Vol 29, No 2 (2025)

Introduction. Promotion of national traditions, cultures and languages is an important component of the foreign policy of countries in the modern conditions of globalization and dynamically developing international relations. The Russian language occupies an important place, being one of the world’s languages with a centuries-old history and rich cultural heritage. The Russian Federation is currently paying great attention to the preservation of the Russian language and the strengthening of its position in the world. In the Democratic Socialist Republic of Sri Lanka the Russian language is not widely spread, but with the development of economic, scientific, educational, cultural international cooperation the interest of Lankans to study the Russian language is growing. The relevance of the study is due to the fact that the expanding trade, economic, humanitarian ties between Russia and Sri Lanka cause the need to study the Russian language and coordinate efforts to interact all participants of the educational process. The development of a set of measures aimed at increasing the number of Russian-speaking citizens, establishing long-term ties with educational organizations of Sri Lanka is an important task in strengthening and developing coopera­tion between Russia and Sri Lanka. The aim of the article is to develop a set of institutional mechanisms and measures aimed at improving the effectiveness of targeted management of the Russian-speaking educational process carried out in Sri Lanka.

Materials and Methods. During their research the authors adhered to the following sequence of work: during the preparatory stage data collection was carried out, then a sociological study among teachers and students and a qualitative study using the method of focus groups were conducted, after obtaining the necessary information the data were analyzed and specific recommendations on the functionality of the Russian language department of the linguistic direction of the National Institute of Education of Sri Lanka were developed.

Results. The research allowed us to highlight the demand for the study of the Russian language in Sri Lanka and measures for its promotion. Regulations for the formation of new management mechanisms to strengthen the position for the study of the Russian language, taking into account local traditions and peculiarities of the worldview of the population have been identified. Realization of the proposed measures, in our opinion, will provide effective coordination of actions of parties concerned in the study of the Russian culture and language.

Discussion and Conclusion. Practical significance lies in the use of the results obtained in the course of scientific research, expeditions to make up a list of systemic measures that will effectively manage Russian-language education in schools of Sri Lanka. The materials of the article can be useful to the authorities in the sphere of education and international cooperation, heads of educational organizations in Sri Lanka in order to improve the level of teaching Russian as a foreign language.

Introduction. One of the priorities of the modern educational policy of Russia is to ensure the academic success of young students – schoolchildren and university students. However, the realization of this goal is in conflict with other objectives of educational policy and factors in the development of Russian higher education, including initiatives in the field of school education. Traditionally, academic failure is interpreted as an individual’s phenomenon related to the inefficiency of pedagogical approaches and techno­logies. However, in fact, the social scale and context of the problem make it necessary to consider it as an institutional phenomenon, the prerequisites of which are formed at the level of pre-university education. The purpose of the article is to interpret the problem of academic failure of students in the context of edu­cational policy.

Materials and Methods. The theoretical basis for studying the relationship between educational policy and academic failure of young students is the theory of inequality in education and the concept of the po­licy of “choosing winners”. The empirical basis of the article is the results of a study carried out using the following methods: analysis of documents (scientific publications, regulatory documents, statistical and monitoring research data), semi-formalized expert interviews with representatives of educational organizations in Yekaterinburg and the Sverdlovsk Region (n = 30 people).

Results. Government initiatives aimed at reducing inequality in education are shown as an institutional context for overcoming academic failure of young students, covering pre-university education. The contradictions of such state initiatives in Russian education as the Unified State Examination, a project to support schools with low learning outcomes and/or schools operating in difficult social conditions, and the Acade­mic Olympics movement are revealed. It is proved that the problems of implementing institutional initiatives in school education serve as prerequisites for the formation of academic failure of university students.

Discussion and Conclusion. The practical significance of the research results is seen in the justification of the directions for improving government initiatives and projects to support students to overcome their academic failure. Further analysis of the latent contradictions of the Russian education system in the context of the introduction of institutional measures to overcome the academic failure of schoolchildren and university students seems promising.

Introduction. The discussion about project-based learning centers on the challenges of interrelation bet­ween higher education and the labor market and the development of proactive teaching methods in universities. Questions regarding the theory and methodology of project-based learning remain insufficiently explored, particularly concerning the alignment between learning and receiving sought-after specialists by employers, the integration of theory and practice within the educational process. The aim of this research is to analyze project-based learning programs developed by Russian universities and methods of their organization.

Materials and Methods. The empirical sample includes the Russian universities development programs of the federal project “Advanced engineering schools” (n = 50). Data collection was carried out using mining of qualitative data (texts of university development programs) using Power BI tools that allowed to structure a large amount of information about the project-based learning in universities into a single array and integrate it with professional software for analyzing qualitative data MAXQDA. The methods of content analysis and comparative analysis were used that allowed to typologize the methods of organizing project-based learning in universities and to highlight the best practices among them.

Results. The comparative analysis revealed the different perceptions of the university management about the value of project-based learning. The article highlights the integration of theoretical knowledge with its practical application in the creative activities of future specialists, fostering the development of continuous professional self-education. Different positions within future employment are identified, in which students can engage through project-based learning: adaptive, basic, exploratory (technological), entrepreneurial, and research-oriented.

Discussion and Conclusion. This research contributes to the development of scientific understanding regarding the formation of highly sought-after young professionals, ready to actively engage in innovation development and implementation through changes in higher education organization within universities. This article is of interest to researchers in higher education and university leadership potentially prepared to utilize project-based learning as a tool for collaboration between universities, specifically students, and industry partners.

Introduction. Speech-language pathology is a complex field of scientific knowledge based on broad interdisciplinary foundations. It shapes the specifics of the professional thesaurus and significantly complicates the formation of scientific discourse among future specialists. The study aims to conceptualise and test a novel pedagogical model for developing foreign-language scientific discursive competence in speech-language pathology students through the integration of thesaurus and corpus approaches, designed to eliminate terminological asymmetry. The article presents the results of a diagnostic experiment asses­sing the level of foreign-language scientific discursive competence using methods of contrastive terminography and discourse analysis applied to empirical data (questionnaires, written assignments, translations). The experiment identified gaps in students’ mastery of professional terminology, genre norms of academic writing, and cross-linguistic communication skills.

Materials and Methods. The study was conducted among master’s degree students from five Russian universities. The sample included 252 participants. Materials were presented to assess the level of Foreign Language Scientific Discursive Competence in written form. Cognitive and communicative skills were evaluated, as well as domain-specific translation skills. Qualitative and quantitative methods of analysis were used for data collection and interpretation.

Results. Students assess their English proficiency as low. Three-quarters of respondents demonstrated a low level of foreign language scientific discursive competence in written form, both at the cognitive and communicative skills levels. Participants experience difficulties when translating specialized terms and scientific texts, which was evident in the high variability of translations and the frequent use of translite­ration instead of seeking precise equivalents in English. Insufficient awareness of the international terminology system among the participants was revealed. The analysis of the obtained results showed a strong positive correlation between the development of cognitive and communicative skills in the structure of Written Foreign Language Scientific Discursive Competence.

Discussion and Conclusion. Research results indicate insufficient preparedness among master degree speech-language pathology students to address professional challenges within the contemporary intercultural and scientific context, opening perspectives for revising the existing paradigm of foreign language learning. The practical significance of this article lies in improving the professional foreign language training of speech-language pathology students, aimed at developing scientific discourse skills, mastering international terminology, and overcoming terminological asymmetry between Russian-language and Eng­lish-language logopedics.

Introduction. The search and development of technologies for the socio-emotional development of preschoolers is an urgent task for the modern education system, since socio-emotional development is a predictor of academic and social success in secondary school. Despite the widespread use of project-based activity in contemporary kindergartens as an educational technology, there is insufficient information on the specific effects of different types of the said activities on the socio-emotional development of children. The aim of this study is to analyze the specifics of cultural tools used in project-based activities and to compare the effectiveness of research-based and creative project activities for the socio-emotional deve­lopment of preschool children.

Materials and Methods. 82 children aged 5–6 years participated in the study. For the initial assessment of socio-emotional development, the Russian version of the “Test of Emotion Comprehension” and the questionnaire for teachers “SCBE-30” (including the subscales “Social competence”, “Anxiety-withdra­wal”, and “Anger-aggression”) were used. The NEPSY-II subtests were used to assess executive functions as a control variable. The participants were randomly distributed to the three groups: Research project group, Creative project group, and the Control group. 22 sessions were organized with the experimental conditions, and after completing the sessions, a post-test similar to the initial assessment was performed.

Results. The findings showed that anxiety levels significantly decreased among preschool children who participated in the Creative project that emphasized symbolic tools. At the same time, creative project activities proved to be more effective for children with a low level of executive functions. Moreover, the study found that participants in the Research project that primarily used sign tools demonstrated a signi­ficant reduction in aggression levels. No significant changes were observed in terms of emotional understanding and social competence.

Discussion and Conclusion. The results of this study support the importance of considering the type of cultural tools used in children’s activities when addressing their socio-emotional development. In addition, this study provides new insights into the differences between inquiry and creative project approaches for preschool children. The results of the study can be used in the practice of preschool education to facilitate socio-emotional development, especially to correct destructive behaviors in children.

Introduction. Although previous research has separately addressed proactive personality and emotion regulation, the combined effect of these variables on learning agility – particularly among talented students – remains underexplored. This study fills this gap by focusing on how specific emotion regulation strategies mediate this relationship. In today’s rapidly evolving educational landscape, learning agility has emerged as a crucial meta-competency for adapting to new challenges. This study investigates how emotion regulation strategies mediate the relationship between proactive personality and learning agility among talented students. With the increasing recognition of the role of personality traits and emotion regulation in effective learning, understanding these dynamics is essential for supporting students in navigating academic and social demands.

Materials and Methods. The research sample comprised 297 talented students from the University of Isfahan, Isfahan University of Medical Sciences, and Isfahan University of Art. Participants completed three assessments: the Gravett and Caldwell Learning Agility Questionnaire, Gross and John’s Emotion Regulation Questionnaire, and the condensed Bateman and Crant Proactive Personality Questionnaire. Data analysis included statistical methods to determine both direct and mediating effects of proactive personality and emotion regulation strategies on learning agility.

Results. The analysis revealed that proactive personality significantly affects learning agility, and emotion regulation strategies – specifically reappraisal and suppression – mediate this relationship. Students who effectively manage their emotions are better equipped to exhibit higher levels of learning agility, indicating a stronger ability to adapt and thrive in academic environments.

Discussion and Conclusion. This study highlights the pivotal role of emotion regulation in enhancing learning agility, emphasizing that effective emotion management can significantly influence academic success. The findings suggest that interventions focusing on emotion regulation could improve learning outcomes for talented students. Future research should further explore additional factors influencing learning agility and develop targeted strategies to support student adaptation in diverse educational settings.