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| 6901 | 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 | 7 | |||||
| 6902 | 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 | 7 | |||||
| 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 | 5 | |||||
| 6904 | 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 | ||||||
| 6905 | 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 | ||||||
| 6906 | 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 | ||||||
| 6907 | 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 | ||||||
| 6908 | 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 | ||||||