Aim. To analyze the use of the main motivational determinants in the formation of personnel reserve of teaching staff, on the example of National Research University "MPEI" and Samara State Technical University.

Research methods. The authors methodologically relied on the interrelation of axiological, culturological, informational, systemic and activity approaches. A questionnaire survey and psychological testing of E.T.A.L.O.N. program students at MPEI was conducted in order to reveal the degree of their readiness for further teaching activity. It was further supplemented by the psychologist's observations of the graduates of "E.T.A.L.O.N." program at "MPEI" who continued their education in master's program.

Results. The results of the study provide valuable practical recommendations for the creation of a cadre of pedagogical staff from master's students of a technical university. Arguments are given in favor of involving students in the activities of the university, from the very beginning of their enrollment in the group. The authors of the article cite the "E.T.A.L.O.N." program at the National Research University "MPEI" and the experience of work at the Samara State Technical University as an example of the implementation of their statements. The recommendations developed on the basis of the research for the formation of the personnel reserve of the pedagogical staff from the masters of the technical university and strengthening the students' connection with the university provide specific strategies for practical implementation in educational institutions. Thus, this paper moves from theoretical concepts to practical application in the educational environment.

Theoretical and/or practical significance. The importance of the work lies in the focus on the main motivational determinants of masters of technical specialties. The scientific novelty of the study consists in the fact that it determines the influence of the main motivational determinants on the creation of a cadre pool of pedagogical staff from masters of technical university and the formation of students' commitment to the university. This adds a new aspect to pedagogical science, taking into account the specificity of their professional training and interests. The study of motivation of technical masters complements the theory of pedagogy. The work expands the conceptualization of students' commitment to the university. The introduction of motivational determinants, such as intrinsic motives, social recognition, reference relationships, partnership and cooperation, enriches the understanding of the mechanisms of commitment formation.

Conclusions. Consideration of the main motivational determinants listed in the article can significantly improve the efficiency of the formation of the personnel reserve in higher educational institutions.

Aim. The purpose of the article is to consider the issues of ensuring continuity in the system of work with gifted children and talented youth at the stages of basic general and higher education.

Methodology and methods. The article examines the changes in the system of development of giftedness of adolescents during the transition to higher education. In the course of the research, systematic and personality-oriented methodological approaches were used. The basis for the analysis of the theoretical aspects of the problem of research on the continuity of the development of giftedness in children and youth are the materials presented in scientific articles of electronic databases (catalog of the Russian State Library, elibrary, Web of Science, Scopus). The research used methods of studying and analyzing educational practice, literary sources, content analysis, systematization and generalization of the theoretical and practical results obtained.

Results. The results of the study revealed the problems of disruption of continuity in the system of work with gifted children at the level of general and higher education and the resulting deficits in software, information, organizational, technological and personnel support for its development. Significant elements of the development of giftedness at different levels of education were identified and described, a comparative analysis of the main characteristics of the system of working with gifted children in the system of general and higher education was carried out, continuity deficits and the consequences of its violation were revealed. The ways of replenishing damaged or lost functions of the system elements are determined, the role of tutoring and mentoring in working with gifted schoolchildren and talented students at the university is determined. The role of continuity in the formation of an institutional educational environment that motivates achievements in the intellectual field has been established. The directions of development of technological and personnel support for the development of giftedness at different levels of education are highlighted; the issues of continuity in the development of forms of organization of scientific creativity and research activities of gifted children and talented youth are considered.

Research implications. The results of the study allow us to form the main approaches to solving the identified problems to overcome difficulties associated with a decrease in the level of motivation for various types of intellectual and creative activities, which causes stagnation of actual and potential giftedness during the transition of a gifted student to the system of higher professional education.

Conclusions. In the course of the work, the main problems of disruption of continuity in the system of work with gifted students in a general education institution and the organization of higher education were identified. Based on the results of the identified difficulties and deficits that arise when working with gifted students in the higher education system, the main ways to overcome them are identified, aimed at creating an institutional motivating environment for gifted students.

Aim. To identify, justify and test the pedagogical conditions for tutor support for preserving and strengthening the health of students.

Research methods. The study is based on systematic analysis of theoretical and applied research in the field of health care, pedagogy and tutoring, comparison and analogy, documentary examination, generalization, synthesis.

Results. Methodological approaches to solving the research problem have been identified: systemic, axiological, learner-oriented. The stages of a pedagogical experiment in tutor support for preserving and strengthening the health of students are substantiated. A complex of medical and biological disciplines aimed at developing competencies in health care and healthy lifestyle has been identified.

Theoretical and/or practical significance. The scientific novelty of the work lies in the fact that it identifies and empirically verifies pedagogical conditions that contribute to successful tutor support for preserving and strengthening the health of students which include: creation of an open educational environment (in social, cultural-subject, anthropological aspects); practice-oriented student activity; organization of joint activities of a tutor (teacher) and a psychologist, ensuring systematic nature and consistency in tutor support. The theoretical significance of the study lies in the fact that the stages of tutor support for tutors in preserving and strengthening their health are defined: diagnostic and motivational, design, implementation and analytical, the joint activities of the student, tutor and psychologist are shown. The practical significance of the study is that a set of criteria-diagnostic tools has been formed to develop the need to be healthy, including the following criteria: cognitive, value-emotional and behavioral, as well as indicators, levels and diagnostic methods. The research materials can be used by teachers of general education organizations when planning health-improving activities with students.

Conclusions. The authors conclude that tutor support for preserving and strengthening the health of students during the implementation of professional training in a pedagogical university contributes to the formation of the need to be healthy and readiness for health-improving work with subjects of the educational process.

Aim. To show the influence of the traditions of Russia Abroad on solving the problems of domestic education of schoolchildren with special educational needs, based on the historical retrospective of special education in Russia and abroad in various periods, as well as the research of V.V. Zenkovsky.

Methodology. Analysis of research related to the development of methodological foundations of special and integrated education, inclusive practice abroad and in Russia; synthesis of general pedagogical approaches and the possibility of their application in the process of teaching and raising children with special education needs; examination of conference materials dedicated to the educational traditions of Russia Abroad.

Results. The importance of an interdisciplinary approach in the upbringing of children with special educational needs studying in conditions of inclusion and special education is determined. Based on the research of V.V. Zenkovsky, the paper demonstrates the importance of a synthesis of human sciences, which are of fundamental importance in the education and training of schoolchildren with special educational needs. In particular, Zenkovsky examined in detail the problem of the relationship between the biological and the social in the development of an individual, with an emphasis on its social origin. Scientists have also defined the role of the social environment and shown its importance in shaping the personality of all children without exception who are capable of independent, free life in society.

Theoretical and/or practical significance. Based on the provisions of the updated policy in relation to persons with special needs, as well as research by V.V. Zenkovsky, the influence of the traditions of the Russian Abroad on solving the problems of training, education and development of schoolchildren with disabilities studying in conditions of inclusion is theoretically substantiated; the content of the term “special educational needs” (SEN) has been clarified as more consistent with the ideology of inclusive education, shifting the emphasis from possible restrictions to the creation of special conditions for the successful education of all schoolchildren without exception. The results of the theoretical study have a significant impact on improving the professional competence of teachers implementing the inclusive educational process. The results obtained can be used when conducting classes in pedagogy for the purpose of a more in-depth analysis of the heritage of the past, reflecting the problems of training and education in various historical periods.

Conclusions. The main problems in the education of persons with special educational needs are highlighted. In particular, this is the problem of creating special educational conditions, training schoolchildren on the basis of an adapted educational program, taking into account their capabilities and needs; the problem of choosing forms and methods of teaching people with special needs when studying together with normotypical children; the problem of interaction between a teacher and parents in the context of the implementing inclusive education in order to prepare students for independent life, the problem of choosing forms and methods of teaching children with special educational needs together with neurotypical pupils. While emphasizing the significance of the issues highlighted above, it is important to recognize the importance of government policy regarding the participation of persons with SEN in society. This allows us to expand the capabilities of schoolchildren with educational needs in the process of adapting them to the conditions of an educational organization and subsequent work activity.

Aim. To analyze the use of the main motivational determinants in the formation of personnel reserve of teaching staff, on the example of National Research University "MPEI" and Samara State Technical University.

Research methods. The authors methodologically relied on the interrelation of axiological, culturological, informational, systemic and activity approaches. A questionnaire survey and psychological testing of E.T.A.L.O.N. program students at MPEI was conducted in order to reveal the degree of their readiness for further teaching activity. It was further supplemented by the psychologist's observations of the graduates of "E.T.A.L.O.N." program at "MPEI" who continued their education in master's program.

Results. The results of the study provide valuable practical recommendations for the creation of a cadre of pedagogical staff from master's students of a technical university. Arguments are given in favor of involving students in the activities of the university, from the very beginning of their enrollment in the group. The authors of the article cite the "E.T.A.L.O.N." program at the National Research University "MPEI" and the experience of work at the Samara State Technical University as an example of the implementation of their statements. The recommendations developed on the basis of the research for the formation of the personnel reserve of the pedagogical staff from the masters of the technical university and strengthening the students' connection with the university provide specific strategies for practical implementation in educational institutions. Thus, this paper moves from theoretical concepts to practical application in the educational environment.

Theoretical and/or practical significance. The importance of the work lies in the focus on the main motivational determinants of masters of technical specialties. The scientific novelty of the study consists in the fact that it determines the influence of the main motivational determinants on the creation of a cadre pool of pedagogical staff from masters of technical university and the formation of students' commitment to the university. This adds a new aspect to pedagogical science, taking into account the specificity of their professional training and interests. The study of motivation of technical masters complements the theory of pedagogy. The work expands the conceptualization of students' commitment to the university. The introduction of motivational determinants, such as intrinsic motives, social recognition, reference relationships, partnership and cooperation, enriches the understanding of the mechanisms of commitment formation.

Conclusions. Consideration of the main motivational determinants listed in the article can significantly improve the efficiency of the formation of the personnel reserve in higher educational institutions.

Relevance. The relevance of this study is due to the lack of the proper level of involvement of secondary school students in the process of reading foreign language texts presented in modern textbooks. The texts presented for reading by secondary school students, despite the richness of lexical, grammatical and semantic content, do not always meet the needs of modern schoolchildren at the style and genre levels.

Goal. The purpose of the study is to identify the level of interest of schoolchildren in reading educational texts in a foreign language, as well as the general reading preferences of secondary school students (grades 5-8).

Procedures and methods.  Within the framework of this study, theoretical methods were used (analysis of scientific, educational and methodological literature and regulatory documents regulating educational activities, analysis of the data obtained), empirical (questionnaires, conversation).

Scientific novelty and / or theoretical and / or practical significance lies in identifying both the reading potential and the literary preferences of secondary school students. The results obtained may be of interest to students of pedagogical universities and teachers, and can be used in the preparation and conduct of foreign language lessons.

Results. The study revealed a decrease in motivation to read both at the native and foreign languages among students in grades 6 and 7. Grade 5 students, on the contrary, show a sufficient level of interest in reading. Grade 8 also showed a high level of engagement in the reading process in general. On the other hand, it can be concluded that educational texts in a foreign language do not concern the sphere of interests of  older teenagers.

Conclusion. Based on the survey, it can be concluded that foreign texts presented in a foreign language textbook are not capable of involving the students in the process of reading in the classroom. The results also indicate the need to include foreign language texts that meet the interests of the teenagers.

Aim. To identify the level of interest of schoolchildren in reading educational texts in a foreign language, as well as the general reading preferences of secondary school students (grades 5-8).

Procedures and methods. Within the framework of this study, theoretical methods were used (analysis of scientific, educational and methodological literature and regulatory documents on educational activities, analysis of the data obtained), and empirical methods (questionnaires, conversation, comparative analysis).

Results. The study revealed a decrease in motivation to read both at the native and foreign languages among students in grades 6 and 7. Grade 5 students, on the contrary, show a sufficient level of interest in reading. Grade 8 also showed a high level of engagement in the reading process as a whole. On the other hand, it can be concluded that educational texts in a foreign language do not correlate with the sphere of interests of older teenagers.

Theoretical and/or practical significance. The study identifies both the reading potential and the literary preferences of secondary school students. The results obtained may be of interest to students of pedagogical universities and teachers, and can be used in the preparation and conducting of foreign language lessons.

Conclusion. Based on the survey, it can be concluded that foreign texts presented in a foreign language textbook are not capable of involving the students in the process of reading in the classroom. The results also indicate the need to include foreign language texts that meet the interests of teenagers.

Aim. To present a methodological system of work on the prevention and correction of errors in written speech of Iranian students studying Russian.

Methodology and methods. The analysis of scientific and methodological literature on the research topic was carried out. A comparative analysis of the forms, techniques and methods of teaching Iranian students the Russian language, including such a type of speech activity as writing, is carried out. In addition, the method of pedagogical observation of the educational process and the method of studying the products of students’ activities – generalization and interpretation of linguistic material (written works of Iranian students) have been applied.

Results. The classification of typical mistakes made by Iranian students in written essays in Russian is presented. A system of exercises has been developed aimed at a) preventing speech errors, b) correcting (editing and literary editing) mistakes made.

Research implications. The scientific novelty of the study lies in the fact that it substantiates the necessity and expediency of creating a methodological system for overcoming errors in writing in Russian by students with native Persian. The essence of the methodology lies in the fact that a special place in the process of developing the speech competence of foreign students is given to learning the lexical compatibility of words. The didactic material consists of words and word combinations with a high degree of use, the vocabulary is organized thematically and structured in a special way. The results of the study can be used by teachers in classroom classes in groups of Iranian students who speak Russian in the volume of the I certification level.

Conclusions. In groups of Iranian students, it is necessary to carry out systematic work on the prevention or correction of errors in written texts created in Russian in order to develop language and communicative competence. An effective form of work is the performance of exercises for the assimilation of the norms of lexical compatibility.

Aim. 1) To identify the features inherent in testing as a method of control in Russian and Chinese pedagogy; 2) to describe the features of Chinese testing that teachers need to pay attention to in order to successfully take test control in Chinese audiences.

Research methods. 1) theoretical: analysis, synthesis, modeling; 2) practical: a) observation; b) conversations with teachers and students.

Results. The results we obtained helped us to identify the main features of working with test materials in Chinese audience, to create an optimal model for using tests, taking into account the peculiarities of the psychology of Chinese students and the testing methods used in China.

Theoretical and/or practical significance. Scientific novelty consists in a detailed description of the perception of test technologies as a means of learning and control by Chinese methodologists and students, in the analysis of the features inherent in testing as a method of control in Chinese pedagogy and affecting the success of testing by Chinese students. The practical value lies in practical recommendations that the author gives on the organization and conduct of testing in a Chinese audience based on the psychological and cognitive characteristics of Chinese students. Following these tips will ensure maximum accuracy of test results and will help to identify the difficulties in perceiving and memorizing the material that Chinese students face while learning Russian as a foreign language.

Conclusions. The RFL testing methodology used in the Russian paradigm of teaching Russian as a foreign language is rather complicated for Chinese students. This is due to the peculiarities of their psychology, as well as the attitude that has been formed in China towards tests as a way to unify control, and not as a method of comprehensive knowledge testing, which is typical of the Western approach to testing. In this regard, preparing Chinese students for RFL tests requires more time and effort than preparing students from other countries.

Aim. To determine the level of development of teachers’ digital competence and, based on the results obtained, to develop a set of measures to ensure its effective development. The obtained results of the teachers’ digital competence state (using the example of the Donetsk People’s Republic of the city of Donetsk) allow us to compare the results of research by other authors, identify shortcomings, and develop the most optimal and practical tools for assessing its development.

Methodology and methods. The main tool for assessing the level of development of a teacher's digital competence was a survey and the use of the case method. However, it should be clarified that the level of digital competence is dependent on the discipline taught, which requires additional research and development of scientific and methodological tools, taking into account the specifics of teaching the discipline.

Results. The need for education system sustainable development and competitiveness preservation in difficult social and economic conditions require continuity in the development of the teacher. Digital competence is actively considered as one of the key components of professional competence in the academic world. Thus, the level of digital competence development was determined taking into account teaching experience: a confident level – teaching experience from 10 to 20 years (34% of the sample), an average level – work experience from 3 to 10 years and from 20 to 25 years (65% of the sample); minimum-sufficient teaching experience of up to three years and over 25 years (6% of the sample). The result of teaching various disciplines success dependence on digital competence allowed us to establish that among teachers of humanities and natural sciences, the confident level was 38% ± 4%, the average 62% ± 4%, the minimum-sufficient level was not identified. Among teachers of artistic and aesthetic disciplines, physical education and disciplines of primary general education, the indicators of a confident level were 26% ± 3%, the average level was 71.5% ± 3.5%, the minimum sufficient level was up to 3%. The next stage of the analysis was the levels of digital literacy in accordance with the selected indicators and teaching experience. Thus, the level of computer literacy among all groups of teachers with different experience was at the level of 81.5% ± 4.5%, communicative literacy – 84.5% ± 5.5%, technological literacy – 72.5% ± 4.5%, information literacy – 89% ± 5%. The results of digital competence assessment using the case method allowed us to identify the levels of development of structural components necessary for a high-quality educational process. The minimum-sufficient, average and confident level of the indicator of analysis and evaluation of educational activities was 9%, 55% and 44%. The indicator of professional responsibilities marks 6%, 63% and 75%. The optimization of the educational process was 5%, 69% and 73%. The technological effectiveness of educational activities was 12%, 53% and 42%. These results indicate the dynamics of the development of digital competence and the need for further research.

Theoretical and/or practical significance. The scientific novelty consisted in clarifying the structural components responsible for digital competence development. The theoretical significance of the study was to identify the structural components responsible for maintaining the education system success and increasing the level of professional competence of a teacher in the field of digital technologies. To assess the level of digital competence formation, a case method was used, the capabilities of which made it possible to model pedagogical tasks, the essence of which was to expand theoretical knowledge in the field of didactics of the educational process. A teacher training program "Teacher in the digital educational space" has been developed, aimed at increasing the level of digital competence. Methodological recommendations have been developed with a clear algorithm for using digital technologies during distance learning. The practical significance of the study is determined by the fact that a program, methodological recommendations and diagnostic apparatus for assessing the level of development of digital competence for implementation into the system of additional professional education have been developed, verified and proposed.

Conclusions. The development of digital competence will create a stable basis for solving emerging issues in the education system, ensure the integrity and continuity of the educational process, and increase the level of professional competence of a teacher.

Aim. The purpose of this study is to determine the potential of physical training in the formation of patriotism among students of universities of the Ministry of Internal Affairs and to establish appropriate organizational and pedagogical foundations.

Methodology and methods: interdisciplinary analysis of scientific and methodological literature, comparative analysis of the studied problems, theoretical modeling, diagnostic methods of the value-semantic sphere of personality and self-esteem, questionnaires, conversation.

Results. The conducted research made it possible to reveal the specifics of the value and emotionalpsychological components of professionally oriented patriotism of a police officer, as well as to formulate basic provisions on the organizational and pedagogical foundations of patriotism formation in the process of implementing various types of physical training in universities of the Ministry of Internal Affairs of Russia.

Theoretical and/or practical significance. The conducted research makes it possible to supplement a number of concepts that have developed in modern science regarding the organizational and pedagogical foundations of the formation of patriotism. The value and emotional-psychological components of professionally oriented patriotism of a police officer have been established. The criteria for diagnosing the formation of patriotism among students of the universities of the Ministry of Internal Affairs are defined. The potential of various forms of physical training implemented in educational institutions of the Ministry of Internal Affairs of Russia for the formation and strengthening of students' patriotism has been established. The pedagogical conditions for the formation of patriotism in the process of physical training of cadets and students of universities of the Ministry of Internal Affairs and prospects for improving these conditions are revealed. The results of the study can be used as a basis for improving appropriate pedagogical technologies and methods of the educational process implemented in educational organizations of the Ministry of Internal Affairs.

Conclusions. A sense of patriotism serves as an important element of the police officer's internal motivation to conscientiously perform official tasks to protect the individual, society and the state from various kinds of unlawful encroachments. Various forms of physical training, implemented taking into account the departmental specifics of the educational environment and the future professional activities of students of the universities of the Ministry of Internal Affairs, contain significant potential in the formation of patriotism.

Aim of the study is to propose effective ways to improve the quality of pre-departure adaptation of the considered category of educational migrants based on the frequently occurring socio-cultural and educational adaptation difficulties of Chinese students.

Procedure and methods. The main content of the article lies in the analysis of the frequently manifested adaptation difficulties of Chinese students. Based on the scientific and scientificmethodical literature identified through the method of analysis, the author of the article proposes a description of the content of the elective course “I'm going to Russia to study” (simulation method), which is aimed at minimizing the possible problems of Chinese students that prevent them from successfully entering a foreign language, foreign culture, foreign academic Wednesday. In addition, the work uses such methods as analysis, synthesis, comparison, and systematization.

Results. The study found that students from the People's Republic of China represent a kind of “risk group” during adaptation to Russian realities, since they have several stable nationally determined personal characteristics and attitudes that prevent their effective integration into the Russian educational and cultural environment. The author emphasizes the need to implement an integrated approach to organizing the pre-departure adaptation of Chinese students and suggests ways and means to prevent possible adaptation difficulties for educational migrants.

Theoretical and/or practical significance. The theoretical value of the study lies in clarifying the concept of "pre-departure adaptation". The ways described in the article to improve the process of pre-departure adaptation of Chinese students may be in demand in the practice of specialists and teachers involved in the adaptation of potential educational migrants.

Conclusions. The development of the institution of pre-departure adaptation of foreign students going abroad for the purpose of obtaining higher education should be systemic and comprehensive, supported at the state level, since such activities, carried out at the propaedeutic level, help to prevent the difficulties of foreigners entering other socio-cultural and academic conditions.

Aim. The purpose of this article is to describe the methodology for distinguishing the composition of the components of the content of the social and communication competence (SCC) of the future architect, taking into account differences in psychological and pedagogical approaches at the stages of architectural training. The formation of this competence is carried out with the help of a practiceoriented situational approach, taking into account psychological and pedagogical differences and methods of forming professional skills in the conditions of the current system of architectural training.

Methodology and methods. The methodology of this research is based on a set of general scientific methods (analysis, synthesis, classification, systematization, generalization), the method of "linking" situations of social and communicative situations to the psychological and pedagogical stages of the architectural education system.

Results. The study substantiates a logically related sequence of actions: analysis of future architects' learning objectives at each stage; selection of social and communication situations from architectural practice that most fully meet the objectives of each stage and are simulated using different forms of scientific and educational activities; determination of the composition of subjects of educational interaction at each stage and communication barriers; determination of the SCC content components based on the composition of skills required to overcome communication barriers. It is based on the previously identified types of communicative situations in architectural practice and linking different types with the psychological and pedagogical stages of teaching architectural design. In the development of this study, it is planned to detail each content component in order to develop a methodology for assessing the degree of SCC formation and a program of additional professional education for teachers of higher schools of architecture to form SCC among students.

Theoretical and/or practical significance. The theoretical significance of this study lies in the very setting of the goal and the planned results, namely, the definition of interrelated goals and communication barriers characteristic of the stages of continuous architectural education, which are supposed to be used in the development and conduct of ascertaining and formative experiments. The practical significance of this research lies in creating conditions for the introduction into practice of training future architects of a methodological system for the formation of social and communicative competence of architects.

Conclusions. The algorithm for identifying the components of the content of social and communicative competence is performed by comparing the communicative approaches in pre-design and project practice with the psychological and pedagogical stages of training future architects. The reliability of the methodology is achieved through the study of the experience of architectural practice and proven methods of professional training. The key ideas for highlighting the components of the content of this competence are taking into account the interests and peculiarities of thinking of all groups of communication subjects, striving to overcome communication barriers to develop mutually acceptable solutions in architectural and urban planning design.

Aim. The purpose of this study is to determine the potential of physical training in the formation of patriotism among students of universities of the Ministry of Internal Affairs and to establish appropriate organizational and pedagogical foundations.

Methodology and methods: interdisciplinary analysis of scientific and methodological literature, comparative analysis of the studied problems, theoretical modeling, diagnostic methods of the value-semantic sphere of personality and self-esteem, questionnaires, conversation.

Results. The conducted research made it possible to reveal the specifics of the value and emotionalpsychological components of professionally oriented patriotism of a police officer, as well as to formulate basic provisions on the organizational and pedagogical foundations of patriotism formation in the process of implementing various types of physical training in universities of the Ministry of Internal Affairs of Russia.

Theoretical and/or practical significance. The conducted research makes it possible to supplement a number of concepts that have developed in modern science regarding the organizational and pedagogical foundations of the formation of patriotism. The value and emotional-psychological components of professionally oriented patriotism of a police officer have been established. The criteria for diagnosing the formation of patriotism among students of the universities of the Ministry of Internal Affairs are defined. The potential of various forms of physical training implemented in educational institutions of the Ministry of Internal Affairs of Russia for the formation and strengthening of students' patriotism has been established. The pedagogical conditions for the formation of patriotism in the process of physical training of cadets and students of universities of the Ministry of Internal Affairs and prospects for improving these conditions are revealed. The results of the study can be used as a basis for improving appropriate pedagogical technologies and methods of the educational process implemented in educational organizations of the Ministry of Internal Affairs.

Conclusions. A sense of patriotism serves as an important element of the police officer's internal motivation to conscientiously perform official tasks to protect the individual, society and the state from various kinds of unlawful encroachments. Various forms of physical training, implemented taking into account the departmental specifics of the educational environment and the future professional activities of students of the universities of the Ministry of Internal Affairs, contain significant potential in the formation of patriotism.