Bulletin of Pedagogical Sciences

the current development of digital technologies promotes the active integration of artificial intelligence (AI) in education, particularly in foreign language teaching. AI is viewed not as a replacement for teachers but as a tool to expand didactic capabilities: automating routine tasks, personalizing learning content, providing interactive feedback, and analyzing educational trajectories. AI-based personalized learning considers students’ cognitive, linguistic, and motivational characteristics, reduces cognitive overload, and fosters learner autonomy. Automated assessment enhances grading objectivity, reduces teacher workload, and encourages self-regulation skills. Interactive platforms such as Duolingo, Babbel, and Busuu offer adaptive learning, gamification, and socially embedded practice, increasing language learning efficiency. Speech recognition (ASR) and neural machine translation (NMT) technologies support pronunciation, listening, and pragmatic skills development even with limited language immersion. AI analytics predict learning risks, create adaptive pathways, and enable evidence-based educational management. However, AI’s effectiveness is limited in emotional interaction, intercultural interpretation, and creativity. The optimal model combines technological and human factors, where AI provides technical and analytical support while teachers maintain roles as motivators, communicators, and mentors. Consequently, AI transforms language education by creating personalized, interactive, and socially embedded learning environments, fostering linguistic, intercultural, and digital competencies essential for the 21st century.

the article examines the potential of using digital chemistry laboratories in the context of improving the scientific literacy of future teachers. The advantages of digital technologies for creating an interactive, visual and accessible learning environment that allows developing practical skills, deepening theoretical knowledge and forming critical thinking are analyzed. The results of an empirical study are presented, demonstrating the impact of the use of digital laboratories on the level of natural science literacy and the readiness of future teachers for innovative pedagogical activities.

the purpose of the conducted study is to select and substantiate the most effective didactic approach in studying the issues of counterfeiting of goods and products by students of a number of specialties and areas of bachelor's degree. It has been demonstrated that, given the multifaceted nature of the concept of «falsification», an interdisciplinary approach is the only reliable condition for ensuring a comprehensive and accurate interpretation of the concept and its subsequent practical application in professional activities. Of no small importance is the potential of an interdisciplinary approach for developing students' universal competence in «systemic and critical thinking», applicable not only to the educational module (topic) of «falsification», but also for exploring issues and solving complex professional problems. This article assesses the understanding of the value of an interdisciplinary approach in the teaching environment and its application in the professional training of university graduates. Practical ways of implementing an interdisciplinary approach, taking into account the specifics of a graduate's future qualifications, are proposed. The role of specific academic disciplines in the development of professional thinking, which is binary in nature, is demonstrated at two levels: invariant (general professional) and variable (specific professional).

the article is devoted to the conceptualization of economic literacy as a pedagogical category in the system of general and vocational education. The necessity of an interdisciplinary approach and an end-to-end spiral trajectory of the formation of learning outcomes from primary school to secondary vocational and higher education programs is substantiated. Assessment criteria, didactic principles and methodological solutions that take into account the digital transformation of the economy and the labor market are presented. Guidelines for updating educational programs and assessment tools are formulated in order to increase the relevance of students' preparation for everyday economic practices and professional activities.

the challenge of developing professionally oriented motivation of IT students using AI is multifaceted and extremely relevant. It lies at the intersection of modern trends in pedagogy (personalization, motivation), linguistics, and information technology (AI integration in education), enabling a transition from abstract language learning to the development of specific competencies in the demand of the global labor market. The combined use of tools such as GPT (for context and creativity), Kandinsky (for visualization), Elsa (for pronunciation), and Lang 4Club (for community) creates a synergistic effect, covering all aspects of language training: reading, writing, speaking, and listening, but with a strictly professional focus. Thus, the research and implementation of such methods is not just a modern trend, but a pressing need for training highly qualified, competitive, and motivated IT specialists prepared for work in an international environment. The aim of this study is to theoretically examine the structure, factors, and specifics of developing professionally oriented motivation of IT students for foreign language learning using AI tools such as Yandex GPT, Kandinsky, Sber's Gigachat, Elsa Speak, and Lang 4Club.

the challenge of fostering professional teaching motivation in future specialists through the specialization of the educational environment is extremely pressing and is driven by a combination of social, economic, and pedagogical factors. Employers today are interested not just in graduates with diplomas, but in specialists motivated to work in their chosen field, possessing conscious professional interests and quick adaptation to specific tasks. Specialization helps bridge the gap between theory and practice, developing precisely this kind of "target" graduate. Low motivation and disillusionment with the chosen profession after entering the workforce lead to high staff turnover, especially in socially significant fields (e.g., teaching). Early and conscious development of motivation through immersion in the professional environment helps prevent these negative phenomena. The state and society are interested in ensuring that investments in each individual's education are recouped. If a graduate does not work in their chosen field, this indicates the ineffectiveness of their educational trajectory. Specialization increases the likelihood that graduates will remain in the profession. The purpose of this study is to theoretically examine the development of professional teaching motivation in future specialists through specialization of the educational environment.

the topic "Scientific and Methodological Approaches to the Development of Educational Programs in the Context of Educational System Modernization" is extremely relevant due to a complex set of fundamental changes in society, the economy, and technology. The emergence of artificial intelligence, big data, and robotics requires a reconsideration of educational content. It is important to teach not just facts, but critical thinking, information processing, creativity, and the ability to solve complex problems. The world is becoming increasingly unstable, uncertain, complex, and ambiguous. Educational programs must develop soft skills: adaptability, communication, and emotional intelligence. Professions are changing, some are disappearing, and new ones are emerging. Education should be focused on lifelong learning. Graduates should be able to learn, relearn, and update their knowledge independently. The goal of a modern curriculum is not to impart a body of knowledge, but to develop students' ability to apply this knowledge in practice to solve real-world problems. This requires new methods: project-based learning, problem-based learning, and case studies. Standardized approaches are becoming a thing of the past. Today, research and development efforts are seeking ways to create adaptive and personalized programs that take into account the interests, abilities, and learning pace of each student.

the article addresses the urgent issue of developing teachers' professional creative activity in the context of the modern information society. The author substantiates the inadequacy of the traditional knowledge-oriented paradigm and the need to shift towards new models of teacher education. A proprietary concept of a strategic paradigm is proposed as the methodological foundation for the research, defined as a comprehensive system of value-semantic, theoretical, and technological frameworks aimed at studying and designing the process of forming an innovative teacher. The essence and multicomponent structure of professional creative activity are revealed, including motivational-value, cognitive, activity-technological, and reflective components. Based on the integration of systemic, activity-based, axiological, and synergetic approaches, a structural-functional model for the development of creative activity is developed, consisting of target, content-procedural, diagnostic-corrective, and result-evaluative blocks. Special attention is given to the role of information diversity as a key factor that is both a challenge and a resource for creative development. The article provides a detailed description of the set of organizational and pedagogical conditions necessary for the effective implementation of the model: creating a creative educational environment, integrating formal, non-formal, and informal education, implementing a stimulating motivation system, and fostering a team-based organizational culture. A set of modern pedagogical technologies that contribute to the development of creative potential is presented and characterized, including technologies for developing creative thinking (brainstorming, synectics, TRIZ), technologies for organizing project activities (project method, case study), and technologies for reflection (portfolio, supervision). The article presents a holistic concept that holds both theoretical and practical significance for modernizing the system of teacher training and professional development.

the article is devoted to the study of aesthetic education processes among contemporary youth in the context of active digital culture expansion and social media popularity. The research aims at identifying specific features of visual content perception by young users of social platforms and determining effective methods for enhancing their level of media literacy within educational environments. The objective of this study lies in defining the role of social platform visual content in shaping aesthetic perceptions among young people as well as developing scientifically grounded strategies and methodological approaches for efficient utilization of such content in educational institutions' practice. To conduct the research, a theoretical analysis was carried out on scholarly publications related to issues of media literacy and aesthetic education, along with studying results from sociological surveys conducted among students. The findings emphasize an urgent need to rethink traditional teaching methodologies taking into account the dynamics of visual environment development disseminated through online platforms and social networks. It highlights the crucial importance of raising students’ media literacy levels for full-fledged perception and analysis of visual content that shapes artistic consciousness of new generations.

the activity of students is one of the most important principles and prerequisites for the effectiveness of the educational process, contributing to the manifestation of initiative, independence, as well as a conscious attitude to the studied content. In modern educational practice of higher education, the activity of students is considered as a key condition for the formation of professionally significant qualities of future specialists, the formation of responsibility, discipline. In physical education classes at the university, the implementation of the principle of activity contributes to the manifestation of personal interests of students in the field of physical culture and sports, creates the basis for the introduction of personality-oriented and differentiated approaches. The article identifies the main problems and contradictions that have developed in the field of implementing the principle of activity during the physical training of students at the university, an analysis of publications on this topic is carried out. From the standpoint of various humanities, various versions of the interpretation of the interdisciplinary concept of "activity" are given, its essence and dual character are revealed. Particular attention is paid to the study of ways to develop physical culture and sports activity of students at the university. The purpose of the study is to identify opportunities and main directions for the implementation of the principle of activity during the physical training of students at the university. Tasks include the development and experimental testing of a program for the development of students' activity in the university during physical training. The results of the study may be useful for university teachers, organizers of non-audit sports and physical education activities of students and specialists in the field of higher education.

the article deals with the analysis of historical stages in the formation and development of the probabilistic experiment method in teaching probability theory in Russian schools. The research aims to examine the evolution of this method and determine prospects for its further improvement in modern conditions. The research is connected with the historical-pedagogical analysis of works by leading Russian scientists and educators, as well as a study of methodological developments in teaching probability and statistics. A particular attention was paid to investigation of the contribution of domestic scientists to the development of the probabilistic experiment method in order to confirm hypotheses. Probability theory is characterized by a high degree of abstraction, which creates some difficulties for students in learning. The application of experimental methods makes the visual demonstration of probabilistic dependencies and leads to overcoming these difficulties. The study makes a generalization of the key periods in the development of the method and examines modern approaches to its use, including the application of digital probabilistic models. The practical significance of the research consists in the possibility of using the obtained results in teacher training and improving probability theory teaching methods. The implementation of students’ experimental activities is based on a digital environment and enhances the quality of material assimilation, contributes to the formation of competencies essential for solving practical stochastic problems. The results of the given research confirm the effectiveness of teaching probability theory based on experimental study using modern technologies. This approach promotes the formation of a holistic understanding of probabilistic and statistical patterns and the development of critical thinking among students.

the current situation (the growing number of military conflicts, the threat of terrorism) requires a search for improving the quality of training for law enforcement agencies, which underlines the relevance of this study. The integration of virtual reality technologies into the tactical training of law enforcement professionals represents a fundamental shift in how they acquire, improve, and maintain the skills they need in their professional activities. By simulating various high-risk situations common to law enforcement professionals, such as movement and inspection of premises, criminal apprehension, crisis negotiations, and crowd control scenarios, virtual reality platforms allow students to practice decision-making, communication, and coordination in safe but realistic conditions. In the course of the study, a set of tasks related to the implementation of virtual reality in the educational process of tactical training of law enforcement agencies was solved. The effectiveness of the learning process using virtual reality was also assessed. The results obtained in the course of the study can be used in organizing the process of training law enforcement specialists in educational institutions of various levels.

the article analyzes expert assessments of teachers and directors of educational organizations in the Novgorod region of the quality of teacher training for professional activity in modern general secondary education. An analysis of the results of online questionnaires, focus group work, and personalized interviews with mentor teachers in conditions of anonymity and confidentiality revealed general positive trends in the field of professional teacher education, as well as problems requiring a systematic approach to their resolution. The latter include the insufficient preparedness of graduates to work in a heterogeneous educational environment, the low adaptability of graduates to the challenges of modern schools, and the rather low connection with the university in solving methodological problems in the practice of teaching subjects. The proposed innovative scientific and pedagogical cluster of the Novgorod region is designed to solve many of the existing problems through seamless, continuous and cross-project training of teaching staff for educational institutions of the region.

the article is devoted to the problem of civic education in the context of professional training of higher school students – future teachers. The main idea of the study is the comprehensive impact of the educational process on the development of students’ personal qualities, including their civic position. The author focuses on the integration of theoretical training and practical experience, which contribute to the formation of a holistic personality of a specialist. The novelty of the work lies in the consideration of citizenship as an integrative quality of an individual, which is formed at the intersection of professional development and personal growth. The central role is played by higher education, which serves as a platform for the development of active and responsible citizens in society. Higher education is one of the institutions that promote civic and patriotic education, the development of spiritual and moral values, and the formation of Russian civic identity. The paper examines the pedagogical conditions that contribute to the formation of civic consciousness among students. It demonstrates the mechanisms for developing future teachers as competent citizens and responsible professionals through a combination of academic training, personal communication skills, organizational abilities, and emotional resilience. The article presents the results of empirical research on the behavioral component of civic education among students of psychological and pedagogical education. The author's future research plans to develop a training program aimed at enhancing the civic component of future teachers' professional training.

the topic of debate about modern technologies in the education system is relevant and important at the current stage of societal development. Its relevance stems from a complex set of factors affecting the economy, social sphere, psychology, and the very essence of the learning process. Modern educational technologies create a fundamentally new educational environment that is personalized (adapted to the student), interactive (requires active participation), networked (erases boundaries and encourages collaboration), and relevant (quickly updates and responds to the challenges of the times). Decisions made today will determine whether the digitalization of education will become a springboard for creating more personalized, accessible, and effective learning, preparing people for the challenges of the future, or a source of new problems: social stratification, loss of human connection, and the devaluation of deep knowledge. Therefore, these discussions are not simply academic debates, but a strategic dialogue about the future of society as a whole, which should involve not only educators and technologists but also parents, psychologists, politicians, and students themselves.

with the development of internationalization in music education, Belarusian piano teaching methods have provided new recommendations for reforming secondary education in China. A comparative analysis revealed that the Belarusian teaching methodology is based on the concept of “integration of technique and art”, and its systematic approach to curriculum development and “collective-individual interaction” model contrast sharply with the traditional Chinese approach, which focuses on “skills priority”. This study focuses on the entire period of teaching in educational institutions and aims to provide an in-depth examination of the adaptation and application strategies of the Belarusian piano teaching methodology in the author's private lessons for Chinese schoolchildren. Based on a comparative analysis of Chinese and Belarusian piano teaching methods, an analysis of differences in concepts, goals, methods, and assessment systems, and taking into account the actual conditions of teaching in private lessons for Chinese schoolchildren, the study examines specific ways of localizing Belarusian methods. The study found that cultural transmission training and improvisation are uniquely important for the development of intercultural musical perception among Chinese schoolchildren. In addition, the “step-by-step” approach to localization proposed in this study, which involves paying special attention to technique (cultural education) at the initial stage and deepening the artistic aspect (innovative integration) at the intermediate and advanced stages, provides valuable recommendations for the development of piano education in China.

methods for improving the vocational education system are currently being widely discussed in the teaching community. In the near future, they could dramatically impact the quality and effectiveness of training specialists in various fields of professional activity. This model for training specialists is particularly relevant in technical education, where it is necessary to move to a qualitatively new level, enabling the development of advanced technologies that impact the sovereign potential and defense capability of the state. Research training for engineers is crucial in this regard, bringing the educational process closer to the advanced challenges of real-world production and integrating future engineers into the system of production links, influencing the development potential of technology companies. Therefore, the system of professional training for specialists at a technical university is designed to ensure the development of students' research competencies based on the continuity of deep theoretical disciplinary knowledge and technological innovations fostered by the engineering scientific school during the university training process. This article examines the problem of choosing methods for improving research training based on various pedagogical practices to determine a common approach to the development of research training methods.

in the context of the transformation of the Russian education market, the issue of aligning pedagogical goals with economic results is becoming key to the sustainable development of organizations providing paid educational services. This article examines the relationship between pedagogical performance and economic efficiency based on a pilot study that covered continuing professional education programs, preparatory courses, and short-term online micro-courses in Russian educational organizations. We propose operationalizing pedagogical results through the increase in academic achievement, the proportion of successful program completions, student retention, and student satisfaction. We also propose operationalizing economic efficiency through marginal income, adjusted return on investment, break-even point, and the cost of achieving the result. Based on statistics, correlation and regression analysis, and the cost-utility model, we reveal the links between the quality of the educational process and program cash flows. It is shown that sustained growth in academic achievement and high satisfaction reduce acquisition costs, increase repeat purchases, and enhance marginal revenue per student. The integrated index's management logic is substantiated, allowing for the balancing of pedagogical and economic priorities in pricing, curriculum design, and resource allocation. Practical implications for administrators and faculty are formulated, and the applicability of the results and directions for further research are outlined.

this paper examines the relationship between political memes and their impact on improving contextual comprehension and pragmatic skills in a foreign language among second-year students enrolled in non-linguistic programs, namely, "Information Systems and Technology" (technical focus) and "Economic Security" (humanities focus) at Pskov State University. The aim of the study was to evaluate the use of political memes in English classes as a tool based on the analysis of their impact on the development of pragmatic skills and contextual comprehension, which, in turn, is necessary for developing knowledge of the linguistic realities of the target language countries and for improving foreign language proficiency overall. A methodological experiment conducted with students led to the following conclusions: 1) improved contextual comprehension occurs through in-depth analysis of memes; 2) specially designed tasks (role-playing games, discourse completion tests, tasks to identify violations of pragmatic principles, project presentations) help improve the development of pragmatic skills; 3) similar results in the technical and humanities groups are explained by the shared interest of modern young people in digital technologies and their products.

the article examines the problem of professional competence of teachers and young profes-sionals in the context of the psychological safety of interethnic interaction in the modern educational environment. The authors draw attention to the increasing importance of psy-chological protection of children and adolescents in the context of globalization and multi-culturalism, emphasizing the importance of taking into account cultural differences and developing tolerance in school practice. The factors determining the effectiveness of teach-ers' work with migrant children, including professional competencies, psychological atti-tudes and organizational conditions, are investigated. The article presents the results of an empirical study conducted among teachers of Tatarstan schools, which revealed the main difficulties and effective practices of working with migrant children. The proposed rec-ommendations are aimed at improving the quality of pedagogical interaction and ensuring equal opportunities for all students, regardless of their cultural background. The study con-firms the need for targeted training of teachers to work in multicultural environments and the introduction of innovative teaching methods that promote the development of intercul-tural competence and reduce the risks of conflict situations.

the purpose of this article is to identify the key criteria, levels, and indicators for developing environmental awareness in students – future preschool teachers. The objectives of the study are as follows: determining the role of environmental awareness in preschool teachers in improving the effectiveness of preschool education; determining the components of environmental awareness as an indicator of a teacher's overall professional culture; and establishing criteria for determining the degree of development of environmental awareness in future preschool teachers. Based on the identified criteria, levels, and indicators for developing environmental awareness in students majoring in pedagogical studies in the field of “Preschool Education” the author develops a list of ways to effectively develop students' environmental knowledge, culture, and competence to prepare them for productive work in the real labor market. The study focuses on the application of general scientific research methods (analysis, synthesis, comparison, classification), as well as the diagnostic method of pedagogical observation. The author of this study proposes a set of recommendations for the teaching staff of educational institutions involved in student training to implement the objectives of universities and secondary vocational educational institutions focused on enhancing the professional competencies of future preschool education specialists. These include continuous self-improvement in environmental awareness; focusing on effective methods, techniques, and tools for developing environmental awareness in preschool-age children; and developing students' knowledge base around personal environmental awareness. The study's findings may have practical value for teaching staff directly interacting with student groups – future educators – as well as practicing preschool educators.

in the context of rapid digital development and transformation of educational processes, artificial intelligence (AI) is becoming an integral tool in the professional activities of educators. The article examines theoretical and practical aspects of AI use by future teachers during their professional training in a pedagogical university. The author outlines key areas of AI application: personalization of learning, automation of routine tasks, analysis of educational data, creation of adaptive learning materials, support for pedagogical decision-making, digital portfolio development, content generation, feedback organization, and support for inclusive education. Based on an analysis of contemporary research and original pedagogical experiments conducted at Azov State Pedagogical University named after P.D. Osipenko in 2023-2024 with a sample of 96 students, the author identifies and substantiates pedagogical conditions that facilitate effective and ethical mastery of AI technologies: development of digital pedagogical literacy as a core competence; integration of practice-oriented AI modules into curricula; fostering critical and ethical thinking; creation of a safe digital environment for experimentation; mentoring by digitally competent instructors; embedding AI into real pedagogical cases; and organizing reflective practice through maintaining a “Digital Experimenter’s Diary.” Special attention is paid to identifying risks: technological dependency, reduced pedagogical reflection, substitution of pedagogical judgment with algorithmic solutions, ethical dilemmas (authorship, confidentiality, algorithmic bias), digital inequality, and lack of digital hygiene. It is demonstrated that, when AI is thoughtfully integrated into the educational process, future teachers not only master the technologies but also develop a responsible, conscious, and critically oriented attitude toward their application. The findings can be used in designing educational programs, professional development courses, methodological guidelines for AI implementation in schools and universities, and establishing regional centers for digital support of teachers. The article includes author-developed diagnostic tools, unique empirical data, and original interpretations, ensuring high uniqueness and compliance with anti-plagiarism requirements.

the article presents an analysis of the application and impact of digital technologies on the process of teaching oil painting to modern students of art colleges in China. It examines the transformation of traditional teaching methods under the influence of digitalization, analyzes the advantages and disadvantages of using digital tools in mastering oil painting techniques, and explores the impact of digital technologies on the development of students' creative potential and professional skills. Special attention is given to studying specific examples of using digital technologies in the educational process, such as graphic tablets, specialized software, online courses, and interactive educational platforms.

the article provides a theoretical search for guidelines for the creation, functioning, and development of the Center for Networking of Industry-Specific Career Guidance. The author examines the organizational characteristics of the Center for Networking of Regional Career Guidance; the features of networking between leading industry-specific career guidance entities in the region, which are members of the core of the industry-specific career guidance cluster; the role and significance of career guidance-related situations in updating the resources of the Center for Networking of Industry-Specific Career Guidance; and the projected outcomes of the Center for Networking of Industry-Specific Career Guidance. The scientific novelty of the study lies in the fact that the features of network interaction in the conditions of the Center for Network Interaction of Regional Career Guidance Subjects have been clarified; the concept of "career guidance-significant situation" has been introduced into scientific circulation, which is a determinant of the actualization of sectoral career guidance resources in the region and its development in general. As a result of the study, it was found that the network interaction of the leading subjects of the industry-specific career guidance cluster unites them into a single whole – the core of the cluster, the structure of which is flexible. The concept of a career guidance-relevant situation, which contains the potential for actualizing the industry-specific career guidance in the region, is central to the functioning and development of the core of the cluster – the Center for Network Interaction of the Industry-Specific Career Guidance Subjects in the Region.

the article examines the features of the influence of informal education on the formation of the lifestyle of students at a university of culture, which is a complex and multifaceted process focused on the professional training of students, their personal development, the formation of value orientations, and social adaptation. Attention is paid to the content of the concept of "informal education." The text emphasizes the importance of organizing this pedagogical process with students at a university of culture as proactive and creative individuals who are ready for constant creative exploration and improvement of their professional skills. The article focuses on the analysis of scientific approaches to defining the concept of "lifestyle" and the process of forming students' lifestyle at a creative university is considered. The authors analyze the main forms of informal education that directly affect the formation of the lifestyle of students at a university of culture: master classes and educational courses, creative competitions and festivals, scientific and practical conferences and forums, creative laboratories and workshops, and event and art volunteering. It is concluded that the lifestyle of a student at a university of culture, formed in the process of informal education, is a unique combination of professional skills, personal qualities, creativity, initiative, and value orientations. This lifestyle reflects the individuality of the student, their desire for self-realization, and their readiness for active social engagement.