Aim. To identify and describe the main directions and forms of support and development of the Olympiad movement held within the framework of the All-Russian Olympiad of Schoolchildren in Artificial Intelligence.
Methodology and methods. In the course of the work, integrative, system-activity and personalityoriented methodological approaches were used. The materials presented in scientific articles of electronic databases (catalog of the Russian State Library, Elibrary, Web of Science, Scopus) became the material for analyzing the theoretical aspects of the problem under study. The main methods used in the study were the methods of analyzing literary sources, studying and analyzing educational practice, content analysis, comparative analysis, systematization and generalization of the theoretical and practical results obtained.
Results. The results of the study were the identification and description of the main directions and forms of support and development of the Olympiad movement in the field of artificial intelligence. The role of the Institute of mentoring in the preparation of participants in the Olympiad on artificial intelligence at various stages of its implementation was established. The importance of student, parent and professional communities is determined, areas of their intersection are identified, emerging relationships and influence on the support and development of the Olympiad movement, including through the formation of a special educational environment for the study of artificial intelligence in an open educational space.
Theoretical and/or practical significance. The results of the study allow us to form basic approaches to improving the main directions and forms of support and development of the Olympiad movement in the field of artificial intelligence.
Conclusions. The study revealed that the main directions and forms of support and development of the Olympiad movement in artificial intelligence are largely due to the unique features of intellectual competitions in this field and are complementary. It has been established that various forms of mentoring used in preparing schoolchildren for the Artificial Intelligence Olympiad are most effective in the presence of built relationships in student, professional and parent communities, support from social partners of intellectual competitions in this field, which significantly affects the formation and development of a special educational environment in an open educational space.

Aim. To determine value strategies as conceptual foundations of the integral teaching staff of the school, aimed at organizing, managing and implementing the subject-educational function of education and identifying problems and prospects for its development in order to form a civic identity in students.

Methods. The study used information from scientific sources and regulatory documents on the topic of work, applied theoretical methods of analysis and generalization, as well as analytical and statistical methods of qualimetry in the process of extrapolation and logical comparison of the information.

Scientific novelty. Article identifies the values of education and training for the professional development of the integral teaching staff and in clarifying the most significant axiological concepts as guidelines for educational unity in the teamwork of the teaching staff. Practical significance involves the implementation of the identified axiological strategies for the unity of training and education, consolidating the activities of the teaching staff of the educational organization.

Research results. The conceptual foundations of an integral teaching staff reflecting the values of the unity of training and education are considered. The experience of studying the value orientations of teaching staff in the logic of the axiological relationship of the teaching staff, students, the institution of family and the state is implemented. Problems are identified and prospects for overcoming them in the form of axiological strategies for the professional development of the integral teaching staff of the school are proposed.

Conclusions. It has been established that the integrity of the teaching staff plays a key role in the formation and implementation of national values in the educational process. The emphasis on the unity and integrity of the teaching staff of the school raised the issue of the need to strengthen the values of collective activity in the conditions of a modern school.

Aim. To reveal the possibilities and necessary organizational and pedagogical conditions for the use of classes on mastering combat techniques of wrestling for the purpose of patriotic education of cadets of universities of the Ministry of Internal Affairs of Russia.

Methodology and methods: interdisciplinary analysis of scientific and methodological literature, comparative analysis of the studied problems.

Results. The work carried out made it possible to identify the similarity of emotional and value orientations of a martial artist in the upbringing of a patriotic policeman; to establish criteria for diagnosing the process of forming patriotism during the development of combat techniques by students; to identify ways to improve the organizational and pedagogical conditions for the education of patriotism in the process of mastering combat techniques of wrestling, taking into account the specifics of the educational environment at the universities of the Ministry of Internal Affairs of Russia.

Theoretical and/or practical significance. The results of the study make it possible to supplement the ideas available in modern pedagogy regarding the organizational and pedagogical conditions for the education of patriotism among cadets of universities of the Ministry of Internal Affairs of Russia. A set of criteria has been defined that make it possible to diagnose the process of forming patriotism during the development of combat techniques by students of the universities of the Ministry of Internal Affairs. Specific forms and methods of education of patriotism in the process of mastering combat techniques of struggle are proposed. The results of the work carried out can be used as a basis for improving appropriate pedagogical technologies and educational methods implemented in universities of the Ministry of Internal Affairs of Russia.

Conclusions. Patriotism is an important component of the professional identity of a police officer. Classes on mastering combat techniques of wrestling have significant potential for organizing educational work with students of universities of the Ministry of Internal Affairs in this direction. The latter not only facilitate physical development and strengthening of volitional qualities, but also carry a positive spiritual and moral legacy of traditional martial arts.

Aim. The purpose of the article is to consider the effectiveness of the use of quantum technologies for the development of semantic reading skills in shaping the success of teaching students of basic general education.
Research methods. The main provisions of the conducted research are based on general scientific and special pedagogical approaches: axiological, cultural, system-activity, etc. The article is devoted to the analysis of the effectiveness of the use of innovative educational quantum technologies in shaping the success of teaching students of basic general education. The main methods are the analysis of scientific and methodological literature, the unification and integration of scientific knowledge, the study and systematization of collected personal data, and pedagogical experiment.
The results of the study. In the course of the study, the criteria for successful learning were clarified. It has been established that the motivation for reading of students of basic general education is related to the degree of understanding of the text being read. In addition, the author has identified the relationship between successful learning and the development of semantic reading skills. The article also presents the results of self-assessment of students in grades 5-6 of the Petrozavodsk Presidential Cadet College based on the results of mastering the extracurricular activities program using innovative quantum technologies for developing semantic reading skills.
Theoretical and/or practical significance. The scientific novelty of the study is to clarify the criteria for successful learning based on the analysis of the description of the concept of "successful learning" in the works of various researchers. The practical significance of the research is determined in the development and implementation of an extracurricular activity program based on innovative quantum technologies for the development of semantic reading skills. The program helps to increase the level of reading literacy of students of basic general education, which has a positive effect on academic performance, as well as motivation to read.
Conclusions. The use of modern educational technologies is a necessity in the context of an evergrowing information flow. The integration of modern technologies into the educational process helps to increase students' motivation to read, academic performance, and satisfaction with the learning process and its results. At the same time, the development and application of quantum technologies for the development of semantic reading skills can contribute to improving the competence of teachers in the field of teaching semantic reading.

Aim. To determine the pedagogical effects for Generation Z students in the process of studying at a university in the context of higher education digitalization.
Methodology and methods of research. The basis of the scientific work was the conceptual provisions of various approaches (process, system and competence). The results of the study were based on a theoretical analysis of scientific pedagogical literature, using the methods of comparative analysis and synthesis, new knowledge was obtained in the field of higher education digitalization. The information base of the study is represented by the provisions of regulatory documents in the field of higher education of the Russian Federation.
Results. The article reveals the characteristic features of higher education digitalization process, determines the pedagogical effects for Generation Z students of in the process of studying at a university in the context of higher education digitalization. The obtained results will allow university teachers to train qualified personnel to solve the problems of the digital economy.
Theoretical and/or practical significance. The scientific novelty of the study includes the definition of the characteristic features of higher education digitalization process and the establishment of a typology of pedagogical effects for Generation Z students in the process of studying at a university in the context of higher education digitalization. The theoretical significance of the study lies in clarifying the components of the learning process at the university in the context of higher education digitalization and defining the concept of the pedagogical effect for students in the learning process in the context of higher education digitalization as a result of professional and personal development of students through the introduction of digital tools into the learning process. The results of the study can be used in the practical activities of university teachers in terms of organizing the learning process for studying academic disciplines.
Conclusions. The issues of higher education digitalization are relevant and in demand today and require further detailed study with the participation of administrative structures of the university, the state and business representatives.

Aim. To define and propose ways to optimize educational materials and forms of work with A.S. Pushkin’s texts and works about A.S. Pushkin for foreign students, based on the analysis of the perception of these texts by students and the analysis of published educational materials.
Methodology. Analysis of theoretical approaches in foreign language teaching, analysis of practical methodological developments for working with texts by A.S. Pushkin and about A.S. Pushkin, surveys and questionnaires of students, analysis of students’ speech activity.
Results. Surveys conducted among 3rd year undergraduates from the People’s Republic of China with specialization in the Russian language, diagnostic tasks performed by students within the framework of individual disciplines included in the program “Practical course of Russian language” for foreign trainees, show that students have advanced regional expertise. At the same time, they cannot use the acquired knowledge in real communication and educational activities. This is largely due to the fact that students are little involved in the learning process, and the available training materials based on literary texts mainly contain tasks that can be performed mechanically. The authors offer methodological recommendations for the development of communicative tasks for foreign students based on modern pedagogical technologies (collaborative learning, project method, quests) and information presentation methods (infographics) that allow students to engage in independent research of the life and work of A.S. Pushkin, to organize communication in the classroom.
The theoretical and/or practical significance of the work. The paper contains generalizations about the features of working with classical literature within practical Russian language course for foreign students that can be used to conduct further research of Russian as a foreign language teaching methodology, as well as particular practical recommendations for organizing such work.
Conclusions. The analysis shows that classical literature and texts about classical writers can and are used as educational material. The already created developments contain an insufficient number of tasks that motivate students to analyze the writer’s creative path, his literary heritage, the culture of the country of the language being studied, as well as the tasks that motivate students to communicate in the language under study. The methods of work discussed in the methodology of teaching foreign languages, including the methodology of teaching Russian as a foreign language, can be used when working with the works of A.S. Pushkin and materials about the life and work of A.S. Pushkin. Their use, alongside relevant work of a teacher-methodologist, increases the effectiveness of classes and allows students to develop their communicative competence and become interested in exploring the culture of the country of the language being studied.

Aim of the article is to describe the possibilities of artificial intelligence for the formation of assessment funds on the example of the discipline “Practical course of English language” in language universities in the aspects of incoming control and formative assessment.
Methodology. The following methods were used in the course of the research and writing of the article: the method of theoretical analysis of pedagogical sources, systematization and generalization of the information obtained. In the practical part of the research, empirical methods of observation, testing, pedagogical experiment and the method of scaling and ranking in the course of interpreting the results were used to create control tasks for incoming and formative assessment.
Results. The described features of using artificial intelligence in the GPT online chat format demonstrate the possibilities of its application in the work of a teacher in English classes. The use of artificial intelligence for the formation of assessment funds and tasks of incoming control significantly reduces the time of preparation of language material and simplifies the subsequent evaluation process. Given the technical limitations of artificial intelligence at the present stage of development, its introduction into the educational process can be considered only as an additional methodological tool.
Theoretical and/or practical significance. The research presented in this article has a certain theoretical and practical significance. Where, the theoretical significance lies in the fact that the obtained results expand the understanding of the role of artificial intelligence in the methodology of teaching foreign languages. From the point of view of practical significance, it can be noted that the obtained results can be applied to teaching English in a language university, as well as used as illustrative material in lectures on the methodology of teaching a foreign language.
Conclusions. The proposed ways of using artificial intelligence for the formation of the fund of assessment means have shown effectiveness in the work of foreign language classes, and also allow to reduce the methodological load of the teacher. Based on the analyzed mechanism of GPT chat, the ways of making a correct user request to avoid technical difficulties in working with the chat were described. In the course of the study, the technical capabilities of the GPT chat room were tested in the process of forming the fund of assessment means, which was reflected in the screenshots. It was concluded that the functionality of the GPT chat allows for the evaluation of both multiple choice assignments and more extensive written assignments, taking into account the clear criteria and evaluation parameters set by the teacher. Composing incoming control assignments with the help of artificial intelligence also had positive results provided the user specified clarifying information: level of difficulty, list of lexical units, grammatical structures and functional style. It is noted that the effectiveness of introducing artificial intelligence in the educational process is possible only if it is used as an additional tool that requires further checking and correction of the results by the teacher.

Aim. To present the possibility of using the content of laboratory works carried out within the framework of the academic disciplines of chemical training to demonstrate the effects of intermolecular interactions underlying the formation of supramolecular structures in order to expand the future chemistry teachers’ understanding of ideas about supramolecular chemistry.
Methodology. To achieve the set goal, theoretical and practical methods were used: analysis and synthesis of methodological literature; testing of a chemical laboratory experiment.
Results. The topics of the academic disciplines of the bachelor’s degree program “Pedagogical education, profile “Biology. Chemistry” have been selected, the content of which may include questions that reveal general ideas about the formation, structural features and functioning of supramolecular systems. Examples of laboratory work are given, the implementation of which allows demonstrating the manifestations of individual types of intermolecular interactions as the basis for the existence of supramolecular systems.
Theoretical and/or practical significance. The authors selected the examples of laboratory works demonstrating the manifestations of individual types of intermolecular interactions (hydrogen bonds, ion-dipole, dipole-dipole) on the basis of which the formation of molecular ensembles occurs, causing changes in the properties of the system. According to the authors, the implementation of the presented laboratory works will contribute to the development of future chemistry teachers’ basic ideas about the features of the structure and functioning of supramolecular systems, and the formation of supramolecular chemistry key concepts for the further transfer of the acquired knowledge to the information space of school chemistry education. The possibility of implementing the proposed laboratory works within the framework of the school chemistry course both in lessons and in extracurricular work when organizing project and research activities can allow students to get acquainted with the issues of supramolecular chemistry as one of the largest areas of development of chemical science at the present stage.
Conclusions. The influence of the role of performing the laboratory work options proposed in the article on the formation of students’ ideas about the chemistry of supramolecular systems requires further experimental verification. Substantiation of the practical results obtained during the performance of these laboratory works, from the position of the manifestation of various options for intermolecular interactions, can serve as a basis for developing ideas about the structural organization of supramolecular systems and their functioning both at the level of chemical reactions and at the level of the work of molecular ensembles in the process of vital activity of highly organized biological systems.

Aim. To identify foreign language teachers’ beliefs about educational autonomy in secondary schools and the practice of its formation among students in foreign language lessons, as well as to develop necessary recommendations.
Methodology and methods. The methodological basis of the research is the provisions of competencybased (I. L. Bim, I. A. Zimnaya), reflexive (L. M. Mitina, S. L. Rubinstein), a learner-based activity (L. V. Vygotsky, S. L. Rubinstein), communicative (G. A. Kitaygorodskaya, A. A. Leontiev) approaches, differentiated instruction (A. A. Mirolyubov). To solve the tasks, the following research methods were used: theoretical analysis of the literature on the research topic; empirical methods (analysis, questionnaire, evidence). With the introduction of the communicative method of teaching a foreign language into curricula, personality-oriented and system-activity approaches are actively used in language education, in which students are expected to be more active in their own learning process. In the classroom, the teacher can act as a facilitator and consultant. However, in most cases, teachers are more concerned with the role of a knowledge transmitter. In this context, educational autonomy is poorly represented, and sometimes simply absent. In recent years, numerous publications have been devoted to teachers' views on educational autonomy (Borg, Alshumaimeri, Mansooji, Ghaleshahzari, Javid, Nguyen, Habók).
Results. Data were collected from the questionnaire and interviews of 26 teachers in Yekaterinburg and Nizhny Tagil. The results showed that the participants expressed positivity towards students’ educational autonomy (80,8%) and preferred socio-cultural model of autonomy (about 71%) but some of them did not have sufficient knowledge of it (15%). Teachers believe that their students do not have a sufficient level of educational autonomy (55%). In their opinion, the implementing of educational autonomy in foreign language lessons is difficult due to many factors: the unwillingness of students and their families, the incompetence of teachers in this matter and a number of institutional factors (according to the personal interviews).
Theoretical and/or practical significance. The paper describes the features of the formation of students’ educational autonomy in foreign language lessons and summarizes methodological material on this problem; the practical significance of the paper lies in the possibility of using the main provisions of the study to assess the level of educational autonomy formation in foreign language lessons.
Conclusions. The paper offers recommendations concerning the more effective formation of students’ learner autonomy at various levels: from individual to institutional ones.

Aim. To examine the problem of students’ low cognitive motivation in the context of traditional education; to define the concept of “educational situation”, to reveal the advantages of educational situations and suggest technologies for their modeling.
Methodology. The study used the method of pedagogical experiment, in which conditions are created to stimulate the cognitive activity of students. The effectiveness of simulated educational situations was assessed by simulating the system including all stages: creating models of educational situations by various teachers, conducting classes using these models and receiving feedback from students.
Results. Based on the results of the critical analysis of the traditional approach to learning, its shortcomings in the field of formation of cognitive activity and insufficient attractiveness of the learning process for students were highlighted. In the course of the work, the content of the concept of "educational situation" was clarified and the applied educational technologies in this area were considered. The study highlighted the advantages of using educational situation modeling, and received positive feedback from the students about the quality of each created model.
Theoretical and/or practical significance. The article presents in detail the structure of models of educational situations, as well as examples confirming the main theses of the author. The author's program on modeling educational situations can serve as a basis for further research and find application in pedagogical practice. The ideas presented in the study are aimed at transforming and improving the structure of the educational process as a whole.
Conclusions. The use of models of educational situations had a positive impact on the formation of cognitive activity of students. The variety of formats and the game component contributed to an increase in interest in the educational process, and modeling the order of presentation of information – the structuring of its assimilation. This confirmed the success of the chosen approach and the effectiveness of using these models in the educational process.

Aim. To examine the specifics of the education of cadets and students in educational institutions of the Ministry of Internal Affairs of Russia, to reveal the methods of their moral and legal education.
Methodology and methods. To solve the research tasks, a set of methods was used: interdisciplinary analysis of scientific literature, system analysis, structural and functional analysis, documentary expertise, systematization, generalization, synthesis.
Results. The scientific article separately examines the goals, objectives and functions of legal and moral education, substantiates the possibility of combining them into one term “moral and legal education of cadets and trainees”. Three groups of methods of moral and legal education in educational organizations of the Ministry of Internal Affairs of Russia are identified: 1) methods of forming skills and habits of socially recognized behavior, experience of public relations; 2) methods of forming consciousness; 3) methods of encouragement and punishment: stimulating the development of personality qualities that are approved in modern Russian society.
Theoretical and/or practical significance. The study substantiates the need to adjust the categorical and conceptual apparatus of educational work in educational organizations of the Ministry of Internal Affairs of Russia. The solution of theoretical and methodological problems of organizing moral and psychological support for the activities of internal affairs agencies allows improving the activities of law enforcement agencies in accordance with modern demands of society and the tasks facing executive authorities.
Conclusions. The system of moral and legal education in educational institutions of the Ministry of Internal Affairs of Russia is an important and necessary component of the educational process. Its improvement, including the proposals made by the authors, will allow the Ministry of Internal Affairs of the Russian Federation, through departmental normative and legal regulation, to maintain a high legal culture of employees, a sense of social justice, conscientiousness and a conscious attitude to maintaining service discipline. Not only the legally competent implementation of legal norms by a police officer, but also public opinion around his functions in society, the socio-psychological climate in the work collective, and finally, the prestige of the law as a science, laws and law enforcement agencies depend on the level of general culture, competence, honesty, respect for the law, and devotion to duty.

Aim. The purpose of the study is to present an elective course program for future teachers “Transdisciplinarity” as a mechanism of educational innovation: my pedagogical startup" based on the analysis of publications and pedagogical experience and to determine its effectiveness.
Methodology and methods. The research is based on the methodology of systemic and competencebased approaches in the field of higher education. The research methods were: analysis of psychological, pedagogical and scientific and methodological literature on the problems of transdisciplinarity and design of transdisciplinary courses, generalization of pedagogical experience in this field, questionnaires and analysis of student activity products. The course was implemented in an experimental mode on the basis of Shadrinsky State Pedagogical University (Russia) and Kazakh National Women's Pedagogical University (Kazakhstan), the sample consisted of 112 people enrolled in bachelor's degree programs, which included pedagogical, psychological and pedagogical areas of training, as well as students in the framework of special (defectological) education (“Preschool education”, “Psychology of education”, “Speech therapy”). In order to analyze student satisfaction with the course, “Transdisciplinarity as an educational mechanism”.
Results. They consist in increasing scientific knowledge about the application of the principle of transdisciplinarity in designing the content of an elective course for future teachers “Transdisciplinarity as a mechanism of educational innovation: my pedagogical startup"; in developing educational content to improve students' competencies in the field of team building, participation in the first pedagogical startups; in obtaining the first positive results from the implementation of the course based on the analysis of products of activity teams using the method of expert assessments (assessment of created pedagogical startups) and satisfaction with them from students who noted an increase in the level of knowledge, skills and abilities corresponding to the results of the course (90%), 60% of students rated the work of the team by 5 points, 20 – by 4 points, 20% – by 3 points. 
Theoretical and/or practical significance. An elective course for future teachers “Transdisciplinarity as a mechanism of educational innovation: my pedagogical startup” is proposed. The course content includes the following topics: “Introduction to the basics of optimality theory”, “The essence of the theory of transdisciplinarity”, “Fundamentals of social psychology and ethics of interaction in a transdisciplinary team", "Basic techniques for developing transdisciplinary educational products”, "Evaluation of the effectiveness of educational innovations".
Conclusions. The developed elective course can be recommended to universities to improve the relevant competencies of students studying in pedagogical, psychological and pedagogical areas of training and within the framework of special (defectological) education.

Aim. To determine the methods of formation of personal qualities and professional skills of future managers in the process of training in educational institutions of higher education.
Methodology and methods. The research methodology is characterized by the following methods: general scientific, historical and pedagogical, comparative historical.
Results. The main types of activities in which the personal and professional skills of a future manager are formed are identified. The main groups of skills necessary for effective work in the field of management, as well as methods that contribute to the formation of these skills, are systematized.
Theoretical and/or practical significance. The results of the research can be used to develop new educational programs and techniques aimed at improving the quality of management training. The results of the study can be used by employers interested in hiring qualified managers to assess the level of training of candidates and select the most suitable specialists.
Conclusions. Taking into account the selected types of activities in which the personal qualities and professional skills of a future manager are formed, as well as the main groups of skills necessary for effective work in the field of management and methods that contribute to the formation of personal qualities and professional skills of a future manager can significantly increase the effectiveness of managerial personnel training in the process of training in higher education institutions.

Aim. The purpose of the study is to develop a model of the system of adaptation of students to study at a university (using the example of the discipline “Chemistry”), based on the results of a sociological survey of students of Omsk State Technical University using the methodology of functionally oriented modeling.
Methodology and methods. In the course of the research, theoretical methods were used – analysis of sources on the subject of the project, elements of mathematical and statistical processing of experimental data, as well as empirical methods – conducting a sociological survey and expert assessment. To develop a model of the system of adaptation of students to study at a university (using the example of the discipline “Chemistry”), the methodology of functionally oriented modeling was used.
Results. The problems associated with the development of a university chemistry course by students and their connection with the peculiarities of preparing for the Unified State Exam are revealed based on the analysis of the results of a sociological survey in which 172 respondents took part. Taking into account the data of empirical research and the opinion of experts, a thematic plan for an introductory chemistry course for university students has been developed. A model of the system of adaptation of students to study at a university (using the example of the discipline "Chemistry") by means of functional modeling is constructed.
Theoretical and/or practical significance. The theoretical significance of the research consists in the development of a system of adaptation of students to study at a university (on the example of the discipline “Chemistry”) based on the results of a sociological survey and expert assessment. The research problem is caused by the objective need to resolve the contradiction between the requirements of the university chemistry course and the low level of training of the majority of OmSTU students studying this discipline. The scientific novelty of the work lies in the application of the methodology of functionally oriented modeling in the development of a model for students' adaptation to higher education in the discipline of Chemistry. The practical significance of the study is determined by the possibility of replicating the developed model, which includes an introductory university chemistry course to eliminate knowledge gaps among students with unsatisfactory results, which are revealed during the initial diagnosis, taking into account the thematic planning proposed by the authors in the training of highly qualified personnel.
Conclusions. The experience of implementing the proposed model for two years at OmSTU allows us to conclude about its effectiveness and can be used to solve similar problems in other universities of the Russian Federation not only in teaching chemistry, but also in other disciplines such as, for example, physics or computer science.

Aim. To give a meaningful characterization of the main components of the structural and content model of formation of professional competence of fitness trainers and to substantiate the possibility of its application in the process of corporate training.
Methodology and methods. The methodological basis of the study is systemic, competence, personcentered and modular approaches. The following methods were used in the research process: analysis and generalization of scientific and pedagogical literature, method of pedagogical modeling.
Results. The structure and content of the model built on the basis of system, competence, personality-oriented and modular approaches are defined, components and indicators of professional competence of fitness trainers are determined.
Theoretical and/or practical significance. Scientific novelty of the research consists in the development of the author's model of formation of professional competence of fitness trainers in the process of corporate training. Theoretical significance consists in clarifying the concept of «professional competence of a fitness coach». Practical significance is confirmed by the possibility of using the proposed model in the professional training of fitness coaches.
Conclusions. The developed structural and content model reveals the pedagogical process of formation of professional competence of fitness trainers on the basis of complex application of methodological approaches, as well as integration of theoretical and practical training of fitness trainers in the process of corporate training.

Aim. To describe scientific developments in the field of meta-subject competencies' testing and offer a number of criteria and methods measuring the level of meta-subject competence formation among future teachers, specifically by geography ones.
Methodology and methods. The main points of this investigation are constructed in the context of meta-subject and competence-based approaches integration during the training of future geography teachers. The main methods of the study were a content-analysis, generalization of theses' results, review of the scientific and methodological literature, regulatory documents in the system of higher education and a ranking method. During the investigation the students of the first and fourth years of Federal State University of Education who study at the course “Pedagogical education” were tested in order to reveal the level of formation of meta-subject competencies among future geography teachers.
Results. During the investigation it has been established that meta-subject competence of future geography teachers is a complex, multi-faced personal formation which can be gained in a specially organized educational environment As a result, informational, communicative, organizational and managerial meta-subject competencies were selected. Each selected meta-subject competence has its own structure including cognitive, behavioral, motivated and value-based components. Formation of these types of meta-subject competencies provides broadening personal abilities in solving professional tasks of any level of complexity, forms a holistic view of the current knowledge and also contributes to the development of self-sufficiency in making decisions and self-esteem.
Theoretical and/or practical significance. The theoretical significance of the study lies in the clarification of the essence of the concept of “meta-subject competencies of teachers”. The developed cluster of meta-subject competencies, the described criteria and methods for studying the level of formation of meta-subject competencies can be in demand at the stage of general professional and professional training of future teachers, as well as at the advanced training courses for teaching staff.
Conclusion. Studying and revealing the level of formation of meta-subject competencies among future teachers according to the supposed criteria and methods will make it possible to monitor the process of professional development and correct it in time. The diagnostic results demonstrated a various degree of severity of the level of meta-subject competencies formation among the first and fourth year students, that was influenced by the process of studying in the university influence on and also self-education of students in a specially organized educational environment promoting personal and professional developing of future teachers.