-application-practical activity” educational system and is combined with a collaborative learning mechanism between the university and the regions, forming a new paradigm for training rural doctors with a deep integration of theory, practice, and clinical activities. It effectively meets the needs of training medical professionals in the border regions and around border checkpoints. In the future, the university plans to expand this model to more border provinces and border regions of neighboring countries, continuing its demonstrative and guiding role in training rural doctors, and contributing to the formation of a team of medical professionals in the border regions. Keywords: professional education, medical university, educational model, pedagogical technologies in higher medical education, innovative approaches in higher medical education, and China’s experience in training personnel for national healthcare systems | 2 | |||||
| 6864 | Changes in the methods and content of teaching mechanics (section “Statics”) to students in specialized engineering and technical classes, providing a close relationship with the sections of mathematics, such as algebra, geometry, etc., are proposed. The reforms of teaching of school disciplines “Physics” and “Mathematics” over the last fifty years are evaluated. It is shown that the changes introduced at the end of the XX century, firstly, broke the continuity between the content of Russian school education and the programs of engineering and technical universities; secondly, did not take into account the psychological features of cognitive processes of schoolchildren. As a result of these reforms, significant difficulties arose for the students of initial courses of engineering universities when studying fundamental disciplines. The special role of mechanics as a basis for mastering special disciplines regulated by engineering curricula is emphasized. Mechanics provides a basis for the study of natural science disciplines, ensuring the acquisition of skills necessary for the formulation and solution of many technical and engineering problems. The use of mathematical models of simple mechanisms allows the calculation of unknown forces acting in them. The construction of such models requires knowledge of algebra and geometry, including triangle similarity and graphical constructions. The inconsistency of school teaching material on mechanics with classical approaches, especially in terms of basic concepts and definitions (on the example of the section “Statics”) is revealed. The paper outlines the classical approach to the study of the basics of classical mechanics, gives correct definitions and presents the limits of applicability of theories. Examples of solving problems to determine the reactions of bonds – pressure on the surface and tension of a thread – in the conditions of equilibrium of a solid body are considered in detail. On the basis of comparison of thematic planning of working programs in mathematics and mechanics, the authors propose to synchronize thematic plans of mechanics sections (physics course) with mathematics sections in curricula for 7th – 9th grades. Keywords: school education, specialized engineering and technical classes, higher engineering and technical education, mechanics, statics, absolutely solid body, mathematical model, equilibrium of a system of forces | 1 | |||||
| 6865 | The target guidelines of the modern petrochemical complex are technological modernization caused by the need to introduce new technologies, improve existing technological processes, and digitalization of all stages of the production chain. The study of the prospects and dynamics of technological and digital transformation of enterprises of the petrochemical complex indicates an increase in innovative design and technological activity. In this regard, there is a demand for training qualified engineering personnel capable of design activities using digital technologies. Digital design and technological competence of process engineers is defined as the ability to optimally solve technical and technological problems using digital resources at all stages of innovative technological design: research, design and calculation, modeling and technological, managerial and technological. The analysis of the content of engineering activities on the design of improved or fundamentally new chemical-technological processes, performed using digital resources, made it possible to establish the composition of digital design and technological competence. It is determined by a set of competencies: the ability to digital geometric modeling of units and parts of devices; ability to digitally model and calculate equipment for chemical-engineering production; ability to digitally model and design real chemical-engineering processes; proficiency in digital control methods for real chemical-engineering processes. The increasingly complex content of competencies determines the need for their step-by-step formation in the process of continuous digital design and technological training of future engineers of the oil and gas chemical complex. The developed training model characterizes the structure, content, conditions for organizing the educational process for the formation of digital design and technological competence of future engineers. In accordance with the model, the formation of digital design and technological competence of future engineers is carried out in four stages. To assess the formation of digital design and technological competence, the results of the final qualification work (project) and passing the exam on computer simulators are used. A pedagogical experiment was conducted to introduce the model into the educational process of training future engineers of the oil and gas chemical complex at the Kazan National Research Technological University. Its results demonstrated the effectiveness of continuous digital design and technological training of future engineers of the oil and gas chemical complex for design activities in the digital environment. Keywords: engineer, continuous training, digital design and technology competence, modeling, design, digital resources | 1 | |||||
| 6866 | The relevance of this study stems from the need to improve the management talent pool for the regional education system in the context of the implementation of the Strategy for the Development of Education in the Russian Federation until 2036 and the implementation of new national projects. The research objective is to identify the potential of integration processes and strategies to improve the effectiveness of the formation and training of management personnel for the education system at the regional level. The aim of the study was to identify, scientifically substantiate, and conceptualize the potential of integration processes as a basis for developing integration strategies in developing a management talent pool for the regional education system as a priority for personnel policy in this area. The methodological basis of the study was the activity-based, ecosystem-based, and andragogical approaches. The following methods were used: theoretical analysis of scientific literature and regulatory documents (2018–2025); content analysis of regional policy documents; statistical analysis of data from the regional education system of Tomsk Oblast; expert survey of heads of educational organizations (n = 87); focus groups with the participation of regional experts (n = 19). The study’s results identify three key areas of integration processes that form the basis for corresponding integration strategies in addressing the challenges of developing a management talent pool for the regional education system: vertical integration of education levels; interdepartmental integration; and integration of formal and informal education. A conceptualization of approaches to developing the regional education system’s human resource potential was achieved through the updated integration practices and the transition to strategic management of integration processes in developing and managing the management talent pool. The practical significance of this study lies in identifying mechanisms and strategic guidelines for using the integration processes and results to improve regional human resources policy in the education system. Keywords: regional education system, human resources potential, human resources policy, management personnel reserve, integration processes and strategies, ecosystem approach | 1 | |||||