Relevance. The study is relevant as there is a need to understand the value of patriotism as a priority of the state and educational policy of Russia. The article deals with topical methodological and methodic aspects of the formation of patriotism among young people in modern Russia. The importance of the problem is associated with the search for ideas that can create the foundation of sovereignty and the original development of the Russian state.

Aim. To identify the organizational and pedagogical conditions for the formation of patriotism among modern Russian youth.

Methodology. The following methods were used: analysis, synthesis, systematization, documentary examination, generalization. 

Scientific novelty / theoretical and/or practical significance. The organizational and pedagogical conditions for the formation of youth patriotism in modern sociocultural conditions are revealed: reliance on the complexity of Russian identity; the formation of ideas about the specifics of Russia as a state and civilization, a deep understanding and adherence to traditional Russian spiritual and moral values; emphasis on the formation of the activity nature of patriotism, civic responsibility and creative activity; concentration of educational work on awareness and understanding by young people of Russian interests, values, historical responsibility for the future of the Russian state; competent appeal to the emotional-sensual sphere of youth; the readiness of the organizers of educational activities for a reasoned conversation about patriotic education.

Results. An organic connection between the category of patriotism and the problem of identity has been revealed, which will make it possible to single out the types of patriotism and, accordingly, the methodological and methodological tools for its formation. The inclusion of the problems of patriotism in the modern discourse of traditional Russian values is characterized. The legal instruments for the formation of patriotism are revealed in the new edition of the Russian Constitution of 2020 and in the Decree of the President of the Russian Federation dated November 9, 2022 No. 809 “On Approval of the Fundamentals of State Policy for the Preservation and Strengthening of Traditional Russian Spiritual and Moral Values”. The criteria of patriotic consciousness and behavior of a person, groups of the population, the people as a whole are revealed. The generally applicable means of forming patriotism in the process of educational work in general, as well as in the course of the educational process in universities, are determined.

Conclusion. Objective obstacles to the formation of patriotism and the conditions for its effectiveness are noted. Emphasis is placed on the complexity and content of the educational impact, the need for an unconventional and informal approach is emphasized, the importance is not the number of protocol events in the calendar plan of educational work and programs of educational work, but the verified value basis of patriotic education. The corresponding methodological recommendations were formulated in the work.

Relevance. The article reveals the active search for ways to solve the problems of prevention of mobile addiction of adolescents, carried out by scientists in the field of pedagogy, psychology and medicine and developing in two directions: the study of the very process of prevention of mobile dependent behavior of minors with the definition of the structure, forms and methods of its organization, as well as consideration of the implementation of mobile dependent behavior of minors in such types as cyberaddiction (addiction to computer games) and network addiction (Internet addiction).

Aim. Substantiation of axiological grounds for the prevention of adolescent mobile addiction

Methodology. The methodological basis of the undertaken research is the substantial foundations of the axiological approach in the context of the prevention of adolescent mobile addiction. The research was carried out using a comparative analysis of the sources and content of the analyzed definitions, synthesis of the information received on the prevention of mobile addiction, systematization and generalization while clarifying the concepts under study.

Scientific novelty / theoretical and/or practical significance. The scientific novelty includes a description of the applicability of the axiological approach to the organization of direct preventive work with minors who exhibit behavioral deviations associated with mobile addiction. The theoretical significance lies in the clarification the content of the concept of prevention of mobile addiction of adolescents, which is insufficiently investigated in the works of scientists, educators and psychologists in the context of the axiological foundations of the named activity. The practical significance lies in determining the basis for the formation of a value system among minors based on independent reflection and leveling the risk factors for the formation of mobile addiction while maintaining the possibility of using mobile devices in everyday life to solve various tasks of a teenager’s social existence.

Results. The results of the undertaken research include the identification of axiological grounds for the prevention of mobile addiction of adolescents, based on the value aspects of the organization of their life and orientation in working with them to develop a value worldview of a humanistic nature.

Conclusion. The process of preventing adolescent mobile addiction can objectively be based on the axiological foundations of this activity, based on independent reflection and leveling of risk factors for the formation of mobile addiction while maintaining the possibility of using mobile gadgets in everyday life to solve various tasks of a teenager’s social existence.

Relevance of the study is caused by the need to modernize higher education in the context of the introduction of digital technology and training of specialists with digital thinking and digital competencies.

Aim of the article is to substantiate the formulation and development of a methodology for conducting a laboratory practice in the course of general physics using modern digital equipment and software.

Methodology. The research is based on the methodology of conducting a laboratory practice on the course of general physics, based on many years of experience of the teachers of the Institute of Physics and Mathematics of the Kabardino-Balkarian State University (KBSU). An analytical method is applied in the analysis and classification of modern laboratory equipment in physics.

Scientific novelty and/or theoretical and/or practical significance. Methods of carrying out laboratory practice on the general physics course which will allow to prepare graduates of educational programs on natural-science directions, having necessary skills and competences in the conditions of digital transformation of the higher educational institutions are offered.

Results. The laboratory practical course of general physics for higher educational institutions with the use of digital technologies is offered. The analysis of modern digital equipment, used for laboratory practice is given. The classification of works according to the methods of conducting experiments and the results processing with the use of software is carried out.

Conclusions. The use of digital equipment in physical laboratory practice at universities improves the quality of students’ learning, increases their motivation and promotes the formation of digital and research competencies, which is a necessary condition for the training of modern university graduates in the context of digital transformation of modern society.

Relevance of the research is caused by the need to reveal the specifics of the use of situational problems in mathematical Olympiads for schoolchildren held at a technical university.

Aim. To generalize and analyze the experience of including situational tasks developed by the authors of the article in math Olympiads; to show the connection of situational tasks proposed for solving not only with mathematics, but also the knowledge gained in the process of studying other school subjects, such as physics, computer science; to show the connection of thematic tasks with the vocational guidance of the Technical University named after N.E. Bauman on the space industry; to systematize the main errors that arise when solving situational problems; to conduct a comparative analysis of the degree of solvability of situational tasks by schoolchildren with “traditional” Olympiad tasks, to develop an algorithm for reasoned evaluation of the solution of each problem.

Methodology. In this study, general scientific and special methods were used: dialectical, analysis and synthesis, comparison and analogy, system, comparative analysis, statistical methods.

Scientific novelty / theoretical and/or practical significance. The connection of Olympiad situational problems in mathematics at a technical university with the identification of gifted students focused on engineering and technical specialties capable of technical creativity and innovative thinking is shown. A classification of the types of situational problems included into mathematical Olympiads for schoolchildren, taking into account the specifics of a technical university, has been compiled. An algorithm for evaluating the solution of each proposed problem has been developed. The importance of tasks in the formation of students’ understanding of mathematics as a fundamental discipline, the use of methods and means of which allows solving applied tasks, including professional ones, is indicated.

Results. Based on the generalization of the results obtained, the expediency of using situational problems in mathematical Olympiads for schoolchildren at a technical university is proved. Solving situational problems, the student works comprehensively with information, gradually performing intellectual operations, using both subject and inter-subject and meta-subject knowledge. Familiarity with such tasks contributes to the formation of the student’s interest to the subject and the growth of motivation to study it. The main errors that arise when solving situational problems are identified and analyzed.

Conclusion. The conclusion is made about the importance of including situational tasks into mathematical Olympiads for schoolchildren that contribute to obtaining professionally significant knowledge in a technical university.

Relevance. The rapid development of information technologies has determined the importance of the process of digitalisation of the education system in the Russian Federation. Digitalisation has introduced innovative capabilities into the educational process of studying physics, facilitating visualisation of the natural phenomena under study, as well as enabling exploration in terms of solving experimental problems. The acquired skills contribute to the development of the students' personal qualities for their future professional activity and, as a consequence, form competences in them. The use of electronic laboratory work shop in physics classes promotes the development of experimental skills for the investigation of natural science laws in thecourse of physics, which form university students’ general professional competences.

Aim. To develop an educational methodology of including the electronic laboratory workshop into the educational process on Physics in order to form general professional competencies.

Methodology. The possibilities of using electronic laboratory facilities to conduct experimental research in physics by university students were analyzed. A technological model was developed for theoretical, practical and experimental parts of the laboratory workshop. Based on this model, the instruction for the design of an electronic laboratory workshop in the form of a technological map is described. An example of the electronic laboratory use to study energies discreteness of mercury atoms is presented by means of Frank and Hertz experiments in the section of quantum physics.

Scientific novelty / theoretical and/or practical significance. The scientific novelty of our research lies in the fact that the methodology of teaching physics based on the application of electronic laboratory practice in the educational process is developed. The correspondence between knowledge, skills, and mastery components of competences and educational activity tasks, which ensure successful implementation of learning, is revealed. Practical significance of the research lies in giving an example of using the electronic laboratory workshop from atomic physics, which forms the students’ general professional competence.

Results. Statistical processing of the pedagogical experiment data was carried out by means of 𝛘2 Pearson criterion. It allowed us to evaluate the efficiency of the electronic laboratory workshop for the students of the Moscow State University of Technology and Management named after K.G. Razumovsky. It was found that the students studying the course of physics with the use of electronic laboratory units successfully mastered the system of knowledge, practical skills and ways of experimental activities, forming general professional competencies.

Conclusion. The electronic laboratory workshop contributes to the formation of university students’ professional competencies.

Relevance of the research is due to the need оf overcoming foreign-speaking children’s difficulties in learning Russian in primary school and to specify the appropriate methodological support for teachers.

Aim. To clarify the content of teachers' work with foreign-speaking pupils and ways of its implementation providing their successful studying Russian according to the requirements of the Federal State Educational Standard for Primary School.

Methodology. A comparative content analysis was carried out to search the process of teaching Russian at Primary school and teaching Russian as a foreign language, as well as the data of the theory and practice of speech therapy concerning the stages, content and methods of speech work with children of primary school age. An empirical study of teaching Russian to foreign-speaking children in primary classes was conducted to clarify the content of the relevant work of the teacher and speech therapist and its effective techniques.

Scientific novelty / theoretical and/or practical significance. Scientific novelty of the research is in specifying the content of teachers’ work with foreign-speaking children as well as the methods of its realization for their successful mastering the subject “The Russian Language”. The content of speech work with foreign speaking primary school children providing their successful studying Russian is formed; the technology of selecting this content and ways of its implementation in the process of teaching foreign-speaking primary schoolchildren according to the requirements of the similar general education program, are clarified. The results of the study can be used by teachers and speech therapists working with foreign students in primary school.

Results. The extra content of teachers' work with foreign-speaking primary schoolchildren is selected, which is feasible for students of this category and necessary for their preparation to meeting the school program requirements for mastering Russian. The ways of work of a teacher and a speech therapist with foreign-speaking students, contributing to their successful mastering of the general education program in the Russian language, are revealed.

Conclusion. Additional speech work with foreign-speaking children includes training them in understanding instructions, semantic connections in narrative and interrogative sentences; correction, clarification and expansion of their vocabulary. The content of this work is selected taking into account language interference and the results of speech examination; it is done by a speech therapist. At the lesson of Russian an explanatory and illustrative method with elements of modeling the problem are the most effective ones, as well as the association techniques, the introduction of a didactic hero who speaks Russian at the same level; detailed algorithms of subject actions. The achievement of meta-subject results of learning the Russian language is carried out through the formation and  development of universal educational skills feasible for foreign speakers, which include analysis, synthesis, comparison; modeling; searching certain information; perception of the question and its making. The skills are mastered by copying similar actions.

Relevance. The study is relevant due to the need to comprehend new techniques of three-dimensional computer 3D modeling and their use in the field of various visual communications of higher education, which, along with traditional forms of academic education, are designed to remain basic, are now increasingly being introduced into the educational process. A modern school of different levels is rapidly introducing various visualization tools into the educational environment, in particular, 3D modeling is becoming very popular.

Aim. To reveal the features of the process of modeling an architectural image in 3D computer programs implemented by students and the results of their experiments.

Methodology. The article uses a systematic method of analysis, which provides a description of the 3D modeling experiment, its analytical examination, including all stages of this process within the framework of project design activities, which helps to fix the successive stages of architectural design, the use of various materials, textures, etc. In order to use new tools of visualization in the educational process, the art history method is organic, which makes it possible to draw similar historical analogies in evaluating the aesthetic qualities of works, to characterize the architectural image in the context of modern visual communications. The culturological approach allows us to determine the place of new technologies in the system of modern education and culture in general.

Scientific novelty and/or theoretical and/or practical significance. The scientific novelty of the study lies in the fact that it reveals the features of the process of modeling an architectural image in 3D computer programs implemented by students and the results of their experiments. The involvement of architecture in the educational process of computer modeling is a relatively new phenomenon. The historically established traditional artistic image is the bearer of the author's thought, style, era. Immersed in the environment of information computer technologies, it acquires a different quality, becomes more technologically advanced, while being able to lose the author's individual beginning. It can be assumed that the formulation of the still insufficiently studied question of its value will lead to new judgments and conclusions among a wide range of intellectuals: teachers, culturologists, sociologists, and art historians. In this area, serious methodological developments are needed for all levels of education.

Results. The performed analysis showed that in the modern educational process, saturated with new technical computer visualization tools, the real architectural image, made by students, acquires special significance. By means of a computer 3D-display, it is designed to supplement its characteristics, contributing to the disclosure of new facets of knowledge.

Conclusion. The author comes to the conclusion that the use of modern visualization techniques is an additional means of cognition, designed to assist in learning, to expand the horizons of perception of matter, but not to replace the real multilateral world.

Relevance. The article is devoted to one of the most important theory of errors in translation – er- ratology. The results of the experiment are presented which was aimed at identification and classification of typical mistakes in translating from Persian into Russian at the middle stage of teaching Iranian students to speak Russian.

Aim. To present typical mistakes to teachers and students of the Russian language in Iran in order to prevent these mistakes in students’ speech.

Methodology. In terms of methodology, the present study is a descriptive study conducted using an integrated approach and system analysis. The statistical population of this study included male and female students of the middle stage of Russian language education at Allame Tabatabai University. Sixty male and female students were selected by random multistage sampling for participating in the survey.

Scientific novelty / theoretical and/or practical significance. The novelty of this study lies in the fact that for the first time the typical mistakes of Persian-speaking students are considered through the use of the theory of errors - erratology.

Results. Typical mistakes of Persian-speaking students studying Russian at the middle stage , as well as some ways of preventing these mistakes are given.

Conclusion. Erratology helps teachers of Russian for Persian-speaking students to identify students’ typical mistakes and avoid them in translating from Persian into Russian.

Relevance. The author of the article focuses on the professionally oriented text of pedagogical discourse as a means of professionally oriented teaching of a foreign language to students of pedagogical specialty.

Aim. To identify the selection of professionally oriented texts of pedagogical discourse based on the analysis of their linguostructural features.

Methodology. During the study, methods of generalization, combination and analysis of scientific literature were applied.

Scientific novelty / theoretical and/or practical significance. The scientific novelty of the research is in disclosing the complex concept of “professionally-oriented text of pedagogical discourse”; and in defining its essence and linguostructural features. The results of the research contribute to the theory of teaching reading in foreign languages and to the methods of teaching foreign languages at universities. The analysis of methodological manuals and specialized books on the subject of the research is carried out. The generalized material and conclusions can be used in further studying of the theme.

Results. The article presents the main linguostructural features and characteristics of a professionally oriented text of pedagogical discourse, which is a means of developing the skills and abilities of professionally oriented foreign language reading, as well as a source of expanding the student's professional experience. Based on these characteristics, aspects were identified that should be taken into account when selecting professionally-oriented texts of pedagogical discourse.

Conclusion. A professionally oriented foreign text is a means of forming the skills of professionally oriented foreign language reading, as well as a source of expanding the student's professional experience with the help of professionally significant information contained in this text. Taking into account the linguostructural features of such texts, the teacher needs to take into account the following criteria for their selection: richness in pedagogical and methodological terminology, structure, authenticity, degree of complexity of the text, problem sharpness, semantic correctness and semantic richness. The choice of professionally significant pedagogical texts in connection with the above criteria will stimulate an increase in the efficiency of mastering special pedagogical terminology, and further contribute to the successful preparation of students for the practical use of a foreign language and the skills and abilities of pedagogical activity.

Relevance. At a present teaching methods are being reviewed in the field of education as a whole. In theological seminaries, after a long break in Soviet times, the practice of teaching Church Slavonic has resumed. However, it is necessary to rethink the approaches to teaching this language, taking into account historical experience and modern realities. At the same time, one should take into account the linguistic features and goals of teaching this language in theological seminaries in the 21st century.

Aim. To determine the most effective approach to teaching the Church Slavonic language in theological seminaries of the 21st century, taking into account the linguistic features of this language.

Methodology. In the process of research, the method of comparative analysis is used, as well as the historical method. The main problems in the modern practice of teaching the Church Slavonic language are revealed. A review of textbooks, curricula and practice of organizing the educational process in theological seminaries is being carried out.

Scientific novelty and/or theoretical and/or practical significance. The novelty of the research lies in the fact that the author focuses on the linguistic aspects of teaching the Church Slavonic language.

Results. The modern form of organizing the teaching of the Church Slavonic language partially takes into account the linguistic features of this language, to some extent focuses on the experience of the past, takes into account modern realities.

Conclusion. The most effective way to teach Church Slavonic in a theological seminary is to take into account the goals of teaching and the linguistic features of the language, as well as the need for an interdisciplinary approach.

Relevance. Globalization processes make it necessary nowadays to teach professionally-oriented language (ESP) and, consequently, professionally-oriented translation, which should be taken into consideration when drawing up teaching programs and writing textbooks.

Aim. The paper is aimed to work out methods of teaching oral political translation as a specific type of translation since it is an important aspect of teaching oral translation since the translation skills acquired in this area allow graduates to be competitive at the labor market in such areas as, for ex- ample, mass media (television, radio, newspapers, etc.).

Methodology. The author considers the fundamentals of teaching political translation at all levels: syntactic, lexical, stylistic. At the syntactic level, the difference in the grammatical structures of sentences (that of theme-rheme) typical of political language is analyzed. During translation classes, the attention of students is attracted to certain lexical units and stylistic features which characterize political texts. The author offers various exercises which can develop students’ translation skills.

Results. Although political translation is characterized by a great diversity of political texts, it is based on a set of specific translation skills which the author proposes to single out and develop, offering the necessary learning material and taking into account the requirements of modern linguistic education in general, and the requirement for a translator in particular.

Conclusion. The teaching methods described in the paper and a system of exercises integrated in the textbook account for the practical value of the paper. The graduates are to acquire professional translation skills and to become competitive. Methodological fundamentals of the textbook can be used in teaching other areas of specific types of translation.

Relevance. The relevance stems from the need to update the translators/interpreters program in Siberia, taking into account the specifics of ethno-translation studies. Ethno-translation studies are seen as a part of translators’/interpreters’ training programs and involves the creation of special courses that focus on regional culture, history, literature and languages.

Aim. To identify the challenges in the translators’/interpreters’ training related to the regional cultural context and to develop the basics of the model and recommendations for translators’/interpreters’ training in the regions of Russia.

Methodology. The descriptive method is used, as well as the methods of observation and analysis of the scientific literature. Special attention is paid to two potential areas in the translators’/interpreters’ training for the future, thus the use of the cultural-linguistic and semiotic features of the ethnotexts of the indigenous peoples of Siberia is assumed. The issues of translating the texts containing unique cultural information and memory supposed that one of the research methods used was the hermeneutical one.

Scientific novelty / theoretical and/or practical significance. The study refers to the regional material, which can be used for the promotion of ethno-translation studies as a frontier area of modern humanitarian studies and training of translators in this field. The practical application of the results of translators’/interpreters’ training at Siberian Federal University on the main and additional educational programs are in the introduction of new textbooks into the teaching process, as well as the implementation of projects on revitalising and reviving the languages of the indigenous peoples of Siberia.

Results. The main goals and objectives in training professional translators and interpreters being able to perform ethnic translations and carry out effective mediation in emergency situations are defined.

Conclusion. The dominating and comprehensive globalization reveals in various spheres of a person’s activities an obvious connection with the opposite process – glocalization. The manifestation of the latter is in the combination of cultural unification with the processes aimed at preserving and strengthening the regional cultural specificity thus demanding the need to adjust the educational aims and trajectories in the preparation of future professionals.

Relevance. In modern additional professional education, the problem of mentoring young teaching staff is of particular relevance, which gives postgraduate continuing education reflexive character and makes it possible to make the process of improving their professional skills more efficient. A mentor, as a more experienced preceptor, is able not only to transfer his experience to students in a ready-made form, but also actively interacts with them, providing the necessary advisory assistance. Appeal to the problem of mentoring teaching staff is also conditioned by the fact that modern education is characterized by a high focus on the principles of individualization and personalization, which take into account individual educational needs to the greatest extent and reveal the professional potential of the personality.

Aim. To identify features and justify the efficiency of the implementation of the technology of mentoring support of teaching staff in additional professional education.

Methodology. The main methods in the work are content analysis, observation, questioning, analysis and synthesis of information, generalization.

Scientific novelty / theoretical and/or practical significance. The scientific novelty of the article is in the fact that the problem of mentoring is considered in the context of continuous professional pedagogical education. The theoretical significance is in clarifying the conceptual field of the problem of mentoring. The practical significance is in the fact that the research materials can be used in the practical activities of organizations of continuing additional professional pedagogical education.

Results. The practical aspects of the implementation of mentoring support in continuous additional professional pedagogical education are disclosed.

Conclusion. It is concluded that the implementation of the technology of mentoring in continuous pedagogical education contributes to the maximum extent of individualization and personification of the educational process in programs of additional professional education.

Relevance. The article, based on the analysis of scientific literature, substantiates the relevance of the stated problem; summarizes the effective methods of work of a coach-teacher to overcome fears among students participating in sports competitions, presents the results of a comparative analysis of the causes of anxiety and ways to overcome it among students-professional athletes and amateur athletes.

Aim. To determine a coach-teacher’s methods of work to overcome anxiety and fears among students participating in sports competitions.

Methodology. A survey of students was used as a method of research. The survey was performed in Petrozavodsk State University and the State College (Technical School) of the Olympic Reserve in Kondopoga. Pedagogical observation of the methods of coaches-teachers’ work on preparing students for sports competitions was also done.

Scientific novelty / theoretical and/or practical significance. The scientific novelty of the conducted research consists in the systematization of the methods of a trainer-teacher’s work to solve the stated problem.

Results. As a result of a survey of students, the authors managed to compile a rating of the most common causes of anxiety during the competitive period, to identify its manifestations, and during observation – to determine the effective individual and group ways to overcome it.

Conclusion. The main reasons for the fears of students-professional athletes and amateur athletes during the competitive period are reflected. The need and possibility of overcoming them is stated.

Relevance. The research is relevant as a pedagogical model is developed and tested, the introduction of which into the educational process of the college of arts contributes to the successful formation of the student’s ability to interact with the parents of the student of the children’s art school. Using a systematic approach and its main method - modeling, a pedagogical model was designed that provides, in the process of professional training, the formation of the ability of a future teacher to interact with parents of students in a children’s art school. The author has created, verified and described a pedagogical model, the implementation of which ensures the gradual and orderly development of the cognitive-orientation, emotional-value, motivational-volitional and activity-practical components of the ability of an art college student to interact with the parents of children’s art school students. The relevance of the study lies in the fact that the currently implemented Concept for the Development of Additional Education until 2030, approved by the Decree of the Government of the Russian Federation dated March 31, 2022 No. 678-r, sets new goals, the achievement of which requires maximum integration of the family of a musically gifted child in the educational process with the establishment of partnerships between the subjects of the educational process. The article is addressed to specialists working in the system of secondary vocational education, teachers of children’s art schools.

Aim. Based on the analysis of theoretical and scientific-methodical literature, to design a pedagogical model for the formation of the ability of an art college student to interact with the parents of students of a children’s art school, which includes target, methodological, theoretical, technological and productive blocks.

Methodology. In the process of research, a set of methods of the general theoretical level (analysis, synthesis, generalization, comparison, systematization, modeling, etc.) and empirical methods (analysis of the experience of teachers working in the system of secondary vocational education, pedagogical experiment) were used.

Scientific novelty / theoretical and/or practical significance. The scientific novelty of the study is that a pedagogical model for the formation of the ability of an art college student to interact with the parents of students of a children’s art school, characterized by a hierarchical subordination of its components, has been developed. We have formulated pedagogical principles, internal and external factors, and also pedagogical conditions for the formation of the ability of an art college student to interact with parents of students studying in a children’s art school.

Results. The result of the study is a theoretical understanding of the process of formation of the ability of an art college student to interact with the family of a musically gifted child.

Conclusion. The successful formation of the ability to interact is determined by relying on general pedagogical principles (the principle of systematicalness and consistency, the principle of independence and activity, the principle of respect for the individual and exactingness to it, the principle of the connection between training and self-education, the principle of connection between theory and practice, the principle of scientific content and methods of the educational process, the principle of strength mastery of knowledge) and specific (the principle of harmonious formation of musical and pedagogical culture among students, the principle of creating a positive emotional background of the educational process, the principle of dialogism, the principle of cooperation, the principle of an individual approach to learning, the principle of contextuality in learning); actualization of the internal ones (stimulating the student’s cognitive interest to the profession being mastered, the student’s awareness of the importance of interaction with parents for the successful education of a musically gifted child at the Children’s Art School; students’ retrospective reflection of their learning experience at the Children’s School of Art; developed axiosphere of the student, affirming the role of the family in the musical development of the child; developed emotional sphere of the student; the need to realize the pedagogical orientation of the individual and achieve pedagogical excellence; installation on successful pedagogical activity; the ability to manage their emotional states and manifestations; communicative culture of the student; reflection of their own professional and pedagogical activities during the period of practice) and external (integration of family issues into the content of professional education ; inclusion of experience in the basis of the methodology of teaching psychological and pedagogical disciplines; psychologically comfortable college environment; creation of an activating environment pedagogical creativity during the period of pedagogical practice) factors.

Relevance. The article presents the content of technical students’ transferable competences of selforganization and self-education and ways of their formation. These competences will help future specialists to effectively and constantly improve their professional competency.

Aim. To specify the elements of the education program, the introduction of which will contribute to forming and developing transferable competences of self-organization and self-education.

Methodology. To achieve the objectives, the authors used system, integrative, competence-based, person-oriented, psycholinguistic, cognitive, and psycho-semantic approaches; as well as such methods as complex theoretical analysis of the phenomena studied, questionnaire and diagnostic methods; observational techniques; modeling method.

Scientific novelty and theoretical importance of the research. Based on the cognitive and psychosemantic approaches, a classification of cognitive universal learning activities was built, and the content of the groups was specified. A complex of procedural knowledge and educational modules was identified, the implementation of which is advisable to develop students’ cognitive universal learning activities. Methods, techniques and consequence of teacher’s and students’ work during formation of cognitive universal learning activities was described, including the algorithms of identifying presuppositions and self-reflection activity.

Results. The authors revealed that transferable competences consist of several groups of cognitive universal learning activities based on information processing, its adequate perception, logical structuring, extension and enrichment. Self-reflection skills and universal learning activities, which correspond to the stages of self-reflection developing, play an important role in transferable competences formation. The balance of the work is organization of students’ work in such a way that they are able to build a generalized algorithm of work with scientific information. Being applied in specific conditions of further cognitive activity, the algorithm will be modified according to the particular work to be done.

Conclusions. The results obtained showed the increased productivity and quality of students’ work, the students took a great interest to algorithmization and meaningful use of cognitive mechanisms and intellectual operations; they tended to optimize their academic work and reach good results, search and apply individual methods of self-education and ways of transferring knowledge and skills.