No 11 (2025)

the modern system of professional education is undergoing fundamental transformations driven by the integration of artificial intelligence technologies into the educational process. Under these conditions, the question of the impact of AI technologies on the development of students' learning independence as a key competency of future specialists becomes particularly relevant. The purpose of the research is to identify the features of artificial intelligence impact on various components of students' learning independence and to determine optimal strategies for integrating AI technologies into the university educational process. The methodological framework consists of systemic, competency-based, and activity-based approaches, with methods of theoretical analysis, comparative research, and modeling applied. The research results show that artificial intelligence has a dual impact on learning independence: on one hand, AI technologies contribute to personalized learning, increased motivation, and development of self-regulation; on the other hand, there is a risk of forming technological dependence and reducing critical thinking. The most effective areas of AI application have been identified: adaptive learning systems, personalized recommendation services, intelligent support systems, and automated assessment systems. The practical significance is determined by the possibility of using the results to develop strategies for integrating AI technologies into professional education.

the article substantiates the role of project-based activity as a key technology for developing the professional competencies of future educators according to the FSES HE 3++ requirements. Its key characteristics are highlighted: a problem-oriented nature, student agency, productivity, and an integrative quality. Project-based activity is viewed not as an isolated method, but as a comprehensive didactic system that models a teacher's work. The central result is a developed competency matrix that links project stages (research and analysis, planning and forecasting, practical implementation, and reflection and evaluation) to the formation of universal, general professional, and professional competencies. The necessary conditions for its implementation were identified: the instructor's role shifting to that of a tutor, an interdisciplinary environment, authentic forms of assessment, and resource support. The model's testing showed an increase in students' motivation for the profession (85%), an improved understanding of the connection between theory and practice (78%), and high quality in the final projects. The practical significance of the study lies in the matrix's potential as a tool for designing the educational process, which is a response to the current challenges in modern teacher education.

in recent years, there has been a steady negative trend in the level of physical fitness of students, which is manifested in an increase in the number of students who receive an exemption from physical education due to chronic diseases. This state of affairs necessitates the involvement of university physical education teachers, since the training of healthy, motivated, technologically savvy specialists with scientific knowledge and cultural background is one of the priority goals of higher education [7]. The study of the scientific and methodological base reveals a shortage of socio-pedagogical programs and techniques focused on the rehabilitation and adaptation of students temporarily released from physical education. In this regard, there is an urgent need to create new social, pedagogical and preventive measures aimed at maintaining the health of young people, removing barriers that limit the realization of the body's potential, and improving the effectiveness of preventive medicine and educational projects related to the health of students.

the article reveals the strategic potential of self-control in the process of learner autonomy development in pre-professional classes of secondary schools. The hierarchical relationship of meaningfully filled levels of self-control with the levels of proficiency in speaking skills and the stages of evolution of learner autonomy is analyzed. The article substantiates the feasibility of using a student's electronic language portfolio as an effective means of self-control development of speaking skills at the pre-professional stage of English language teaching. The results of the conducted experimental training of students in the 9th pre-professional classes are analyzed, confirming the development of learner autonomy based on a functional level of self-control, which allows students to independently control the level of proficiency in key speaking skills and promotes the development of the ability to self-observation, self-analysis and self-correction. Based on the results of the training, it was found that students' achievement of increased and high levels of self-control ensures the development of educational autonomy, creates conditions for students' self-realization in the linguistic information environment, and allows students to design their learning trajectory for mastering a foreign language.

the article is devoted to the historical and pedagogical analysis of the transformation of the value system of family education, reflected in the school practice of the Bashkir ASSR in the period from 1950 to 1991. It examines how family orientations were formed through educational institutions in the conditions of the Soviet ideological model. The key stages and features of school-family interaction, as well as changes in educational priorities in different historical periods, are revealed. The material is illustrated by a table containing a comparative analysis of educational forms and values. In conclusion, generalizing conclusions are given, emphasizing the importance of historical experience for modern pedagogy. The study examines the process of forming a value system of family education in the school environment of the BASSR in the context of Soviet ideology and social transformations during the post-war period before perestroika. The main problem is how the state educational system in the conditions of. The purpose of the article is to identify and analyze the key stages and factors that determined the formation of the value system of family education in BASSR schools in the period from 1950 to 1991. The research was based on archival documents, methodological materials, publications of pedagogical and historical literature, which make it possible to trace the dynamics of changes in educational practice. The applied methods include historical and methodological analysis, which allows comparing changes in the education system in different periods, as well as content analysis of curricula and practical recommendations of teachers. This approach allowed not only to recreate the evolution of ideas, but also to reveal the subtle interrelationships between government policies and family traditions reflected in the educational process. The results of the study demonstrate that the process of forming value orientations in the field of family education was gradual, with each stage reflecting the specifics of the socio-political situation. It is shown that despite the pressure of ideological demands, an element of traditional family principles remained in pedagogical practice, contributing to the education of civic responsibility and patriotism. Based on the analysis of the materials, it was found out how the educational system adapted to changes in society, as well as how teachers, acting as intermediaries between state institutions and cultural heritage, contributed to the formation of sustainable family values.

modern trends in the development of the higher professional education system are determined by the increasing role of media education, due to the digitalization of society and the need to develop students' competencies in the field of critical perception, analysis and creation of media content. The problem of developing students' readiness for media education activities is becoming especially relevant in the context of the digital transformation of society, when the rapid development of media technologies requires future specialists not only to possess professional knowledge, but also to be able to effectively use media resources to solve educational and social-communicative problems. The purpose of the article is a theoretical analysis of the problem of preparing university students for media education activities and identifying and substantiating the organizational and pedagogical conditions for developing university students' readiness for media education activities. Students' readiness for media education activities is considered as an integrative personal quality, including motivational-value, cognitive, operational-activity and reflexive components, ensuring the effective use of media technologies in the professional and educational spheres. The organizational and pedagogical conditions for the formation of university students’ readiness for media educational activities were identified and substantively filled.

this article tackles the critical challenge of preparing educators to cultivate digital culture in students as society undergoes rapid digitalization. We introduce an original structural-functional model designed to equip future teachers with the skills to implement project-based learning focused on this goal. Digital culture is conceptualized as an integrated personal trait, encompassing media literacy, digital communication and ethics, online safety, and citizenship. The model's efficacy was validated through an empirical study with 72 education students. The experimental group demonstrated a substantial improvement in performance indicators (a 2.08-point average increase) versus the control group (a 0.3-point increase). The experience-based project method connects technical skills with pedagogy, developing teacher professionalism and addressing the challenge of fostering competent digital citizens.

the research relevance is determined by the need to form aesthetic consciousness in preschool children in the context of globalization and interpenetration of cultures within the framework of Chinese preschool pedagogy. The research goal is to identify modern practices of aesthetic development in preschool institutions in China and Russia, which contribute to the preservation of the cultural heritage of the two countries. The research objectives include the determination of the theoretical foundations of the aesthetic development of preschool children in the context of the cultural specifics of China and Russia; identification, systematization and comparative analysis of modern pedagogical practices used in kindergartens in China and Russia for the aesthetic development of children on the basis of the national cultural heritage. The methodological basis of the research is the analysis of scientific literature on the aesthetic development of preschool children, a comparative analysis of regulatory documents in the field of preschool education in China and Russia. The method of conceptual analysis was also used to identify key concepts and principles underlying modern practices of aesthetic development. During the study the following trends are revealed: in China, there is an increase in attention to such traditional arts as calligraphy, Guohua painting, folk dances and music. In Russia, along with traditional methods of aesthetic education based on the study of classical art and folk art, innovative approaches (art therapy, project activities and the use of modern information technologies) are being actively introduced.

this article presents the results of an experimental validation of a model for professional training of teachers to implement interdisciplinary integration in natural science education for schoolchildren. The study is based on an analysis of the professional needs of 207 science teachers and a pedagogical experiment involving 54 students from two ninth grades and 8 teachers. The developed model includes a theoretical, practical, and reflective component, as well as a methodological support community, operating on the basis of an active-activity approach using digital technologies. The effectiveness of the model was assessed using four criteria of teacher readiness: cognitive, operational, personal-motivational, and reflective. The results of the two-phase experiment showed a statistically significant increase in student academic performance from 3.6 to 4.1 points, the development of interdisciplinary competencies from 34% to 78%, the success rate in completing integrated assignments, and an increase in motivation for studying natural sciences 5.6 times higher than control indicators. Teachers' professional growth was characterized by an increase in the number of integrated lessons from 0-1 to 8-12 per semester, with a quality score of 4.4 out of 5. The data obtained confirms the effectiveness of the proposed model and the potential for its widespread application in the professional development of science teachers.

in the context of global digital transformation and the rapid development of the media industry, the training of qualified media designers is of strategic importance for ensuring the competitiveness of both China and Russia in the international market. The research goal is a comprehensive analysis and comparative characteristics of the standards of training media designers in China and Russia in the process of their historical development. Achieving this goal involves solving a number of interrelated tasks, including the identification of key stages and trends in the development of educational standards, the analysis of the regulatory framework governing the training of media designers, the study of the content of educational programs and the teaching methods used, as well as the assessment of the compliance of graduate training with the requirements of the labor market. The research methodology includes historical and genetic analysis, comparison, systematization, and analysis of the content of educational programs in the field of «Media Design» in leading universities in China and Russia. Particular attention will be paid to the study of the practical component of educational programs, including the organization of internships and project activities. Based on the results, the following conclusions were formulated: the standards for training media designers in China and Russia have passed a significant path of development, reflecting changes in the technological sphere and the needs of the labor market. In both countries, there is a trend towards the integration of educational programs with the requirements of the industry, the introduction of innovative teaching methods and the development of practical skills of students. Despite the differences in the historical and cultural context, the training systems for media designers in China and Russia have common goals: to ensure high quality education, to form competitive specialists and to meet the needs of the digital economy.

developing general competencies in a system of continuing education is a complex process that requires coordinated action between schools and vocational education institutions. General competencies are the ability to successfully act based on practical experience, skills, and knowledge in solving problems common to many types of professional activity. They represent a combination of a graduate's social and personal qualities. In today's world, they are important because the labor market demands specialists not only professional knowledge but also the ability to work in a team, navigate a changing environment, make decisions, and continuously learn. The principle of continuity between school and vocational education is key to ensuring the continuous development of these qualities in students. A modern approach to education views general and vocational education not as separate stages, but as a single, continuous process. The purpose of this article is to theoretically examine the problem of developing general competencies in a system of continuity between school and vocational education.

the process of integrating new entities into the socio-economic and legal space of the Russian Federation requires the solution of a complex of tasks aimed at building sustainable human resources, especially in regions with limited infrastructure and a shortage of qualified personnel, such as the Kherson region. The development of human capital through working with gifted children has become a key factor for long-term growth, but traditional models are not always adapted to local socio-cultural characteristics and infrastructure barriers. The article analyzes the problem of creating an integrated strategy that combines educational, economic, and social components, taking into account the principles of public-private partnership and digitalization. It proposes an institutional model based on the Small Academy of Sciences at Kherson State Pedagogical University (SASS KhSPU), which ensures vertical continuity in working with talents (from kindergarten to science and production) and integrates the efforts of government agencies, businesses, and educational organizations.

in the context of the growing complexity and uncertainty of the modern educational environment, strategic thinking is becoming a key competence of the school head. The article considers artificial intelligence as a cognitive tool capable of purposefully strengthening individual components of strategic thinking. The purpose of the study is to identify the structural components of the strategic thinking of the head of an educational organization and determine the potential of artificial intelligence technologies to enhance them. Based on a systematic approach and theoretical analysis, four structural components of the strategic thinking of the head of an educational organization are identified, built in the logic of the strategic cycle: system analysis and scenario forecasting, critical reflection, creativity and innovation, focus on value creation and social interaction. The potential of specific AI technologies has been identified for each component: predictive analytics, large language models, generative tools, and feedback analysis systems. It is shown that artificial intelligence does not replace the leader, but acts as a cognitive partner, expanding his analytical, reflexive and creative capabilities. The research results have theoretical and practical significance: they contribute to the operationalization of strategic thinking and can be used in the development of programs for improving the skills of school leaders, as well as in the practice of data-based management.

in the early 21st century, piano education in China began to develop. With the continuous deepening of international cultural exchanges, advanced piano teaching methods and strategies from around the world were systematically introduced. It should be noted that Belarus is one of the best representatives of Eastern European piano teaching systems, which is also known for its clear teaching methodology, which includes rigorous technical training, deep musical expression, and an individual approach to teaching. The purpose of this study is to analyze the main characteristics of the Belarusian piano teaching method, examine its dissemination after its introduction in China in the early 21st century, and study its impact on piano teaching practices in China. According to the results of the study, the introduction of Belarusian piano education enriched the content of Chinese piano education and served as a catalyst for a paradigm shift in Chinese piano pedagogy. It should be noted that this transition from one-sided technical training to a balanced emphasis on both technical mastery and musical expressiveness plays a positive role in the training of high-class pianists with an international vision.

the aim of the study was to determine the current level of development of foreign language communicative competence of 2nd and 3rd year students of non-linguistic specialties of full-time and part-time education who have completed the course "Foreign Language". The methodology of a questionnaire survey was used, aimed at self-assessment by students of the level of development of competencies included in the content of foreign language competence. Distribution by levels was carried out taking into account the European classification CEFR (Common European Framework of Reference for Languages) from basic (A1-A2) to advanced levels (C1-C2). The attitude of students to various aspects of the problem of studying a foreign language at a university was studied. The survey found that more than half of the respondents demonstrated a low level of reading proficiency in English, listening comprehension of English speech. A significant part of the students demonstrated a basic level of speech and writing proficiency, which is manifested in the ability to conduct elementary conversations and compose short texts. It was found that most students demonstrate an active vocabulary. Significant differences in self-assessment of the desired level of English proficiency were revealed. Most students indicated that they wished to achieve an intermediate level of English proficiency. In general, the results of the study indicate the low efficiency of traditional approaches to teaching foreign languages to students of non-linguistic specialties. Modern educational technologies, in particular artificial intelligence technologies, are considered as a means of increasing the efficiency of foreign language acquisition. Practical recommendations are made for the introduction of innovations into the educational process of higher education institutions.

this study examines the challenges of training teachers in the People's Republic of China to work with senior high school students in the area of musical self-determination. The aim of the study is to analyze the current state of the music teacher training system and develop recommendations for improving their professional competence. The author utilized the following research methods: theoretical analysis, comparative pedagogical analysis, questionnaires, and interviews with teachers. The main findings of the study demonstrate that the existing music teacher training system in China requires modernization by strengthening its practice-oriented component and developing competencies in career guidance. The study's findings highlight the need to develop specialized teacher training programs aimed at developing their readiness to guide high school students toward musical professional development.

this article presents the results of an empirical study on the problems of modernizing intellectual education and professional development of future teachers, based on the scientific ideas of contemporary scholars. The purpose of the study was to determine the perception of the concepts of "modernization," "intellectual education," and "professional development" by teachers, as well as to identify the range of ideas regarding the problems and prospects of modernizing educational practices in higher education. The study was based on surveys, focus groups, and content analysis of teachers' views (using the example of the Zaporozhye region). The results confirmed that almost all respondents support the idea of updating the forms and content of intellectual education, recognizing the need to adapt educational programs to modern social realities. Based on the research materials, the author provides recommendations for the implementation of new methods and technologies.

the article reveals the problem of involving teachers in the formation of children's value attitude towards music. It has been established that a teacher is a key figure in the education system, and their professionalism determines the future of modern preschoolers. The study aims to identify existing gaps in the pedagogical practice and theoretical training of preschool teachers in this area. The article presents the materials and methods of an empirical study aimed at assessing the current level of musical and pedagogical competence of teachers. The research results are summarized and the ways of solving the identified problems are discussed, aimed at increasing the teachers' readiness to form a genuine value attitude towards music in children.

in accordance with the methodological recommendations of the Ministry of Science and Higher Education of the Russian Federation, educational organizations are developing programs that allow students to simultaneously master several qualifications. This article suggests an alternative, fourth, model for the implementation of educational programs: an integrated model that involves obtaining qualifications at different levels (higher education – HE, secondary vocational education – SPE and/or vocational training – PO) within a single curriculum. Based on the analysis of the practices implemented at Vladivostok State University, the key advantages of this model have been identified: a synergetic combination of theoretical depth, strategic thinking and analytical competencies (characteristic of higher education) with applied, professionally oriented skills (characteristic of secondary vocational education). This helps to increase the adaptability of graduates to changes in the labor market and expand their professional mobility. Additionally, it is noted that even in the case of unsuccessful completion of the HE program, the student retains the opportunity to obtain a full-fledged vocational training level qualification. Software that minimizes the risks of inefficient use of educational time and resources. For universities, this model opens up opportunities to develop unique educational products, especially in demand in remote regions, optimize the use of human, material and infrastructural resources, as well as generate additional income. Employers, especially from the small and medium-sized business sector, receive specialists with interdisciplinary training, which is especially important in conditions of personnel shortage. The paper also provides a comparative analysis of existing "hybrid" programs in Russian universities, identifying their limitations and disadvantages in comparison with the proposed integrated model.

the process of knowledge tracing is a crucial pedagogical tool aimed at identifying the dynamics of students’ knowledge development and predicting their future learning outcomes. In the context of higher education, this task becomes particularly relevant, since the effectiveness of the teaching process largely depends on the instructor’s ability to assess how well students have mastered the material. Knowledge tracing makes it possible not only to monitor the current state of knowledge acquisition but also to reveal areas of difficulty, thereby enabling timely pedagogical intervention and adaptation of teaching methods. Recent advances in intelligent tutoring systems and computer-based modeling have introduced new approaches to analyzing learning data. However, in most cases, the focus remains on the technical side of information processing, while the pedagogical dimension – such as the development of value orientations, integrative skills, and cross-disciplinary competences – receives insufficient attention. This study addresses this gap by providing a comprehensive analysis of modern knowledge tracing models, emphasizing their application within the pedagogical practice of universities. The findings demonstrate that a combination of theoretical approaches and data-driven methods offers significant opportunities for designing flexible and adaptive learning trajectories. This, in turn, contributes to the individualization of educational experiences, allowing instructors to plan lessons more effectively, provide targeted support to students, and enhance the overall quality of the teaching and learning process in higher education.

educational design is increasingly becoming a mechanism for implementing large-scale state goals and objectives that impact large numbers of people over long periods of time. Educational design is tasked with increasing the sustainability of societal development and reducing systemic risks and future uncertainties. An incompletely developed risk management methodology in educational design leads to an increasing number of educational projects facing various risks, which leads to the failure of planned goals and deadlines for their achievement, as well as the revision of the resources required for their implementation. The purpose of this article is to develop and describe a risk management system for educational design for students majoring in pedagogy. The study was conducted using methods of abstraction, modeling, analysis, and reflexive problematization. The results of the study allowed us to create a risk management system for educational design consisting of target, conceptual-substantive, structural-functional, and process-evaluation components. The study demonstrated that such a system should incorporate methodological approaches and principles, goals and concepts, and also take into account social and government mandates. An important component is the collection of initial data–theoretical concepts, approaches, problems, and controversies related to risk management. Using this data, theoretical models were created that embody the fundamental principles of risk management. Structured training modules were also developed and actively integrated into the educational process for bachelor's and master's degree programs in pedagogy. The results obtained can be used in the training of students in pedagogical specialties, in continuing education systems, and in the development and implementation of educational initiatives.

this research confronts the pressing issue of academic risk mitigation in higher education by leveraging novel approaches to digital footprint analytics. The study presents an integrated machine learning system that analyzes 27 distinctive behavioral indicators gathered from the digital interactions of 1,850 undergraduate students. The methodological framework incorporates three complementary predictive modeling techniques - logistic regression, random forest, and gradient boosting - supported by comprehensive validation protocols including cross-validation and rigorous statistical assessment. The gradient boosting algorithm achieved remarkable performance with an AUC-ROC score of 0.92, substantially surpassing conventional approaches reported in contemporary educational research. Experimental deployment resulted in an 18% decrease in student attrition rates (p<0.05) while generating a 500% return on investment. The investigation develops a mathematically formalized classification system for educational interventions customized to distinct risk profiles. These outcomes provide substantial practical value for academic institutions adopting evidence-based student success initiatives. The proposed approach offers an extensible architecture for proactive identification of at-risk learners while ensuring statistical robustness. This investigation pushes the boundaries of educational data science by creating new standards for predictive performance and implementation effectiveness in academic risk evaluation.

this article explores the role of prompt engineering in creating pedagogically relevant tasks using artificial intelligence. The authors highlight the gap between the potential of generative neural networks and the lack of competencies among prospective teachers to interact with them. Through interdisciplinary research, it was experimentally proven that simple (Zero-shot) prompts show low effectiveness (3.42 points). In contrast, the highest effectiveness (4.72 points) was demonstrated by a combined approach that integrates role-framing with Few-shot and Chain-of-Thought techniques. Based on these results, a structured six-component algorithm for prompt design was developed, which includes defining the AI's role, specifying the pedagogical task, and requesting a step-by-step rationale. In conclusion, the article proposes practical recommendations for implementing prompt engineering into teacher training systems, including the development of educational modules, workshops, and updating the professional standard for educators.

since the introduction of multimodal theory in China at the beginning of the 21st century, the scientific literature in this field has grown like bamboo shoots after rain. Mature practical systems have developed in the fields of teaching English and Chinese as a foreign language, while in the field of Russian as a foreign language, research is still in its infancy. This article examines the principles of modality and the limiting factors of multimodal grammar teaching at the initial stage of RFL, which is aimed at filling this gap. By analyzing the application of multimodal theory in teaching RFL-A1 grammar, an effective pedagogical model is proposed. Firstly, the article will provide detailed principles for selecting multimodal symbols, which are based on the basic requirements of language teaching and the cognitive characteristics of students, so that the selected symbols can meet the teaching and learning objectives and effectively stimulate students' interest and participation. Secondly, the article will discuss the limitations of selecting multimodal symbols, including teaching resources, technological conditions, and individual differences among students, in order to provide teachers with useful guidance for their practical work.

when beginning to understand the tasks of modern inclusive education in Russia, it is important not only to look forward, but also to turn to the intellectual heritage of the past. It is the dialogue between 20th century academics and modern researchers that is key to developing a deep and comprehensive understanding of the phenomenon of inclusion. It helps to identify the fundamental principles laid down by the classics of pedagogy and adapt them to the challenges of the 21st century. This study uses a comprehensive approach, including a thought experiment, scientometric analysis and a survey of experts, to comprehensively study the integration of classical pedagogical ideas into modern inclusive practice. As part of a thought experiment presented in the form of a dialogue between generations, the leading classics of 20th century pedagogy - L.S. Vygotsky, J. Korchak, V.A. Sukhomlinsky and M. Montessori - enter into a discussion with modern scientists, specialists in inclusive education, neurobiology and sociology. Particular attention is paid to the pedagogy of M. Montessori, whose principles of individualization, independence and a prepared environment are considered key factors for reducing barriers and developing social competence in children with special educational needs. The purpose of this approach is to analyze the contribution of the ideas of these outstanding teachers to the formation of the concept of inclusive primary school and to identify the possibilities of synergy of their approaches in the context of current challenges. In addition to the thought experiment, a scientometric analysis of publications devoted to the integration of classical ideas into inclusive education was conducted, which made it possible to identify key trends and gaps in the academic discussion. To verify and deepen the data obtained, a survey of specialists in the field of inclusive education was organized. The survey results showed a high level of awareness of practitioners about the ideas of the classics and their active application in professional activities. At the same time, a clearly expressed need of specialists for further training and obtaining new knowledge was revealed, which confirms the relevance of developing professional competencies in this area. The study demonstrated the importance of synthesizing the legacy of great teachers, current scientific knowledge and practical experience for the formation of an inclusive educational environment capable of realizing the potential of each child.