Vol 30, No 6 (2025)

Importance. Improving translation quality has become increasingly important to meet the growing demand for accuracy and fidelity in conveying meaning, both for professional human translators/interpreters and for machine translation and AI systems. This demand has led to a greater focus on minimizing errors and enhancing the competence of novice specialized translators and interpreters. Materials and Methods. First, we conducted a survey of experienced translation instructors to identify the most frequently used and effective student assignments that incorporate translation error analysis. Second, we surveyed undergraduate and graduate students in translation studies. Statistical methods were applied to process and visualize the results. Results and Discussion. Our study highlights the importance of integrating error analysis into the translation curriculum. Both instructors and students reported clear benefits from assignments focused on identifying and correcting errors. The error analysis approach enhances student motivation to improve their translation skills, fosters awareness of the importance of prompt error detection and correction, and strengthens the ability to identify and rectify errors in both their own and others’ translations. It also encourages engagement with translation editing tasks and promotes a critical perspective on one’s work. Conclusion. Examining the nature of translation errors and identifying strategies for their prevention allows for the development of effective teaching methods that cultivate sustainable skills in error detection and elimination. The error analysis approach presented here supports comprehensive development of translator competencies, contributing to higher translation quality and reducing semantic distortions and communication failures in mediated intercultural interactions.

Importance. Interdisciplinary links in foreign language teaching in higher education is revealed. The purpose of the study is to substantiate the concept of a profession-oriented English textbook for master’s students in International Relations which incorporates information-analytical Media and scientific articles of political analysts.

Materials and Methods. The main research methods used are: a theoretical analysis, interpretation and synthesis of the current approaches to interdisciplinary and methods of teaching foreign languages, an analysis of scientific research in the field of stylistics and media linguistics, content analysis of textbooks for master’s students.

Results and Discussion. A comparative analysis of the working programs in the English language and that of specialization in “International Relations” is made. The research proved the need to correlate basic topics of disciplines of specialization with that of the English language, implemented at the Diplomatic Academy. It outlined the criteria for English texts selection due to the two periods of study at higher educational establishment. Types of media texts, their typological characteristics are considered. The use of news, information-analytical and text-features is substantiated in the textbooks depending on the period of study. The typical features of the style of scientific prose and the genre of scientific article are outlined. The research proved the relevance of using as text material the scientific articles of political analysts in the practice of teaching English to master’s students. The textbook for master’s students is written and tested in the education process.

Conclusion. It is advisable to take into account interdisciplinary connections in manuals for international students. The results obtained are of practical importance for the methodology of teaching foreign languages.

Importance. The connection between language attrition in children from Russian-speaking families living abroad and reading books in Russian is considered. It is hypothesized that reading is the primary method of preventing attrition caused by the influence of the dominant language in the country of residence. The relevance of the topic arises from the need to support the Russian language abroad, especially among the younger generation of native speakers. The aim of the study is to confirm or refute the hypothesis that reading plays a priority role in forming a child’s competent spoken language in conditions where the use of the native (family) and dominant (school and society) languages is clearly separated.

Materials and Methods. The research material consisted of results from a longitudinal survey and observation conducted within the Russian-speaking community of Dubai (UAE) from 2023 to 2025. Data was analyzed across three age groups of children from Russian-speaking families studying in English at international schools. Parents (43 respondents) participated in written and oral surveys, describing the characteristics of their children’s speech development (70 children) after moving abroad.

Results and Discussion. The collected data was systematized, processed, and presented in charts and diagrams. The primary methods included studying scientific literature and statistical data, questionnaire surveys, oral interviews, naturalistic observation without experimental intervention, analysis, and mathematical data processing. The research is based on a communicative-activity approach, which establishes the interrelation of speech activity types; the theory of speech input (S. Krashen); and the concept of heritage language (S. Montrul, S. Köpke, et al.).

Conclusion. Despite Russian being used as the only family language, the spoken language of children living in conditions of a dominant second language is subject to attrition if they do not read books in Russian. Reading difficulties are caused by insufficient motivating actions from parents, limited access to free books, and the lack of reading skills in Russian developed at school. The role of reading in preventing attrition outweighs the influence of other types of speech input (such as watching cartoons, internet content, etc. in Russian), which was most clearly observed in children of primary school age.

Importance. The current stage of higher education development in Russia is characterized by a significant increase in the number of international students, which highlights the task of developing their communicative competence, particularly in productive speech activities like speaking. This article addresses the problem of finding effective methodological solutions for developing oral speech skills among foreign learners. The technology of debates is proposed as a promising tool with significant didactic potential, yet it remains under-researched in the context of teaching Russian as a foreign language. Unlike classroom discussions, debates, as a strictly regulated form of communication, lack systematic methodological description for use with a foreign-language audience. The study aims to develop and theoretically substantiate a methodical model for teaching oral Russian speech to international students using debate technology. The model is designed to resolve the contradiction between the acute need for developing spontaneous speech skills and the lack of systemic approaches that facilitate the transition from reproductive to productive skills in the context of professionally-oriented communication. The model is based on the principles of the communicative-activity approach, and its structure comprises target, methodological, content-procedural, and assessment-result blocks. The purpose of the research is to develop and theoretically substantiate a methodological model for teaching oral Russian to foreign students using debate technology.

Materials and Methods. The research materials and methods comprise a comprehensive analysis of scientific literature on foreign language teaching methodology in general and Russian as a foreign language (RFL) in particular, a systems approach to designing the educational process, as well as methods of modeling and theoretical substantiation of the pedagogical technology.

Results and Discussion. A four-component teaching model has been proposed, comprising target, methodological, content-procedural, and assessment-result blocks. The model is based on the integration of the person-activity approach with the debate technology and provides for the gradual development of oral speech skills in simulated professional communicative situations. A system of criteria for assessing learning outcomes has been developed, which takes into account content-related, discursive, and linguistic aspects of oral speech.

Conclusion. The theoretical significance of the study lies in the development of the methodology for teaching Russian as a foreign language (RFL) by substantiating the integration of debate technology into the process of forming communicative competence. The prospects for further research are associated with the adaptation of the developed model for different student training profiles, taking into account the specifics of their specialization.

Importance. The key problems of socio-cultural concept formation among Chinese students in the process of learning Russian as a foreign language are considered. Insufficient integration of the cultural component into teaching Russian as a foreign language to Chinese philology students hinders the effective formation of their socio-cultural competencies. The purpose of the research is to develop and test the textbook “Cultural Studies of Russia”, aimed at the formation of the above competence through a systematic study of Russian traditions, values and modern socio–cultural reality.

Materials and Methods. The methods of analytical review of scientific literature, comparative analysis of Russian and Chinese educational approaches, pedagogical observation and content analysis of Vesti FM radio broadcasts, literary texts, and visual sources are used.

Results and Discussion. The methods of analytical review of scientific literature, comparative analysis of Russian and Chinese educational approaches, pedagogical observation and content analysis of Vesti FM radio broadcasts, literary texts, and visual sources are used.

Conclusion. The possibility of including cultural studies as a component of the RFL course and prospects for further research in the field of cultural studies and foreign language education are substantiated.

Importance. The culture of students’ self-development is an integral part of professional training, ensuring competitiveness and relevance in the labor market. The Federal State Educational Standard of the new generation points to the need for future specialists in the psychological field to develop the ability to independently extract the necessary information, be able to process it, analyze and synthesize it in accordance with the educational task. An important task facing the higher education system today is to assist future psychological educators in the process of creative creation and self-development, and to create the necessary conditions for this in the educational space of the university. The idea of self-development and self-education in education is of crucial importance today, plays a dominant role in the formation of a future teacher-psychologist. Psychological and pedagogical research in recent years has been aimed at finding optimal ways of self-development, however, modern pedagogical theory and practice urgently needs a comprehensive, systematic consideration of this issue. The construction of a pedagogical model for the formation of self-development culture of a future teacher-psychologist at a university can deepen existing theoretical views on the culture of self-development and provide valuable empirical material for practice. The purpose of the study is to build a pedagogical model for the formation of self–development culture for future psychology teachers at the university.

Research Methods. The study uses a modeling method, which made it possible to consider the self-development culture as a complex phenomenon, including methodological aspects, structural components, technologies and means of its formation, diagnostic criteria, indicators and levels of development.

Results and Discussion. The pedagogical model of the formation of self-development culture of a future teacher-psychologist at a university includes a block of methodological support (methodological approaches and principles); substantive support (structural components: value-semantic, cognitive-operational, regulatory-evaluative, reflexive-analytical); technological support (stages of program implementation, technologies, forms and methods of formation culture of self-development); evaluative performance indicators (criteria, indicators, levels); pedagogical conditions (objective and subjective).

Conclusions. The pedagogical model of the formation of a culture of self-development of a future teacher-psychologist serves as the basis for the scientific organization of educational activities for the training of psychological and pedagogical personnel in this area. The model is a multi-component integrative system that ensures the full-fledged purposeful formation of a culture of self-development of a future teacher-psychologist as a professional quality that ensures the effectiveness of professional activity.

The relevance of this study stems from the need to develop key creative competencies in primary school students in the modern school environment, which requires empirically substantiated methodological approaches and practical recommendations for organizing project-based activities in grades 1–4. The purpose of the study is to evaluate the effectiveness of a specially designed project-based curriculum aimed at developing divergent thinking, originality of ideas, productive creative solutions, and motivation for creative activity in primary school students.

Materials and Methods. The study is conducted using a quasi-experimental design with the participation of 124 students from three urban elementary schools (aged 7–10 years): the experimental group (EG, n = 64) completed a course of systemic project-based interventions, and the control group (CG, n = 60) studied according to the traditional program with the episodic use of project tasks. Descriptive statistics, t-criteria, and ANCOVA with pre-test values control are used for statistical analysis; the significance level was set at p < 0.05.

Results and Discussion. In the experimental group, a significant increase in divergent thinking indicators is noted: the average total score increased from M = 14.2 (SD = 3.1) to M = 17.3 (SD = 3.5), which is an increase of 3.1 points (≈ 21.8 %). In the control group, the increase is 0.7 points (≈ 5.0 %). Comparison of the gains revealed a statistically significant difference (t(122) = 4.12, p < 0.001). On the creative productivity scale, the average score in the EG increased from 3.1 to 4.0 (Δ = 0.9, ≈ 29.0 %), while in the CG it increased from 3.0 to 3.2 (Δ = 0.2, ≈6.7 %); this difference is also statistically significant (t(122) = 3.86, p < 0.001). ANCOVA, controlling for pretest values, confirmed a significant effect of the intervention on divergent thinking (F(1,119) = 10.7, p = 0.0012, partial η² = 0.083) and on other dependent variables.

Conclusion. Systematic project-based learning, tailored to the age-appropriate needs of primary school students and supported by teachers, is an effective tool for developing creativity: it enhances divergent thinking, project originality, the productivity of creative solutions, and student motivation.

Importance. The approach of the 110th anniversary of the Brusilov breakthrough brings to mind the direct participants in the First World War – the lower ranks and representatives of the officer corps of the Russian Imperial Army, who demonstrated a wide ethnic reach. As a result of the fierce and protracted nature of the First World War and the retreat of the Russian Imperial Army in 1915, there was an acute shortage of combat units (including junior officers), which necessitated a large-scale mobilization of the male population in the occupied front-line territories. One of these front-line zones was the Ostsee provinces of the Russian Empire. The purpose of the study is to identify the persons of graduates of the tenth accelerated wartime graduation of the Pavlovsk Military School by personally identifying and examining the fate of natives of the Ostsee provinces of the Russian Empire.

Materials and Methods. The research is based on documents from Baltic museums that are currently unavailable to Russian specialists, as well as files from national federal and regional archives. The methodological basis of the research is the principles of historicism, general scientific, source studies and special historical methods.

Results and Discussion. Based on the work carried out, the full names of 20 natives of the Ostsee provinces of the Russian Empire who received the rank of junior officer of the Russian Imperial Army after graduating from the Pavlovsk Military School in June 1916 were established. The information on the size, national and confessional composition of the specified territories, data on the birth and education level of the cadets, their life and military service in the ranks of the Russian Imperial Army, their place and role at the time of the collapse of the Russian Empire and subsequent fate are given.

Conclusion. Based on various sources, it can be stated that the information found concerns ordinary people unknown to the general public, their names and surnames will not say anything to the ordinary man in the street. At the same time, the example of a specific course shows the massive presence of East Guards in the ranks of cadets of the Pavlovsk Military School. The existing level of education, qualifications and practical experience allowed the majority of former East Guard officers to successfully cope with their duties in the civil service.

Importance. The main activities carried out by the political departments of machine and tractor stations (MTS) to bring the Soviet agricultural sector of the economy out of the crisis state in which it found itself as a result of forced collectivization are examined. Without establishing a normal dialogue between the village and the authorities in the context of the formation of a planned economic system, it was impossible to consolidate Soviet society in the face of upcoming upheavals. A closer study of the experience of the functioning of political departments will allow us to point out the boundaries of the application of state intervention in the economic sphere of public life.

Materials and Methods. The chronological method is necessary to understand the development of the phenomenon under study, and the comparative historical method made it possible to compare the experience of different political departments of the MTS of the Chernozem Center of Russia in the context of implementing measures to strengthen the collective farm system.

Results and Discussion. A fairly extensive archival material, as well as special literature on this issue, shows the measures taken by the personnel of the MTS political departments to bring agriculture of the USSR out of a severe crisis. It is demonstrated that the main components of the policy pursued in rural areas through political departments were the active mobilization of various categories of the population (women, youth), as well as repressive measures that, according to the Soviet authorities, allowed to stabilize the socio-political situation in the Soviet village by removing “sabotage and wrecking elements” from it.

Conclusion. The political departments introduced by the decision of the joint Plenum of the Central Committee and the Central Committee of the CPSU (b) in January 1933 played a decisive role in the organizational and economic strengthening of collective farms. Using a wide range of tools, employees of the political departments dealt with the repair of machinery in machine and tractor workshops, paying special attention to tractors, since the sowing campaign and other agrotechnical measures on collective farm fields depended on their serviceability. Propaganda campaigns were often crowned with success, leading to acts of labor heroism among men and women (especially among the representatives of the “fairer sex”). It was also found that some of the political departments were understaffed, which led to their poor performance in the areas entrusted to them. In general, despite all the costs and large-scale repressions, the political departments coped with the task, and by the end of 1934, the crisis of the agricultural sector in the Central Executive Committee was overcome.

Importance. The Holy Land, centered in Jerusalem, has always been for Russia not only one of the most important spiritual centers, but also an object of foreign policy interests (within the framework of the political strategy of the Russian Empire, the Soviet Union and modern Russia). However, many aspects of the activities of Russian institutions in Jerusalem have not been sufficiently investigated to date. One of them is the relationship between the Russian Consulate and the Russian Ecclesiastical Mission. The purpose of the study is to analyze their interaction and identify the causes of its intense nature in the second half of the 19th century.

Materials and Methods. The work is based on a comparative analysis of both archival documents and works published at the turn of the 19th and 20th centuries concerning the history of the Russian Empire’s presence in the Middle East and Jerusalem, as well as the activities of the Russian Ecclesiastical Mission, the Russian Consulate in Jerusalem and the Imperial Orthodox Palestinian Society. In addition to comparative analysis, the methodological basis of the study was made up of systematic and socio-cultural approaches, as well as the principles of objectivity and historicism.

Results and Discussion. It is shown that the activities of the Russian Consulate in Jerusalem and the Russian Ecclesiastical Mission are clearly regulated by the relevant instructions, which did not allow for double interpretation. At the same time, the instructions that the Mission received are contradictory: on the one hand, its superiors are required to avoid conflicts with foreign structures, primarily with the Jerusalem Patriarchate, and on the other, they were instructed to make efforts to get out of the latter’s care.

Conclusion. Russian Embassy in Jerusalem proved that the primary cause of the strained relations between the Russian Consulate in Jerusalem and the Russian Ecclesiastical Mission in Jerusalem was the contradiction between the current state expediency, within which the Russian Consulate in Jerusalem operated, and the political goals of the Russian Empire in the Holy Land, which were pursued by the Russian Ecclesiastical Mission in Jerusalem.

Importance. The relevance of the chosen topic is justified from both a scientific and, to a certain extent, a practical perspective. Despite a number of domestic studies dedicated to Canada during World War II, there have been no works concerning the scientific sphere of this North American dominion. However, a more important aspect is the fact that studying the organization of interaction between Canadian science, business, and the state during the global conflict could be useful in the current situation for modern Russia. Of course, Canada of the 1940s and the Russian Federation of 2025 are very different countries. But studying Canada’s experience, its mistakes and successes in organizing military production and research in strategic areas could help to avoid similar mistakes or to competently scale successful models for our conditions. An argument in favor of this concept is that Canada faced the task of organizing military production within a market economy, in some cases “from scratch”. A similar situation exists in modern Russia – the existence of a market and the consequences of the 1990s allow for some parallels to be drawn.

Materials and Methods. This research relies on a body of official Canadian materials related to the work of various divisions of the National Research Council (hereinafter – NRC) of Canada, as well as a number of studies on the Canadian war economy and works dedicated to Canada’s participation in World War II. The methodological basis of the study is founded on a number of specialized historical research methods: the historical-systemic, historical-genetic, and historical-comparative methods.

Results and Discussion. The war fundamentally changed the NRC, transforming it from a small scientific council into a central body for mobilizing Canadian science and industry. Its structure became complex and branched. The structure of the NRC from 1939–1945 was a flexible and powerful network, with the Council itself as its central node, coordinating the efforts of science, the military, and industry through a system of committees, its own laboratories, and controlled corporations. It was not a rigid vertical but rather a “hub-and-spokes” model, where the NRC acted as the coordination center. In “long-term” projects, the use of associate committees allowed for combining the advantages of three elements: creativity from science, resources and capabilities from the state, and swift decision-making combined with pragmatism from business structures.

Conclusions. The system created by the National Research Council of Canada proved to be quite effective for solving problems “in the long run” and only through the combination of “science – state – business”. The NRC created a large national innovation network. This decentralized, yet excellently coordinated structure allowed Canada, a country with a relatively small population, to make a significant contribution to the scientific and industrial support for the Allied victory.