No 2 (2026)

The article discusses the methodology of working with children who have severe speech disorders through the use of an animation studio. The research is based on data studied by the authors about children with severe speech impairments, as well as a synthesis of scientific and methodological practices related to the use of animation studio resources in preschool educational institutions. The inclusive potential of animation studios is revealed through the integration of educational domains, types of children’s activities, and the use of modern productive technologies for children with different levels of speech development. The conceptual foundations for designing an integrated educational environment in a children’s animation studio include axiological, personality-oriented, differentiated, and activity-based approaches. The article describes methodological conditions for designing an educational environment that fosters speech development in children with severe speech disorders during the process of creating animated films. The authors outline the stages of an animation week: reading a story and identifying characters, writing a script, step-by-step filming, voice acting according to roles and script, editing, and viewing the completed film. Examples of techniques used to develop the lexical and grammatical structure of speech in children with varying levels of speech development through the creation of an animated film based on a specific literary work are provided. Methodological techniques for introducing children to traditional Russian spiritual and moral values are also presented. The authors outline methodological aspects of developing speech in preschool children with severe speech disorders within an animation studio, in accordance with the content of the Federal Preschool Education Program and the Federal Adapted Preschool Education Program. This approach highlights the unique potential of animation in inclusive education. Within a system of comprehensive correctional and pedagogical work, a children’s animation studio can help achieve the key objectives of adapted preschool education programs for learners with severe speech disorders, both in the mandatory part and the section shaped by participants in educational relationships. The methodological recommendations presented are also relevant for educators working with children with disabilities in supplementary education and social protection systems.

The article presents an empirical study aimed at identifying the factors influencing the development of cognitive and regulatory universal learning actions (ULAs) when using the case-study method in environmental education. The research was conducted during extracurricular environmental classes with eighth-grade students at Moryakovskaya Secondary School in the Tomsk District (n = 28). The diagnostic tools included the “Self-Regulation Style of Behavior – SRB-98” questionnaire by V.I. Morosanova and an author’s methodology for assessing cognitive ULAs based on the approaches of L.V. Shkerina and A.I. Gazeikina. The results demonstrate that systematic implementation of the case-study method significantly enhances both cognitive and regulatory ULAs: the proportion of students with a high level of self-regulation increased from 10 to 53 %, and those with a high level of cognitive ULAs – from 11 to 50 %. The most influential factors identified were the practical relevance of environmental cases, group-based collaboration, problem-oriented and exploratory tasks, and the inclusion of a structured reflection phase. The theoretical significance of the study lies in clarifying the complex of pedagogical, psychological, and organizational factors determining the development of cross-disciplinary results in environmental education. The practical value consists in demonstrating the effectiveness of the case-study method as a tool for fostering cognitive and regulatory skills, and for integrating environmental content with activity-based learning approaches. The findings confirm that the case-study method serves as an effective pedagogical technology for implementing the Federal State Educational Standard (FSES) requirements and for promoting students’ environmental awareness and responsible behavior.

The article presents the results of a study of the use of neural networks in teaching mathematical disciplines and a comparison of their capabilities with products based on programmable algorithms: task databases, computer simulators, and mind maps. The questions are considered: can neural networks effectively generate educational content, develop students’ computational skills, provide reliable reference information, and act as tutors in preparation for exams, including the Unified State Exam and the Basic State Exam. The use of artificial intelligence (AI) in educational practice is growing, especially among schoolchildren and students who use neural networks to do homework and cheat on exams. However, experiments show that AI-generated tasks often contain arithmetic errors and logical inconsistencies, and the hallucinations of neural networks make them an unreliable source of information. Comparative tests of ChatGPT, DeepSeek, GigaChat, and Alisa Yandex on Unified State Exam tasks revealed the limited ability of neural networks to solve complex problems of the second part and the inability to solve problems whose condition is specified by a drawing. Computer simulators, task databases and mind maps remain indispensable for the formation of stable mathematical skills: assimilation of the logical structure of disciplines and memorization of mathematical facts. Important advantages of these tools: generation of an unlimited number of reliable exercises for the development of mathematical skills; interface providing instant feedback; tracking of students’ progress through a database. It has been shown that neural networks can be useful for generating educational materials and analyzing large unrefined data, identifying non-trivial recommendations for improving the educational process. However, they are not able to monitor the student’s activity, identify individual gaps and adjust the educational trajectory, which makes them a weak substitute for a teacher or tutor. The optimal strategy for integrating AI into the educational process is to combine the capabilities of neural networks with proven tools based on programmable algorithms. The teacher, adjusting and checking the results of the AI, can increase the effectiveness of the educational process, while maintaining the reliability and quality of the formation of knowledge and skills.

The relevance of the research is determined by the need to create an effective system for supporting the professional development of young teachers of technical universities in the context of intensive digital transformation of higher education. Novice teachers who come to a technical university without basic pedagogical education experience significant difficulties in the process of adapting to professional activities, which negatively affects the quality of the educational process and the consolidation of young staff in the higher education system. The novelty of the research lies in a comprehensive analysis of the process of professional adaptation of novice teachers of a technical university, considering modern requirements for the training of engineering personnel and the specifics of the educational environment of a technical university. The article analyzes theoretical approaches to the study of the problem of professional adaptation of teachers in psychological and pedagogical literature, highlights the features of this process in relation to novice teachers of technical universities. The structure of professional adaptation is defined, which includes four interrelated stages: preliminary, primary, adaptive and stabilization, each of which is characterized by specific tasks, the content of detail and expected results. The main groups of problems faced by novice teachers of technical universities are identified: psychological difficulties associated with lack of confidence in their own professional competence and a high level of anxiety.; methodological problems, including insufficient knowledge of modern pedagogical technologies and difficulties in organizing the educational process; communication difficulties in interacting with students and colleagues; organizational difficulties associated with adapting to the specifics of teaching at a technical university. It is proved that the system of pedagogical conditions, including personalized mentoring, methodological support and institutional support, contributes to the successful professional adaptation of novice teachers. The developed system of pedagogical conditions ensures a reduction in the level of professional anxiety, helps to build confidence in one’s own pedagogical competence, the development of methodological teachings and skills of effective interaction with subjects of the educational process. The data obtained can be used by the administration of technical universities to design adaptation programs for young teachers, organize a mentoring system, and develop strategies to support the professional development of teaching staff.

The current stage of development of the national society is characterized by constant active changes affecting modernization with the subsequent development and improvement of higher and post-higher education, pre-education with the simultaneous development and improvement of the unified educational space in the process of implementing current federal state educational standards. This makes it necessary to review both approaches to foreign language education as a whole and the pedagogical conditions for its implementation using the example of individual academic disciplines, in particular, the issues of effective language training for future doctors. The demands of society and the order of the state in the training of future doctors who are capable and ready to communicate in a foreign language in the field of solving communicative tasks in the professional field of activity sharpen our attention to the design and implementation of pedagogical support for the formation of foreign language professional communication skills among future doctors. The purpose of this work is to select and develop material for the organization of pedagogical support for the formation of foreign language professional communication skills among future doctors. The normative documents in the field of education and science are analyzed, the domestic and foreign pedagogical experience of the educational process in a foreign language is studied. The basic components of pedagogical support for the formation of foreign language professional communication skills among future doctors (normative, didactic, technological, resource-based) are revealed and the didactic one is disclosed. The theoretical significance of the research lies in enriching the theory and methodology of teaching a foreign language by arguing the use of various types of exercises as a fundamental element of the didactic component of pedagogical support for the formation of foreign language professional communication skills among future doctors. The scientific novelty and significance of the research consists in the systematization of methods of actions organized into preparatory, reproductive and productive types of exercises for the assimilation of communicative and linguistic material in the formation of skills of foreign-language professional communication among future doctors. The work is illustrated by the author’s examples. The obtained research results may be in demand among people whose research interests are focused on the field of popularization and teaching of foreign-language professional communication as a tool of cognition and education during the period of language training of future doctors at the university, in particular, in the development and conduct of lecture courses, practical classes on the methodology of teaching a foreign language.

This article problematizes and conceptualizes the phenomenon of the “knowledge event.” It analyzes the contexts of knowledge consideration in contemporary interdisciplinary discourse, revealing its substantive properties from the perspective of non-classical epistemology. Drawing on an existential-phenomenological approach and the ideas of intuitionist philosophers, it substantiates the proposition that effective and “living” knowledge (as an affective-intellectual integral of human educational experience) is derived from the event of knowledge and the event-related aspects of thought and educational practices. These practices are indispensably accompanied by selftranscendence and self-transformation of the subject of knowledge. Knowledge, embodying the synthetic unity of thought and experience, is viewed as the ideal of humanities education, the realization of which presupposes bridging the gap between human modes of life and cognition. It is shown that such knowledge, which has become an affective-intellectual integral part of a person’s meaningful and personalized educational experience, is a consequence of the event of knowledge. The phenomenology of the experiences and states of a person involved event-wise in the experience of comprehending knowledge at the level of an existential attitude toward thinking and education is revealed. The event of knowledge is experienced as a harbinger and phenomenological marker of a qualitatively new, intense, and personally significant educational experience, presupposing the transcendence of the person as a subject of knowledge beyond the boundaries of established methods of conceptualizing and understanding reality. The conditions necessary for the actualization of the event of knowledge in educational practice are considered, such as the affective-semantic connection of educational subjects with the subject of knowledge, participatory engagement in joint thought activity and educational dialogue, as significant contexts of one’s own lifeworld. The properties of the “knowledge event” phenomenon are described: non-disjunctiveness, dialogicity, chronotopicity, and autobiographical nature. Attempts to incorporate event-based education ideas into the discourse of the competency-based approach are critiqued. This is done by revealing the fundamental differences in the philosophical foundations of these educational doctrines. The trends toward the devaluation and loss of event-based components of education in modern humanities universities are analyzed. It is shown how these trends manifest themselves in the transformation of educational communication, students’ attitudes toward knowledge, and the quality of their textual activity.

This article examines the quality of student training in the “Pedagogical Education” program across various psychology majors (section “General Psychology”). It notes that both foreign and Russian educators and psychologists are concerned about the fact that students learn basic psychological concepts pro forma, and that they typically use everyday, rather than scientific, psychological knowledge in their future professions. Western and Russian experience in using various forms of testing in the educational process at universities to improve and monitor learning quality is analyzed. Four main types of testing tools are identified: a control test, an educational test, an educational case test, and educational test tasks. An empirical study identified the advantages of using educational test tasks to improve the acquisition of basic general psychological concepts: sensation, perception, attention, memory, thinking, emotions, and will. Sixty first-year students from Yelets State University participated in the study. Two groups were formed. One of the groups (the control group) was trained using traditional academic tests, which simply required recall of theoretical material. The other (the experimental group) solved academic test problems during training. The results of the empirical study showed that the quality of material learned in the experimental group was significantly higher. The criterion for assessing the quality of mastery of general psychological categories was the ability to provide competent examples (illustrations) of the manifestation of memory, attention, thinking, emotions, etc. in real life, which is traditionally used for such purposes. Students in the experimental group were more successful in this area: they cited examples from both academic test problems and from their own lives or mass media. Students in the control group were more likely to be unable to provide acceptable examples or to provide examples that were inconsistent with the material being learned. It has been shown that test problems, with their clear practical focus, also allow for a better understanding of the theoretical essence of psychological categories.

The article outlines the prospect of combining research on personality and creativity. These concepts, although distinct, are related and complementary. Personality and creativity are viewed as multiple constructs. This perspective leads to the concept of the creative personality, which synthesizes and integrates these constructs in a cross-theoretical manner. Personality theories that influence creativity are termed “donor theories.” Their ideas merge with those of creativity theories and modify them, creating hybrid effects. Central to a creative personality is divergence, along with its parallel features of alternatives and complements. This system includes the individual’s self-concept, needs (intrinsic and extrinsic motivation), attitudes, and goals. Creativity itself is a cognitive construct with divergent and plural qualities, making the creative personality both divergent and integrative. A new classification of creative personalities emerges, overlapping with existing personality typologies. Three pathways of personality traits focus on creativity. They may represent a single trait, multiple traits, or a profile that includes polarities of their traits. Personality as a single trait regards a fundamental aspect of personality rather than a cognitive skill. Many authors agree that creativity is a common personality trait, although they disagree on its precise nature. A number of personality traits deliver partly their resource and potential to creativity. These include independence, broad interests, openness to new experiences, flexibility, and a propensity for risk. A personality trait profile is not only a quantity of traits, but also their relationships, including polarities. The concept of creative personality views it along three axes: personality traits, their transfer to creativity, and the changes of creativity itself. Combining these axes yields their integration and the creative personality appears. It includes personality traits as donors and modification of creativity in the form of hybrids. In conclusion, the theoretical study of creative personality yields significant insights.

Today, in the context of progressive pedagogization and the human-centered focus of educational theory and practice, a number of pressing and interconnected debates naturally arise. Is everything labeled pedagogization truly so? How valuable is widespread pedagogization? How can it be implemented in real social practices, rather than merely at the level of declarations and slogans? In any case, it is absolutely clear that pedagogization is one of the essential and natural factors, triggering the growth of different types of pedagogy. This review article is polemical in nature and aims to summarize definitions and clarify the essence of “pedagogization” as a contemporary trend, the progression of which entails a growth in the variety of pedagogy (their multiplication). Similarities are found between the views of Russian and European researchers regarding the emergence of the term “pedagogization” in academic discussions in Russia and Europe and its more active use in recent years. Examples of several definitions of pedagogization (in Russian and English) are provided, considered in both the broad and narrow senses. A review of Russian and foreign scientific works that include the terms “pedagogization”, “pedgogisation”, “die Pädagogisierung”, and “die Pädagogisierungen” in their titles and content was conducted. This review identified the objects and subjects whose involvement in pedagogization processes is substantiated by the authors of these scientific works. It was established that the term “educationalization” (“educational adaptation”) is a synonym for the English-language term “pedagogization”, and in some foreign-language interpretations, pedagogization is equated with educational approaches. In a number of Russian publications, “pedagogization” appears only in the title and abstract, but the content does not reveal either its essence or implementation mechanisms. The viewpoints of researchers explaining and substantiating the pattern of pedagogization trends, substantiating the opportunities and risks to which it can lead, which together reveal the influence of pedagogization on the multiplication of types of pedagogy.