Aim. The search for ways of the future pilots’ value-moral sphere development in the educational process of a military university is explained by the objective need for solving the conceptual, organizational and methodic contradictions that present an autonomous pedagogical problem and stimulate the systematic transformation of the phenomenon studied. One of the vectors of resolving these contradictions is development and substantiation of a pedagogical model based on the key ideas of systemic, integrative, personality-centered and axiological approaches and describing the conceptual, substantive, technological and diagnostic aspects of the process under study. Thus, the aim of the article is to develop and scientifically justify a pedagogical model of the future pilots’ value-moral sphere development in the educational process of a military university.

Methodology. The main methods of the research are analysis of scientific sources on the problem, synthesis of scientific ideas, generalization of pedagogical experience, pedagogical modeling. Scientific novelty/theoretical and/ or practical significance. The scientific novelty includes the description of a new pedagogical model which allows systematically and efficiently on long-term basis and in steady format to develop future pilots’ value-moral sphere in the educational process of a military university. The theoretical significance consists in clarifying and supplementing the concept of "value-moral sphere", taking into account the professional activities of future pilots. The practical significance lies in development of 1) an original program on each stage of which methods, forms, means are defined, as well as educational activities that develop deliberately components of the value-moral sphere; 2) a criteria and diagnostic tool including criteria, indicators, and levels and contributing to objective evaluation of value-moral sphere development as a whole.

Results. The results of the research are the following: 1) clarifying and supplementing the term “future pilots’ value-moral sphere” considered as a multi-component system of dialectically interdependent personal characteristics of future pilot officers that define the process of state value-moral ideas interiorisation into deeper attitudes and beliefs, personal ‘self-building’ based on traditions and historical knowledge about the exploits of Russian officers during the past and present wars and defining value-moral orientations which help choose a value-moral model of behavior under conditions of fulfillment of military duty, perception of himself as ‘I am a Russian officer’; 2) development and justification of a pedagogical model of the future pilots’ value-moral sphere development in the educational process of a military university presented as a set of purposeful, methodological, structural and informative, resulting and diagnostic blocks.

Conclusions. Increasing the effectiveness of the future pilots’ value-moral sphere development is carried out at the expense of a new pedagogical model implementation in the educational process. Its main idea lies in deeper integration of all educational resources within and out of the university involving veterans of real warfare through mentorship aimed at giving future pilots examples of personal value-moral choice when fulfilling the military duty.

Aim. To consider the experience of interaction of educational institutions with the Nizhny Novgorod City Resource Center for Spiritual and Moral Education and Civic Education and the Nizhny Novgorod Metropolis of the Russian Orthodox Church on the issue of forming linguistic security for modern youth and preparing future teachers to master the culture of speech behavior.

Methodology. The main provisions of the conducted research are based on general scientific and special linguistic and didactic approaches: axiological, humanistic, subject-activity, linguistic and cultural, etc. To achieve the research goal, the methods of dialectics of social cognition, analysis of philosophical, psycholinguistic and linguistic literature, synthesis and modeling of social-cultural processes, and case technology methods were used.

Results. The experience of the Nizhny Novgorod Resource Center and the holding of annual conferences on topical issues of spiritual, moral, patriotic and civic education show positive examples for the formation of linguistic security of a future teacher, contributes to the development of the concept of educating a patriot and a citizen in a united educational space of a school and university. During the city annual conference, the relevance of the problem of the formation of language culture among students at different levels and stages as one of the forms of youth education in the context of preserving national values was proved.

Scientific novelty and/or theoretical and/or practical significance. The novelty of the research consists in determining the theoretical foundations and methodological characteristics of linguistic security as a component of national security and identity of the individual. Arguments are given in favor of the need and importance of understanding by future teachers the mastery of the word, the importance of the culture of speech communication in order to achieve effective interaction of the teacher with all subjects of the educational organization. Sociocultural threats to linguistic security as the national security of our society are summarized. The necessity and value of forming the educational culture of the future teacher, his communicative competence, the ability to clearly formulate his thoughts, present the content in a language accessible to the interlocutor, listen and hear the interlocutor, in a well-argued manner defend one’s own point of view using a variety of techniques and techniques of successful communication are emphasized.

Conclusions. The organization of interaction between representatives of different bodies of education, upbringing and spiritual and moral development of the personality of modern youth is relevant and in demand today. The issues of formation of linguistic security of the individual, preservation of the Russian language as part of national culture require the comprehensive participation of educational institutions, the public and government agencies.

Aim. To substantiate the essence of cultural and educational activities and the methodology for preparing educational lectures as the main form of its implementation for the general population.

Methodology. Analysis of legal documents and scientific sources, generalization and systematization of accumulated theoretical views, analysis of practical experience was carried out on the basis of a system-activity approach.

Results. The theoretical analysis carried out showed insufficient development of the essence of the concept of “cultural and educational activity” and its methodological support. The demand and significance of this type of activity sets the vector for the development and testing of a set of methods that ensure its effectiveness.

Research implications. The concept of “cultural and educational activities” has been clarified and the methodology for preparing educational lectures has been substantiated. The presented materials determine the possibility of transferring the experience of preparing and conducting educational lectures in the activities of educational and cultural institutions, scientific organizations.

Aim. To analyze the humanitarian potential of a scientific school as a distinctive form of scientific knowledge generation on the example of the experience of the Udmurt State University as a classical regional higher education institution.

Methodology and methods. The study is based on the conceptual provisions of humanistic, cultural, axiological, human-centric, and systemic approaches. The following methods were used: synthesis, analysis, systematization, survey.

Results. The main purpose of the activity of scientific schools in the regional higher education institution is reduced to the training of scientific creativity. It is shown that the humanitarian and humanistic potential of higher education institutions can be expanded by combining individualization of training with the collective nature of research and project activities.

Scientific novelty/theoretical and/or practical significance. The following main functions and features of scientific school are considered: conducting scientific research, development and promotion of innovative product, succession of generations, generation of scientific ideas, their dissemination, training of young scientists. The main modern approaches to the content of the concept of “scientific school” have been summarized. The analysis of the activity of scientific schools of a regional university from the viewpoint of their correlation with the strategies of humanization and humani-tarization of higher education is presented.

 Conclusion. The crucial link in the structure of any scientific school is provided by its leader and founder. The main humanitarian and humanistic potential of scientific schools of Udmurt State University as points of growth of scientific knowledge is concentrated in the training of highly qualified personnel through the organization of a cycle of postgraduate seminars, project and scientific-creative activities. The results obtained in the course of the study can be in demand while organizing the activities of scientific schools of different directions, while conducting a comparative analysis of scientific communities of different types

Aim. The article aimed to present and analyze modern problems of selecting educational content in biology; show possible ways to solve them in the process of a biology teacher’s activities.

Methodology and methods. To achieve this goal, theoretical methods were used: analysis and synthesis of philosophical, psychological and pedagogical, including methodological literature; survey.

Results. Theoretical and empirical research has shown that in connection with the renewal of scientific and philosophical discourse in biology and the development of the science of biology, it is necessary to update educational content and search for didactic and methodological means of presenting biological knowledge of an ideological nature to students. The multifaceted nature of this problem and the complexity of its solution are reflected in the results of a survey of biology teachers, who showed understanding of the importance of taking into account modern scientific information and using a problem-based approach when selecting and designing lesson content. Filling in the shortage of professional methodological literature felt by teachers on this issue should contribute primarily to the achievement of subject and personal results of teaching biology.

Theoretical and/or practical significance. New information is presented about the methodological difficulties of biology teachers in the process of selecting educational content and the means of overcoming them (methodological techniques for organizing students’ work, aimed at understanding complex information of an ideological nature in biology, giving it a personal meaning). According to the authors, these teaching techniques can enable students to achieve certain positive educational outcomes. The theoretical significance of the study lies in the fact that its results prove the need to build a biology teaching process based on ideas about the selection of content, taking into account the level of development of modern scientific knowledge and the need for its value-semantic analysis by students; specify the directions for further research in the selection of educational content in biology. The practical significance of the study lies in the possibility of mass application in professional pedagogical work of methodological techniques for organizing information and semantic work of students with educational content, reflecting modern achievements in the science of biology.

Conclusions. The problems stated in the article require theoretical understanding and justification for the need to select content where the achievements of fundamental and high-tech branches of biology and the natural interest of students most successfully intersect. The proposed methodological techniques and cognitive tasks can be the basis for the development of information and semantic work of students, as well as for solving educational and vital problems.

Aim. To review Russian and foreign textbooks for foreign students in order to search for texts devoted to the work of A. A. Akhmatova; to present the sequence of work with a literary text in a lesson in Russian as a foreign language using the example of a poem by A. A. Akhmatova “Here we’re all drunkards and whores...” (1913).

Methodology and methods. Analysis of existing textbooks and methods of teaching reading fiction in classes on Russian as a foreign language, development of tasks and practical testing in different national groups and learning conditions (classroom, independent work of students, group and individual, online and offline).

Results. The article provides the materials successfully tested in foreign audiences (A2–B1) for studying the poem by A. A. Akhmatova “Here we’re all drunkards and whores...”, not previously presented in methodological and educational literature.

Theoretical and/or practical significance. The study is intended to complement the aspects of studying the heritage of the great Russian poetess that are not presented in methodological works. It is addressed to teachers of Russian as a foreign language.

Conclusions. Practical testing of the methodology in different learning conditions showed that with its help students are able to deeply and completely analyze an unadapted literary text that is difficult for an unprepared reader. The poetry and fate of A. A. Akhmatova arouse the interest of modern foreign readers and can become an important stage in the study of Russian culture, as well as the key to understanding several eras in the history of Russia.

Relevance. The article discusses the principles of creating an online course in Russian as a foreign language for the formation of the A1 level, the development of which is necessary for universities with preparatory faculties for foreign students, according to the recommendations of the Ministry of Education of the Russian Federation.

Aim. To describe the theoretical and methodological foundations of creating an online course lesson using the materials of the online course “Elementary.RU”.

Methodology. To solve the tasks, a number of methods and approaches were used. Approaches: cognitive (taking into account the educational strategies of representatives of generation Z when learning a foreign language in the process of developing and submitting assignments and exercises of the course); psycholinguistic (taking into account the psychological features of teaching speech activity in a foreign language to representatives of generation Z when developing an online course); systematic (representation of a single structure of an online course lesson); competency-based (description of work aimed at forming linguistic and communicative competence using an online course). Methods: the method of complex theoretical analysis of the phenomenon under study (analysis of publications about the presented phenomenon, description of the conceptual apparatus that underlies this study); modeling method (schematic representation of the structure of a typical online course lesson, its cyclicity); integrated (analysis of the effectiveness of including an online course in the educational process).

The scientific novelty and practical significance. The research present a comprehensive analysis of the lesson of the online Russian as a foreign language course and the description of its algorithm (level A1–A2). The results of the study contribute to the issue of the development and systematization of educational materials on Russian as a foreign language in a digital format. The described practical experience of creating an online course on this basis can be applied in the further development of digital resources for teaching Russian as a foreign language.

Results. To create an effective online course, it is necessary to follow the principles of communicative and competency-based approaches. Developers of the methodological scenario of the courses should take into account the content of the curriculum of the discipline Russian as a foreign language. An effective online course is considered to be aimed at the formation of all types of speech activity, built taking into account the communicative needs of students.

Conclusions. The effectiveness of the online course depends on a well-structured lesson structure and ensuring the cyclicity of each lesson module, that is, the possibility of returning to the previous part of the lesson.

Aim. In a meaningful way to characterize the specifics of the organization and, using the example of V.G. Shukhov's engineering and technical structures in Moscow, demonstrate the methodological features of conducting a research tour in mathematics for schoolchildren.

Methodology and methods. Based on the theoretical analysis and generalization of existing approaches to the interpretation and typologization of the excursion method, the ideas about the peculiarities of organizing research excursions in mathematics with schoolchildren in urban space are expanded. Using the example of engineering and technical structures of Moscow, built under the guidance of V.G. Shukhov, methodological recommendations for the organization of urban research excursions in mathematics are given.

Results. The limits of applicability of urban research excursions for schoolchildren have been further defined and expanded, based on the subject orientation of the mathematics teacher conducting the excursion. Using the example of V.G. Shukhov's engineering and technical structures in Moscow, the methodological features of organizing and conducting research excursions in lessons and extracurricular activities in mathematics are demonstrated.

Theoretical and/or practical significance. The engineering and technical structures of Moscow, built under the guidance of V.G. Shukhov, are summarized and didactically adapted for teenagers in the "Shukhov Engineering Notebook". Supplemented by the methodological features of the organization of urban research excursions in mathematics, the developed methodology can be applied in the modern system of basic and additional education of schoolchildren.

Conclusions. The urban research tour in mathematics is not only a form of an organized educational activity aimed at mastering the methodology of research search by students and clearly demonstrating the practical application of mathematical knowledge. Filling the content of excursions with specially prepared podcasts about the history of engineering and technical structures in Moscow expands the boundaries of the applicability of an urban research excursion, turning it into an important educational event that forms modern schoolchildren's respect for the Russian scientific and engineering heritage, achieved by including the emotional and sensual component of students "from familiar to unfamiliar" in the study of the previously known urban objects. The interaction of the teacher and students, carried out in the form of a dialogue, contributes to the formation of the sense of pride in modern teenagers for V.G. Shukhov and other outstanding representatives of the Russian scientific engineering school, combining mathematical knowledge, technical skills with a sense of devoted service to their Fatherland.

Aim. To describe and analyze the experience of applying of the technology of teaching listening to humanitarian students in the conditions of classroom bilingualism.

Methodology and methods. Person-oriented, communicative, activity and interdisciplinary approaches formed the methodological basis of the study. General scientific and special methods were used: observation, experiment, expert evaluation, open questionnaires.

Results. Teaching listening in the proposed format allowed to increase the level of listening comprehension in the experimental group. The number of students with medium (from 22% to 54.2%) and high (from 3.4% to 13.6%) level of auditory competence development significantly increased. The number of students with a low level of listening competence decreased more than twice, which is significantly higher than in the control group. Most participants of the experiment increased their motivation to learn English and developed the need to watch English-language videos regularly.

The scientific novelty and/or theoretical and/or practical significance. The study provides theoretical and methodological substantiation of pedagogical conditions for the realization of the proposed technology aimed at the formation of listening competence in the conditions of classroom bilingualism, as well as its successful approbation in practice.

Conclusions. The author comes to the conclusion that the proposed technology of teaching students of humanities allows to form an auditory competence, providing them not only a good education, career development, but also a successful life in modern information society. The application of this model in the educational process can also be recommended in the training of students of technical and natural science majors.

Aim. To develop and describe structural and functional models of the formation of conceptual thinking among university students using the categorical system of social upbringing.

Methodology. Theoretical methods (analysis, synthesis, generalization) and modeling methods (structural and functional) are used as research methods.

Theoretical and/or practical significance. The scientific novelty of the research lies in the fact that for the first time structural and functional models of the formation of conceptual thinking in students using pedagogical categories and concepts have been developed. The theoretical significance is reflected in the generalization of ideas about conceptual thinking in modern psychological and pedagogical science. Practical significance lies in the fact that the developed structural and functional models of formation of conceptual thinking in students by means of categorical system of social upbringing are ready to be implemented in the practice of training students of Psychological and Pedagogical Education.

Research results. The study shows the connections between the categories of social upbringing and conceptual thinking in the system of their functioning. The developed structural and functional models of the formation of conceptual thinking in students using the categorical system of social upbringing are models of the desired state of the object and models of transformation. The identified and described techniques for working with categories and concepts enrich pedagogical practice, and their use allows for a more targeted formation of conceptual thinking among students. As a result of the study, it was possible to present and describe the structural and functional models of the formation of conceptual thinking among university students using the categorical system of social upbringing.

Conclusions. The problem of developing conceptual thinking as a professional one remains extremely relevant. In psychological and pedagogical science there is an idea of the formation of conceptual thinking as a long, complex and multidimensional process. Structural and functional models act as working tools that demonstrate the internal structure of the construction of the process of forming conceptual thinking in students on the basis and with the help of the formation of a mental image and the functional purpose of the object of study. In relation to the functional model, techniques for working with categories and concepts complement the cognitive-developmental stage, and in the structural model – a methodological component.

Aim. To identify features of the ecosystem approach to teaching a foreign language to students of aerospace specialties as a necessary mean for professional development.

Methodology and methods. An accessible method of pedagogical research in the form of a questionnaire was used in this study, which made it possible to obtain reliable information and data from direct participants in the learning process at the university.

Results. As a result of the study, it was revealed which areas of knowledge formed in the process of studying at a university, are necessary for future specialists in the aerospace industry for further productive professional development. The features of the ecosystem approach in teaching a foreign language to students of aerospace specialties are also highlighted, consisting in the formation and development of personal characteristics that contribute to the successful functioning of the future specialist in the upcoming professional activity.

Theoretical and/or practical significance. The theoretical significance of the article lies in identifying the features of the ecosystem approach to teaching a foreign language to students of aerospace specialties at a university, which include the intensification of the educational process, mobility and individualization of learning, updating educational material and a cooperative way of learning, contributing to the manifestation of the active position of each subject and harmonious existence in the conditions of social and educational environment of the university. The experience described in the article in identifying the features of teaching a foreign language to students of aerospace specialties within the framework of the ecosystem approach can be used by foreign language teachers to select material when compiling textbooks, as well as in practical work with students of technical majors.

Conclusion. In the context of the ecosystem approach to teaching a foreign language at a university, the main focus is on taking into account the peculiarities of training aerospace specialists, which contribute to the formation of the future graduate as a competitive individual in conjunction with other participants in the educational process.

Aim. To determine the impact of the digital environment on the academic performance of college students. Due to the fact that significant changes are currently taking place in the field of information transmission and processing, and the XXI century is characterized by the rapid development of information technology where digitalization penetrates into all spheres of life, there is a rapid development of the digital environment in the field of education. As a result, the relevance of the research topic is raised, concerning new forms of interaction between the subjects of the educational process, the emergence of modern digital educational tools, their impact on diagnostics, indicators and learning effectiveness. In addition, the experience of researchers for whom the phenomenon of digitalization of education is of scientific interest is analyzed.

Methodology. Theoretical and methodological analysis of scientific literature, methods for calculating statistical indicators of the quality of education (academic performance and quality of knowledge), method of collecting and accumulating data, comparison, generalization, observation.

Results. Comparative analysis of academic performance indicators and quality of knowledge in the first and second semesters of the 2022-2023 academic year among first-year students of the State budgetary professional educational institution of the City of Moscow “Polytechnic college of N.N. Godovikova” showed a significant increase in results in the group where the author’s complex of interactive lessons was tested using selective digital educational tools in the general education discipline “Mathematics” compared to the group where this influence was not provided.

Theoretical and/or practical significance. The theoretical significance lies in determining the nature of the influence of the digital environment on academic performance through the development and testing of the author’s set of interactive lessons using digital educational tools in the general education discipline “Mathematics”. The practical significance lies in the fact that the results of the study can be used in further practical activities of educational organizations included in a set of measures to improve academic performance at different levels of education, and the digital educational technologies involved in the study are expanded and implemented in other areas of knowledge.

Conclusions. The study conducted among technical students showed that the introduction into the educational process of the experimental group of a developed set of interactive classes in the general education discipline “Mathematics”, including such digital educational tools as the educational platforms “LearningApps.org” and “Joyteka”, methods of using route sheets with QR codes included in them, a randomizer wheel, had a positive impact on learning outcomes. In the experimental group, dynamics can be seen in the indicators of academic performance and quality of knowledge in comparison with the initial results, as well as with the results obtained in the control group, where the learning process was carried out in a traditional form. Thus, the results of the study allow us to conclude that the digital environment has a positive impact on the academic performance of college students.

Aim. Preparation of future teachers for innovative activity is one of the most important directions of their professional education in higher education. The present article is devoted to the problem of theoretical substantiation of such training programs. Its aim is to offer theoretical bases for designing the goals, content and technologies of training future teachers as subjects of development of their pedagogical activity and professional self-development.

Methodology. The methodological basis of the method of substantiation of the programs of training future teachers for innovative activity proposed by the authors was the activity approach to education. This approach assumes that in order to form future teachers’ ability to critically analyze their pedagogical activity, identify its shortcomings, find and use opportunities for its improvement, conditions should be created so that students master the ways of innovative activity through carrying out this activity and reflecting it. Research methods include critical analysis of existing approach[1]es to the development of programs to prepare future teachers for innovative activity, synthesis of multi-subject scientific knowledge.

Results. The article proposes understanding of teacher’s innovative activity as an object of formation, including its subject, objectives and structure. The existing concepts of teachers’ readiness for innovative activity are critically analyzed, a new understanding of it is proposed and a way of theoretically grounded design of the goals of teachers’ preparation for innovative activity is suggested. The approach to the design of the content of programs for the preparation of future teachers to innovative activity is proposed. The method of designing technologies of training future teachers to innovative activity on the basis of the theories of formation of mental actions of P.Y. Galperin and V.V. Davydov is proposed. The schemes of construction of educational process on the basis of these theories are shown.

Research implications. The article reveals in a new way the concepts of future teachers’ preparation for innovative activity, their readiness for innovative activity. The proposed theoretical bases for the development of programs for preparing future teachers for innovative activity allow, on the basis of the synthesis of multi-subject knowledge, to give scientifically sound answers to the questions of what to teach, how to teach and what should be the result of training. The implementation of the principles of the activity approach to education and the synthesized set of multi-subject concepts allows to provide the development of theoretically grounded programs of training future teachers to innovative activity.

Aim. To review methodological justification of the need to teach digital services in the preparation of future bachelor lawyers for professional activity.

Methodology and methods. The research was based on the methodology of a systematic approach, a competence approach, and an information approach. In the research of the study, an analytical method and a method of interpreting information were used, an analysis and generalization of the results obtained were carried out.

Results. The article presents the results of the analysis of the content of the disciplines "Intellectual Property Law", "Information Law", "Information technologies in legal activity", "Civil procedure", "Arbitration process", "Business Law", "Enforcement proceedings", in terms of studying by future lawyers the digital services that they need to master digital competencies.

Theoretical and/or practical significance. The results of the study contribute to the improvement of the educational process in the preparation of bachelor’s lawyers, in terms of the formation of the content of work programs of legal disciplines. The practical significance of the research is represented by the digital services proposed for study within the framework of legal disciplines in the preparation of bachelor’s lawyers, which allow the formation of digital competencies for future lawyers.

Conclusions. The content of the work programs of legal disciplines in the preparation of bachelor's lawyers should include topics on the study of existing digital services necessary for a future lawyer to develop skills in working with the digital space of the legal community.