Aim. To determine the essence and basic components of the concept of professional development of integral teaching staff of schools (hereinafter – the Concept), its principles and mechanisms.

Methodology and/or methods of solving the research problem: applied methodological approaches – axiological, system-activity, acmeological, androgogical, qualimetric. Research methods: analysis, interpretation of the problem field of research and innovative practices of school management and innovative models of continuing pedagogical education, the data on the basic concepts based on information search in Scopus databases, eLIBRARY.ru and the RSCI, as well as regulatory and methodological documents, data from the websites of organizations included in corporate training projects, their systematization and grouping, which made it possible to determine the corpus of the Concept; the survey and analysis of project products of students as future and present representatives of school teams.

Results. The components of the Concept have been developed as the basis of management technologies in general education and in additional professional pedagogical education, as well as in the design of modules of higher pedagogical education, diagnostics of the evaluation of the components of the Concept as the basis for the development of content and modules of programs of continuing pedagogical education, including the level of higher education, has been carried out.

Theoretical and/or practical significance. The basic concepts of the Concept, factors and problem field, ideas and principles, approaches and mechanisms for the implementation of professional development of integral teaching staff of schools as a basis for qualitative improvement of educational organizations and programs of higher pedagogical education are highlighted. The results will be of use for the development of collective strategies for the professional development of school teachers, content and modules of programs of the system of continuing pedagogical education, corporate training and vocational training of school teams.

Conclusions. The presented interim results are aimed at a systematic solution of theoretical and practical problems in the field of professional development of integral teaching staff of schools as a condition for improving the quality of their activities based on the integral and creative paradigm of education and the developed Concept.

Aim. To identify and describe the features of teaching students gifted in the field of artificial intelligence.

Methodology and methods. In the course of the work, system-activity and personality-oriented methodological approaches were used. The materials presented in academic articles of electronic databases (catalog of the Russian State Library, elibrary, Web of Science, Scopus) became the basis for analyzing the theoretical aspects of the problem. The main methods used in the study were methods of content analysis, analysis of literary sources, study and analysis of educational practice, comparative analysis, systematization and generalization of the theoretical and practical results obtained.

Results. The results of the study were a description of the features of intellectual competitions in the field of artificial intelligence, key characteristics of personal qualities, theoretical and practical skills of trainees and their teachers necessary for effective teaching of students gifted in the field of artificial intelligence. The forms of education significant for intellectual achievements in this field were identified, the features and advantages of personalized and adaptive learning were shown, and their comparative characteristics were given for the best application of a specific form of education in various periods of educational activity and preparation for intellectual competitions in the field of artificial intelligence.

Research implications. The results of the study make it possible to form the main approaches to the choice of types and methods of teaching students gifted in the field of artificial intelligence.

Conclusions. The study identified the main requirements for the formation of the necessary theoretical knowledge and practical skills, personal qualities and special skills of trainees and their teachers for effective joint activities in the learning process and preparation for intellectual competitions in the field of artificial intelligence. It was established that personalized and adaptive forms of education for students gifted in this field are the most effective and able to complement each other.

Aim. To present the study results of the features of the transition stage from a manuscript to a printed book using the example of educational and mathematical literature. The global changes of the present day, associated with the advent of the e-book, initiate an appeal to the experience of the past. The study of the dynamics of the transition stage from a manuscript to a printed book will allow us to understand the essence of the changes taking place today on the basis of historical parallels. This defines the relevance of the study.

Methodology and methods. The research is based on the general principle of determinism, that recognises the mutual link and the conditionality of changes, method of historicism that allows to see the logic in the process of historic evolution, based on the comparative method of analysis. The research is based on historical-methodical and historical-contextual approaches.

Results. The article provides the first typology of handwritten manuscripts of the transitional period between the manuscript and the printed methodical literature. Typical examples of the phenomena are provided.

Research implications. The study determines the subject of research itself and the uncovers the specificities of the mutual influence of manuscripts and printed editions at the present stage.

Conclusions. The examined transitional period took a century. Printed editions were perfected, and manuscripts often lost their cultural uniqueness. They stopped being cultural heritage and became handwritten notes. The contents and the methodical techniques in the manuscripts corresponded to the level of their century. Manuscripts continued to exist in the form of lithographic notes well into the XIX century.

Aim. Spiritual and aesthetic development of younger generations becomes especially important in the period of crises. One of the spiritual resources to be applied is an aesthetic and conceptual experience, which reflects students’ aesthetic education. The research objective is to determine and outline some process features of students’ aesthetic education (levels of aesthetic and conceptual experience).

Methodology and methods. The research has been conducted in the framework of post-classical (humanitarian) educational paradigm including the ideas of integrated approach, holistic approach, structuring educational phenomena on each step of their development, anthropological approach to the contextual features of aesthetic experience, personality-centered approach and real event approach. The research methods can be divided into the following groups: theoretical (analysis and synthesis of the postulates found in philosophical, psychological and educational works with movement from abstract ideas to particular experiences), hermeneutics methods such as interpretation, dialogue comprehension, students’ reflection description, empirical methods including observation, questionnaires, interview, reflexive essays, creative works analysis, projective tests, diagnostic and formation experiments.

Results. Aesthetic and conceptual experience is defined as the way students live through different aesthetic events. The process of aesthetic and conceptual experience formation includes four levels: spiritual estrangement (non-existential), lack of aesthetic and conceptual experience (emotive), acquisition of aesthetic and conceptual experience (reflexive), values transformation (spiritual).

Theoretical and/or practical significance can be described in terms of the features and levels of students’ aesthetic and conceptual experience in the framework of growing digital influence. The revealed levels of formation of this experience make it possible to give a conceptual character to the teacher’s activities in the field of aesthetic education of students, and open up the possibility of improving the organization of the educational process in higher education institutions.

Conclusions. Aesthetic and conceptual experience is considered as the content of aesthetic education of students. The dynamics of students’ aesthetic education process is determined by the aesthetic and semantic experience formation logic from the ability to perceive aesthetic values through emotional and sensual living to the value-semantic transformation of the student’s personality. In the course of experimental work, four levels of formation of aesthetic and conceptual experience of students were revealed. These levels are the basis for the development of means of aesthetic education of students and law-abiding aesthetic and semantic activity of the educator.

Aim. To identify approaches to the formulation of the concept of a “small-scale school”.

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

Theoretical and/or practical significance. In this article, the authors consider approaches to the formulation of the concept of a “small school”. In the course of the work, a “Map of the study of models of small-scale, including rural, schools” was compiled and a survey of the directors of 204 small-scale schools from 20 regions of the country was conducted; various approaches to the formulation of the concept were considered, the main criteria that must be taken into account when classifying an educational organization as a “small-scale school” were highlighted. The article shows that this concept is integrative, covering educational organizations of various structures and status, differing in types of educational activities and levels of education, the number of students both in individual classes and in the school as a whole, as well as the territorial location and other indicators.

Results. The study examined federal and regional regulatory legal acts, documents defining the list and criteria for classifying schools as small, materials from Rosstat and municipal statistics. It was established that the majority of small schools are located in rural areas, approaches to their allocation are determined by the peculiarities of natural, climatic and social-economic conditions of functioning. The authors have identified approaches to the definition of the concept of “small-scale school”.

Conclusions. It is not possible to formulate a single definition of the concept of “small-scale school” for the whole country. It is advisable to identify criteria/approaches that determine the specifics of its functioning in different regions of the country.

Aim. To highlight the results of a study devoted to optimizing the process of e-learning for correspondence students in the discipline "Artistic processing of materials" in the 9th semester of the Pedagogical University.

Methodology and methods. The research is based on the methodology of the competence approach. Among the methods of the empirical and theoretical levels, generalization, comparative analysis of curricula and learning experiences, observation, modeling and experiment were used. The experience of teaching fifth-year part-time students in art disciplines from 2016 to 2023 before and after the introduction of the "e-learning System" by the university was studied.

Results. As part of the experiment, a comparative analysis of the curricula of three different standards was carried out. As a result, a course was opened of the discipline "Artistic processing of materials" for correspondence students of the 9th semester on the electronic platform of the university, and also developed methodological guidelines describing additional instructions for teaching this discipline. The structure of the author’s electronic course used in the organization of lectures and laboratory work of students during the inter-sessional period is described, and electronic workshop cards are also prepared.

Theoretical and/or practical significance. The developed methodological guidelines for the discipline "Artistic processing of materials", based on the use of an electronic workshop in the inter-sessional period, made it possible to optimize the study of the discipline by students of the correspondence department of the university. The positive aspects of using the e-learning course at the correspondence department were identified.

Conclusions. To improve the quality of teaching artistic disciplines at the correspondence department, the use of technologies implemented through information and telecommunication networks, which are being actively developed in universities, is relevant. In this regard, the use of the author's methodological guidelines for teaching correspondence students artistic processing of materials using an electronic workshop made it possible to optimize the process of forming professional competencies in the profile "Fine Arts" at the Blagoveschensk State Pedagogical University.

Aim. To consider the possibility of using a concentric model of working with a scientific texts when teaching Russian to foreign students majoring in philology within the framework of the discipline “Modern Russian Language”.

Methodology. The methods of this study are determined by the need to find the most effective ways of teaching the Russian language to foreign students studying in Russian-speaking groups of philological areas of training. During the research process, the following general scientific methods were used: generalization, abstraction – in the process of developing the concept of a concentric lesson model; experiment, observation – in the practical part; in both: analysis, synthesis, deduction, induction.

Results. As part of this study, a set of individual lessons was created in the discipline “Modern Russian Language”, containing adapted scientific texts, lists of questions for clarification and understanding, sets of exercises and auxiliary material have been created. Based on the results of the experiment, the effectiveness of the concentric model of a lesson in Russian as a foreign language was established on the basis of linguistic analysis of texts in a scientific style with an individual form of organizing classes.

Theoretical and/or practical significance. The work forms a new approach to teaching Russian as a foreign language. The practical significance of the study is determined by the possibility of intensive and effective teaching of theoretical linguistic disciplines to foreign students in Russian.

Conclusions. This study offers a solution to the problem of effective organization of mastering linguistic disciplines by foreign students studying in mixed academic groups of philological fields of study, through a concentric structure of work with texts of a scientific style with an individual form of organizing educational activities.

Aim. To substantiate the peculiarities and potential of the texts of modern Chinese fiction as a means of teaching Chinese and to present a number of methodological recommendations on the use of these texts in the Chinese language classes.

Methodology. This article uses such research methods as the study and generalisation of advanced pedagogical experience in the field of teaching the Chinese language and Chinese fiction, documentation of pedagogical research, analysis of scientific works in the field of text theory, literary studies and linguistics.

Results. This article demonstrates the importance of modern Chinese literary texts in developing reading skills and interpreting reading content. It also formulates some methodological recommendations for teachers on the use of modern fiction texts in Chinese reading classes.

Research implications. This article theoretically substantiates the possibility of using Chinese fiction texts as teaching materials in reading classes. The practical significance lies in the fact that the results of this article, including methodological recommendations on the use of literary texts for teaching reading, can be applied in the real educational process of teaching Chinese.

 Conclusions. Chinese language teachers can make full use of fiction texts in the teaching process of developing foreign language reading competence in the students. The advantage of fiction texts as a material for teaching reading is proven, and three technologies applicable to teaching reading Chinese fiction texts are proposed.

Aim. To describe a diagnostic technique for improving the level of reading literacy of students in Russian language and literature lessons, based on an integrated approach that includes working with various types of texts, developing critical thinking and using digital technologies.

Research methods. The methodology for investigating reading literacy presented in this article is grounded in a systematic and comprehensive approach that aligns with contemporary educational requirements. The systematic approach allows for viewing reading literacy as a holistic structure of interconnected components, while the comprehensive approach ensures the multifaceted development of reading skills and abilities. Diagnostics of work with texts (fiction, journalistic, popular science) broadens the horizons of students, promotes deep assimilation and use of various types of information, increasing the level of reading and functional literacy in general. The method of identifying the level of reading literacy focuses not only on text analysis, but also on the practical application of the acquired knowledge. Statistical processing of the results of the formative experiment was carried out using Student’s t-test. Methods of analysis, synthesis, testing of students, processing and generalization of the received data were used.

Results. The results of the study demonstrate the effectiveness of the proposed methodology. In the experimental group, students demonstrated a rather high level of mastery of the first two groups of skills (general understanding, deep and detailed understanding). However, certain difficulties arose when performing tasks that require deep analysis of the text and its application for solving practical tasks. This fact indicates the need to pay more attention to the development of critical thinking and the ability to analyse and interpret information.

Theoretical and/or practical significance. The article proposes a modification of the ‘Vladimir Dahl’ test in accordance with the PISA standards, which allows a more accurate assessment of students’ reading literacy level. The revised test offers a comprehensive assessment of three key skill sets: general comprehension, in-depth analysis, and application of textual information to solving other problems. It is also aimed at diagnosing functional literacy and complies with the assessment criteria established by the FSES.

Conclusions. Prospects for further scientific research, from the authors’ point of view, should be related to identifying the causes of low motivation to reading and developing methods and techniques for the formation of reading literacy, deeply based on a systematic and comprehensive approach.

Aim. To review the conditions for increasing the motivation of cadets to work in the military-scientific section of the piano department, search for a conceptual change in the conduct of the military-scientific section (MSS) of the Military Institute (military conductors) of the Military University.

Research methods. In the experimental part of the work, within the framework of studying the activity criterion, the following methods were used: survey, observation and comparative analysis of the obtained materials.

Results. The combination of scientific discourses with musical performance practice significantly increases the number of cadets speaking during section meetings, which confirms the increase in cadets’ motivation for scientific research activities.

Theoretical and/or practical significance. The scientific novelty of the study lies in the fact that it proposes and empirically proves new forms of conducting the MSS, which contribute to increasing the motivation of cadets to work in the section including regular meetings with invited guests (musicians, scientists, professionals from related areas of art), regular reference to the topic of a special military operation (conversations with SMO fighters, adding questions about music at the front to the list of topics for the semester, etc.), including a performing component in the cadets’ report (mandatory playing, showing and musical performance in front of the audience of the work that was the subject of the study). The practical significance of the study lies in the fact that for the first time in a military institute, the work of the MSS was completely redirected to a topic of interest to cadets, which helped to go beyond the classical ideas about the work of the MSS (for example, a quiz meeting, a concert meeting, etc.). These principles of conducting a military-scientific section can also be extrapolated to other sections.

Conclusions. The emphasis on including live music in section meetings (in the form of concerts[1]meetings with guests and musical accompaniment to their reports) with the correct calculation of the interests of the cadets will dramatically increase the level of motivation to work in the MSS.

Aim. To determine the main motives for the professional activity of female teachers, the level of their self-assessment of professional knowledge and skills and to identify organizational conditions of an educational organization for the development of professional motivation of female teachers.

Methodology and methods. Survey of female and male teachers of different ages and with different work experience working in general education organizations and organizations of secondary vocational education, expert assessment of heads of general education organizations and organizations of secondary vocational education, pedagogical observation and analysis of the experience of general education organizations in Petrozavodsk on the development of motivation of female teachers’ access to professional activity.

Results. The results of the study made it possible to identify the most common motives for the professional activities of female teachers, including receiving salaries, good relationships, professional mutual understanding with colleagues and avoiding conflicts with management, recognition of their achievements in the professional environment and creative self-realization. The result of studying the experience of educational organizations was the definition of organizational conditions for the development of professional motivation of female teachers: taking into account the level of professional self-esteem, a combination of group and individual forms of psychological support for teachers, traditional and non-traditional ways of developing professional motivation, etc.

Theoretical and/or practical significance. The conducted research based on a survey of teachers, an expert assessment of the heads of educational organizations in Petrozavodsk of the motivation of female teachers in professional activity allowed us to identify the leading motives of female teachers to professional activity, the relationship of motivation to professional activity with the level of teachers’ self-esteem of professional knowledge and skills. The practical significance of the conducted research consists in determining the characteristics of the motivation of female teachers for professional activity, identifying some conditions of an educational organization for the development of professional motivation of female teachers and making recommendations on creating these conditions.

Conclusions. The conclusions of the study reflect the main features of the motivation of female teachers for professional activity and the organizational conditions for its development in an educational organization. As organizational conditions for the development of professional motivation, it is necessary to take into account the level of professional self-esteem and the peculiarities of professional motivation of female teachers; a combination of group and individual forms of psychological support for teachers, as well as a combination of traditional and non-traditional ways of developing professional motivation.

Aim. To investigate the problem of fostering value dominants in prospective foreign language teachers and, based on the obtained diagnostic data, to develop guidelines to help students understand and accept family values as the leading dominants in personality development.

Methodology and methods. To achieve the goal, the theoretical methods of cognition were used: analysis of pedagogical, psycholinguistic, and linguistic literature; synthesis and modeling of social and cultural processes, methods of empirical research: questionnaires, observation, interviews, methods of problem-based learning, methods of statistical data processing. The theoretical and methodological basis of the study was the axiological (N. D. Galskova, N. F. Koryakovtseva, V. A. Slastyonin, E. G. Tareva, N. V. Yazykova), humanistic (N. G. Pribylova) and sociolinguistic (J. van Ek, D. Hymes) approaches to education and personality development, modern scientific ideas about the importance of the educational concept (V. A. Malinin, G. V. Sorokovykh), which is considered the most important priority in the system of modern education.

Results. The experience of building discussion platforms and developing various events in the format of online forums with students and teachers from different regions of Russia shows positive examples of developing professionally and personally significant qualities in prospect foreign language teachers for interaction with all participants of the educational process and contributes to the development of the concept of a patriot and citizen in an integral educational space of school and university. During online meetings, the relevance of the problem of formation of value dominants in students at various levels and stages as one of the forms of education of young people in the context of preserving national culture and identity of a citizen of Russia was proved.

Theoretical and/or practical significance. The study determines the theoretical foundations and essential characteristics of value dominants in a modern teacher. The linguistic features of the concept “family” are revealed. Based on a survey, the problems and students’ attitudes to family values as personally significant characteristics of a teacher are established. The sociolinguistic threats of disregarding the role of family in the formation of personality as a subject of their life activity are generalized. Practice-oriented guidelines to novice teachers suggesting reconsideration of their own attitudes to the formation of moral values are given.

Conclusions. Designing interaction with teachers and students from different universities and regions of Russia is today a topical form of developing professional and personal qualities. The issues of formation of family value dominants in a prospective teacher require complex interaction of all educational structures as a unified system of public and state bodies in diversification of experience in solving complex and important problems of education and development of modern youth.

Aim. To examine the role of a set of disciplines of the medical and biological profile in the formation of universal human values among students of pedagogical universities.

Methodology. In the process of achieving the goal of the study, a systemic analysis of psychological and pedagogical literature, generalization, systematization and interpretation of scientific information, as well as documented examination and comparison of the results of questionnaires, testing, and observation were used. The main provisions of the study are based on the systemic, axiological and civilizational approaches.

Results. As a result of the conducted research, methodological approaches (systemic, axiological, civilizational) were identified to solving the problem of developing universal human values in students of pedagogical universities when studying medical and biological disciplines. The main basic concepts were clarified. The characteristics of the continuity of medical and biological disciplines in the formation of universal human values were given. The results of the initial and final diagnostics of the formation of universal human values in the process of studying medical and biological disciplines were presented.

Theoretical and/or practical significance. The theoretical significance of the study consists in the fact that the subject characteristic of the continuity of medical and biological disciplines has been given as a necessary condition for forming universal human values in students, which contributes to their readiness for health-oriented activities in educational organizations. The practical significance of the research lies in the use of materials to assess the formation of universal human values among students in the process of studying disciplines of a medical and biological profile.

Conclusions. The conducted study allowed us to conclude that an appropriately constructed system of continuity of medical and biological disciplines contributes to the formation of universal values in students of a pedagogical university, such as life, health, human, nature, reflecting moral, aesthetic norms and principles, the behavioral significance of man. The named values determine the development of readiness of future teachers for health-oriented work in educational organizations.

Aim. To give theoretical substantiation of the acmeological foundations of the methods of theatrical pedagogy in the training of a modern specialist.

Research methods. Theoretical analysis of literature on acmeology, theater pedagogy, observation, and observation.

Results. The results of the study can be useful in solving practical and methodological tasks to improve the process of training modern specialists in educational organizations.

Theoretical and/or practical significance. The practical significance lies in the application of the methods of theatrical training in the educational process of training modern specialists.

Conclusions. The acmeological orientation of theatrical pedagogy makes it possible to train modern specialists, help them reach the professional peak-acme and be capable of managing the emotional and sensory state of the audience at a high professional level.