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| 6901 | 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 | 260 | |||||
| 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 | 244 | |||||
| 6903 | 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 | 239 | |||||
| 6904 | 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 | 231 | |||||
| 6905 | 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 | 231 | |||||
| 6906 | 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 | 229 | |||||
| 6907 | 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 | 229 | |||||
| 6908 | 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 | 220 | |||||
| 6909 | 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 | 220 | |||||
| 6910 | This paper examines the role of the family institution in the human value system and provides statistical data characterizing the state of modern families living in Krasnodar in terms of their level of well-being/unwell-being. The paper also addresses the issue of forming traditional family values in disadvantaged families from the perspective of the prevention system and interagency cooperation in Krasnodar. The paper explores the work with disadvantaged families to promote traditional family values, the technologies used, and their effectiveness through an expert survey conducted among employees of the Krasnodar prevention system. The study examined possible options for modernizing the existing prevention system. As part of the survey, the social and socio-pedagogical conditions of modern disadvantaged families (registered with the prevention system in the categories of “difficult life situation” and “socially dangerous situation”) were clarified, as well as their possible prospects for achieving “sustainable wellbeing.” The experts also proposed technologies that could improve the quality of social, psychological, pedagogical, and legal work with disadvantaged families. As part of the study, it was found that Krasnodar is actively working with disadvantaged families aimed at their social rehabilitation. However, experts noted that this work may be ineffective due to problems from interdepartmental interaction, pedagogical impact, opportunities for social rehabilitation and requires qualitative changes. According to experts, this situation needs to be changed, but for this it is necessary to apply a set of measures that will involve all organizations and institutions of the prevention system, as well as dysfunctional families themselves: mutual cooperation is necessary. In this regard, experts have identified technologies that could modernize preventive work and the prevention system, such as the use of innovative social work technologies using digital methods, and conducting classes aimed at sex education for both children and adolescents, as well as their parents. Keywords: traditional family values, dysfunctional family, family institution, prevention system, social work technologies, interdepartmental interaction, expert survey | 217 | |||||
| 6911 | 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 | 214 | |||||
| 6912 | 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 | 213 | |||||
| 6913 | 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 | 206 | |||||
| 6914 | 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 | 196 | |||||
| 6915 | 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 | 176 | |||||
| 6916 | This article examines the reader reception of Tamara Kryukova’s novella Povtoreniye proydennogo (Repetition of the Past, 2007) among literature teachers and students in grades 5–9. The relevance of the study lies in the need to investigate how contemporary adolescent literature is perceived and evaluated by different age groups. The theoretical framework draws on reception aesthetics (W. Isеr, H.R. Jauss). The empirical data come from focused group interviews with nine teachers and forty-five schoolchildren from Tomsk, conducted in May 2026. The novella was chosen as it represents the first “time-slip” narrative in modern Russian children’s literature. Diagnostic materials, presented as text excerpts, served as stimuli to explore linguistic, thematic, structural, sociocultural and axiological levels of the text, while enabling a controlled comparison across age and role groups. The findings reveal that reader perception is shaped by cultural thesaurus, generational codes, and understanding of historical norms. The most problematic area was the interpretation of Soviet agnonims (obsolete words and phrases): only older teachers managed correct interpretations, whereas younger teachers and adolescents showed a character-level understanding. Significant differences also emerged in aesthetic appreciation: teachers easily engaged in poetic analysis, while students, without pedagogical guidance, remained within “naive-realistic” reading. Points of convergence included a shared interest in the moral choice of the protagonists and the book’s potential to stimulate intergenerational dialogue. The study highlights the generational gap in cultural literacy and confirms the urgent need for methodological support when teaching such texts. The results may be useful for literature teachers, methodologists, and specialists in children’s reading. Keywords: reception, reader reception, focused interview, children’s reading, contemporary adolescent literature, intergenerational dialogue, educational potential, comparative analysis | 1 | |||||
| 6917 | The study of specific features of phraseological units on the example of several languages is an urgent direction in the conditions of active interlingual and intercultural interaction. Chinese and Russian languages, representing nonclose-related formations and being the leading languages in the global space, require additional researches to identify common and distinctive features in the process of studying sociocultural realities and better assimilation. The object of the article is to identify the lexical and semantic features of phraseological units with the zoonym component 鸡 – chicken, rooster in Chinese and Russian languages. The key method in the work is comparative analysis, which has helped to identify universal and unique lexical and semantic features of phraseological units with a component- zoonym 鸡 – chicken, rooster in Chinese and Russian linguistic cultures. It has been established that in the Chinese phraseological foundation, the zoonym component 鸡 - chicken, rooster to a greater extent, has a negative connotation, symbolizing a weak physical condition (excessive effeminacy, since the chicken in Chinese linguoculture conveys the image of a small, weak, defenseless animal); reckless behavior (the image of the panicked behavior of a chicken in a coop is transferred to confused behavior of a person in everyday situations); life experience (the acquisition of wisdom based on overcoming difficulties, the need to learn from negative practices and events). It has been revealed that in the new sociocultural realities, phraseological units with the zoonym component 鸡 – chicken have changed their original semantics and currently have a positive connotation in the Chinese language: phraseological units with the zoonym component 鸡 – chicken reflect the significant role of women in modern society and represent female leadership and intelligent female guidance. Unlike the Chinese phraseological fund, the Russian phraseological fund shows a clear gender semantic marking of the zoonym components chicken and rooster, moreover, the studied phraseological units have a negative connotation. It has been proven that the zoonym component chicken in the Russian phraseological fund (both in the original and in the current one) is a destructive marker of a woman’s unattractive appearance, bad character, limited mental abilities, and immoral behavior in society. It has been proven that the phraseological units of the Russian language with the component zoonym rooster represent such negative male qualities as an ostentatious appearance, excessive pride, and boastfulness. The components zoonym chicken and rooster in the Russian phraseological fund, as well as in the Chinese language, also symbolize the negative aspects of lifestyle, namely the permanent difficulties in life and the need to overcome them regularly. Keywords: phraseological unit, zoonym component 鸡 – chicken, rooster, Chinese phraseological fund, Russian phraseological fund, lexical and semantic features | ||||||
| 6918 | The analysis of English variants in the context of interlingual and intercultural interaction at the global level is a relevant area of research for interdisciplinary scholars. However, there is currently a knowledge gap in linguistic science regarding the analysis of English variants adaptation in various types of texts. English media texts, which combine information in the form of written texts and video materials, reflect the current trends in the development of modern global society. Currently, there is a knowledge gap in the field of comparative analysis of English media texts, which requires further research works. The object of this article is to identify the similarities and differences between Nigerian English and American English media texts at the grammatical level. Based on a comparative analysis, it has been established that both Nigerian English and American English media texts share similar characteristics such as media-specificity, mass appeal, intertextuality, and relevance. However, there is a key difference in terms of intertextuality: while American English media texts tend to have a high degree of hypertextual references, Nigerian English media texts tend to have minimal use of hypertextual references and allusions to other texts. Based on a comparative analysis of Nigerian English and American English, the morphological features of the analyzed variants in media texts were identified. It has been proven that omission of articles and the functioning of Simple tenses belong to universal morphological features, which is dictated by the need to provide information in an accessible and concise form. It has been established that significant grammatical transformation processes are characteristic of Nigerian English media texts compared to American English media texts. Morphological transformation processes function in Nigerian English media texts in the form of non-compliance with the singular and/or plural form of a noun; ignoring the rules of tense agreement when translating sentences from direct to indirect speech; omission of particles; violation of grammatical norms when using pronouns and negative verb forms; and incorrect functioning of the verb to be. The reasons for the identified morphological transformations in Nigerian English media texts are the interference of indigenous languages and the insufficient level of education of some of the interviewed communicants. Keywords: morphological features comparative analysis, Nigerian English, American English, media text, transformational processes | ||||||
| 6919 | This article presents a comparative historical analysis of Germanic-Slavic lexical parallels – quantitatives. The aim of the study is to identify the systemic features of these correlates across diachronic boundaries and determine the degree of their cognitive variability. Using the English numerals four, nine, and ten and their Slavic parallels, we conduct a phonetic, morphological, and semantic analysis, as well as examine the connotative potential in the structure of phraseological stock of the compared languages. The theoretical and methodological basis of the study includes etymological dictionaries, comparative studies, and contemporary linguistic research. The comparative analysis established the etymological unity of the studied quantitative numerals, which trace back to common IndoEuropean roots, despite the natural phonetic divergences of different language groups. The study reveals that the English language is characterized by a high frequency of terminologizing and a pragmatic perception of quantity, while Slavic parallels are distinguished by ritual marking and integration into folkloric traditions. In terms of phraseology, English units tend toward qualitative marking and hyperbolization, while Slavic ones reflect the values of communal lives and folk ethics. The study confirms the hypothesis that quantitatives are not only neutral elements of counting but also significant components of a national cultural code. The study results have theoretical significance for understanding the mechanisms of historical transformation of the linguistic consciousness of speakers of Germanic and Slavic languages. The practical significance of this study lies in the possibility of implementing its findings into modern etymological practice, creating text optimization algorithms, and improving artificial intelligence systems by filling existing lexical and semantic gaps in the field of linguistic concepts. The data obtained can be used to improve machine translation systems and cross-cultural communication, ensuring a more accurate transmission of ethnocultural semantic nuances. The prospects for further analysis of quantitative linguistic structures provide opportunities for revealing the patterns in the development of national consciousness against the backdrop of global linguistic processes. Keywords: germanic-slavic parallels, quantitativ, semantic microstructures, etymological reconstruction, phraseology | ||||||
| 6920 | This article analyzes the expressive function of comic farewell formulas in German speech. Expressiveness is viewed as a language’s ability to realize an expressive function that is older than the language itself. A special role is given to the core structure of the language, which developed in the initial stages of its development and serves as the foundation of communication. It is the core layers of the lexicon that serve as the distinctive feature of the system’s uniqueness in the creation of modes of expression. The empirical basis of the study consists of 46 units of speech etiquette, representing farewell formulas in the German language, divided according to their referential assignment into four groups of phenomena, primarily of onymic nature. Additionally, the corpus units are subdivided into formulas containing only native morphemic material and those consisting of native and foreign-language components, allowing them to be recognized as products of speech manipulation. The methodological basis of the work is formed by a combination of general and specific scientific methods. General scientific methods include cognitive methods (descriptive, oppositional, interpretative) and paired logical techniques (synthesis-analysis, abstraction-grouping, deduction-induction); the specific scientific segment of methods is represented by the tools of functional stylistics, the exponent of which is the functional method. The studied farewell formulas serve to create a comic effect and are aimed at de-ritualizing everyday etiquette by increasing the diversity of the speech repertoire in informal communication situations. Despite the fact that these phenomena are formed by common methods – lexical, semantic, and lexical-semantic (mixed), among which the lexical method remains the leading one, their wordformation patterns cannot be considered systemic due to the presence of multiple precedents of combination and nesting. Manipulation is a special case of word formation with varying degrees of spontaneity and is carried out primarily on the basis of existing linguistic material, both native and borrowed. A distinction must be made between word formation that follows the framework of systemic, that is, generally accepted methods, and word creation with features of nesting, limited by genre and stylistic boundaries or a specific communicative situation. The expressiveness of language should be understood as a functional tool, implementing the principle of transition from discreteness (a single element) to plurality (many elements) and vice versa. Keywords: expressiveness, expressive means, ways of word formation, manipulation, system, elements, speech combination | ||||||
| 6921 | The article examines the problems of conceptually defining the Omsk text as a complex model reflecting the space of Omsk and the Omsk Irtysh region in text format across a number of parameters, and Omsk hypertext as a set of virtual texts representing similar types of space in a virtual format in historical, ethnographic, local history, and other aspects. The purpose of the article is to show the features of the Omsk text and hypertext as a specific semiosphere, in which the verbal and visual components of historical-regional studies and historical-pictorial discourses interact in a certain way, conveying cognitive models that reflect the space of Omsk and Western Siberia. The material is the content of the portals of the Omsk State Museum of History and Local History, the Omsk Regional Vrubel Museum of Fine Arts which specifically present various types of information related to Omsk, the Omsk region, the history and current state of the region, the development of fine arts, etc. The relevance of the study is determined by attention to the problem of regional (local) text, belonging to the discursive direction of linguistics, the application of the principles of discursive modeling to the structure and content of virtual portals of specific institutional objects, the identification of components of historical and local history and artistic-visual concepts associated with the actualization of the space of the city and the region in its structure through the identification of visual, verbal, and other means of expressing various semantic categories and semantic fields that form the “Omsk text” and “Omsk hypertext”. The space of Omsk, the Omsk Irtysh region, and Western Siberia is presented in a semiotic format dictated by the specifics of virtual communication, forming the historical-regional history and historical-visual-artistic components of the Omsk hypertext in its museum version, which includes various types of Omsk text. Their form and virtual content implement modern trends in website development, as well as institutional requirements for the availability of relevant and historically significant information about the space of the city and/or region, activities, events of urban and other scales associated with the reflected object. Keywords: regional text, regional discourse, museum discourse, Omsk text, Omsk hypertext, virtual portal, discourse analysis. | ||||||
| 6922 | The study addresses the empirical verification of cognitive structures in poetic discourse, aiming to overcome the subjectivity of intuitive interpretations in idiostyle analysis. The relevance of the work lies in the insufficient elaboration of the mega-concept in linguistics, the potential of the Russian National Corpus (RNC) as a tool for obtaining objective quantitative data, and the significance of comparative research on Silver Age poetry. The goal is to identify and compare the linguistic representation of the mega-concept “Woman” in the idiostyles of Akhmatova and Tsvetaeva using RNC data. The mega-concept is treated as a multidimensional mental construct reflecting the linguocultural trend of the turn of the 19th–20th centuries. The study employs corpus-based, comparative, and contextual methods, with Jung’s archetype theory as its theoretical framework. Analysis of the Poetic Subcorpus (1900–1970) and the Main Subcorpus (1714–2021) shows that Tsvetaeva uses the lexeme “woman” almost 3.5 times more frequently than Akhmatova. Two strategies of archetype representation are identified: extensive (Tsvetaeva) and intensive (Akhmatova). The archetypes of Victim and Citizen are expressed implicitly. The findings contribute to the methodology of conceptual analysis in literary texts using corpus linguistics and communicative stylistics. Keywords: megaconcept “Woman”, National Corpus of the Russian Language, comparative analysis, A. Akhmatova, M. Tsvetaeva, communicative stylistics of the text | ||||||
| 6923 | This study aims to develop a functional typology of foreign language inclusions as specific linguistic units in Zakhar Prilepin’s novel “Tuma” (2025) and to determine their systemic role in the organization of a multilingual literary text. The material consists of fragments in Turkish, Crimean Tatar, Polish, Serbian, Greek, Moldavian, Romani, Armenian, and Arabic, extracted by continuous sampling (more than 200 contexts). The article argues that foreign language inclusions in this work are not a stylistic exoticism but a system-forming element of the language composition, implementing a strategy of multilingual discourse modeling. Seven functions are identified and described in detail: characterological (marking the protagonist as a polyglot linguistic personality); nominative (creating linguocultural colour through exoticisms); plot-forming (language as a tool of survival, deception, and loyalty test); cultural-identificational (marking religious and ethnic belonging); psychological (verbalizing borderline states such as fear and pain); rhythmic-compositional (organizing the narrative pulse through alternation of codes); polyphonic (producing sonic chaos in crowd scenes). The paper reveals for the first time a correlation between the frequency of Turkic languages (about 40 %) and the dominant role of the protagonist’s mother tongue in psychologically intense scenes. It is established that the author’s refusal of simultaneous translation of foreign language remarks in crowd scenes creates an effect of “acoustic shock” that enhances the traumatic perception. The scientific novelty lies in the fact that for the first time, using the material of the novel “Tuma”, a functional typology of foreign language inclusions is proposed that takes into account not only their nominative but also their plotforming and identificational role, thereby expanding theoretical understanding of the mechanisms of language contact in contemporary Russian prose. The obtained results indicate that multilingualism in Prilepin’s text becomes a means of constructing a borderline identity (“tuma”) and reproducing the linguistic situation of the Azov-Don frontier of the 17th century. Special attention is paid to code-switching as a tool for character portrayal and to the creation of the defamiliarization effect through the refusal of simultaneous translation. The proposed functional typology can be extrapolated to other multilingual texts of 21st-century Russian prose. Thus, foreign language inclusions serve as a key compositional device. Keywords: foreign language inclusions, language composition, multilingual literary text, functional typology, language contacts, code-switching, Russian as a literary language | ||||||
| 6924 | The subject of research is reception of V.A. Zhukovsky’s personality and works in a military newspaper Russkiy Invalid (1840–1852). Through the continuous sampling method, the author selects 125 materials related to Zhukovsky and divides them into 7 groups: 1) biographical materials, including posthumous ones; 2) works by Zhukovsky and their fragments; 3) announcements and entries about publishing and selling works by Zhukovsky; 4) materials about collections, almanacs, journals containing works by Zhukovsky and critical articles about him; 5) works by other authors dedicated to Zhukovsky or related to him; 6) literary and critical materials about works by other authors mentioning Zhukovsky; 7) critical articles on works and translations by Zhukovsky. The author considers all the groups of materials. Due to comparison with materials of the two previous periods (1813–1825 and 1826–1839), the article considers the reception dynamically. In 1840, Zhukovsky left Russia and went to Germany devoting himself to family life; therefore, the newspaper stopped mentioning him in the “Internal News” column as a courtier but continued mentioning him as a famous poet, a talented translator, and the former teacher of the heir to the throne. The newspaper contains a lot of materials about publishing and selling his works remaining popular among the reading public. Russkiy Invalid publishes two his texts dedicated to the French Revolution of 1848, a letter and a poem: they express a political position similar to the position of the newspaper. In addition, the newspaper publishes two versions of Zhukovsky’s letter about the translation of the Odyssey, a critical article about his translation from the Indian epic Nala and Damayanti, an article about his children’s poems. A special group of publications consists of posthumous materials expressing grief over the loss of the great poet: the newspaper publishes both official obituaries and private letters full of emotional details. Keywords: V.A. Zhukovsky, Russkiy Invalid, reception, criticism, newspapers, journals | ||||||
| 6925 | The fairy tales of Andersen and Evgeny Klyuev are a staple of children’s reading. The heroes of many of Andersen’s tales, and almost of Klyuev’s, are household items imbued with destiny, memory, and inner world. Identifying the philosophical meaning of fairy tales, and in particular, solutions to problems in understanding life, is relevant task. A comparative analysis of the authorial concepts of Andersen and Klyuev is undertaken for the first time. The tales of both authors, striving towards the parable genre, have a dual address, suggesting joint reading and discussion of the stories by a child and an adult. An adult must help a child understand the more general meaning contained in specific stories. An adult must help a child understand the more general meaning contained in specific stories. The practical significance of this study lies in identifying the parable-like meaning of fairy tales and highlighting their philosophical implications. The goal is to identify the specific genre variations of the two authors’ fairy tales (Andersen’s "stories" and Klyuev’s laconic parable-like tales), as well as to analyze the plot logic, compare the characters and the author’s positions. Based on the principles of comparative typological comparison, common features of the tales of the two authors are revealed: the formulation of the problem of moral choice, attention to minority subjects (household items), delving into the psychology of the hero, who undergoes a kind of initiation, the affirmation of the special mission of art as the keeper of life experience, the embodiment of memory. At the same time, within the context of a vast historical period, significant differences are also noticeable. Andersen wrote during the Romantic era; the goal of the heroes of his fairy tales was to harmonize with the world, to understand their place in society, and their usefulness to others. Klyuev, being an author of the post-classical (“chaographic”) era, gravitating towards the poetics of postmodernism, shows his hero’s confrontation with the stereotypes of mass consciousness and narrow pragmatism, asserting the intrinsic value of individuality, even if it violates the norms of “common sense”. The hero of Andersen’s “presentive” fairy tales does not choose his own destiny and is subject to external circumstances; Klyuev’s proactive, self-assured hero chooses his own course of action, striving to make every moment of his life rich and meaningful. The abundance of dialogue, the combination of elegiac and humorous intonation, and the playful use of language, characteristic of both authors, avoid the overt didacticism of the monologue (authoritative) language of the classic parable. Keywords: fairy tales about things, author’s fairy tale, parable, children’s literature, literary tradition | ||||||
| 6926 | The article analyzes detective stories by contemporary Russian authors who write for teenagers. The analysis reveals the following characteristic features of the works: a playful element; the use of folklore genres, motifs, and images; and the highlighting of social and moral-ethical issues. V. Ronshin and E. Verkin parody the established clichés of mass culture at the level of style, the system of images, plot devices, and locations. Well-known works in the detective, horror, and action genres are used as the basis for the parody. In addition to being entertaining, the texts by these authors contain an important pedagogical message, conveyed not through didactic influence, but through the use of the “reverse education” technique. By exaggerating and parodying the clichés of mass literature, the writers devalue its emotional impact on the reader. In E. Mikhalkova’s novel “If You Can Hear Me,” issues relevant to modern teenagers are addressed – the relationship between “fathers” and “children,” and moral choice in a borderline situation. The author revitalizes the traditions of Russian socio-psychological prose using contemporary material. The analysis conducted allows us to speak of different authorial strategies for using the detective plot and referring to the literary tradition as a whole. Keywords: Eduard Verkin, Valery Ronshin, Elena Mikhalkova, young adult literature, modern detective fiction, contemporary literature | ||||||
| 6927 | Teaching Russian as a foreign language may be interpreted as one of the “soft power” instruments which realizes its geopolitical potential in the framework of international organizations. Russia and India as BRICS members employ “soft power” assets of teaching Russian as a foreign language for the purpose of promoting cultural values, forming the country’s positive image, strengthening the prominence of the state on the international arena. India’s authentic experience determines the necessity to use the unique methods of teaching Russian as a foreign language and adapt them to the language and cultural context. The aim and objectives of the paper are to explore the traditions and innovations characteristic of the Russian as a foreign language methods implemented in the Indian higher educational establishments using the results of the sociolinguistic experiment. Material and methods include educational programs and course outlines which guide teaching Russian as a foreign language in India. The results of the sociolinguistic experiment which was carried out at Jawaharlal Nehru University in 2025 also form the research base. The didactic, cultural, and sociolinguistic methods are employed. National Education Policy 2020 spurred the changes in the educational system and language teaching. The teachers of Russian as a foreign language stick to the Soviet methods and the figure of a tutor dominates in the educational process. The participants of the sociolinguistic experiment proved this approach to teaching and studying Russian when the institutional methods according to the course outline under the teacher’s guidance are preferred. The results of the study show that adherence to the Soviet methods of teaching Russian as a foreign language is preserved in India. The grammar-translation methods is widely spread though the teachers of Russian aspire to integrate innovative and communicative methods into the educational process. The teacher’s professional qualities also influence the knowledge of the students. The India-Russia relations provide the opportunity to advance the skills of the specialists in the Russian language. Keywords: Russia, India, BRICS, Russian as a foreign language, ethno-oriented teaching, sociolinguistic experiment | ||||||