No 3 (2025)

The subject of the research is the neurocognitive foundations and methodology of purposeful application of analog formats for information representation to develop sustained attention among learners in the system of professional education amid digital transformation. The focus of the study is on the pedagogical conditions, methods, and technologies for integrating traditional analog tools (printed texts, handwritten notes, physical models) into modern educational practice, considering their influence on neural attention networks. The research analyzes the impact of various types of analog formats on selectivity, sustainability, and flexibility of attention, as well as related cognitive functions in the context of the dominance of algorithmically designed digital information environments. Special attention is given to identifying the principles of optimal combination of analog and digital approaches depending on cognitive tasks and stages of professional training, taking into account the counteraction to the formation of dopamine cycles associated with digital media and the ability of analog formats to create an enriched multisensory representation of educational material. The methodology of the research consists of a comprehensive interdisciplinary approach integrating systemic analysis of neurophysiological and pedagogical research, comparative analysis of experimental data on information perception in different formats, conceptual modeling, and generalization of pedagogical experience in integrating analog tools into the educational process. The scientific novelty of the study lies in the development of a holistic neurocognitive model of the impact of analog formats on attention mechanisms, unlike previous studies that considered only separate aspects of this influence. Four key mechanisms of impact are systematically identified for the first time: the counter-dopamine effect, counteracting cycles of digital reinforcement; sensory integration, creating an enriched neural representation; stabilization of the fronto-parietal attention network; and reduction of the load on working memory. Unlike approaches focusing on technological aspects, principles of cognitively justified integration of analog formats are formulated (cognitive complementarity, progression, relevance, metacognitive awareness, reflective integration), taking into account the neurocognitive features of perception. Methodologies (blocked deep reading, interactive handwritten note-taking, material modeling) have been developed, creating a foundation for neurocognitively justified planning of educational activities. The results open prospects for further research on the effects of methodologies and their adaptation to various professional fields.

The article discusses methods for developing media literacy as a key element of professional and civic preparation of individuals. The subject of the research is the process of forming media competencies in students within the system of professional education. Special attention is given to the analysis of effective educational methods, including lateral reading, project activities, media analysis, and visual learning tools. The authors view media literacy as a complex social-psychological and ethical phenomenon that influences an individual's ability to critically perceive information, resist misinformation, and consciously interact with the media environment. The article presents the results of international and domestic studies confirming the necessity of integrating media literacy into specialized academic disciplines. The special role of students’ self-efficacy and the importance of regular assessment of media competencies for sustainable development of critical thinking skills and digital responsibility are emphasized. Methods of analytical review of scientific literature, comparative analysis of international and domestic practices, as well as interpretation of the results of empirical and quasi-experimental studies are applied. Based on the studied practices, a set of tools and educational tasks for developing students' media literacy is proposed. The scientific novelty of the work lies in the systematization of current approaches to forming media literacy in the system of professional education, taking into account the digital transformation of the educational process and differences between humanitarian and engineering-technical training areas. The authors propose a comprehensive set of methods for developing media literacy within specialized disciplines through case methods, game technologies, lateral reading, and the use of digital tools for information verification. The necessity of developing not only cognitive skills for media analysis but also sustainable self-efficacy in students—confidence in their ability to recognize misinformation—is justified. It is concluded that only a comprehensive and adaptive approach, combining technological, ethical, and critical-analytical components, can ensure the development of full-fledged media competence. In conclusion, specific educational tasks are provided, describing objectives, stages, and expected outcomes.

This study is dedicated to examining the impact of artificial intelligence technologies, particularly large language models (LLMs), on the teaching of Spanish as a foreign language (ELE). The focus is on the changes occurring in educational practices as a result of the integration of generative systems such as ChatGPT. The research addresses both the potential benefits of incorporating AI into the learning process—such as personalized instruction, the development of communication skills, and increased student motivation—and the risks associated with the misuse of AI, the decline in independent work, and the distortion of academic integrity. Special attention is given to identifying effective and ethical strategies for the application of LLMs in ELE teaching, as well as the need to adapt pedagogical methods to new digital conditions. The study employed systemic analysis to identify interrelations between AI and educational practices; deductive and inductive methods for hypothesis formulation and testing; a structural-functional approach to analyze the role of LLMs in the learning process; and pedagogical observation to capture the specifics of AI usage in real classroom environments. The scientific novelty of the study lies in the comprehensive analysis of the impact of large language models on the teaching of Spanish as a foreign language, as well as in the substantiation of practical recommendations for their integration into educational practice. The study highlights both the positive aspects of AI implementation—such as enhanced personalization, expanded linguistic practice, and improved access to educational resources—and key risks, including reduced student autonomy, challenges in maintaining academic integrity, and the likelihood of linguistic errors. Emphasis is placed on the need to foster critical thinking skills among students, update assessment methods, and strengthen teacher training. The research underlines that the effective integration of AI into the educational process must be accompanied by pedagogical innovations aimed at maintaining the quality of education and fostering students' independent information processing skills.

The article is devoted to the study of syntactic interference that occurs when Russian-speaking students learn Chinese and the testing of ways to overcome it. In this regard, the purpose of the work is to analyze syntactic interference in teaching Chinese to Russian–speaking students and identify effective ways to overcome it. The relevance of the research is determined by the fact that in the context of the transition from the Bologna system to basic higher education in Russia, the main task is to practice-oriented and increase the effectiveness of the educational process, which can be facilitated by overcoming interference phenomena, including syntactic ones, in Chinese language classes. Through comparative analysis of the syntactic structures of the Russian and Chinese languages, possible areas of interference were identified, which were considered when collecting and analyzing errors in the oral and written speech of students. Qualitative and quantitative content analysis allowed us to identify the most common errors. The article proposes a classification of syntactic interference mistakes at the level of phrases and sentences. The methods of overcoming syntactic interference have been tested, including a set of exercises designed considering the identified types of errors. Effective ways of overcoming syntactic interference are recommended: application of a linguistic approach to foster understanding of language as a system; use of a cognitive-functional approach in teaching syntax to create syntactic models; use of schema theory to visualize the syntactic structure of the Chinese language; development of grammatical skills through a set of exercises designed considering the peculiarities of syntactic interference in the contact language pair "Russian - Chinese"; application of digital technologies to visualize grammatical-syntactic rules and increase students' motivation to perform grammatical exercises.

The subject of the research in the work is the consideration of youth upbringing and youth policy in the conditions of a new state, the Union of Soviet Socialist Republics, whose ideology was based on the construction of a new communist society based on brotherhood. The centralized structure of the state predetermined the general ideological structure of all the territories and regions that were and were part of it. In particular, the formation of the Circassian (Adyghe) Autonomous Region in 1922 took place during the era of state centralization and land collection after the 1917 revolution and the end of the Civil War. Youth policy in the Adyghe Autonomous Region was a reflection of the Soviet Union's education policy of that period. The peculiarity of the research methodology is a set of procedures for analyzing and synthesizing information, statistical method, comparatively historical. The novelty of the work is objectified by the description of the features of youth policy in the Adyghe Autonomous Republic. The conclusions of the study. 1. Upbringing and youth policy are based on the ideology and social order of society. 2. Youth upbringing in the USSR has a centralized character of society. 3. The effectiveness of methods of influencing young people is their consistency and frequency. 4. Youth upbringing and policy in the USSR consist in the formation of a Marxist-Leninist worldview through intellectual, ideological, moral, political, labor, aesthetic, and physical education in and through the collective. 5. The heroes of the Great Patriotic War of the Adygea Autonomous Region, as well as the heroes of the rear, are the fruit of the chosen policy of the state before and after the war. 5. Soviet heroization is an example for contemporaries and heroes of its time.

The subject of the research is the process of developing professional competencies of foreign students of a technical university in the context of reverse learning, including a set of organizational and pedagogical conditions, criteria-diagnostic tools and methodological approaches to assessing the effectiveness of this process. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of the criteria-diagnostic tools and a set of pedagogical conditions that ensure the development of professional competencies of foreign students of a technical university based on the reverse learning methodology. The study pays special attention to three main components of the development of professional competencies: the cognitive component reflects the level of proficiency in subject, meta-subject and specialized engineering knowledge necessary for professional activity; the activity component is characterized by the ability to solve professional problems and create engineering products within the framework of the studied specialty; the personal component determines the professional orientation of the foreign student, his motivation and readiness for professional development. The study is based on organizational and pedagogical conditions, including: structural-managerial and content-technological conditions. The methodological basis of the study is: a systems approach that allows considering the process of developing professional competencies as an integral system of interconnected elements; a competence-based approach that determines the final results of the educational process through the development of professional competencies and a personality-oriented approach that takes into account the individual characteristics of foreign students. As a result of the study: the effectiveness of reverse learning in developing professional competencies of foreign students was confirmed, the relationship between organizational and pedagogical conditions and the level of development of professional competencies was established, and the indicators of success in developing professional competencies were determined. The authors' special contribution to the study of the topic is: theoretical justification of the effectiveness of reverse learning as an innovative pedagogical methodology in technical education of foreign students; creation of an original methodology for assessing the development of professional competencies that takes into account the specifics of technical education and the characteristics of foreign students; systematization of organizational and pedagogical conditions that ensure the successful formation of professional competencies in the context of reverse learning and the development of a criteria base for diagnosing the level of formation of the cognitive, activity and personal components of professional competencies. The results obtained can be used in the development of educational programs and methodological materials for foreign students of technical universities.

The subject of the study is the testing of the "Patriogram" test by S.I. Kudinov and A.V. Potemkin (2009) on a Latvian sample of subjects. This methodology is aimed at studying patriotism as a multi-component, systemic-functional property of personality, characterized by a holistic structure, stable interrelations among its elements, and irreplacability in the characterization of personality. A systematic analysis of scientific sources on patriotism issues allowed for a conceptual clarification of this construct. Based on the interpretation of the concept of "patriotism" proposed by A.V. Potemkin, we suggest the following refined definition: "Patriotism is a systemic-functional property of personality, represented by a set of value, dynamic, emotional, volitional, motivational, cognitive, and reflexive-evaluative components, as well as characteristics of difficulties that ensure the degree of readiness to engage in prosocial activities that contribute to the prosperity of one’s country and society and their protection." The research was conducted in three stages. Initially, a double translation of statements into Latvian was performed with the participation of 48 respondents. In the second stage, the structural validity of the first model of the test was checked on a sample of 200 Latvians. The significance of the second model of the methodology was confirmed in the third stage of the study, with a sample of 250 Latvian students. The results showed satisfactory correspondence to the original data. The tested version of the test included 92 statements from the original 112. The removed 20 statements with insignificant loadings on the factors are explained as irrelevant in relation to the patriotism of Latvians, revealing the specificity of this phenomenon. These statements characterize the weakness and instability of the expression of patriotism, as well as a lack of knowledge and skills regarding participation in patriotic activities. Statements related to experiencing feelings of confusion and awkwardness when expressing one's patriotism, and that such activity is thankless, also proved to be insignificant. This conclusion is supported by studies on patriotism in Latvia, which indicate a very high readiness among Latvian youth to express their patriotism and a good understanding of the tools to do so.

This article examines measures to ensure equity in music education in China against the backdrop of the rapid development of digital technologies. It analyzes how digital tools contribute to bridging the gap between urban and rural areas, help optimize resource distribution, and to some extent mitigate the long-standing issue of inequality in music education. Based on an analysis of policy documents, specific case studies, and contemporary research findings, a comprehensive assessment is provided of the significance of strategies such as the national platform “Smart Education,” the “Internet + Education Support” initiative, and the digitization of local music resources in enhancing educational equity. The study shows that digital technologies demonstrate high effectiveness in ensuring resource accessibility and expanding educational opportunities, which has particularly positive effects on the cognitive development of students in rural areas. However, there are also issues such as uneven technology usage, low platform adaptability, and insufficient digital literacy among teachers, which can, to some extent, lead to the emergence of new educational disparities. The article formulates suggestions for further enhancing equity in the dissemination of digital music education by creating a multi-level support system for teachers, optimizing platform content structure, and strengthening the integration of local cultural resources. Digital tools presented by China’s national intelligent education platform for middle and primary schools, the “Internet + Education” program, and the digitization of local cultural resources play a vital role in overcoming regional barriers, expanding access to learning materials, and improving teacher qualifications, providing students from rural and remote areas with more balanced development opportunities. At the same time, research indicates that digital reform should not stop at “technology accessibility” but should also focus more on significant issues such as teacher training, platform design optimization, and cultural adaptation of content. The research findings have practical significance for increasing access to music education and creating a sustainable digital ecosystem in China and can be adapted for other developing countries.