No 4 (2025)

In the modern world, characterized by international cooperation, the spread of globalization, and expanding communication between representatives of different language groups, learning a foreign language has become an integral part of an individual's professional development. The growth of export-import operations and the intensive development of international relations generate a pressing need for proficiency in foreign languages, and the adaptation of Artificial Intelligence (AI) serves as a means that significantly transforms the learning process in this field. In this context, the use of AI and neural networks allows for the personalization of language learning, making it audibly and visually adaptable to the student's various proficiency levels and their psychophysiological characteristics. The relevance of this study is explained by the comprehensive application of AI in the context of acquiring various types of language competencies, which allows for a change in teaching methods within the system of educational institutions, making them more effective, accessible, and suitable for a diverse range of students. As a field focused on creating systems with the ability to perform creative tasks and automate routine processes, AI is capable of understanding natural language, transcribing it, and solving the problem of foreign language perception. This necessitates a thorough analysis of the specifics of applying neural networks and artificial intelligence in foreign language teaching. The subject of this research is the use of neural networks and artificial intelligence in the practice of foreign language teaching. The primary methods used in the research process were the dialectical method, which helped identify the features of using modern neural networks; and a systems approach, based on which the structure of AI was revealed as a set of nodes (neurons) trained on large volumes of data and predicting patterns and solutions to the most typical tasks. General methods of cognition such as analysis, synthesis, induction, and deduction were also applied, which allowed for the identification, generalization, and formulation of the main provisions of the research. Relying on specific scientific methods of cognition helped to uncover aspects related to the practice of using neural networks and artificial intelligence in foreign language teaching. Based on the results of the conducted research, we can identify the following tasks that AI can solve in the context of teaching and learning a foreign language: creating assignments based on automatically selected educational materials, and organizing and checking exams. The most in-demand tools, which are gaining particular relevance, are AI services capable of recognizing and analyzing text (chatbots, voice assistants, online translators, services for checking grammar, punctuation, and spelling). It has been proven that AIs such as Duolingo, ChatGPT, Babbel, Rosetta Stone, BERT, and Google Translate allow for the creation of a dynamic, interactive, and student-ability-adapted educational environment for the learner. Staying in this environment allows for achieving faster, more tangible results in learning a foreign language. ChatGPT stands out in this lineup of neural networks; thanks to its updates, it promotes the improvement of speaking skills not only through its built-in text format but also through the ability to act out scenarios and role-plays, simulating conversations in a restaurant, at an airport, or during a job interview. Additionally, ChatGPT, on par with a teacher, is capable of explaining grammatical rules, and the nuances of using tenses and declensions. Primarily, the application of AI is suitable for developing educational materials and workbooks, and generating tasks tailored to the learner's needs and individual characteristics. AI helps to increase motivation for learning a language, especially in the context of expanding intercultural interaction. At the same time, it is worth highlighting the disadvantages of AI, the main ones being limited contextual awareness, which prevents neural networks from fully "feeling" the communication style, the interlocutor's tone, and the authenticity inherent to native speakers. Along with this, AI lacks emotional intelligence, which in some cases makes the use of AI inappropriate, as it is unable to correctly recognize the emotions of learners.

The subject of the research is the organization of scientific and research activities of schoolchildren based on a systematic approach. The object of the study is a systematic approach. The article examines the scientific and research activities of schoolchildren as an integrated, interconnected and managed system aimed at achieving their goals. The concept of a system and a systematic approach is clarified, and an analytical review of the terms under consideration is presented. The system features have been identified. The principles of the organization of scientific and research activities of schoolchildren are revealed. The conditions of the organization of scientific and research activities of schoolchildren are analyzed: informational, methodological, pedagogical, methodological, psychological, financial. The stages of scientific research activity of schoolchildren are considered. The role of the teacher in the organization of scientific and research activities of schoolchildren is determined. The types of scientific and research activities of schoolchildren are studied: problem-abstract, analytical-systematizing, diagnostic-prognostic, inventive-rationalizing, experimental-research. Research methods: analysis of scientific literature on the problem of applying a systematic approach in the scientific research activities of schoolchildren. The forms, conditions and stages of scientific research activity are systematized. The skills and abilities formed during the organization of scientific research activities of schoolchildren based on a systematic approach are modeled. The pedagogical experience in the practice of organizing research activities in schools is summarized. The main conclusion of the study is that research activities in schools require a systematic approach, as it ensures the integrity of the educational process, and the interconnection of all elements of the system gives a positive result. A systematic approach is used to gradually develop students' research competencies through interrelated forms of work (from lessons to conferences), interdisciplinary integration of knowledge, continuity between different levels of education (school-university), and individualization of students' scientific trajectories. The implementation of a systematic approach in the organization of scientific and research activities of schoolchildren contributes to the purposeful formation of their scientific thinking and research culture. The scientific novelty lies in the systematization and structuring of the components of scientific research activities of schoolchildren within the framework of a single model based on a systematic approach. In this article, an integrated system is proposed, including: principles, conditions, forms and stages of the organization of scientific and research activities of schoolchildren. The model proposed in the article can be directly used in educational institutions to build an effective system of research work with students.

Global changes in the world and the increase in migration flows suggest changes in the self-awareness of nations involved in various ethnic societies. In this regard, the Concept of the State Migration Policy of the Russian Federation for the period until 2025 provides for the creation of favorable conditions for the socio-cultural integration of migrants into Russian society. This article is dedicated to the study of cultural and psychological differences in the structure of ethnic identity among modern adolescents living in different regions of Russia (Moscow, Stavropol) and Azerbaijan (Ismayilli). The study theoretically substantiates and empirically identifies the features of cognitive, affective, and behavioral components of ethnic identity. The analysis utilizes psychodiagnostic methods, including ethnic identity questionnaires, empathy scales, self-esteem, anxiety, as well as content analysis of essays. The sample consisted of 295 adolescents from grades 6 to 8. The results showed that the dominant ethnic group (Russians in Moscow) demonstrates a more pronounced ethnic identity, the regional factor (Moscow vs. Stavropol) significantly influences ethnic self-awareness, and the lowest indicators are characteristic of non-Russian groups, especially in metropolitan areas. The results can be used for the development of educational programs aimed at fostering constructive interethnic interaction, as well as for improving the pedagogical support of adolescent migrants. The research findings are relevant for creating social strategies that take into account cultural specifics when integrating forced migrants into the host society, in line with the goals of the State Migration Policy of the Russian Federation until 2025. It has been revealed that the cultural environment, interethnic conflicts, and historical context have a significant impact on the formation of adolescents' ethnic identity: - The dominant ethnic group (Russians in Moscow) exhibits more pronounced indicators of ethnic identity; - The regional factor (Moscow vs. Stavropol) significantly affects ethnic self-awareness; - The lowest indicators are characteristic of non-Russian groups, especially in Moscow, which may be related to acculturation processes.

The article examines the problem of preserving and popularizing the Tuvan costume as an important element of the cultural heritage of the Republic of Tuva. The relevance of the study is determined by the need to preserve and transmit traditional knowledge and skills associated with the creation and use of the Tuvan costume to the younger generation in the context of globalization. The subject of the research is the process of integrating the Tuvan costume into the educational process of technological education at Tuva State University. The article analyzes the forms and methods used by the faculty of the Department of Technology and Entrepreneurship at Tuva State University: lecture-seminar sessions with experts, master classes, museum visits, interactive lessons, project activities, theatrical performances, and competitions. The scientific novelty of the research lies in the systematization and comprehensive description of the experience of integrating the topic of the Tuvan costume into technological education, which has not been previously presented in the scientific literature. The results of the study demonstrate that the integration of the topic of the Tuvan costume enhances students' interest in national culture (according to survey results), develops their creative abilities (an increase in the number of student projects), and fosters professional skills. The role of teachers with knowledge in ethnography, the history of costume, art, and pedagogy is emphasized. The practical significance of the research lies in the possibility of using the presented experience in other educational institutions to preserve and popularize elements of cultural heritage. The article analyzes the forms and methods used by the faculty of the Department of Technology and Entrepreneurship at Tuva State University: lecture-seminar sessions with experts, master classes, museum visits, interactive lessons, project activities, theatrical performances, and competitions. The scientific novelty of the research lies in the systematization and comprehensive description of the experience of integrating the topic of the Tuvan costume into technological education, which has not been previously presented in the scientific literature. The results of the study demonstrate that the integration of the topic of the Tuvan costume enhances students' interest in national culture (according to survey results), develops their creative abilities (an increase in the number of student projects), and fosters professional skills. The role of teachers with knowledge in ethnography, the history of costume, art, and pedagogy is emphasized. The practical significance of the research lies in the possibility of using the presented experience in other educational institutions to preserve and popularize elements of cultural heritage.

The subject of this article examines the characteristics of the psychological space of students from different nationalities (Kalmyks and Russians). The aim of our research is to identify the differences in the characteristics of psychological space among students of different ethnic backgrounds. The analysis of the scientific literature included the works of K. Lewin, S. K. Nartova-Bochaver, K. V. Martirosyan, S. Yu. Zhdanova, and V. S. Kraevaya. The study sample consisted of two groups of students aged 18 to 23, with 40 students in each group from the Russian State Agricultural University – Timiryazev Moscow Agricultural Academy (Moscow) and Kalmyk State University named after B. B. Gorodovikov (Elista). Kalmyk students demonstrate higher values in the following indicators: territorial, object, habit, value sovereignty, and overall sovereignty. Russian students exhibit higher indicators of the significance of habits. The methods used included literature analysis, descriptive methods, categorization methods, expert assessments, etc. The methodologies involved the "Sovereignty of Psychological Space" questionnaire by S. K. Nartova-Bochaver and the "Vitagram" method by G. V. Shukova. Mathematical processing was carried out using the nonparametric Mann-Whitney U-test. The scientific novelty of this work lies in the insufficient study of the topic of the psychological space of students from different ethnic backgrounds and the comparison of its characteristics among Russians and Kalmyks in particular. Kalmyk students demonstrate more pronounced sovereignty, which may be related to the traditional way of life, patriarchal traditions, a focus on territorial autonomy, and respect for personal boundaries. Russian students are characterized by higher values in the significance of habits, meaning many elements of their psychological space are linked to daily habitual actions. It is possible that Russian students do not have significant differences compared to Kalmyks due to their widespread residence across the country and a tendency towards a European lifestyle. The obtained data may be further used in intercultural dialogue, adaptation, and the education process of students in higher educational institutions, but require further study.

In this article, the author examines in detail the ways to solve the problem associated with traditional methods of teaching academic drawing in higher education. The study is aimed at the urgent task of improving the methodology of teaching drawing in the context of a dynamically developing information space. The main goal of the study is to identify the most effective methods of teaching drawing. To achieve this goal, the task is to analyze existing methods and develop methodological recommendations based on a scientific approach, and not on the subjective experience of the teacher. The article analyzes Soviet methods of teaching fine arts, and also considers ways to adapt them to the modern information space and cognitive characteristics of modern students. It is emphasized that modern theories of visual perception, closely related to cognitive processes, play an important role in artistic activity. The basis for this study is a generalization of the experience of teaching academic drawing in higher education institutions. The methodological basis of the study is an in-depth analysis of materials and scientific papers devoted to the teaching of academic drawing in higher education, with special attention to the experience accumulated in the design department. This analysis includes a critical assessment of existing approaches and the identification of the most effective practices. The novelty of the study lies in the adaptation of time-tested Soviet methods of teaching fine arts to the conditions of the modern information space and taking into account the cognitive characteristics of modern students. This implies not just a mechanical transfer of old methods, but their rethinking and modification to achieve maximum efficiency in new realities.

The aims of the study are to update approaches in the training of future specialists that meet the modern requirements of the labor market through partnerships between vocational education institutions and the technology parks of pedagogical universities. The subject of the research is the process of preparing students in vocational education in partnership with the Technology Park of vocational education, which allows vocational education institutions to update training approaches for future specialists in line with current labor market demands. Modern vocational education faces the necessity for continuous modernization and adaptation to the changing requirements of the labor market. One of the key factors contributing to the improvement of the quality of student training is the partnership with technology parks of higher vocational education institutions. In the article, the authors analyze the prospects for cooperation between vocational education institutions and university technology parks, highlighting the benefits of this collaboration, as well as noting that various modern educational technologies are employed in the technology parks of professional education to enhance the quality of education and the development of professional competencies. The work employs methods of theoretical analysis, summarizing scientific literature, and empirical research methods: conducting surveys and questionnaires among students and teachers in vocational education to assess the effectiveness of the implemented technologies, studying successful examples of partnerships between vocational education institutions and technology parks to identify best practices. The practical novelty is represented by the updating of approaches in training future specialists that meet current labor market requirements. Joint work among vocational education institutions, higher education institutions, and university technology parks contributes to the formation of a unified educational space and the improvement of innovative processes in the field of education. The authors analyze the experience of creating a modern educational practice-oriented environment for training not only university students but also students from partner vocational education institutions based at the Technology Park of Nizhny Novgorod State Pedagogical University named after K. Minin. The authors present an example of a practice-oriented project for physics students using laboratory equipment from the Technology Park of Universal Competences of Nizhny Novgorod State Pedagogical University named after K. Minin. Experience has shown that during the project work, students learn to plan, organize, analyze results, and present their ideas, which develops important skills beyond professional skills.

This article examines the implementation of practice-oriented learning within the teaching of «Foreign Language» in educational institutions of the Ministry of Internal Affairs of the Russian Federation. The study is primarily aimed at developing cadets’ professionally oriented foreign language communicative competence. The primary goal of the study is to develop and validate a methodology for using practice-oriented assignments that simulate real professional communicative situations encountered by law enforcement officers. The research focuses on didactic techniques for implementing practice-oriented learning that optimally combine English-language communicative instruction with professional problem-solving. The research focuses on the types of assignments that can implement practice-oriented learning, taking into account the cadets’ specialty and/or field of study. The methodological basis of the study was a theoretical analysis of scientific works on practice-oriented learning, the communicative approach, and professionally oriented foreign language teaching, as well as the design and testing of a series of training tasks simulating typical work tasks (witness interview, emergency call, police report writing, alibi verification, crime scene description). The scientific novelty of the study lies in its systematic approach to designing practice-oriented tasks, the inclusion of a reflective component in the assessment, and the differentiation of assessment criteria based on professional acceptability, communicative effectiveness, and linguistic implementation. The scientific novelty of the study lies in its systematic approach to designing practice-oriented tasks, the inclusion of a reflective component in the assessment, and the differentiation of assessment criteria based on professional acceptability, communicative effectiveness, and linguistic implementation. The study resulted in the development of five types of practice-oriented assignments integrating linguistic, forensic, and cognitive aspects of professional police work. A system of assessment criteria was also proposed that combines linguistic accuracy with professional relevance and communicative effectiveness. These research findings can be applied to the teaching of foreign languages at educational institutions of the Russian Ministry of Internal Affairs, as well as to improve work programs, teaching materials, and assessment systems, taking into account professional requirements.

Modern society is going through a process of changing its basic value motivations, which puts the issue of updating the value and semantic foundations of education on the agenda and highlights the need to rethink the educational ideal, which performs the function of meaning-making and regulation in the education system. The subject of this study is the substantive characteristics of the educational ideal, determined by the ideological context. The purpose of the article is to consider the problem of the formation of an educational ideal and to identify the necessary conditions for its viability. A new perspective of understanding the educational ideal is proposed, which is understood as a projection of cultural and social ideals into the field of education, which determines the importance of research and the need for an interdisciplinary approach to analyze the educational ideal in the context of its philosophical and socio-psychological foundations. Two forms of representation of the ideal are identified – conceptual and psychic (mental), and their dependence on the ideological context is shown. It is shown that: 1) the values and meanings of postmodernism serve as the generating basis of the modern educational ideal; 2) the unity of the conceptual and mental forms of representation of the ideal is a necessary condition for the feasibility and viability of the educational ideal; 3) the consciousness of modern society is characterized by the presence of a mental form of representation of the educational ideal of postmodernism in the absence of a conceptual form of its representation; 4) the formation of a national educational ideal is complicated by the absence in the public consciousness of a mental form of its representation in the presence of a conceptual form, which determines the simulative nature of the said ideal. The results of the research can be used in solving the problem of reforming education and upbringing, taking into account traditional Russian spiritual and moral values.

The aim of this work is a comprehensive analysis of the transformation of the interactive teaching methodology for the Chinese language in higher education, initiated by the active implementation of artificial intelligence technologies. The study seeks to identify the key vectors of this transformation: the change in the paradigm of interaction in the "teacher-student-learning material" system, evaluate the didactic potential of specific AI tools (adaptive platforms, chatbots, speech and character recognition systems), and analyze the associated pedagogical and ethical risks. The subject of the research is the educational process, where digital technologies are integrated into traditional practices to create a hybrid, personalized learning environment capable of overcoming the specific challenges of mastering the Chinese language. The object of study is the educational ecosystem of the Chinese language course in higher education institutions. Direct analysis focuses on interactive pedagogical practices, digital tools based on AI, and the new quality of interaction between the main participants in the educational process that these tools create. The methodological foundation is a systemic approach. The research employs theoretical methods: analysis of scientific literature, generalization, and classification. Empirical methods are also used: pedagogical observation of the integration process of AI tools and comparative analysis of the effectiveness of various digital platforms in the educational process. The scientific novelty of the research lies in the systematization of the model of transformation of interactive teaching of the Chinese language under the influence of AI, where the key element is not automation, but the redistribution of didactic functions. The role of AI is specified as a mediator that shapes a personalized educational environment capable of adapting to individual challenges in mastering characters, tones, and grammatical constructs. For the first time in the context of teaching Chinese language, the risks of digitalization (dehumanization, algorithmic bias) are compared with the didactic potential within a unified theoretical model. A key conclusion is that the transformation is paradigmatic in nature, changing the essence of interactivity: from direct "teacher-student" contact to a triangular system with adaptive AI. Technologies effectively address the tasks of forming basic skills and providing objective feedback, freeing up the teacher's time for complex communicative and cultural aspects. However, the success of integration is determined not by the technologies themselves, but by the development of the digital pedagogical competency of teachers.

In modern conditions of rapid digitalization of society, the study of the peculiarities of memory in younger schoolchildren becomes particularly relevant. Memory, as a fundamental cognitive process that determines personality formation and social interactions, undergoes significant transformations under the influence of digital technologies. The primary school age is a critical period for the development of all cognitive processes, and the active integration of digital devices in the educational process creates new conditions for their development. Understanding the mechanisms through which digital technologies influence the formation of memory in children of this age is necessary for the development of effective teaching methods and the creation of optimal conditions for the development of cognitive functions. The aim of the study is a comprehensive investigation of the characteristics of memory development in younger schoolchildren under conditions of active use of modern digital technologies. The theoretical foundations of A.N. Yashkova were considered: when memorizing, younger schoolchildren use analytical systems. According to L.S. Vygotsky, visual memory predominates in younger schoolchildren; however, the conditions for development and the leading type of activity determine the development of verbal-logical memory. The hypothesis of P.I. Zinchenko was taken into account, which states the weak volitional control of cognitive processes at this age. The results of the study allowed for the specification of memory functioning in younger schoolchildren, taking into account their immersion in the digital environment. According to the results of the method "Study of Logical and Mechanical Memory" by A.F. Anufriyev and S.N. Kostromina, it was found that 90% of the sample possesses a high level of meaningful memory, and 10% have an average level. However, 70% possess an average level of mechanical memory. The diagnosis of the volume and speed of auditory-verbal memorization using the method "Memorizing 10 Words" by A.R. Luria indicated that 35% of respondents have an average level, and 30% – below average. The method by R.S. Nemov "Remember the Pictures" shows a high level of short-term visual memory in 65% of respondents. Such results highlight the insufficient development of cognitive strategies for processing verbal information, which is particularly evident in the digital environment. Meanwhile, the active use of visually rich resources has a positive effect on the development of visual and meaningful memory. The theoretical justification for the problem is presented through an analysis of contemporary domestic and foreign literature. The practical significance of the study is represented by the developed diagnostic program and recommendations formulated based on the results of the empirical part.