Vol 30, No 4 (2025)

Importance. The integration of artificial intelligence technologies into the educational process is one of the key areas of digital transformation of education in Russia. In the context of the rapid development of AI technologies, there is an urgent need for pre-service educators to develop prompt engineering skills that allow them to formulate requests for generative AI to solve specific methodological problems. The formulation of high-quality prompt makes it possible to improve the quality of feedback from generative AI and optimize the processes of pedagogical planning, the development of educational and control materials, the adaptation of the learning content to the individual characteristics of students, etc. Ignoring this aspect of pre-service educators training now can lead to a professional backlog of graduates and their lack of competitiveness in the labor market in the future. In this regard, prompt engineering training should be considered an imperative of modern education. The purpose of this study is to identify the effectiveness of the prompt engineering skills development methodology for pre-service foreign language educators.Research Methods. Theoretical methods were used such as the study of scientific and methodological literature on research issues, analysis, generalization and classification of information. In order to test the effectiveness of the proposed methodology, an experimental training was conducted aimed at developing the skills of prompt engineering among pre-service foreign language educators. 52 students of the 1st-4th courses of the Institute of Pedagogy, studying bachelor’s degrees in the fields of “Pedagogical Education (English Language profile)” and “Linguistics (Theory and Methodology of Teaching Foreign Languages and Cultures" profile)” at Derzhavin Tambov State University, took part in the pilot training. The object of control was the nomenclature of prompt engineering skills of a foreign language educator, represented by ten skills reflecting the specifics of teaching a foreign language.Definition of Concepts. The main concept in the study is prompt engineering or prompting. The paper describes in detail the basic and advanced prompting techniques aimed at obtaining highquality feedback from generative AI.Results and Discussion. The methodology for the developing prompt engineering skills in the pre-service training of foreign language educators has been tested during experimental training. Obvious progress is observed in the following controlled parameters: the skill to formulate prompt for organizing speech communication in a foreign language (t = 9.8 at p < 0.001), the skill to formulate prompt in order to find the necessary information, translate or explain complex educational material (t = 6.2 at p < 0.001), the skill to formulate prompt for developing a plan or lesson fragment (t = 10.1 at p < 0.001), the skill to formulate suggestions for developing training exercises for developing lexical and grammatical skills (t = 7.3 at p < 0.001), the skill to formulate prompt for text generation (t = 5.5 at p < 0.001), the skill to formulate prompt for text adaptation (t = 5.8 at p < 0.001). The following parameters remained without significant progress: the skill to formulate prompt for creating technological lesson maps (t = 7.3 at p > 0.05), the skill to formulate prompt for developing control and measuring materials (t = 1.1 at p > 0.05), the skill to formulate prompt for conducting a comparative analysis of two or more texts (t = 0.9 at p > 0.05), the skill to formulate suggestions for evaluating written creative work (t = 0.6 at p > 0.05).Conclusion. Prompt engineering plays a significant role in the system of linguistic and methodological training of pre-service foreign language educators based on AI technologies, as it allows them to master modern techniques of interaction with generative AI. For junior students, it is advisable to focus on the basic skills of interacting with generative AI, and for senior students – on solving specific methodological tasks. Prompt engineering training should be continuous and start from the first year, integrating into the learning process through individual disciplines, for example, through “Introduction to Artificial Intelligence” or minors, so that senior students can apply their knowledge to solve more complex cognitive tasks. The technique of autoprompting allows students to visually study the anatomy of high-quality prompt and at the same time develop critical thinking by analyzing and refining AI-generated prompt. The perspective of the study is to observe the effectiveness of the autoprompting technique in the pre-service training of foreign language educators. The results obtained can be used in further research on the study of prompt engineering techniques for educators or students of pedagogical training areas, for the development of author's methods of teaching prompt engineering to educators, as well as in the methodology of teaching a foreign language.

Importance. Artificial Intelligence (AI) is rapidly permeating all areas of professional activity, leading to increased demands for digital skills among specialists. One of the ways to prepare competitive personnel should be the integration of AI tools into the educational process. The aim of this research is to analyse the advantages of implementing the AI Email Tone Analyzer tool for the development of professional communication competencies among students in the field of business communication in English. In the context of rapid digital progress and the growing volume of communication via electronic means, it is essential not only to be able to articulate thoughts but also to correctly interpret the tone and emotional nuance of messages.Materials and Methods. Analysis of scientific literature related to the topic, comparison and summarisation of empirical data, as well as conducting an experiment. The materials for the research included business letters published on the 101 Business Letter website, as well as letters written by master’s students from the language faculty. The participants in the experiment consisted of 50 first and second-year students enrolled in the full-time Master’s programme (field 44.04.01 “Pedagogical Education”, profile “Foreign Languages in the Context of Contemporary Culture”). The experiment is conducted as part of the course “Business Foreign Language” at the Pedagogical Institute of Saratov State University named after N.G. Chernyshevsky.Results and Discussion. It has been proven that the use of the AI tool AI Email Tone Analyzer significantly enhances students’ proficiency in professional communication skills. The average number of errors in business correspondence has decreased by 42 %, while the average time taken to prepare letters has reduced by 7 minutes. Qualitative analysis also revealed an increase in students’ confidence in their skills and competencies – 66 % of students reported a reduction in anxiety level when writing business emails in English due to automated feedback. Furthermore, there was a significant increase in students’ engagement in the learning process – 78 % of respondents emphasized that they began to participate more frequently and willingly in written assignments and discussions in English after the implementation of this AI tool. 82 % of students started to consult their teacher less often when writing business emails, preferring to analyze the text with the help of artificial intelligence first indicating a rise in autonomy. In terms of communication processes, 100 % of students noted a marked increase in satisfaction with communication and a reduction in misunderstandings between business partners or interlocutors thanks to the tone adjustments made by the AI Email Tone Analyzer.Conclusion. The conducted research has led to the following key conclusions: the AI Email Tone Analyzer assists students in better recognising and adapting the tone of their messages according to the audience and situation, which promotes more effective communication; the use of the tool enables students to receive immediate feedback on how their messages may be perceived, fostering the development of critical thinking and self-reflection. The prospects for further research appear to lie in a more detailed analysis of the capabilities of the AI tool, the expansion of its application scope, including its integration into the process of learning foreign languages, as well as the examination of the impact of new technologies on organizational processes and behaviour.

Importance. The activities of a teacher in a foreign language lesson are described and systemized. The teacher’s activities in teaching a non-native language are associated with the performance of functions’ variety. The qualitative performance of professional functions is the success of the pedagogical activity of any subject teacher, including a foreign language teacher. The functions performed by the subject teacher are related to different aspects of his pedagogical and methodological activities, namely: a) with the design of lessons; b) with the choice of training facilities; c) with the organization of the explanation of the new material in the lesson; d) with organization of its training and application; e) with an assessment of the current activities of schoolchildren in the lesson; f) with assessment of the results of educational activities of children; g) with evaluation of speech products of trainees; h) with the organization of independent work of children at home and with preparation for the next lesson. The teacher must finally evaluate self-critically and his activity in the lesson, determine his strengths and weaknesses in it (h). Weaknesses in the conduct of lessons are a specific incentive for the teacher to improve lesson planning, to improve his methodological skills. The success of educational activities on the part of the teacher is based on a highquality and creative selection of educational tools. The complex of pedagogical tools necessary for a teacher in the process of designing a language lesson system and its further implementation in a classroom-based system is analyzed.Materials and Methods. The step-by-step implementation of the designing (or otherwise planning) function of a foreign language teacher within the educational process is investigated. Competent, high-quality and creative planning of the entire set of lessons (lesson systems) on the subject “Foreign language” is practically determined by the methodical skill of the teacher and, in turn, determines the academic achievements of schoolchildren. To identify the key nodes of the problem, the following was done: a) study of the Federal State Educational Standard for Higher Education (3++) in terms of the requirements for graduates of pedagogical universities: a) review of activity areas b) diagnosis of the functions’ set performed by a foreign language teacher; c) work with scientific literature on the problem of planning and analyzing foreign language lessons; d) examination of the pedagogical and methodological activities of school teachers during visits to open language classes; e) monitoring the activities of student trainees during and during teaching practices at school; f) study of the educational results of students from individual foreign language teachers; g) evaluation of video clips of foreign language lessons by creatively working teachers of schools in Nizhny Novgorod and the Nizhny Novgorod region.Results and Discussion. The main pedagogical and methodological tools used by school teachers in a foreign language in the design and conduct of lessons are described. The holistic system of methodological tools used in planning and conducting lessons is presented. Methodological tools in the activities of a school teacher are everyday in nature and their effectiveness is determined through analysis or self-analysis of lessons. Some of the teacher’s tools are innovative. Non-native language teachers and innovative teaching techniques. They are usually used: a) when conducting final lessons on the lexical topic of the textbook; b) when planning backup lessons on the topic; c) when planning foreign language lessons on an inter-dark basis. The practice teacher often includes innovative tools in lessons where new learning technologies are used. The teacher often us es such innovative tools when conducting open lessons that he gives within the framework of the school methodological association of teachers (CMO) or for teachers of the district methodological associations (RMO). Foreign language teachers participating in competitive events such as: “The best subject teacher of the school”, “The best teacher of the district (city)”, “Teacher of the year”, widely use innovative and creative tools of pedagogical activity when presenting their creative results. Due to its specificity and complexity, the school academic discipline “Foreign Language” obliges the teacher to regularly include a wide range of tools in his activities.Conclusion. The presented tools of a pedagogical and methodological teacher of a foreign language can be widely used by other colleagues. The use of such tools takes place on a conscious basis, and this is done by the subject teacher with great success. Tools in teacher activities are always of interest to novice language teachers. Senior colleagues, for their part, are ready to share with young teachers their experience in using such tools. Experienced colleagues within the school methodological association of teachers and within the RMO; a) conduct methodological consultations; b) invite young teachers to their classes; c) assist in writing qualification works on this topic.

Importance. Currently, there are distinct differences in the teaching of Russian as a foreign language between China and Russia in areas such as: a) the learning environment organization; b) the selection of educational content and teaching materials’ development; c) the language teaching methods used. All of these factors influence the acquisition of Russian by Chinese students as a language of interpersonal and intercultural communication. According to experts, Chinese students studying Russian at universities in Russia achieve a higher level of proficiency than those studying the language in China. The aim of this study is, based on an analysis of scholarly literature, regulatory educational documents, and teaching practices in Russia, to: a) identify the main differences between the contexts of teaching Russian as a foreign language in Russia and China; b) formulate the characteristics of an effective Russian as a foreign language lesson; c) provide recommendations for Chinese teachers of Russian as a foreign language on how to effectively teach Russian to students.Materials and Methods. The study is conducted using the observing method of teaching Russian as a foreign language practice in Russian and Chinese universities, as well as the comparative analysis method of scientific literature. The materials used included scientific papers published in journals indexed in the Scopus and Web of Science databases, as well as the list of journals approved by the Higher Attestation Commission of the Russian Federation. Additionally, the research materials included curricula, syllabi, and teaching aids for Russian language education from Harbin Pedagogical University (China) and the Pushkin State Russian Language Institute (Russia).Results and Discussion. The study identified the characteristics of an effective Russian as a foreign language lesson and provided recommendations for Russian as a foreign language instructors in China. The authors consider the following to be the main features of an effective Russian as a foreign language lesson: a) practical orientation; b) creativity; c) communicative focus. Based on the experience of teaching Russian as a foreign language in Russia, Chinese instructors should pay attention to the following aspects: 1) classroom teaching should align with the set learning objectives; 2) game elements incorporation in lessons; 3) learning content should reflect everyday reality; 4) exam content should focus more on practical language application; 5) awareness of native language interference and deepening of linguistic cultural consciousness.Conclusion. The novelty of the research lies in characteristics development of an effective practical Russian language lesson and recommendations for teaching Chinese students Russian as a foreign language.

Importance of the study is due to the problem of fragmentation and lack of continuity in the programs of spiritual and moral education, especially in Sunday schools, which reduces their effectiveness. There is a shortage of studies combining theoretical justification with practical tools and empirical verification.Materials and Methods. The study is conducted in the longitudinal format (“before–after”) over two academic years. It involved 384 students of Sunday schools of the Udmurt Republic (6–16 years old), distributed into experimental and control groups. The effectiveness of four original programs is assessed according to four criteria (cognitive, emotional-volitional, motivationalvalue, behavioral) using validated diagnostic tools (tests, observation, expert assessments). To analyze the data, the methods of mathematical statistics are used (χ² criterion, Student’s t-test).Results and Discussion. Statistically significant positive dynamics are revealed for all criteria in the experimental group (p < 0.01), while there is none in the control group. The most pronounced growth is observed in the motivational-value (up to 48.9 %) and behavioral (up to 54.4 %) spheres in adolescents aged 12–14. The results confirm that the implementation of the inter-program continuity model ensures the progressive development of value consciousness and the consolidation of morally oriented behavior as a personal trait.Conclusion. The developed inter-program continuity model is an effective mechanism for ensuring holistic spiritual and moral development. The practical significance of the work lies in the possibility of using the model and diagnostic tools for planning educational work and training teachers. Prospects for further research are associated with adapting the model to secular educational contexts and expanding the geography of the sample.

Importance. The socialization of children with autism spectrum disorders (hereinafter referred to as ASD) involves a variety of pedagogical approaches to solving existing problems, and physical activity of children with ASD is one of the tools of habilitation. Complex-coordinated sports, such as adaptive figure skating, can positively affect the main deficits in ASD. Using the example of adaptive figure skating for children with ASD in the adaptive figure skating section “Crystal Puzzles”, this study examines the positive impact of this sport on correcting the main deficits in ASD. This requires a comprehensive approach to evaluating the effectiveness of classes. The purpose of the study is to establish the zone of influence of figure skating on the development and socialization of children with ASD, and to search for tools for integrating children with ASD into the society of people without disabilities through figure skating.Materials and Methods. A theoretical review of domestic and foreign literature, observation, testing, questioning of parents, assessment of the growth rate of the main indicators of physical fitness of pupils according to the formula of V.I. Usakov, the formula for calculating arithmetic averages.Result and Discussion. The results of a comprehensive diagnosis of figure skating classes in the adaptive figure skating section “Crystal Puzzles” can serve as a guide in the development of physical activity of children with mental disabilities and the search for their success zone.Conclusion. The pupils of the “Crystal Puzzles” section have a significant increase in indicators not only in physical development, in particular, the development of coordination and balance (23 %), but also in social interaction. Motor activity on skates develops the concentration of attention of a child with mental disabilities, and an interdisciplinary approach to the training process activates progress in communication and social integration.

Importance. The book business, which includes bookselling, book publishing, as well as the collection, processing, storage of books and the guidance of reading, was an essential element in the enlightenment, socio-political and economic development of Russia. The nobility played an important role in the development of this sphere, broadcasting Western experience and knowledge. The relevance of this work is due to the fact that book and library science are among the key civilizational tools. In the 19th and early 20th centuries, they played a crucial role in the process of Russia's social and economic development. The nobles were actively involved in these processes.Methodology and Sources. In the course of the research, both general scientific and special historical research methods are applied. Historical-comparative, historical-typological, problematicchronological, retrospective and a number of other methods were used. In particular, the historical and typological method made it possible to identify groups of foreign publications, their places of concentration and turnover in the Russian province of the 19th – early 20th century. The geographical scope of the study is limited to the territories of Kursk and Tambov provinces. This allows us to focus on specific examples of the dissemination of Western European literature in the Russian province, and to study in more depth the specifics of knowledge transfer from abroad.Results and Discussion. The study analyzes the places of storage and circulation of foreign literature, the main sources of replenishment of the book collections of Russian nobles in the 19th – early 20th century. Often, the first acquaintance with a foreign composition took place in the home library. Subsequently, the range of reading in a foreign language expanded during his studies at gymnasiums and universities. The biography of B.N. Chicherin allows a fairly clear analysis of the stages of acquaintance with Western European knowledge and their reception. Nobles could also replenish their book collections in specialized shops and shops. Printing houses also played an important role in the dissemination of foreign works in the province. The alternatives were mainly postal and rail shipments of books. Libraries, represented by household meetings of the nobility and literary collections in gymnasiums and universities, provided the basic knowledge of the nobility.Conclusion. During the quantitative analysis of the sample from the “Alphabetical Lists of works reviewed by foreign censorship’ for 1893, it is revealed that books in circulation are books in English, German, French, Italian, Polish, Swedish, Finnish, Danish, Hebrew, Polish, Latin, “in Slavic dialects” and in some cases, even Esperanto. Among them, publications in German (52.4 %), French (21.8 %), English (8 %), and Polish (7 %) prevailed. At the same time, the share of banned books in the total sample is 11 % in January and 11.7 % in February 1893.

Importance. The events of 80 years ago, which took place in the occupied territory of Soviet Belarus in 1941–1944, still cause controversy among both domestic and foreign historians. The insufficient degree of study of certain issues related to the activities of the USSR state security agencies in the development of the partisan movement on the territory of Soviet Belarus in 1941–1944 gave rise to speculation and falsifications. The purpose of the study is to show the historical events taking place on the territory of Soviet Belarus in 1941–1944, as well as the activities of the militarypolitical leadership of the country and the state security agencies of the USSR in organizing the partisan movement in the republic.Materials and Methods. The research is based on archival documents of the Russian State Archives of Socio-Political History and the National Archives of the Republic of Belarus. Both general scientific methods of analysis and synthesis were used, as well as synchronistic, historicalsystemic, typological, historical-comparative.Results and Discussion. The partisan movement that unfolded in the occupied territory of Belarus during the Great Patriotic War became a nationwide struggle for the freedom and independence of the Soviet Union. Invaluable assistance to the Red Army in the fight against the invaders was provided by the partisans of Belarus, who systematically carried out sabotage in the rear of the enemy troops. Not only the military-political leadership of the country, but also the state security agencies of the USSR took an active part in the organization and deployment of the national struggle in the occupied territory of Belarus.Conclusion. The joint activities of the military-political leadership of the country and the state security agencies of the USSR played a great role in the organization of the partisan movement in the temporarily occupied territory of Soviet Belarus in 1941–1944, which provided significant assistance to the Red Army in the fight against the Nazi invaders.