Relevance. There is a need to expand the currently available ideas about the most effective strategies and models for training scientific and scientific-pedagogical personnel in different regions of the Russian Federation. Uniform standards and educational guidelines that are being developed in the Central Federal District do not always receive adequate and effective ways of implementation in more remote districts. In particular, the Far Eastern District, which has always been characterized by difficulties in transport communication with other subjects of the country, as well as persistently low indicators of socio-economic development, cannot switch to innovative strategies and tactics proposed by the Federal Center. This study attempts to carry out a comprehensive analysis of the current trends in the system of professional training of researchers and teachers in the Kamchatka Territory.

Aim. To study the features of the training of pedagogical and scientific-pedagogical personnel in the Kamchatka Region, taking into account the cultural, historical and socio-economic characteristics of this region, and also to suggest possible ways and techniques to improve the quality of professional training of teachers.

The scientific novelty, theoretical significance / practical significance. The scientific novelty of the study lies in expanding the currently available ideas about the most promising methods and techniques for improving the quality of training of pedagogical and scientific-pedagogical personnel in the Kamchatka Territory. The theoretical significance of the study is due to the concretization and specification of such psychological, pedagogical and social concepts as “motivation for work”, “effective contract”, “professional burnout”, “internship site”. The practical significance of the study is determined by the possibility of using the materials of this work in the experimental and practical activities of methodologists involved in the development of manuals and guidelines to accompany scientific and scientific-pedagogical personnel in the Kamchatka Territory.

Research results. The main results of the study are: a generalized description of regional factors affecting the quality of scientific and pedagogical training of young personnel; analysis of significant trends in ensuring the quality of training of young specialists at the regional level; in the promotion and justification of specific methods and techniques that can improve the system of training scientific and scientific-pedagogical personnel in the Kamchatka Territory.

Conclusions. The paper concludes that the systematic training of scientific and scientific-pedagogical personnel, coordinated at the regional level, without a doubt, qualitatively contributes to improving the tasks of preserving and developing the intellectual part of society. In the future, the training of such personnel should always be focused on the disclosure of the scientific, economic, social, cultural and spiritual potential of the region; on ensuring continuity in the training of teaching staff who will be able to interest young people in the economic development of their region; on cultivating the concepts of science-oriented practice and practice-oriented science. But the most important thing is to promote the human resource as the main capital investment of the Kamchatka Territory with its harsh climate, difficult working conditions and a stable depressed state of the economy. The creation of a diverse and individually oriented system for training new scientific and scientific-pedagogical personnel, in which young specialists will be able to realize themselves, test their ideas, and, most importantly, feel the significance and value of their work, will make it possible to qualitatively influence the reduction of the outflow of the young population from the region and, therefore, to solve the problem of shortage of personnel in the field of science and education.

Relevance. The relevance of the study is due to the scientific achievements of modern pedagogy in the field of personality-oriented education and the design of a personality-developing educational environment. They draw the teacher’s attention to taking into account the personal needs of students in understanding the meaning of education, self-realization, and creative self-development. On the other hand, in wide pedagogical practice in the spirit of classical rationality, a formalized logical-system approach to pedagogical knowledge is widespread, including in the field of educational interaction. This approach considers the result of education in connection with the imperative subject-object influence, with learning. The success of education is determined by the correspondence of a set of reduced personal qualities to an established and standardized model that determines the patterns of activity and behavioral activity of the student.

Aim. To reveal the historical and pedagogical features of the formation of the pedagogical phenomenon of personal experience and the peculiarities of its formation in the student in the refraction of the concept of an environmental approach to the design of personality-developing education.

Methodology. The research applied the methods of formal logics (analysis and synthesis, induction and deduction, comparison and analogy, generalization, etc.); analysis of pedagogic concepts in the context of value-oriented system which determines the pedagogic thinking; historical and pedagogical comparison.

Scientific novelty / theoretical and/or practical significance. For the first time, the the concept of personal-environmental integrity represents the basis for interpreting personal experience as a result of education and a necessary condition for designing a personal-developing environment. Personalenvironmental integrity, considered as a metasystem, is a special subject-containing complex system (M. Gell Mann, V. I. Arshinov, Ya. I. Svirsky, V. G. Budanov, P. K. Grechko, etc.). The dialectic of such metasystem is based on environmental processes and mechanisms, which seem to be crucial for the teacher in his design activity. The key elements of dialectics are the relations of the educational environment as external phenomenon possessing the property of polymodality, becoming part of the internal, on the one hand, and the developing personality in the context of subjective reality, the inner world of a person (V. I. Slobodchikov), on the other hand.

Results. The development of domestic pedagogy in the context of the only true and correct methodological basis in the form of dialectical materialism was reflected in the pedagogical interpretation of the essence of the personality, its functions, personal experience and features of pedagogical tools aimed at imperative formation and education. Pedagogical ideas regarding personal experience as an education goal are evolving in various scientific schools in its interpretation from objectively conditioned and subjectively conditioned experience to environmental interpretation of personal experience in various forms and correlations of the objective and subjective. Personal experience as the desired result of modern personality-oriented education is determined by the dynamics of the subjective reality of educational interaction participants in the educational environment. Such experience as an integral part of the ontologization process of the subject, as a part of the dialectics of the formation of the personality itself, its essential properties and qualities, is formed in the context of subjective reality, its semantic basis. The experience of implementing personal functions is naturally conditioned by the dialectics of the relationship between the individual and the environment, contributes to the internal conditioning of the subject’s activity, its transformative orientation.

Conclusion. The generation of subjective reality by the participants in educational interaction and its dynamics in the educational environment are the basis for the emergence of developing properties of the environment, the basis for the acquisition of personal experience by the subjects of educational activity. The nature and characteristics of personal experience will be determined by the procedural features and specifics of its generation – the process of birth, structuring, recombination of subjective semantic reality in the educational environment. The peculiarities of the formation of the student’s personal experience endow pedagogical tools with an environment-transforming character. The activity of the teacher, solving the actual educational, developmental tasks, becomes mainly environment-transforming.

Relevance. The school plays an important role in maintaining the well-being of young people and in protecting them from negative health-related behavior, which causes the need for a deeper study of educational pedagogical technologies used in the classroom. The relevance of the study is related to the need of a modern teacher to own an arsenal of educational technologies that have a healthsaving component.

Aim. To identify the health-saving component of modern educational technologies used in the system of general education.

Research methods. The research is based on the following methods: methods of theoretical research – analysis, comparison, generalization; methods of empirical research – questionnaire, study and generalization of pedagogical experience; methods of mathematical and statistical data processing – a method of comparing quantities.

Scientific novelty / theoretical and / or practical significance. The health-saving components of modern educational technologies used in the system of general education are identified and disclosed. The theoretical significance of the study consists in generalizing and structuring the list of innovative technologies that have a health-saving component. The practical significance lies in the possibility of using educational technologies with a health-saving component in the classroom in the school education system.

Results. During the study, the following results were obtained: it was found that in modern society, concern for the preservation of mental health comes to the fore; health-saving aspects of educational technologies were identified; the possible risks of using educational technologies for social and mental health are disclosed.

Conclusions. Regarding the research of the health-saving component of educational technologies, the following conclusion can be made: the following educational technologies have the most beneficial effect on health in various aspects:

– for social health: classical traditional classroom-based learning system and information and communication technologies - ICT;

– for physical health: gaming technology and blended learning;

– for mental health: explanatory and illustrative learning technology, personality-oriented technologies, information and communication technologies - ICT, distance learning and blended learning;

– gaming technologies and blended learning have a positive impact on overall health.

Relevance. The article considers the theoretical basis for the development of ethnocultural education in the system of general education of the Kabardino-Balkarian Republic, identifies problem areas, and emphasizes promising directions for further development of ethnocultural education. This topic is relevant in connection with the need to form patriotic education and spiritual and moral values in the younger generation. Ethnocultural education is a universal tool for the formation of these competencies in the younger generation. In addition, the development of ethnocultural education system has not been studied from the perspective of current normative documents within the framework of the FSES renewal and the introduction of FBEP (Federal Basic Educational Program), which confirms the relevance of the article.

The aim of the article is to identify and reveal the features of the ethnocultural component development of general education in the Kabardino-Balkarian Republic: regulatory, legal and theoretical aspects.

Methodology. To fulfill the purpose of the research the article used the analysis of regulatory documentation, scientific literature, deductive method, comparison and synthesis of information. To conduct the empirical part of the study, a questionnaire survey was carried out on the forms of teaching ethnocultural historical component in all schools of the region.

Scientific novelty / theoretical and/or practical significance. The study identifies and reveals the peculiarities of the development of the ethnocultural component of general education in the Kabardino-Balkarian Republic in regulatory and theoretical aspects. Taking into account the analysis of changes in regulatory documentation and the results of research, it can be concluded that ethnocultural education in general education means a universal mechanism of the education system aimed at introducing the younger generation to the values of ethnic culture, knowledge of native languages, literature, history, geography and culture in order to master spiritual values and the culture of the multinational peoples of the country. In addition, a comprehensive analysis of the regulatory framework for the implementation of ethnocultural education was carried out, models of the implementation of ethnocultural education in the country were considered; the experience of the Kabardino-Balkarian Republic region in the implementation of ethnocultural component subjects in the general education system was analyzed. Deficiencies associated with the development of ethnocultural education have also been identified, such as:

– the lack of unified approaches to structuring the educational process in general education in ethnocultural subjects;

– lack of a regulatory approved concept of teaching ethnocultural subjects;

– decrease in the quality of learning outcomes in ethnocultural subjects;

– the lack of unified mechanisms for the diagnostics and monitoring of knowledge on ethnocultural subjects.

Results. The peculiarities of the development of the ethnocultural component of general education in the Kabardino-Balkarian Republic in regulatory and theoretical aspects are revealed. A comprehensive analysis of the regulatory framework and scientific literature on the issues of ethnocultural development was carried out, which made it possible to identify deficiencies that hinder the qualitative development of the subjects of the ethnocultural component; strengths that are promising for further development were summarized. These include the justification of the need for further development of ethnocultural education in the basic strategic documents; the possibility of including ethnocultural subjects in the part formed by participants in educational relations of federal curricula of educational organizations; purposeful work in the regions to update the EMC (Educational and methodical complex) in ethnocultural subjects, etc.

Conclusion. For the qualitative development of ethnocultural education in the country, the foundations have been laid in the regulatory framework governing the educational process in general education. Since September 2023, all educational organizations of general education are switching to federal educational programs, which provide an opportunity for the implementation of ethnocultural requests of students. Federal curricula provide for the possibility of redistributing hours and strengthening the ethnocultural part of the educational process. Consequently, this work can be purposefully developed and brought to a new qualitative level at the regional level by adjusting unified approaches to teaching ethnocultural subjects. To this end, it is necessary to develop common concepts, publish methodological recommendations based on common approaches and the principle of continuity. In addition, it is necessary to strengthen the part associated with a comprehensive system of assessment of subject, meta-subject and personal learning outcomes of schoolchildren in these subjects.

Relevance. One of the traditional Russian values is the value of human rights and freedoms. There is a need to respect the rights of students, who are one of the most vulnerable social strata in need of special comprehensive protection, social and psychological assistance and legal support. It is the legal insecurity of students or the violation of their rights and freedoms that causes inappropriate behavior and the commission of offenses. In this regard, there is a need to identify the value-semantic internal position of students in relation to their academic rights.

Aim. To consider the rights and freedoms of the student in the context of a value-semantic paradigm.

Research methods. The research was based on survey methods, analysis, generalization, synthesis, rating, methods of mathematical and statistical data processing.

Scientific novelty / theoretical and practical significance. The scientific novelty of the study consists in the fact that it reveals groups of academic rights of students, determines the rating of academic rights of students, reveals the value-semantic attitude of students to their academic rights. The theoretical significance of the study lies in the fact that it has developed and tested the methodology “Rating of academic rights of students”. The practical significance of the study lies in the fact that the results obtained in the course of the study can be used in the system of educational work, in the educational process in terms of the implementation of the federal program “Teaching by service” and the module “Fundamentals of Russian statehood”.

Research results. The study determined the rating of academic rights of students, where social rights were in the first place (89.6%), education right (87.2%) and moral and ethical rights (87.2%) were in the second place, rights for self–development and participation in events (86.4%) and rights to participate in research activities in an educational organization in the third place (84.8%).

Conclusions. The formation of the value-semantic attitude of students to their academic rights is a process of transformation of the internal position of the individual, which is influenced by previously acquired values, life goals and individual human needs.

Relevance. The relevance of the study is due to the fact that such features of the information society as the innovative nature of production, the humanization of technology, the prevalence of mental work and the growing role of artificial intelligence place new demands on professional education and the personality of a specialist. This is extrapolated to career guidance work with students who, while still at school, must acquire knowledge and develop skills in the field of artificial intelligence (AI). Various forms of career guidance work can solve these problems. Career guidance work with gifted schoolchildren who are passionate about studying AI requires a special approach. The experience of conducting it for participants of the All-Russian Olympiad in Artificial Intelligence is discussed in the article.

Aim. To summarize and analyze the accumulated experience of conducting career guidance activities for students in 8-11 grades, to determine the most effective forms of carrying out career guidance work among schoolchildren in the field of AI, to reveal the features of conducting career guidance work with gifted schoolchildren who are passionate about studying AI, using the example of events for participants in the All-Russian AI Olympiad. .

Research methods. In the process of research, a complex of methods of a general theoretical level was used (analysis, synthesis, generalization, comparison, systematization, etc.); empirical methods (pedagogical design and observation, survey of students, method of expert assessment), quantitative and qualitative analysis of obtained results.

Scientific novelty and/or theoretical and/or practical significance. The article reveals the educational potential of various career guidance practices and substantiates the need for constant monitoring and evaluation of the effectiveness of career guidance work with schoolchildren to participate in the AllRussian AI Olympiad. Recommendations have been developed to increase the effectiveness of career guidance work in the field of AI; in particular, to participate in the Olympiad, schoolchildren should be trained to draw up and maintain individual plans for professional development and career growth.

Results. This study identifies the components of career guidance that help students identify their interests and abilities and develop the skills necessary for a successful career. These components are: informing; organization of educational and popular science events; mentoring; practical work; competitions and hackathons; interaction with professionals and companies; career counseling; development of Soft skills; creating communities of schoolchildren interested in studying AI.

Conclusion. An analytical review of scientific and pedagogical sources and a qualitative analysis of the career guidance work carried out with participants in the All-Russian Olympiad in AI showed that the main components of career guidance among schoolchildren in the field of AI include educating schoolchildren about possible areas of professionalization in the field of AI, organizing events with the participation of professionals in areas of AI, mentoring, career counseling, etc. To assess the effectiveness of career guidance work, it is necessary to train schoolchildren in developing and maintaining individual professional development plans.

Relevance. The implementation of the Federal State Educational Standards (FSES) and the focus on the necessity to identify and develop learners’ abilities creates new challenges for teachers of the English language. In particular, there is a necessity to develop new assessment tools to cope with these challenges.

Aim. To identify the correlation between phonetic abilities and success in learning the English language.

Methodology. Methods of theoretical research – analysis, comparison, generalization. Methods of empirical research – testing, surveying, studying and summarizing pedagogical experience. The methods of mathematical and statistical data processing – the method of comparison of values.

Scientific novelty/theoretical and/or practical significance. This study demonstrates the correlation between phonetic abilities and outcomes in learning the English language, which in turn demonstrates the importance of developing phonetic skills in students at all levels of school education. The analysis of Russian and foreign scientific literature in the field of language abilities can be used for further study of the research topic and development of tool models for diagnosing structural elements of language ability. The results of the conducted research contribute to the theory of teaching a foreign language at the level of basic general education, and the presented tool for assessing phonetic abilities can be used in teacher’s practical activities in order to identify and develop individual abilities of students.

Results. The article presents the results of the research which shows a definite link between students’ phonetic abilities and their success in learning the English language. The article also raises the issue of the importance of developing phonetic skills at the level of basic general education.

Conclusions. This paper has presented information about the new challenges that teachers face in the context of the implementation of the new FSES. One of the requirements is the necessity to identify and develop students’ abilities. A number of studies demonstrate the correlation between phonetic abilities and success in learning a foreign language. In Russian practice, there is a decrease in attention to the development of phonetic skills at the level of basic general education, but when moving to the next level of education after primary school it is very important to continue working on the development of phonetic abilities. In addition, it is important to use diagnostic procedures to determine the level of phonetic skills development, as this data will help to build a more effective English language teaching program.

Relevance. In the early 90s of the last century, relations between Russia and China intensified to a large extent. To this day, these relations are developing at all levels and in different areas. The constant interaction between the two countries contributes to a wider study of the Chinese language by Russian students. The relevance of the study is determined by the increased demand for the study of the Chinese language in universities, and the insufficient development of the theoretical foundations, technological and methodological support for this process.

Aim. To substantiate approaches to teaching Chinese in Russian universities and to identify problems that prevent students from mastering the Chinese language.

Methodology. To address the research objectives, the author employed such methods as analysis, synthesis, classification, and generalization. Didactic analysis of sources revealed the extent of the topic coverage, while classification and generalization methods were utilized to uncover challenges and issues in teaching the Chinese language to Russian students.

Research Materials: The study relied on scientific publications and methodological resources concerning the problems and peculiarities of teaching the Chinese language to students majoring in humanities in Russian universities.

Scientific novelty / theoretical and/or practical significance. Special emphasis in the article is placed on the analysis of different approaches in teaching Chinese in Russian universities and an attempt to define a unified approach in teaching Chinese, which develops the methodology of pedagogical research in the modern socio-cultural situation in teaching Chinese in Russian universities. The scientific novelty of the study is that it clarifies the concept of developing a unified approach, taking into account the document “Standards for assessing the level of proficiency in the Chinese language in the field of international Chinese language teaching” (“国际中文教育中文水平等级标准”). The article is of an applied nature, its practical significance lies in the development of a unified approach to the methodology of teaching the Chinese language, designed to help overcome deficits in the development of the Chinese language.

Result. Based on the analysis of requirements outlined in the Federal State Educational Standards (FSES) for foreign language education and the Chinese language, it is revealed that while there exist unified state programs for teaching Chinese in schools, they are absent at the university level. Through the classification and generalization of scholarly works in the field of Chinese language education, conclusions are made regarding the lack of a unified approach to teaching Chinese language in Russian universities, which leads to challenges in teaching phonetics, characters, grammar, and selecting appropriate textbooks for specific stages of learning.

Conclusions. The research identifies a range of challenges in teaching phonetics, characters, and grammar of the Chinese language. The identified issues are specific to the Chinese language and are associated with its unique nature, as well as the absence of a unified approach to teaching Chinese language.

The relevance of the research is determined by the fact that intercultural communication in the current conditions is becoming more important than ever, and it requires two types of competence from younger generation: linguistic and socio-cultural competence. Improving the intercultural awareness of students is a key factor in the development of their socio-cultural competence, and it significantly changes the very nature of intercultural communication.

Aim. To present a systematic description of the concept of intercultural awareness formation, which encourages students to become proficient in a foreign language in educational, cognitive, developmental and pedagogic aspects.

The research methods were: analysis, synthesis, systematization, generalization of the results.

The scientific novelty / theoretical and/or practical significance. The research presents the concept of fostering students’ intercultural awareness as an innovative approach to teaching Russian as a major to Chinese students. The results of this research are already being applied in the classes with students in the teaching of Russian language at the Xi’an Petroleum University in lectures, educational programs, teaching aids and textbooks.

Results. The paper shows that intercultural awareness is one of the criteria for successful teaching of a foreign language, and it should be purposefully cultivated in the learning process.

Conclusion. The principles of introducing culture components in teaching Russian as a foreign language for intercultural awareness development are proposed. Factors related to social values, factors of the language environment and non-verbal factors linked with communicators in the development of cultural awareness of students are emphasized. The approaches to the planning of a foreign language lesson are shown. The paper offers methods of forming intercultural awareness in teaching Russian as a foreign language.

Relevance. The relevance of the study is caused by the need to select teaching methods to develop teamwork abilities and skills in future specialists. The article analyzes the skills and abilities that need to be developed in students to prepare them to work in team and proposes a technology for the gradual formation of teamwork skills and abilities.

Aim. To identify and justify the skills and abilities that need to be developed in students to prepare them to work in a team, presenting the technology for the gradual formation of teamwork skills and abilities within a specific discipline.

Methodology. Theoretic analysis and systematization of bibliographic sources on this topic and the authors’ own teaching experience, surveying the students.

Scientific novelty/theoretical/or practical significance. The important skills and abilities that need to be developed in students to prepare them to work in team are analyzed and their characteristics are given. The methodology of step-by-step formation of teamwork skills and abilities was tested when studying the discipline “Training of team building and group work”.

Results. The work used the following diagnostic methods: testing according to the method of diagnosing W. Stephenson’s teamwork skills “Q-sorting”, Belbin’s test “Types of roles in a team”, questionnaires (authors’ questionnaire “Students’ attitude to the phased formation of teamwork skills and abilities”). The academic performance result analysis revealed that the use of a methodology for the gradual development of teamwork skills and abilities showed a positive trend in student satisfaction with work in their teams (87%). The majority of students (from 79.8% to 83.8% in different teams) have developed important teamwork skills and abilities.

Conclusion. An analysis of the important skills and abilities required for teamwork was carried out. The experience of using technology for the gradual formation of teamwork skills and abilities is presented. During the study, it was proven that the technology of gradual formation of skills has a positive effect on the development of teamwork skills in first-year students.

Relevance of the study is due to the high requirements for the quality of training of university students – future teachers of mathematics and computer science in connection with the trend towards a decrease in the level of mathematical training of students.

Aim. To determine the level of development of special abilities of future mathematics and computer science teachers in the process of professional training.

Research methods are related to tests and diagnostics by J. Barrett, J. Raven, N. Hall, G. Eysenck, G. Gardner, V. I. Andreev.

Scientific novelty and / or theoretical and / or practical significance. The practical significance of the study lies in the fact that the work proposes the integrated use of special diagnostics and tests of various scientists to identify the special abilities of students majoring in “Pedagogical Education” in the process of their professional training at the university. The results of the study can be used to effectively design the educational process of future mathematics and computer science teachers, in particular, to build an individual learning trajectory for students.

Results. The levels of formation of special abilities of students of the academic group of the major “Pedagogical Education” of Syktyvkar State University have been determined.

Conclusions. The use of various diagnostics and test methods allows us to determine the levels of development of special abilities of students – future teachers of mathematics and computer science, which are relevant for analyzing the quality of professional training.