Aim. To present the methodology and highlight key methods of contemporary Russian-language pedagogical research examining the problems of digitalization of education in higher education.
Methodology. The primary research method was a system approach to analyze trends in the digital transformation of higher education. Content analysis of scientific sources, bibliometric analysis, and elements of textual analysis of pedagogical terminology were used.
Results. The predominant topics of domestic research in pedagogy (2022–2025) covering the challenges and specifics of digitalization of higher education in Russia have been identified. Key research areas in digital pedagogy and digital didactics have been systematized. The scientific methods preferred by Russian educators researching the digitalization of education have been classified and described.
Research implications. An analysis of the methodology for researching digital transformation in education based on a system approach contributes to the development of pedagogical theory, improves the quality of scientific and pedagogical research, and establishes digital pedagogy as a component of digital humanities and an independent branch of pedagogical knowledge. The research results can be useful for higher education teachers and practicing teachers in the context of enhancing their digital and methodological cultures.
Conclusions. The results of the authors’ bibliometric analysis demonstrate an increase in the publication activity of educational researchers covering digital issues, a strengthening of the multi-paradigmatic nature of pedagogical research, and the diversity and interdisciplinary nature of the methods employed by scholars. The development of theoretical and methodological foundations for digital pedagogy aligns with current trends in the modernization of higher education on the path to the emergence of a digital society.

Aim. To analyze the social and educational effects of the All-Russian AI Olympiad for school students, with a particular focus on the dynamics of both student participation, and an assessment of the event’s impact on the development of the educational environment.

Methodology. Analysis of regulatory and methodological documents, as well as statistical data on Olympiad participants from recent years was conducted. The study includes a comparative analysis of student involvement dynamics, as well as a comparison of domestic and international experiences in implementing similar AI initiatives for schoolchildren. To ensure objective findings, both quantitative and qualitative research methods were employed, including comparative and content analysis.

Results. Key social and educational effects of the Olympiad are revealed; they are increased interest among school students in artificial intelligence and related disciplines, heightened engagement in specialized educational projects, strengthened motivation for scientific and technical creativity, the implementation of new educational practices, and the modernization of educational institutions’ infrastructure.

Research implications consist in deepening scientific understanding of the role of AI Olympiads in fostering educational motivation and interests among school students, as well as in generalizing and disseminating effective approaches for integrating such initiatives into the educational process. The findings make it possible to formulate recommendations aimed at enhancing the quality and relevance of education in the current context.

Conclusions confirm the significant role of the Olympiad in popularizing artificial intelligence among school students, shaping new educational motivations, and developing an educational environment oriented towards the acquisition of indemand digital competencies.

Aim. To reveal the role of the educational environment of the children’s institutions of additional education as the organizational and pedagogical factors in studying local history.

Methodology. The following methodological approaches were used: a systemic allowing to study completely the educational environment of a children’ institutions of additional education; a convergent approach aimed at creating educational environments of a convergent type that combine scientific and humanitarian technologies, ensuring efficiency in activities and achieving high-quality results (meta-results, “cross-cutting” results), and an environmental approach though which the process of education is realized. The work provides an overview of the source base on the study, applies theoretical methods: analysis, generalization, and systematization of materials. It also presents an analysis of experimental and research work (ERW) and uses practical methods of scaling (quantitative expression of qualitative factors in local history education).

Results. The article reveals and analyzes the main provisions of theoretical research on the concept of “educational environment” as one of the conditions for local history education of pupils in the institutions of additional education, identifies the component structure of pupils’ local history education, confirms the effectiveness of pupils’ local history education, and determines the degree of formation of pupils’ spiritual and moral qualities, as well as their knowledge, skills, and abilities in local history through tourism and local history activities.

Research implications. The theoretical relevance of the study lies in the following: refining and specifying the definition of “educational environment of an institution of additional education for children”; revealing the features of the educational environment; presenting a description of the external and internal aspects of local history education for children; revealing the component structure of the category “educational environment of an institution of additional education for children”: programmatic and methodological, event-based, spatial and infrastructure, social psychological; and the feasibility of using the regional component. The practical significance of the research lies in the implementation of proven forms of local history education for pupils the application of approaches and methods, as well as the effectiveness of components that have been tested experimentally, which contributed to the formation of local history education among pupils in additional education institutions.

Conclusions. The study revealed that the educational environment of children's institutions of additional education has several features and should be filled with events with local history content. As a result of the experimental research conducted, the formation of local history education among pupils is effective. Based on the conducted experiment, the components of the educational environment developed and tested by the author can be used in the institutions of additional education for children that implement the process of local history education among students.

Aim. To describe means for fostering ethnic identification in primary school children using visual images of Russian folk art in supplementary education.

Methodology. Cultural and systemic approaches are used in this study and are essential for the successful perception of information related to the ethnocultural aspect of education by schoolchildren. The study utilizes methods of analyzing and summarizing scientific literature, analyzing and synthesizing creative experience, and summarizing its results within the framework of art pedagogy, moral education, and patriotism.

Results. The social functions of a visual image containing elements of folk art are identified: educational, cognitive, and personality development. The need for adaptation of bilingual children in general education organizations is substantiated, as some of these students have a low level of cognitive activity, including due to a lack of understanding of the traditions and culture of the regions in which they live and study.

Research implications. The theoretical significance of the study lies in its identification of the essential educational and cognitive functions of illustrations with traditional Russian symbols in teaching aids and textbooks. The conditions for integrating spiritual and moral content and national values into the educational process through illustrations with traditional national images are described, which is driven by the increased need to introduce schoolchildren to national culture, foster patriotism, and preserve cultural traditions. The practical significance of the study lies in the development of a teaching aid for primary school students, “Russia – My Homeland,” in which illustration plays a central role.

Conclusions. The following conclusions are drawn from the study: creativity is a powerful didactic tool, uniting traditions, culture, and modernity in an ethnopedagogical space. The educational function is realized in additional and extracurricular activities through the introduction of visual images such as images of monumental and artistic works embodying traditional values, using vivid symbols reflecting the country’s victories and achievements; the inclusion of educational materials containing a large amount of visual information helps increase cognitive motivation and improve comprehension in primary school-aged children and bilingual children.

Aim. To determine the role of training of bachelors in the “Education in the Field of Life Safety” profile in project research activities, to reveal its significance within the framework of the activity-based approach, and to propose practical ways of its integration into the educational process for developing the competencies.

Methodology. The study applied key methodological approaches: the activity-based approach as the foundation for organizing project-research activity, the systemic approach for analyzing its place in the educational process, the competence-based approach for assessing the formation of professional skills, and the praxiological approach to combine theory with practice. Methods of theoretical analysis of literature, generalization of pedagogical experience, observation of the implementation of student projects, and qualitative analysis of results were used, ensuring the scientific validity of the conclusions.

Results. As a result of the research conducted, the set goal of determining the role of project-research activity in the training of bachelors in the “Education in the Field of Life Safety” profile was achieved. The significance of this activity as a component of bachelor training in the “Education in the Field of Life Safety” profile has been theoretically substantiated and revealed. Practical ways of integrating research activity into the educational process have been developed and presented, including the modular principle of structuring disciplines, diverse forms of research activity, and a criteria-based assessment system aimed at developing the professional competencies of future teachers.

Research implications. The theoretical significance of the research lies in substantiating the role of project-research student training as a tool for implementing an activity-based approach. The practical significance is determined by the development of recommendations for the implementation of project-based research activities in the educational process.

Conclusions. The conducted research confirmed the role of training in project research bachelors in the “Education in the Field of Life Safety” profile. The developed practical integration methods for implementing project-based research activities for students, including a modular approach to organizing academic disciplines and a criteria-based assessment system, ensure the development of professional competencies within an activity-based approach. Implementing project-based research activities in the educational process contributes to the development of teachers capable of creatively solving professional problems and adapting to changing educational conditions.

Aim. To determine the place and role of background knowledge in the language training of translators in the field of professional communication through the program of supplementary education at a military aviation university.

Methodology. The works of domestic and foreign scientists in the field of cultural studies, linguoculturology, sociolinguistics, linguistics and methods of teaching foreign languages were used as a theoretical base. The provisions of competence-based, linguo-cultural, sociolinguistic, and cognitive approaches, as well as methods of systemic, semantic, and contextual analysis, have become the most significant for the study. Methods of theoretical analysis and synthesis, comparison and interpretation, generalization of pedagogical experience were used.

Results. The importance of background knowledge for effective intercultural interaction and adequacy of translation in the field of professional communication is justified, which makes it possible to consider mastering background knowledge as one of the objectives of training translators. The concept of “background knowledge” has been clarified, which implies in a broad sense knowledge of realities of communication participants, and in linguo-didactics and translation studies – vocabulary with sociocultural component, the understanding of which guarantees communication between representatives of different cultures. The classification of background knowledge of a military translator in the field of professional communication is proposed; the language features of the background knowledge of military discourse are described. A system of exercises for the development of background knowledge by military translators and the formation of the necessary translation skills and abilities in them is presented.

Research implications. The results obtained can be used in further study of the role of background knowledge in the preparation of translators for another field of activity. The practical significance of the study is explained by the implementation of the developed system of exercises for the formation of background knowledge of military aviation orientation in the creation of original teaching aids and in the practice of teaching translation disciplines at the Department of Foreign Languages, Air Force Institute for Pilots as part of the program of additional education “Translator in the field of professional communication”.

Conclusions. Mastering background knowledge is recognized as an important component of training military interpreters in the field of professional communication, and therefore should be integrated into the educational process and used to form a multilingual, multicultural personality that forms a certain level of foreign-language professional communicative competence. In addition to mastering language phenomena, adequate communication and translation requires a large amount of nonlanguage information, the so-called background knowledge, among which special attention should be paid to language realities that do not have an exact correspondence in their native language. In the scientific community, lexical units with national-cultural semantics and the ability to use them in situations of intercultural interaction are called linguistic competence. To provide methodological support for the development of this competence in future translators, firstly, the most characteristic linguistic features of military discourse were selected and described and, secondly, a system of exercises was proposed for mastering background knowledge by military translators and developing the necessary translation skills and abilities. The study done will contribute to increasing the effectiveness of the educational process in the additional education program “Translator in the field of professional communication.”

Aim. Development of a methodology for assessing students' personal results in the system of preparation for intellectual competitions of schoolchildren in geography, taking into account the lack of clear criteria within the framework of the Federal State Educational Standard LLC.

Methodology and methods. The study used key methodological approaches: a system-activity approach, project activity. A graphical model was also developed to evaluate personal results, followed by an analysis of the effectiveness of methods using the example of the ABC of the Earth circle. The methods of theoretical analysis of literature, observation and generalization of pedagogical experience were used.

Results. The study identified criteria and degrees of formation of personal qualities (creativity, responsibility, sociability, etc.). A graphical model of personal results has been created, including motivational-value, cognitive-activity, and socio-communicative components. The effectiveness of extracurricular activities as a key resource of educational impact is revealed.

Research implications. The theoretical foundations of the assessment of personal results in the context of Olympiad preparation have been clarified and supplemented. The pedagogical conditions and methods of personal qualities formation are systematized. Tools for monitoring individual progress (observation, reflective diaries, expert assessments) were proposed.

Conclusions. According to the author, the main resource of educational influence on students is extracurricular activities themselves, which include the interaction of the teacher and students interested in extracurricular activities. The article outlines the criteria and degrees of formation of criteria for the formation of personal results of students, identifies areas of evaluation of results and reveals the specifics of the methodology for evaluating personal results in extracurricular activities, using the example of the circle of preparation for intellectual competitions of schoolchildren in geography “ABC of the Earth”.

Aim. To present the results, obtained from diagnostics of individual thinking patterns and the level of basic school mathematics training of future teachers, which are significant for the formation of mathematic theory for research activities.

Methodology. The research methodology is based on implementation of a personality-oriented approach in the formation of mathematical components of research activities of future teachers. During the experimental part of the work, the diagnostic methods of J. Barrett and A. Luchins were used.

Results. The experimental study was conducted with students mastering pedagogical undergraduate programs – future foreign language teachers. The discipline “Mathematical methods of data processing” is a part of bachelor’s degree program core in the field of pedagogical education; therefore, the sample of respondents was specially carried out with an emphasis on students of humanitarian profiles. Based on control and measuring materials of the basic level of the unified state exam in mathematics, the level of school subject training of students was determined, problematic topics were identified. In addition, the use of special diagnostic techniques made it possible to establish the signs of students’ rigidity of thinking and their individual characteristics associated with orientation to imagination or facts in solving practical problems.

Research implications. The paper proposes the integrated use of special diagnostics and tests to identify individual features and the level of basic school mathematical training, which are important for the formation of students’ mathematic theory for research activities.

Conclusions. To implement personality-oriented teaching of students in the discipline “Mathematical methods of data processing” at the university, the use of various tests and diagnostic techniques was implemented; that made it possible to determine the individual features of thinking and the level of basic school mathematical training of future teachers.

Aim. To demonstrate the effectiveness of the practice-oriented approach in examining the functional and semantic specificity of particles of the Russian language by using creative tasks that enrich the speech of schoolchildren with communicatively significant language units.

Methodology. The leading methodology of the study is a practice-oriented approach to teaching, which involves students mastering the educational material while completing creative tasks aimed at identifying the functional and semantic specificity of communicatively significant particles of the Russian language. In the process of applying this approach, the following research methods were used: analysis, synthesis, observation, experiment, description, problem-search, statistical method.

Results. The cognitive and practical focus in the study of particles contributed to the fact that schoolchildren began to correctly identify various categories of particles in the structure of a sentence and text, to analyze their semantics, determine the communicative significance in coherent statements, which significantly contributed to the improvement of oral and written speech.

Research implications. The theoretical significance of the study lies in the fact that its results can be used in further studying the problem of improving Russian language teaching based on a practice-oriented approach when performing creative tasks that reveal the functional and semantic specificity of communicatively significant particles of the Russian language. The practical significance of the study lies in the possibility of using the obtained results when considering other lexical and grammatical categories of words, as well as in the process of searching for and implementing innovative technologies in studying the morphology of the Russian language.

Conclusions. The study confirmed the effectiveness of the system of creative tasks, which taught seventh graders the normative and communicatively appropriate use of particles in sentences and texts. In such conditions, schoolchildren realize their cognitive abilities for creative search and self-expression, acquire independent work skills, optimally solve the assigned analytical and synthetic problems, developing oral and written speech.

Aim. To evaluate the effectiveness of the Rain Classroom platform in fostering Russian listening comprehension skills in Chinese philology students (A1-A2 levels).

Methodology. This study employed an experimental method using a pre-test and post-test design, involving 77 first- and second-year philology students from the Russian Language Department of Xinjiang University, divided into experimental and control groups. The experimental groups were taught using the Rain Classroom educational platform, which included interactive tasks, automated assessment, and instant feedback, while the control groups followed a traditional methodology with printed materials and audio CDs. Data collection methods included listening comprehension tests, small group discussions with students, questionnaires to assess motivation and engagement, as well as observation and interviews. Statistical data processing included quantitative methods (Stu dent’s t-test for group comparison) and qualitative analysis of responses which made it possible to make a comprehensive evaluation of the effectiveness of the Rain Classroom platform in teaching Russian as a Foreign Language (RFL).

Results. The experiment revealed a statistically significant improvement in listening comprehension skills in the groups using Rain Classroom. The greatest progress was observed in group 23-2 (+15.5%), while control group 23-1 showed an increase of only 5.6%. In another experimental group (22-2), the improvement was +6.4%, while control group 22-1 demonstrated a decrease of 2.7%. Questionnaires confirmed high student satisfaction: 84.6% preferred multimedia materials, 82.1% noted an improvement in skills, and 66.7% appreciated the platform’s interactivity. Repetition exercises (82.1%) and multiple-choice tests (64.1%) were found to be the most effective. Identified technical limitations (e.g., strict answer format) required methodological adjustments.

Research implications. This research contributes to the theory of Russian as a Foreign Language (RFL) methodology by experimentally confirming the effectiveness of the Rain Classroom platform for teaching listening comprehension to Chinese students at levels A1-A2, particularly in the context of phonetic difficulties. The practical significance of the work lies in the development of a specialized exercise bank with adapted multimedia materials (videos, tongue twisters) and methodological recommendations for using platform features (playback speed adjustment, automatic assignment checking). The results demonstrate increased student motivation (84.6% preference for multimedia) and improved academic performance (up to +15.5% in experimental groups), and identify technical limitations (e. g., strict answer format) that are important for improving educational platforms.

Conclusions. The study confirmed the effectiveness of the Rain Classroom platform in teaching Russian as a Foreign Language (RFL) listening comprehension to Chinese students at levels A1-A2: experimental groups showed an increase in results of up to +15.5% with high engagement (84.6% preference for multimedia). The developed exercise bank (119 for A1, 152 for A2), with adaptation to phonetic difficulties and instant feedback, increased motivation. To optimize the platform, the following are necessary: flexible answer assessment, integration into blended learning, and expansion of dialogues with visual aids. The results create a foundation for digital RFL methodology that considers linguistic interference.

Aim. To determine the basic forming principles of a conscious choice of a medical profession among students.

Methodology. The study is based on general scientific and special pedagogical approaches such as axiological, personality-oriented, system-activity-based, and competence-based. The main research methods include studying and analyzing scientific and methodological literature, conducting questionnaires, and analyzing and systematizing the collected data.

Results. The basic principles of forming a conscious choice of a medical profession among students have been determined. The study determined the level of awareness of career choice among first-year students who entered the university based on the results of the Unified State Exam (group 1) and after receiving secondary vocational (medical) education (group 2). The average level of awareness prevails among students of group 1 (53.13% of the survey participants). The high level of awareness prevails among students of group 2 (54.55% of the survey participants). Among students who entered after school, the main reason for academic failure is a low level of awareness of the choice of profession and a low level of basic knowledge. Among students with secondary medical education, the main reason for academic failure is frequent absences from classes, and lack of time to assimilate knowledge due to the need to work.

Research implications. The theoretical significance of the study consists in defining the basic principles of making an informed choice of a medical profession. The practical significance of the study lies in the fact that a questionnaire for surveying students, criteria for determining the level of awareness of choosing a profession, a criteria base for determining the level of awareness of choosing a profession in the field of medicine have been developed. Based on the survey of first-year students, the level of awareness of choosing a profession was determined; the reasons for the withdrawal of students after the first semester were analyzed; and the data indicators were compared in groups of students who entered based on the results of the Unified State Exam and those who had secondary vocational (medical) education.

Conclusions. A conscious choice of a medical profession is relevant both for the individual and for society. The formation of a conscious choice of a medical profession should begin at school, during career guidance activities. Based on the study of scientific literature and our own experience, the basic principles of forming an informed choice of profession in the field of medicine among students have been formulated. They are the principle of consistency, the principle of awareness and realism, the principle of practice-oriented approach, the principle of self-knowledge and reflection, the principle of continuity, the principle of developing “soft” skills, and the principle of social responsibility and ethics.

Aim. To propose a model of professional competencies for future teachers to work with children in a multicultural environment of a general education organization

Methodology. The study was based on a systematic and competence-based approach, which made it possible to identify the main components of a future teacher’s professional competence for working in a multicultural environment of an educational organization. The following scientific methods were used: descriptive-analytical method, which involved analyzing scientific literature, curricula, and training plans for future teachers and educators in educational organizations, comparing and summarizing the results; modeling method; and a written survey conducted using specially designed questionnaires for teachers, educators, and 4th and 5th year university students.

Results. Based on the analysis of scientific papers, programs and curricula for the training of future teachers of general education organizations and preschool educators, as well as the results of a survey of teachers, educators and students, studying in the 4th and 5th years of the university in the fields of training: 44.03.01 “Primary Education”, 44.03.05 “Primary and Preschool Education”, 44.03.01 “Preschool Education”, a structural and content model of professional competencies of future teachers for work in a multicultural environment of a general education organization has been developed; its structural components have been identified and pedagogical conditions for its implementation have been determined.

Research implications. The study identifies challenges in developing professional competencies in future teachers for work in a multicultural educational environment, as well as the difficulties teachers and educators face related to professional competence and the specifics of building a multicultural educational environment. The theoretical significance of the study lies in the development of a model of professional competencies for future teachers for working in a multicultural educational environment, identifying its structural components and pedagogical conditions for implementation. The practical significance lies in the practical study conducted, the results of which are reflected in the structural and substantive components of the model of professional competencies for future teachers, confirming its effectiveness.

Conclusions. A comparative analysis of domestic and international studies, the nature and content of the “multicultural environment,” and the practical study conducted led to the conclusion that the model for developing professional competence in future teachers is multi-component, interrelated, and mutually complementary. Three structural components are identified within it: general cultural, methodological, and subject-oriented.

Aim. To observe the pedagogical potential and limitations of using generative neural networks in the process of developing intercultural competence among linguistics students. The relevance of the study is formed by urgent need to modernize foreign language teaching methodologies in response to the rapid integration of artificial intelligence technologies into educational practice. 
Methodology. The methodological framework of the study is based on an interdisciplinary approach that integrates the principles of three scientific traditions: the cognitive-communicative approach (M. Bennett, M. Byram), which views intercultural competence as a process of developing intercultural sensitivity and the ability to adopt an ethnorelative perspective; the linguocultural school (V. G. Kostomarov, V. V. Krasnykh, E. M. Vereshchagin), which emphasizes the correlation between language and culture and the role of background knowledge in cross-linguistic interaction; the pedagogy of the digital educational environment (I. V. Robert, E. Yu. Semago, A. V. Khutorskoy; N. Selw-yn, P. Mishra, M. Warschauer), which explores the transformation of teaching practices under the influence of intelligent technologies and digital tools. The research methods include content analysis of Al-generated texts to identify the presence or absence of culturally marked elements, case analysis of instructional scenarios involving generative neural networks for simulating intercultural communication, comparative analysis of traditional and Al-assisted instructional formats in terms of their effectiveness in developing components of intercultural competence.
Results reveal both potential advantages of AI use (expansion of linguistic and cultural awareness, development of culturally marked context comprehension skills) and limitations (risk of stereotyping, insufficient depth of cultural context, lack of empathetic interpretation).
Research implications. The theoretical significance consists in substantiating the role of neural network technologies as tools for developing intercultural competence. The practical value is reflected in the potential integration of AI into foreign language curricula aimed at enhancing students’ crosscultural skills. 
Conclusions. The use of generative neural networks in language education has a positive impact on the development of intercultural competence among linguistics students, provided that their implementation is methodologically structured and pedagogically supported. To minimize risks, a critical approach, pedagogical interpretation, and the integration of AI into the educational process within interdisciplinary programs are required.

Aim. To comprehensively analyze the state, problems and prospects of using modern educational technologies in the process of teaching Russian as a foreign language in universities of the Islamic Republic of Iran.

Methodology. Systematic approach, that makes it possible to consider the use of technologies as an element of the educational system of the university, competence-based approach, that focuses on the formation of students’ linguistic and digital competencies, modern concepts of computer linguo-didactics are the methodological foundations pf the study. The work uses theoretical methods (analysis of scientific literature, synthesis, generalization, systematization) and empirical methods (questionnaires of teachers and students, interviews, observation, analysis of teaching and methodological materials and digital educational resources).

Results. It is revealed that technological tools should be selected and used carefully, considering the needs and meaning of learning. Tools such as podcasts, movies and educational software, online games, online language classes, websites, video tutorials, bilingual and monolingual dictionaries, and language learning with artificial intelligence are great tools that can make learning practical and fun.

Research implications of the work consist in its results and conclusions that can be used by teachers of Russian as a foreign language in Iranian universities to improve their teaching activities, developers of educational programs and teaching materials for the integration of the technological component.

Conclusions. The study confirms that the integration of information and communication technologies into the Russian language teaching process in Iranian universities is not only a current trend, but also a powerful factor contributing to the improvement of the educational process. The analysis showed that the use of digital resources such as interactive platforms, multimedia materials, online dictionaries, and video conferencing tools significantly enriches the learning environment. This allows students to overcome geographical barriers to communication with native speakers, gain access to authentic cultural and linguistic materials, and develop key competencies – listening, speaking, and writing – in a more dynamic and personalized format.