No 6 (2025)

the article is devoted to the study of the role of mentoring in the formation of subjectivity of young scientists in the educational process. The importance of cooperation in the scientific field has increased, taking into account the growing demands on the scientific activity of students and young professionals. The article examines the main aspects of mentoring, its impact on the development of professional and personal qualities, as well as on the scientific activities of young scientists. Special attention is paid to mentoring models such as individual, group, and network mentoring and their effectiveness in different educational contexts. The key elements of successful mentoring are identified: support in professional development, the formation of scientific identity, the development of critical thinking and independent work skills. Based on a survey of master students, an analysis of the impact of mentoring on the effectiveness of scientific activity in general, and on the perception of subjectivity of young scientists, in particular, was carried out. The results showed that the presence of a mentor has a noticeable, but not critical, impact on the development of scientific and professional activities of young scientists. Master students noted that the impact of mentoring is not always decisive. After reviewing the existing regional mentoring programs, the authors propose ways to improve mentoring programs in higher education institutions, which can contribute to more effective support for young scientists at different stages of their professional and scientific path.

at Bauman Moscow State Technical University, the theoretical physics course covers a number of sections, including electrostatics and magnetostatics. It is in these sections that such methods for determining electric and magnetic fields are studied, which, given the symmetry of the problem and using it, make it possible to find the strengths of these fields in an analytical form as simply as possible. It is extremely important to explain methodically what these methods are based on, not only considering the theoretical aspects, but also using the example of specific tasks [1, 2], it is necessary to clearly demonstrate the convenience of solving in ways unusual for the student and new to him. When studying electric fields, it is convenient to apply Gauss' theorem for certain tasks. The methodology of explanation and the degree of detail of the presentation of this theorem to students were described in detail earlier [3]. In this article, the authors consider in detail a method for determining the strength of a magnetic field or its inductance using the circulation theorem using the example of a plane-parallel plate of constant thickness. The field is determined both inside and outside the plate. The accessibility of the presented material, its understanding and comprehension by students increases motivation to study at the chosen university. Mastering the basic courses allows students to better navigate in such applied disciplines as theoretical mechanics, resistance of materials, theory of vibrations, electrical engineering, electronics, optics, nanotechnology, etc.

this article examines the model of development of aesthetic competence of students. The relevance of the study is due to the increasing role of aesthetic perception and creativity in modern society, as well as the need for future specialists to develop an understanding of cultural heritage. The paper analyzes various approaches to defining the concept of "aesthetic competence", identifies its key components (knowledge, skills, skills, value orientations) and considers factors affecting its formation in the educational process. Particular attention is paid to the specifics of the formation of aesthetic competence among students. The results of the study can be useful for university teachers, methodologists, developers of educational programs, as well as for everyone who is interested in developing the aesthetic competence of students and the formation of a harmoniously developed personality. In addition to the above conclusions, it is important to note that the formation of aesthetic competence of students is not limited only to theoretical aspects. Practical application of the acquired knowledge and skills in real conditions is a key element in the learning process.

this article analyzes the role of digital educational platforms in the professional training of pedagogical personnel. The authors have developed a classification of key categories of digital solutions used in pedagogical education, including learning management systems, massive open online course (MOOC) platforms, virtual collaborative environments, pedagogical situation simulators, and others. The study revealed that the effective integration of digital platforms into the training of future teachers is possible if a balance is maintained between technological innovations and pedagogical goals. Particular attention is paid to the blended learning model, which combines traditional and digital components and demonstrates the greatest effectiveness. At the same time, significant limitations and risks associated with pedagogical, organizational, and technical factors were identified. The recommendations presented for adapting digital platforms to the specifics of pedagogical education and the needs of modern students can contribute to increasing the effectiveness of professional training of future teachers in the context of the digital transformation of education.

the educational and correctional function in the family traditionally falls on the shoulders of the mother, who herself is often in a negative emotional state and does not know effective methods and techniques for interacting with a child with developmental disabilities. The purpose of the article is to reflect the sequence of research steps that reveal the logic of research work on the study of the resource conditions of a mother raising a child with special educational needs. The article presents the author's vision of the staging stage of the study, which includes the definition of methodological tools (problem, topic, object, subject, scientific facts, leading idea, design and hypothesis of the study), as well as the tasks for the implementation of experimental work to support a mother raising a child with speech disorders. In particular, the leading idea of the study is that in order to organize pedagogical support for a mother raising a child with OOP, it is necessary to consider the resource state of the dyad "mother-child with OOP". The purpose of the research is to actualize and activate the mother's resource states in the context of an integration approach. This idea is reflected in the author's model of pedagogical support for a mother raising a child with SEN. The program "Updating and activating the resource conditions of a mother raising a child with speech disorders", which is implemented on the basis of preschool institutions, is presented.

in the context of the transition of the modern educational space to a digital format and the transformation of the pedagogical paradigm, there is an increasing need for a theoretical and practical rethinking of the teacher's design activity as a system-forming component of the university's professional subjectivity. This article is devoted to the conceptual concretization of the pedagogical conditions for the improvement of design competence among university teachers within the framework of implementing distance educational programs. The study is based on the methodological foundations of pedagogical design in the logic of V.P. Bespalko’s works, as well as on the regulatory legal acts governing the digital transformation of the educational environment in the Russian Federation. The text proposes a four-component model of pedagogical conditions, including: methodological-technological, regulatory-legal, organizational-resource, and creative. Each of these conditions is revealed as a multi-level categorical construct, functioning not only as an external regulatory framework but also as an internal determinant of educational design, reflecting the institutional, technological, and axiological foundations of digital pedagogy. Particular attention is paid to the integration of the ADDIE, ASSURE, and SAM models, as well as the concepts of Learning Journey Map and CRAFT methodology, as tools for the ontological design of educational experience. The necessity of including generative AI tools and storytelling as mechanisms for meaning-making and visualization of educational content in the context of remote interaction is substantiated. The presented conceptualization is complemented by a regulatory-legal matrix that allows for a systematic structuring of the legal framework for the design of digital courses. The article is intended for specialists in the field of instructional design, university teachers, developers of professional development programs, and researchers interested in exploring the teacher’s design subjectivity in the context of digitalization.

the issues of studying works by Russian composers with foreign students in piano classes remain extremely relevant for modern higher education. However, the peculiarities of mastering the works of a particular Russian composer depend on a whole range of factors, which include the specifics of musical perception by foreign students (including students from the PRC), the peculiarities of the musical language and figurative sphere of composers and their compliance with the musical "thesaurus" of students, the peculiarities of pre-university training and the desire to comprehend not only the piano texture of the performed works, but also the entire depth of the spiritual content of Russian music. This determines the importance of work on the development of pedagogical approaches to mastering the ways of "presenting" the works of certain authors to piano students from other countries. At present, it is especially important to identify the ways of "communicating" to Chinese piano students the musical works of the most difficult composers for their perception, such as Scriabin, Rachmaninov, Shostakovich, Prokofiev. This article is devoted to considering the possibilities of comprehending the piano works of A.N. Scriabin. The materials presented in it will form the basis of a large collective monograph devoted to current issues of mastering Russian music by foreign students and, above all, students from the PRC. The provisions expressed in the article can be addressed to all piano teachers of higher and secondary educational institutions in Russia and foreign countries.

the article is devoted to a current problem – spiritual and moral education of students. The developed tasks allowed us to organize a dialogue between students and the opera "Iolanta" by P.I. Tchaikovsky, aimed at searching for ideas, meanings, exciting questions, as well as spiritual and moral values (love, faith, compassion, etc.) reflected in the actions of the characters in multi-layered musical images and plot lines. The article reveals the principle of continuity of spiritual and moral education through a comparison of the spiritual experience of students and humanity, expressed in various works of art, in religion, with the plot, heroes, and value-semantic content of the opera "Iolanta". The nature of the tasks and questions on the content of the opera ensured the involvement of students in various types of dialogues: students-heroes of the opera, students-music, students-composer, students-culture, students-religion, students-teacher, student-student. An analysis of the students’ responses demonstrated the richness of content, creativity, depth of thought, and sensitivity to the musical and textual layers of the last opera-testament of P.I. Tchaikovsky, which revealed the multifaceted spiritual layers of this lyrical, mystical work.

the article highlights the problems of student development in the context of digitalization of a pedagogical university. The relevance of the study is due to the contradiction between the modern requirements of higher pedagogical education for the professional and personal development of a student and the insufficient development of the theoretical and practical aspects of this problem in the context of digitalization of a pedagogical university. Object: to identify pedagogical conditions that ensure the successful development of a student's personality in the context of digitalization of a pedagogical university. Research objectives: 1) to reveal the age-related psychological characteristics of students' personal development in the context of digitalization; 2) to reveal the essence and content of the digitalization process as a condition for a student's professional and personal development in a pedagogical university; 3) to study the influence of digitalization on the personal development of a student of a pedagogical university. Methods: theoretical analysis of scientific and methodological literature. Findings: the age-related psychological characteristics of students' personal development were determined; the significance of the value-semantic aspect of higher pedagogical education in the context of digitalization was shown; The pedagogical conditions for the development of a student's personality in the context of digitalization of a pedagogical university are revealed. Conclusions: a student's personal development in the digital educational environment of a pedagogical university is understood as a process of appropriating professionally significant motives and values, forming real and virtual ego-identities in the structure of self-awareness, forming general cultural, professional and information and communication competencies; the integration of a technological approach associated with the digitalization of learning and a humanistic educational paradigm focused on the value of personal development, on students' personal predisposition to digitalization of learning, on the ratio of virtual and real ego-identities in students' self-awareness, ensures the achievement of high quality education in a pedagogical university in the context of digitalization of the educational process.

the article discusses the possibilities and limitations of integrating AI into education. The purpose of the article is to study the functionality of AI to determine its role in the educational process. It has been established that a modern teacher has a huge number of functions and it is quite difficult to operate them simultaneously. There revealed capabilities of AI to perform a wide range of tasks, allowing the teacher to optimize their resources and focus on creative and practice-oriented aspects of teaching. Particular attention is paid to the issue of the potential replacement of the teacher with AI. It is assumed that AI will completely replace the teacher as a key participant in the educational process. However, the lack of emotional intelligence in AI today refutes the hypothesis of a complete replacement of the teacher. Theoretical and empirical methods made it possible to determine the role of AI as a third subject in the educational process, complementing the interaction between the teacher and student. The practical significance of the research is due to the study of the functionality of generative AI and the development of methods for its integration into educational practice. The article provides recommendations on how to use the ProfNavigator chatbot by a teacher and student to improve the effectiveness of learning. In conclusion, the importance of cooperation between the teacher, student and AI as well as the need to find competent, reasonable ways to use AI in education are determined.

the article is devoted to the study of the influence of digital technologies on the motivation of students to study at universities. The aim of the work is to assess the degree of impact of the digital educational environment on the internal and external motivation of students, as well as to identify effective digital tools that promote the development of cognitive activity. The research used methods of theoretical analysis of scientific literature and second–year student surveys of two universities - Moscow University "Synergy" and Kuban State Agrarian University. The results showed that the use of digital platforms, video lectures, gamification and feedback increase interest in the learning process and the development of students' independence. At the same time, limitations related to the overload of digital materials and technical difficulties, especially with an unstable Internet connection, have also been identified. The work is of applied importance, as it contains specific recommendations for improving teaching methods using digital technologies and is recommended for use in the design of educational programs focused on the formation of sustainable learning motivation. The results obtained are of interest to teachers, methodologists and specialists in the field of digital pedagogy. The conducted research is the basis for further empirical work aimed at improving the quality of digital education in universities.

the relevance of the research is determined by the need to improve the methods of teaching students graphic design. The research is aimed at finding innovative techniques in the training of graphic designers. Methods of analysis of scientific literature and design projects, pedagogical experiment are applied. The article discusses the need to use computer technology in the process of training designers and their impact on the technical aspects of a design product. A number of provisions are proposed that determine the most effective areas in the professional training of designers. It describes the specifics of the educational activities of graphic designers, as well as the list of required professional knowledge and skills in the field of graphic design. An essential condition for improving the quality of designer training is the optimal combination of traditions and innovations, which must be studied and mastered throughout design education. The research results in updated methodological approaches for training graphic designers. The results obtained are ready for use in the training of designers in educational institutions.

in the context of increasing global competition in higher education, enhancing the competitiveness of national universities becomes a strategic priority for the socio-economic and scientific-technological development of the country. This article aims to analyze the mechanisms of state support for Russian universities in the context of their integration into the global educational and research landscape, as well as to assess the effectiveness of key strategic programs. Special attention is given to the “5-100” Project and the “Priority 2030” Program, which have served as major instruments for transforming the Russian university sector over the past decade. The article explores the main objectives, stages of implementation, and achieved outcomes of these initiatives, highlighting both their positive impacts and systemic limitations. A comparative analysis with international university support models (Germany, China) is conducted, revealing both universal and uniquely Russian features of educational policy. Using content analysis, comparative and structural-functional approaches, the author concludes that comprehensive development of the university environment is essential, combining financial investment with institutional reforms, increased autonomy, human capital development, and the expansion of international cooperation. The findings may be useful for the formulation of new higher education strategies and for improving existing mechanisms of state support for universities in Russia.

modernization of modern education, including the formation of a multicultural educational environment, contributes to the actualization of issues of development of innovative methods of teaching foreign languages. The aim of the work is to study innovative approaches that contribute to more effective teaching of foreign languages, taking into account the multicultural educational environment. Analysis of studies by domestic and foreign authors allowed us to establish that innovative approaches should be aimed at forming a communicative environment for active participation of students in obtaining the necessary knowledge and skills, their meaningful interaction with participants in the educational process, as well as the possibility of practical use of the language being studied. It is determined that innovative approaches with an emphasis on solving communicative and interactive tasks, content-based language teaching, blended learning, multilingual education, differentiated learning can be successfully applied in improving communicative competence, involvement of students in learning a foreign language. The presented research sheds light on innovation and diversity of approaches in foreign language teaching, provides ideas that can be used for future research and practice in the field of foreign language teaching. By constantly exploring and integrating innovative approaches, foreign language teachers can better prepare learners for effective communication in a globalized world.

the article is devoted to the analysis of the results of the experimental work on testing the effectiveness and efficiency of the developed structural and functional model of formation of foreign language professional communicative competence of students of non-linguistic universities. The purpose, objectives and methods of research on the development of the desired competence are described. The structural and functional model is briefly presented and described. Innovative technologies for teaching a foreign language of professional communication (scenario technology, professionally oriented language portfolio, CLIL) are determined, contributing to the effective process of forming the desired competence, taking into account the motivational needs of students. The author also draws attention to the need to implement the designated innovative technologies as a process of their critical adaptation to specific learning conditions. The material reflecting the course of the experimental verification of the developed model is disclosed. The dynamics of changes in the levels of formation of the required competence of students are presented.

the article reviews the history of improvisation in musical art, showing the main stages of its development from its inception to its current state. Further, it characterizes the current acute problem of performance: improvisation is used today in jazz and some modern trends, but it is little used in academic music. At the same time, improvisation is a special art of creating absolutely new musical material and is a creative process. It corresponds to the very essence of creative thinking – to generate new meanings. In this context, teaching improvisation is particularly relevant in the modern world, where a versatile, creative person is in demand in various fields and can be implemented in various ways. The methodology for teaching improvisation is currently under active development, as evidenced by the teaching aids appearing in Russia, China and the world. This is not accidental, because it corresponds to scientific psychological searches in the field of creativity, giftedness, creative thinking. In Chinese conservatories and universities, courses of improvisational accompaniment have been introduced and successfully used, which are unique in their methodological component. They combine improvisation with traditional and academic piano performance, which currently has no analogues. This article presents an analysis of the specifics of teaching improvisation and traditional accompaniment in China, their main methodological guidelines, problems and main essential characteristics. The article will be useful for practicing pianists and piano teachers who seek to implement the improvisation component in practice at the university.

the article is devoted to a comparative analysis of pedagogical priorities in the professional training of violinists in Russian and Chinese educational models. The research aims to identify key differences and points of contact between the two national systems of violin education. The methodological foundation of the work consists of a systematic approach, content analysis of educational and methodological documentation, expert interviews, and participant observation of the educational process. It has been established that the Russian pedagogical system emphasizes the development of performance individuality and artistic-imaginative thinking of the musician, while the Chinese model is characterized by the priority of technical perfection and the formation of stable performance skills. The study reveals features of repertoire policy in both countries: in Russia, it is oriented toward stylistic diversity and revealing the performer's individuality, while in China, it focuses on virtuosic pieces that demonstrate technical mastery. The research substantiates the prospects for integrating the strengths of both models to create a more holistic system of violinist training. The results of the study can be used to optimize the professional training of violinists and improve violin teaching methods.

the article describes the results of the analysis and study of the potential of neural networks and the introduction of artificial intelligence systems into the educational ecosystem. Analytical conclusions are presented on the latest possibilities for optimizing pedagogical work using the author's methodological designer "PRO-inclusion" developed by the pedagogical university's research team, which is capable of transforming traditional approaches to teacher pre-training for educational and educational activities in the inclusive education system. The created technological tool provides teachers with a multi-level support system for didactic design, using neural networks in technical algorithms, the choice of which is based on a thorough analysis and a critical assessment of their functionality. The developed strategy of the methodological designer "PRO-inclusion" is a system solution integrating achievements in the field of artificial intelligence and pedagogical science.

the use of various forms and methods of teaching entails the need for quality control and analysis of their feasibility. Subject-based developmental training is the optimal type of professional education implementation. The Federal State Educational Standard for Vocational Education imposes requirements on the results of program development in terms of the formation of professional and general competencies. The latter represent the main component of education, include universal skills, and make it easy to switch between professional fields. The graduate must have "supra-professional skills", which are criteria of subjectivity, coupled with general competencies. There are many ways of forming qualities in pedagogy, the problem is an objective assessment. The method proposed today is subjective, which allows us to look for other solutions. The purpose is to describe ways to evaluate general competencies and the results of research conducted in the specified educational organization as part of monitoring the effectiveness of work on changing the level of subjectivity of students. Research materials and methods: the research base of the Irkutsk Basic Medical College, the respondents were students. The following methods were used: analysis, synthesis, generalization, which together made it possible to achieve completeness and complexity in the study of the problem. The results of the study and their discussion: the purposeful use of various forms of learning in the work made it possible to achieve an increase in the level of subjectivity of students according to the criteria of competence of thinking, interaction with others. The competence of self-interaction is related to the level of subjectivity of the teacher and is a further study for integration into the model of subject-developing training. Conclusion: as a result of the research, the types of work on the formation and assessment of general competencies were identified.

the article examines the training of physical education teachers in the context of the essence of the professional education of future physical education teachers and identifies key areas of professional training in the context of educational system reform; professional readiness is considered as the basis on which a sustainable educational environment is formed in the future. Attention is paid to the factors of success in teaching, among which emotional comfort, a high level of functional development, and a physical education worldview stand out. The article also discusses the functional skills of a future physical education teacher. – his communicative, organizational, cognitive, motor skills, and his professional readiness are studied in the context of a complex of components, including professional motivation (aimed at forming readiness for teaching), information and cognitive component (mastery of theoretical knowledge, methods, modern teaching technologies that contribute to the formation of flexibility of thinking and the ability to adapt the educational process to students' needs), and the organizational and activity component (which includes skills, necessary for organizing and conducting classes, the ability to apply innovative methods in work, teamwork and leadership skills). Based on the research data, the essence of the professional education of future physical education teachers is proposed to be considered in the context of a number of components, including the theoretical base, pedagogical training, the formation of personal qualities and the use of innovative techniques, as well as in the context of the skills necessary for the teacher – organizational, design, constructive, communicative, reflective; the inclusion of these components in professional education It will allow future teachers to effectively solve the tasks that modern education sets for them. Based on the results of the survey presented in this article, it can be concluded that the professional readiness of future physical education teachers is high and that there is a decrease in interest in the work of senior students in the field of education; this assumption requires additional research.

the article is devoted to the most important aspects of adaptation by international students studying in Russian universities. A mixed-methods approach combining qualitative and quantitative analysis based on grounded theory was used to identify key components of student adaptation and construct a structural model. On the one hand, in-depth interviews with international students were conducted, which allowed the collection of more accurate data and the construction of a comprehensive picture of the multidimensional model of adaptation. On the other hand, an online survey of international students at the preparatory department of the Herzen State Pedagogical University of Russia was conducted on the QuestionStar platform. Questionnaires were developed to collect and analyze the data. According to the research, international students face problems in communicative, socio-residential, academic, and psychological adaptation. They are interrelated and influence each other: psychological problems are linked to internal factors, and social problems – to external factors. Communicative and learning difficulties interconnect them, forming an overall picture of international students' adaptation in Russia.

the article highlights issues related to the historical and cultural development of China. The stages of the formation of fine art are closely intertwined with the periods of the formation of the state system up to the formation of the People's Republic of China. The author seeks to reveal the overall picture of the formation of the Chinese state in its historical, philosophical and cultural unity. It was important to trace the periodization of the rule of different dynasties and what factors contributed to the formation of Chinese civilization as a single cultural center of East Asia. The analysis revealed the relationship between ideology and art. Special attention is paid to the influence of Russian painting and its individual representatives on Chinese art, as well as their role in shaping the model of art education in modern China.

the article presents the results of the research on the development of emotional literacy of Chinese teenagers through the integration of musical traditions of Russia and China. The study was conducted during two academic years (2022-2024) on the basis of the First Secondary School of Nangong City, Hebei Province, with the participation of 398 students in grades 7-8. The level of development of the emotional component of musical culture was assessed using the adapted methodology of T.D. Dubovitskaya and A.V. Krylova. Analysis of the results of the experiment revealed significant positive dynamics: the share of students with a high level of the emotional component increased from 10.7% to 28.0%, and with the basic level decreased from 51.5% to 19.4%. Especially noticeable progress was observed in the development of emotional responsiveness to music and the formation of a valuable attitude to the musical art of different cultures. The paper reveals the mechanisms of cross-cultural development of emotional literacy, including comparative study of emotional connotations in the works of different musical traditions, practical mastering of ways of emotional self-expression through performing and polyartistic activities. Practical recommendations for the integration of musical traditions of Russia and China into the educational process for the effective development of emotional intelligence and cultural empathy in adolescents are formulated.

in recent decades, music education in China has undergone significant changes aimed at adapting to modern requirements and trends. One of the key aspects of this process is the training of student choirmasters, which includes not only traditional teaching methods, but also the introduction of new pedagogical technologies. This article examines a model of pedagogical technology for training student choirmasters in Chinese universities, based on the works of modern Chinese composers. It also examines methodological approaches to teaching choral singing and organizing choral classes in pedagogical universities in China. Particular attention is paid to the systemic, individual, personality-oriented and technological approaches, which serve as the basis for the formation of a student choir and planning the content of classes. The systemic approach is based on such aspects as integrity, interaction of all participants, adaptability, advanced management, system analysis and communicative focus. The individual approach is focused on building a process taking into account the personal characteristics of the general, musical and singing development of students. The personality-oriented approach focuses on personal qualities, spiritual needs of participants, motivation and incentives for collective creative activity. The technological approach includes the integration of modern technologies and teaching methods into the process of choral classes to increase their effectiveness.

the article deals with the issues of the formation of speech competence of students of medical universities. The author examines the concepts that form the basis of the future doctor's communicative competence, such as language, speech culture, and communication culture, which include not only basic psychological and pedagogical knowledge, patterns of mental processes, personality types, the ability to speak and listen, as well as the ability to use nonverbal communication components in the process of interacting with a patient. "Psychology, pedagogy" solves the tasks of mastering the above knowledge in full, but also issues related to the literacy of speech of modern youth. Among other things, the problems of mastering the knowledge of the specifics of business and interpersonal communication, the rules of building linguistic structures for effective interaction in the professional activity of a doctor and the need to solve them are outlined. As part of the educational process at a medical university, it is necessary to pay close attention to the formation of students' communicative and speech competence, which will further develop through the experience of communication in a professional environment and the desire to improve the personal and professional qualities of a medical professional. The author conducted a number of studies with 1st year students of the Faculty of Medicine to assess the level of personal communication skills, as well as the degree of assimilation of speech norms of modern Russian.