| # | Article | Downloads | |||||
|---|---|---|---|---|---|---|---|
| 6901 | This article examines the development of cultural and value competence in foreign citizens from Eastern countries in the context of developing educational cooperation with these countries. In this regard, the authors present theoretical foundations for changing the multicultural educational environment, which is one of the conditions for developing cultural and value competence. The authors also outline emerging practices for changing the multicultural educational environment at two Moscow universities (the Financial University under the Government of the Russian Federation and the University of Science and Technology MISIS). This article analyzes the concept of “cultural and value competence” and concludes on the importance of using practice-oriented approaches to develop cultural and value competence. The article demonstrates the potential of context-competence and task-based approaches as leading practice-oriented approaches that can be successfully applied in the development of cultural and value competence. Based on these two approaches, examples of professional tasks are presented that aim to develop the individual within the professional, social, and sociocultural environment. The authors of the article demonstrate the potential of the causality funnel method and foresight forecasting, the interplay of which involves moving from the analysis of multiple heterogeneous factors to the formation of a narrow, focused image of future scenarios for the development of cultural and value competence in international students. In the discussion questions, the authors of the article outline the potential of applying the foresight forecasting method (a method for modeling the future in the near and long term) to the development of cultural and value competence in international students from Eastern countries. The immediate prospects are based on the implementation of the concepts of the context-competence and task-based approaches. Long-term prospects may lie in identifying the value foundations for designing a model for developing the cultural and value competence of international students from Eastern countries. To identify these foundations, the authors used V.A. Yadov’s classification, which includes the following hierarchy of values: valuesideals and values-norms; values-goals; and values-means. The article concludes by presenting research prospects related to identifying levels of cultural and value competence and defining the specifics of implementing a model for developing cultural and value competence in international students from Eastern countries. Keywords: multicultural educational environment, cultural and value competence, contextual-competence approach, task-based approach, causality funnel method, professional task, foresight forecast | 10 | |||||
| 6902 | The article examines the problem of developing spiritual and moral values in children and adolescents in a digital environment that enhances the fragmentation of perception and the development of the so-called clip consciousness. Particular attention is paid to the specifics of the educational process in Sunday schools, where the task of the teacher-mentor is not only to transfer knowledge, but also to promote the internalization of value guidelines. The aim of the study is to experimentally test the effectiveness of a set of reflective practices for developing cognitive, emotional-volitional, and behavioral components of spiritual and moral guidelines in Sunday school students in a digital environment. The study involved 384 pupils of Sunday schools of the Udmurt Republic (age 6–16; M – 11.2; SD – 2.4) and 345 participants of the control group, comparable in age but not included in the reflective education program. For diagnostics, a set of methods aimed at assessing cognitive, emotional-volitional, and reflexive components was used: a modification of the Bourdon test and the “Semantic Retrospection” technique (attention and semantic processing); the empathy scale of I.M. Yusupov, the emotional response scale of O.S. Barkanov, and the emotional intelligence questionnaire of D.V. Lyusin (emotional sphere); the reflective functioning questionnaire (RFQ-Y) and the author’s questionnaire for assessing spiritual and moral orientation (reflective-value component). Statistical data processing was carried out using the Student’s criterion, Pearson’s correlation analysis and normality testing according to the Kolmogorov-Smirnov criterion. The results showed positive dynamics in all key indicators: the number of errors in the proofreading test decreased, the index of semantic retrospection increased, the levels of empathy, emotional intelligence and reflexive functioning increased. Pupils systematically involved in the practices of slow reading, discussion, liturgically oriented tasks and mentoring demonstrated a stable transition from a situational emotional response to a meaningful value action. Correlation analysis confirmed the systematic nature of the changes: cognitive indicators of attention are consistent with the growth of the depth of semantic processing, and emotional responsiveness is associated with the formation of behavioural patterns. The scientific novelty of the study lies in clarifying the role of reflection pedagogy as a “value mediator” between digital fragmentation and the integrity of the spiritual and moral development of the individual. The practical significance of the work lies in developing a controlled scenario for Sunday school teachers: from diagnosing the level of value orientation to selecting appropriate reflective tasks and monitoring the dynamics of development. The research materials can be used in training mentors and in the system of advanced training for teachers. The article substantiates the author’s understanding of reflection pedagogy as a system that specifically overcomes cognitive, emotional and behavioral risks of digital socialization. Keywords: clip thinking, pedagogy of reflection, spiritual and moral education, Sunday school, digital environment, internalization of values, reflective practices, semantic retrospection, emotional intelligence | 9 | |||||
| 6903 | This research investigates the personnel shortages of specialized STEM subject educators (covering mathematics, computer science, physics, biology, and chemistry) within the general education system. The study pays particular attention to the situation observed in major urban centers, using Moscow as a representative example. The contemporary relevance of this work stems from both a widespread Russian and global challenge: the pressing lack of qualified teaching staff in these specific fields, a deficit that poses a direct risk to the quality of natural science and technical education delivery. For instance, in Croatia, the teacher shortage is attributed to a lack of incentives and excessive workload; in Nigeria, to insufficient funding and overcrowded classrooms; in the United Kingdom, longterm teacher engagement in STEM fields remains low; and in the United States, the issue is addressed through targeted programs. In domestic [or: Russian] research, solving the STEM teacher shortage problem is considered through a systemic redistribution of resources. The authors conducted a comparative analysis, leveraging federal statistics alongside primary data gathered from 12,660 teachers across 477 distinct Moscow schools. Their findings highlight significant regional variance. In Moscow specifically, the purely quantitative deficit (indicated by a very low vacancy rate of 0.3 %) is substantially beneath the average nationwide figure of 1.1 %, a benefit derived from concentrated regional resources. However, a deeper look reveals that the internal structure of this teacher shortage mirrors the broader national pattern: the most problematic disciplines consistently remain physics, chemistry, and computer science. A pivotal conclusion of the paper identifies a transformation occurring in the educational profile of STEM educators in the capital. Despite almost complete staffing by specialists possessing higher education credentials, Moscow is experiencing a decline in the proportion of teaching professionals who hold a foundational teaching degree, particularly notable in computer science (72.3 %) and physics (84.5 %). This emerging gap is actively mitigated by an influx of professionals holding engineering, technical, and scientific backgrounds from leading universities, as well as a high incidence of teachers holding advanced scientific degrees and multiple diplomas. A hybrid teaching model, combining deep subject-matter expertise with effective pedagogical activity, is evolving and is highly in demand for modern pre-professional training systems. Consequently, the urban challenge in Moscow has shifted from addressing quantitative personnel shortages to managing complex qualitative human capital development, necessitating robust methodological support for educators with non-pedagogical backgrounds. Thus, research underscores the necessity for comprehensive systemic measures that extend beyond mere financial incentives. The focus should shift toward enhancing professional status, reducing administrative burdens, and cultivating conditions conducive to long-term personnel retention. Keywords: STEM teachers, school staffing status, metropolis educators, teacher education, staffing shortages | 6 | |||||
| 6904 | Mathematics is an extremely broad field of science, where it is sometimes difficult to express the creative potential in its study through traditional educational methods. One of the important sections of mathematics is mathematical analysis. The use of gamification in the assimilation of such a complex section of mathematics – mathematical analysis – will help motivate students to engage in the learning process and improve their academic performance. The purpose of the study is to develop a process of gamification of mathematical analysis and analyze the impact of a new methodology for teaching higher mathematics on the academic performance of students at Tomsk Polytechnic University. The study involved 153 first-year students. The participants were divided into 2 groups: Group 1 – part of the practical classes in mathematical analysis was conducted in a game form (78 people); Group 2 – practical classes were conducted in a traditional format (75 people). In group 1, students were offered board games developed at TPU. Students’ academic performance was assessed based on the results of two tests, two individual homework assignments and independent testing. The obtained results were statistically processed using IBM SPSS Statistics 20. It was revealed that the number of uncertified students (who solved less than 50 % of the tasks correctly) for the indefinite integral in the first group was 28.2 %, in the second – 49.3 % (p Keywords: methodology of professional education, motivation, gamification, mathematical analysis, mathematics, games, academic performance | 3 | |||||
| 6905 | Intercultural competence is an integrative personal characteristic that facilitates effective intercultural communication, including in the professional sphere. The modern scientific field presents a variety of diagnostic methods for measuring the level of development of intercultural competence. The application of these methods is complicated by the lack of a unified approach to the content of this phenomenon, as well as by the fact that they are presented within the framework of various fields of scientific knowledge (psychology, cultural studies, linguocultural studies, pedagogy, language teaching methodology, etc.) and do not take into account the specific communicative context of a particular professional field. The relevance of researching the intercultural competence of a medical university teacher is determined by the changed conditions of their professional activity due to the growing pace of internationalization of medical education and the increasing number of international students studying in medical universities on programs using a lingua franca. The aim of the article is a theoretical analysis of existing approaches to the content and diagnosis of intercultural competence in the modern scientific field and, based on this analysis, the development of a diagnostic toolkit for its assessment in a medical university teacher. The paper examines approaches to defining the content of the phenomenon of intercultural competence, as well as methods for its diagnosis presented in scientific works in psychology, cultural studies, and pedagogy. In the article, the intercultural competence of a medical university teacher is positioned within the communicative component of their overall professional competence. Based on the provisions of the competency-based approach and taking into account the specifics of the professional activity of a medical university teacher, a system of criteria for assessment is proposed: semantic, knowledge-based, communicative, activity-based, and reflective, along with a suggested diagnostic toolkit for each criterion. The developed diagnostic apparatus can be used for designing professional development programs for teachers of medical universities and building individual trajectories of their professional growth. A prospect for further research is the empirical testing of the proposed toolkit on the basis of medical universities with subsequent statistical verification of its validity. Keywords: intercultural communication, international students, intercultural competence, medium of instruction, competency-based approach | 3 | |||||
| 6906 | This article addresses the problem of developing an integrative theoretical framework for the analysis and design of artificial intelligence (AI) interventions in educational environments. The aim of the study is to develop an integrative theoretical framework that enables the description and design of pedagogically meaningful AI interventions in education. Based on a systematic secondary analysis of literature reviews published between 2019 and 2026 on AI in education, cognitive offloading, learner agency, and AI ethics, as well as a conceptual comparison of existing theoretical frameworks, the article examines the “cognitive paradox” of AI interventions: technologies that reduce working memory load can simultaneously lead to cognitive offloading and the accumulation of “cognitive debt” – a hidden gap between demonstrated academic performance and the learner’s actual cognitive infrastructure. A two-axis “cognitive offloading – agency” model is proposed, distinguishing four typical configurations of learner – AI agent interaction. Among these configurations, the one termed “extended cognition” is identified as the most promising for the development of self-regulation. Furthermore, the article demonstrates how the SAMR (Substitution, Augmentation, Modification, Redefinition), TPACK (Technological Pedagogical Content Knowledge), JTBD (Jobs to Be Done), and SCOT (Social Construction of Technology) frameworks can be refined by incorporating the dimensions of cognitive offloading and agency. This refinement transforms them from descriptive taxonomies into pedagogical design tools that account for the risks of “cognitive erosion”. By integrating cognitive considerations with established technology integration models, the proposed framework offers a more nuanced understanding of how AI agents reshape learning processes. Finally, the article identifies research gaps and outlines prospects for empirical testing of the proposed framework in both Russian and international educational contexts, emphasizing the need for longitudinal and mixed-method studies that track the long-term effects of AI use on learner autonomy and cognitive skills. Keywords: artificial intelligence in education, chatbots, cognitive load theory, self-regulated learning, Substitution – Augmentation – Modification – Redefinition (SAMR), Technological Pedagogical Content Knowledge, Social Construction of Technology | 2 | |||||
| 6907 | Currently, an integral task in Vietnamese universities is the training of students who acquire both professional knowledge and flexible skills necessary for successful activity in various fields. The aim of the study is determined by the analysis of the experience of applying project-based learning in the course “Russian for Business” at the Faculty of Russian Linguistics and Literature. From this, the project-based learning method is considered as one of the ways to form skills demanded under modern conditions for students of the faculty, which is the relevance of the study. During the study, a theoretical analysis of sources on linguodidactics and methods for teaching Russian as a foreign language was carried out. Observation protocols prepared by instructors, as well as content analysis of errors made by students, were used as empirical data. The materials for analysis were collected in the process of implementing the project approach and included summary sheets of errors found in students’ oral and written work, as well as reports on students’ group activities. Unlike traditional pedagogical methods, the project-based learning model engages students in carrying out a number of independent tasks at certain stages of projects – from planning, direct implementation to control and monitoring – to achieve the set goal. Through this approach, students develop communicative and academic competencies, as well as motivation and interest in the learning process. Within the course, the project is the organization of an advertising campaign and the holding of a model Vietnamese-Russian fair, during which students master specialized business vocabulary and speech patterns, learn to conduct business correspondence and oral negotiations. The research results confirm the correctness of choosing the project method in teaching Russian for business and its effectiveness in forming language and flexible competencies necessary for successful professional adaptation. These conclusions create opportunities to expand the application of this approach in teaching Russian as a foreign language and its implementation in other disciplines. Thus, the study makes a significant theoretical and practical contribution to the development of teaching methodology for Russian for business purposes, emphasizing the importance of a comprehensive approach aimed not only at the development of language skills but also key professional skills. Keywords: project based learning, project learning, project method learning, teaching Russian as a foreign language, Vietnamese audience | 2 | |||||
| 6908 | In recent years, schools in Kyrgyzstan have placed considerable emphasis on educational work. However, such activities are often unstaffed and are carried out by school administrations on a voluntary basis. This situation is exacerbated by the lack of a unified state program for extracurricular activities and clear requirements for their organization. Extracurricular activities in the subject area “Art” combine the content of many academic disciplines and are easily organized in each school and integrated into a unified educational environment. The aim of this study is to develop a program for an integrated extracurricular activity course in “Art” for Russian-language schools in Kyrgyzstan. The integrative approach is considered by the authors as a process of interpenetration of various components (these can be ideas, concepts, principles, approaches, directions, academic disciplines and subject areas) and aimed at forming a voluminous and systematic set of scientific ideas among schoolchildren (pupils). Integration in the program is provided in the subjects of literature, musical art, fine arts, history, fundamentals of spiritual and moral culture. This approach can be traced on several levels: synthesis of arts based on a single figurative nature; cultural and historical aspect of art; ideological unity; interdisciplinary connections. The theoretical and methodological basis for this study was formed by pedagogical research on the integration and organization of extracurricular activities in schools, an analysis of scientific and methodological literature, and online resources, which allowed for the study of the best pedagogical practices of practitioners. An analysis of the needs of the target audience of Russian-language classes in Kyrgyzstan was conducted, which resulted in the formulation of key competencies for teachers. Implementing the developed integrative extracurricular course “Art” in Russian-language schools in Kyrgyzstan may face certain challenges: organizational and systemic difficulties, resource limitations, as well as substantive and cultural ones. However, despite these challenges, the prospects for its implementation are clear and positive. The practical significance of this study lies in providing Russian-language schools in Kyrgyzstan with an integrative extracurricular course “Art,” including both mandatory and optional sections (emphasizing regional components). Keywords: extracurricular activities, integration, integrative course, art | 2 | |||||
| 6909 | In the context of large-scale digital transformation of education, the issue of substantiating priorities for the development of digital competence of teachers is becoming especially relevant. A modern teacher faces a variety of professional tasks that require not only basic digital skills, but also the formation of a systemic set of skills, including cognitive, activity, motivational and reflexive components. At the same time, most existing approaches to the development of digital competence are based on universal models, without taking into account the specifics of the professional activity of a teacher in specific educational contexts. This study aims to overcome this gap and offers an empirically substantiated approach to determining priorities for the development of digital competence based on the analysis of real professional tasks. The paper presents the results of a survey of 435 teachers from two municipal systems of the Krasnoyarsk Territory – Achinsk and Yemelyanovsky districts. Data was collected using a mixed methodology: quantitative questionnaires and qualitative content analysis of open-ended responses. Data processing included descriptive statistics methods and inductive text coding. As a result, five groups of professional tasks of teachers were identified: organizational and methodological, communicative, informational and analytical, educational and professional development tasks. The analysis showed that digital technologies are most actively used in solving informational and analytical (92 %) and organizational and methodological (78 %) tasks, while their use in the educational (34%) and communicative (45 %) spheres remains limited. Based on the analysis of teachers’ needs, four key priority areas for the development of digital competence were identified: creating interactive digital content (73 %), using educational platforms (67 %), ensuring digital security (56 %) and developing digital communication skills (52 %). The scientific novelty of the study lies in the transition from universal models of digital competence to a context-oriented approach based on an empirical analysis of professional practice. The theoretical significance lies in expanding the understanding of digital competence as a multicomponent, differentiated professional quality. The practical value lies in the possibility of using the obtained data to design differentiated programs of additional professional education adapted to the real needs of teachers and the specifics of municipal educational systems. Keywords: digital transformation of education, digital competence of the teacher, digital skills, digital abilities, professional tasks, municipal education systems, Krasnoyarsk Krai, survey, content analysis, development priorities | 1 | |||||
| 6910 | This article addresses the difficulty students have in understanding and absorbing large volumes of information and the lack of visual tools for structuring knowledge. A method for using mind maps in teaching robotics is presented as an example. Due to changes in education, many teachers are forced to restructure their lessons and find new ways to present information. The main goal of this study was to develop a mind map, “Fundamentals of Robotics,” using a digital platform and evaluate its effectiveness in the educational process. The paper presents a brief history of this method. Examples of similar developments by a Russian researcher who teaches mnemonics and a foreign researcher who developed a theory on cognitive load are provided. Digital platforms that can be used to create mind maps are also presented. The method for constructing a mind map is described in detail and the key concepts of robotics that should be included in the mind map are analyzed. This paper presents a map structure developed using a digital platform with the central theme of “Fundamentals of Robotics” and branches based on the main modules of the course. To evaluate the effectiveness of this method, the paper presents an experiment implementing it in 7th-grade students. The main research methods included performance analysis, surveys and questionnaires, project work, and other methods. The results showed an increase in average test scores, a reduction in the time required to assemble standard structures, and increased motivation for learning. This method is appropriate and effective, ensuring a rapid pace of learning. The main findings presented in the paper demonstrate the effectiveness of mind mapping in teaching as a didactic tool that increases student engagement and independence, fosters a holistic understanding of the material being studied, and simplifies the understanding of complex concepts. Keywords: mind map, intelligence map, mnemonics, digital platforms, robotics, knowledge visualization | 1 | |||||
| 6911 | The adoption of the “Strategy for the Development of Education in the Russian Federation” raises the issues of appropriate development of personal and professional qualities of educators so that they are the subjects of the implementation of the planned strategy, and not formal executors. This requires the search for innovative approaches to continuing postgraduate education of employees of educational organizations. The purpose of the study is to substantiate the relationship between various ways of organizing self-education and non-formal education with the factors of professional and personal development of the teacher. In accordance with the goal, the interrelated tasks of highlighting the functional features of non-formal education as a field of continuing postgraduate education and determining the complex of professional and personal qualities of the teacher to be developed were solved. In solving the first task of the study, the main material was scientific and methodological publications in periodicals and on the Internet, the method of contextual semantic analysis of information was used. For the task of determining the professional and personal image of the teacher, to which both formal and informal education should be oriented, the method of expert assessments of focus group respondents was used. The results show the rating ratio of professional, social, cultural, intellectual and emotional development in the generalized image of the teacher. The scientific novelty of the study is determined by the classification of pedagogical competitions by goal-setting, the nature of the process, scale, direction, content and results, and the establishment of a “pyramid” of quantitative assessment of the factors of teacher development in postgraduate education in the sequence of increasing rating: emotional, social, cultural, intellectual and professional development. Keywords: professional and personal development, postgraduate education, non-formal education, advanced training | 1 | |||||
| 6912 | The article considers the problem of forming a professional image of a future specialist in the socio-cultural environment of a modern university. Authors from the position of Gibson’s theory determine the possibilities (value, informational, transformative) of the socio-cultural environment of a modern university for the formation of a student’s professional image. The system of norms and values becomes the axiological core of the socio-cultural environment of an educational institution, which is reflected in all its elements (plans of educational work, work programs, in their thematic content, in the direction of teachers) and acts as an integration of values, in which the competencies and cultural experience of the student are refracted and professional image is formed. The risks of image-forming activities (virtual, organizational, personal) are analyzed, which complicate the effectiveness of the process of forming a student’s professional image. To mitigate risks, virtual workshops were held to popularize the positive results of image culture through network communities, which contributed to the development of skills to generalize their own experience of image-forming activities, web development skills and presentation of a personal brand on the network. Image coaching as a consultation was aimed at shaping one’s own style and image, a vector of role positions in communications, comparing the “external” and “internal” image. The indicated positions allowed the authors to develop and test within the framework of experimental work on the basis of the Orenburg Institute of Railways – a branch of the Volga University of Railways, psychological and pedagogical support for the formation of a professional image of a future specialist, including the implementation of the program “My professional image” and a system of pedagogical support through the Map “My route of professional image.” The author’s program was based on the principles of psychological and pedagogical support for the formation of a professional image of the future specialist (emotional comfort, dialogic, cultural character), which made it possible to ensure the effectiveness of the implementation of the author’s program “My professional image.” The proposed forms and methods of organizing the image-forming activities of the future specialist within the framework of the author’s program allowed students to find productive samples of verbal self-presentation, self-presentation, to analyze the components of visual culture, to form popular models of cooperation and co-creation, which determined the success of the individual trajectory of the formation of the professional image of the future specialist. Keywords: professional image, opportunities of the socio-cultural environment of the university, risks of imageforming activities, program for forming the professional image of a future specialist | 1 | |||||
| 6913 | The purpose of this study is to present the logic of forming value orientations among tourism bachelor’s students through a pedagogical project. The relevance of the research is determined by the significant attention being paid to the tourism sector by the Government of the Russian Federation. Key efforts within the project initiative are concentrated on enhancing the country’s tourism image, where strategic focus is placed on the professional training of specialists for the tourism industry. The research was based on an axiological approach. The main objective was to foster in students a value-based attitude and motivation for providing personalized service, which can be achieved through experiencing the role of a client. Students were exposed to the tourists’ need for personified service firsthand. To test the project hypothesis, an experiment was conducted. This pedagogical experiment was carried out within the discipline “International Tourism” for 4th-year undergraduate students in the field of study 43.03.02 “Tourism”. A part of the practical classes was organized as study trips – to the People’s Republic of China. The tour package was designed to include: accommodation, transportation, arrangement of a visa-free tourist list, life and health insurance, as well as sightseeing tours in Chinese cities, to ensure complete immersion in the tourist role. The tour format combined group organization, but students were granted freedom of choice in selecting visited catering establishments, retail outlets, and attractions. A key element of the project was the evening reflection session. Organizational aspects of the tour were analyzed by the students, with successful practices for use in their future profession being identified; this was complemented by an exchange of impressions. The guiding role of the instructor was demonstrated through the formulation of provocative questions that focused the discussion on the learners’ needs. It was identified that immersion in professional situation enabled the students to recognize the critical dependence of service quality on meticulous attention to detail and orientation towards individual consumer requests. This experience was of high pedagogical value, as it was the first time the students were placed in the role of consumers of tourist services. Keywords: tourism, value orientations, value attitude towards the profession | 1 | |||||
| 6914 | This article examines the current state of developing students’ health-preserving competence within the professional training system of pedagogical universities. In our opinion, universities’ efforts to train future teachers in health-preserving competence are not entirely successful, as evidenced by a decrease in students’ physical activity, a lack of motivation for bachelor’s degree students to develop a healthy lifestyle, and the absence of mandatory development of students’ axiological orientations in the area of well-being and health maintenance. Based on dissertation research, methodological and pedagogical literature, the concept of health-preserving competence in future teachers is defined. The author focuses on assessing students’ health-preserving competence within the professional training system of pedagogical universities. The paper examines and analyzes three stages of an experimental study of future teachers’ health-preserving competence (pilot, ascertaining, and formative experiments). The results of the ascertaining experiment indicate the need to improve the level of health-preserving competence in future specialists, which formed the essence of the formative experiment. The study was based on the development and testing of a 36-hour elective course, “Health-Saving Technologies in Pedagogical Education,” for students in the experimental group. The course included lectures, practical exercises, laboratory classes, case studies, and training. Classes were held in the form of roundtable discussions, conferences, master classes, and the use of modern information technologies. The results presented in this study confirm that undergraduate students in the experimental group demonstrated a significant improvement in their health-preserving competence compared to their baseline level, compared to respondents in the control group. Our study demonstrated that efforts to develop health-preserving competence among students at a pedagogical university are currently insufficient, and that improvement activities are rare in the practice-oriented activities of young people. Health-preserving competence demonstrates the degree of professionalism and the level of professional training of students, and therefore includes the acquisition of a health culture by future teachers. Keywords: students, health-preserving competence, health, health-preserving lifestyle, pedagogical university, professional training, health-preserving technologies | ||||||
| 6915 | The relevance of the research is due to a paradigmatic shift in the system of higher engineering education related to the need for graduates to develop competitiveness and the ability for continuous social and professional selfdevelopment in the context of globalization and digital transformation. The purpose of the work is to develop, theoretically substantiate and empirically verify the effectiveness of a structural and functional model of foreign language training aimed at developing this ability, with an emphasis on unlocking the integrative pedagogical capacity of information and communication technologies (ICT). The methodological basis consists of systematic, personal-activity, competence-based and synergetic approaches. As a result of the research, the author’s definition of social and professional self-development is proposed, a complex of its endogenous and exogenous factors is identified and systematized. In addition, the paper attempts to model the holistic process of forming this ability through the development of a multi-level structural and functional model involving end-to-end integration of digital tools. The practical significance of this study is related to the possibility of using the presented model and methodological tools in the educational process of engineering universities. The conducted experimental work using mathematical statistics methods (Student’s t-criterion) confirmed the hypothesis of the study, showing a statistically significant increase in the results of the forming of components of social and professional self-development in the process of foreign language training among students of the experimental group. The theoretical significance of the work lies in the deepening and systematization of scientific ideas about the genesis and structure of social and professional self-development in a digital educational environment. The creation of a theoretical model that integrates the target, methodological, substantive, technological and diagnostic blocks is important for the further scaling of this approach. Thus, the implementation of the developed model transforms the traditional process of foreign language training into a personalized educational ecosystem, where digital technologies act as a catalyst for self-development processes, providing authenticity, prompt feedback and increased internal motivation of students. Keywords: social and professional self-development, foreign language training, engineering university, information and communication technologies (ICT), artificial intelligence (AI), digital educational environment, project methodology, educational and professional motivation, adaptive learning | ||||||