Aim. The problem of using project technology in the pedagogical process has occupied a significant place in scientific research in many countries of the world for quite a long time. The rapid development of new educational trends and the need to use new technologies in practical work pose innovative tasks for teachers, including project modeling. Design technologies became popular in the twentieth century. The purpose of the article is to analyze the foreign experience of the evolution of project technologies in pedagogy, to study foreign pedagogical models of the use of project technologies and the possibilities of their application in domestic pedagogical practice.

Methodology and methods. The research methodology is represented by general scientific methods: analysis of foreign historiography on the stated problem, synthesis of scientific ideas, generalization of pedagogical experience, pedagogical modeling.

Results. It has been established that design technologies in their modern understanding have a long history of their existence, although their methodological tools have changed over time. The main directions of foreign scientific thought of the twentieth century in the field of design technologies are characterized, their continuity and evolution are demonstrated.

Theoretical and/or practical significance. The study of foreign teaching experience in the field of project-based learning can contribute to the development of this approach in domestic pedagogical practice. The project method is based on the principles of self-directed learning and personal activity, which were at the heart of Russian experimental pedagogy in the twentieth century. This pedagogical approach has every right to exist within the context of Russia’s planned radical reform of education for 2025–2026.

Conclusions. The evolution of project technologies from the beginning of the introduction of project-based learning in the USA in the early twentieth century to the present day is shown. The capabilities of this method with the use of sociological survey data are presented; the undoubted advantages are noted. The results obtained can be in demand when organizing project-based training in various types of domestic educational institutions.

Aim. To consider the problem of training the teacher of the future in the context of the digital transformation of the information society, to reveal the essence, structure and distinctive features of the reversible model of training the teacher of the future for the implementation of the Federal State Educational Standard of General Education (by levels) taking into account the developmental characteristics of modern children of the digital age.

Methodology and methods. The methodological foundations of the study are the personal-semantic, system-activity, competence-marketing approaches. The following theoretical methods were used: comparative analysis, generalization, grouping, hypothetical method. To substantiate and confirm the hypothesis put forward, the methods of observation, survey, mathematical calculation, the method of scales, testing, modeling, and information quantization were used.

Results. Based on a comparative analysis of scientific papers on the problem of using reversible and immersive technologies in mentoring, in general and vocational education, based on the generalization of practical experience, the essence and structural components of the reversible model are determined, its distinctive features are highlighted.

Theoretical and/or practical significance. For the first time, the essence of the reversible model of training the teacher of the future, based on the psycholinguistic theory of speech activity of human and society, has been determined; it has been established that in modern conditions the most effective is the reversible model of training the teacher of the future, taking into account the development features of modern children of a new type of consciousness; it has been substantiated that the leading type of activity that ensures the progressive development of the personality in the educational process, starting from preschool age, is speech activity; the essence of the reversible model has been revealed, its structure has been developed and distinctive features have been highlighted. The practical significance of the study consists in the introduction of the reversible model into the educational process of the Federal State University of Education and the substantiation of its effectiveness; the effectiveness of the express-method “quantum” and quantum technologies used in other universities and general education organizations has been proven.

Conclusions. As a result of the theoretical study, a conclusion has been made about the need to transform approaches to the content, design of the model and technology of training the teacher of the future to work with children of the digital generation. The introduction of the reverse model of training the teacher of the future into the educational process of the university allowed to identify the following advantages: the reverse model allows 1) to develop the reflexive abilities of students from the first year and increase the motivation of students for professional activity; 2) to reduce the labor costs of students for processing information due to the use of the express method “quantum”; 3) to interact with all students during simulation lessons; 4) to integrate the educational and professional, scientific research and project-innovative activities of students.

Aim. The purpose of this research is to identify and describe the key factors of effective educational activities aimed at developing a personality ready for independent and responsible existential choice.

Methodology and methods. The research is based on the existential approach to education. The main methods were theoretical analysis of scientific literature on the problems of upbringing of a modern child, as well as an appeal to analyze the results of research in the field of studying the moral ideal of the younger generation.

Results. The eventfulness of the educational environment and the child's involvement in educational events as key factors of effective educational activity at the present stage were revealed and described. The research confirmed the necessity of pedagogical support of events aimed at creating conditions for realizing the involvement of pupils in the events. The pedagogical means contributing to the creation and maintenance of event-based educational environment are presented. The role of the reference adult in the formation of existential sphere of an adult personality and the possibilities of educational activities organized by the reference teacher in the adoption of moral values as a basis for the formation of a moral ideal are revealed.

Research implications. The results of the research substantiate the existential approach to the pedagogical support of events and orient the pedagogical community to the realization of the existential strategy of upbringing, in which each child is given the opportunity to express subjectivity in the context of event-based educational activities, and also stimulates moral self-improvement through the implementation of moral reflection, self-expression on the basis of formed moral values.

Conclusions. The research revealed that moral education in the context of modern socio-cultural conditions, on the one hand, should take into account the specifics of self-identification of a maturing personality, predetermined by trends associated with the entry of virtual communication into a person's life. On the other hand, the educational process should be child-oriented, and therefore have an event-based nature and provide each pupil with an opportunity for self-expression, the realization of their subjectivity, a sense of involvement in the educational events taking place. The emphasis is placed on the fact that personality is formed in the process of interaction with a reference adult who organizes an event-based educational environment focused on the child's personality, in which the formation and acceptance by the child of moral ideals based on high moral values and existential meanings is possible.

The aim. The aim of the article is to substantiate the effectiveness of individual-group learning in biology lessons; to present the author's game model “Biology Vision”; to reveal the specifics of its application in the educational process of school to stimulate students' motivation to study the subject of biology.

Methodology. The methodological basis of the study was formed by the basic provisions of system, activity and personality-oriented approaches, which are combined on the basis of the principle of complementarity. The study used theoretical methods (content analysis, synthesis, deduction, induction, comparison, generalization, systematization); empirical methods (system analysis of the author's pedagogical experience); mathematical processing of the obtained data.

Results. The progressive direction of transformation of the educational process is the organization of individual-group cognitive activity of students, which contributes to the growth of efficiency of knowledge assimilation by schoolchildren due to the competent collaboration of individual and group approaches. Expansion of the potential of individual-group learning is promoted by the use of gamification, which should provide an increase in the level of schoolchildren's involvement in learning activities and the formation of effective interest in the intensity of solving current problems.

Research implication. Theoretical significance of the work consists in clarification of methodical aspects of using individual-group learning, as well as the use of gamification to increase its effectiveness by increasing the involvement of students in the process of learning biology. The practical significance of the work lies in the fact that the conclusions drawn and the results of the authors' own pedagogical experience generalized by the authors can be applied to improve the methodology of teaching biology at secondary school.

Conclusions. The individual-group form of teaching has a number of features that distinguish it from other approaches to organizing the provision of educational content to students, which in turn forms advantages that ensure the growth of the effectiveness of learning the subject. The article reflects the results of the author's pedagogical experience related to the use of individual-group learning in biology lessons at the A. S. Pushkin municipal budgetary educational institution secondary educational school with advanced study of individual subjects No. 7 in Kursk. Taking into account the pedagogical vision the author's variant of gamification of biology teaching in the format of the game model “Biology Vision”, which contributes to the growth of assimilation of the necessary educational content, is presented.

Aim. To identify the characteristic genre features of a scientific foreign-language text for a non-linguistic university based on the analysis of scientific genres of written speech within the framework of academic discourse. Determine to what extent students studying a foreign language for special purposes are familiar with academic written genres and what problems they encounter within these genres.

Methodology. The leading provisions of the conducted research are based on general scientific and special linguodidactic approaches: acmeological (I. A. Tyutkova [21]), competence (N. D. Galskova [6] and E. S. Chuikova [23]) and personal-activity (A. V. Ananyeva [1], N. A. Gorlova [8], M. O. Sobol [17] and G. V. Sorokovykh [18; 20]). This work is based on the principles of communicative-cognitive orientation of teaching a foreign language in a technical university: the principle of systematicity, authenticity and interactivity (N. D. Galskova [6]). Psychological aspects of mastering written speech are addressed in their studies by N. A. Gorlova [8] and N. I. Zhinkin [10]. No less important are the studies on the definition of scientific discourse conducted by E. V. Vakhterova [5] and I. V. Tretyakova [20]. To achieve the set goal, methods of analyzing psycholinguistic, linguistic and methodological literature, a comparative analysis of genres, as well as a survey of the target audience of the study, which are bachelor's students of the technical university NUST MISIS, were used.

Results. A survey of students of the non-linguistic university NUST MISIS was conducted, which allowed us to identify the main problems associated with knowledge of the genres of academic English and its very features in a non-linguistic university. Based on the analysis of scientific papers and the assessment of the survey results, methodological recommendations were proposed to eliminate the identified gaps in knowledge, which can potentially increase the effectiveness of teaching written academic foreign language speech to students of a technical university.

Research implications. The scientific novelty of the study lies in identifying the problems of teaching foreign language written scientific speech in a technical university. Arguments are given in favor of the need and importance of understanding those genres of written and oral academic speech that are relevant for modern students of technical specialties. The principles of teaching written scientific speech to students of a non-linguistic university are theoretically substantiated; the classification of the system of academic (scientific) genres is clarified based on a comparative analysis of Russian and foreign sciences. The need to determine the types of genres that need to be taught to students of non-linguistic universities is emphasized.

Conclusions. In order to involve students of non-linguistic universities into research activities from the early stages of obtaining higher education, it is necessary to understand the specifics of academic (scientific) discourse in a foreign language. For this purpose, within the framework of the discipline Academic English, it is extremely important to introduce students to genres that are relevant to them and their features, as well as to identify potential problems of teaching scientific foreign language speech.

Aim. To consider the problem of designing a textbook on physics aimed at the formation of scientific literacy of secondary general education students. The article substantiates the key elements and methodological features of such manuals, describes the structure of the author’s textbook and determines its potential as an effective tool for the development of scientific literacy of schoolchildren.

Methodology and research methods. The key research method was the analysis of various teaching aids, in which various structures of teaching aids on the topic of the study were considered. Synthesis of scientific ideas, generalisation of pedagogical experience, and pedagogical modeling were also used.

Results. Physics textbooks were analysed from the point of view of their influence on the formation of students’ scientific literacy. The key methodological features of the structure of such manuals were identified, their strengths and weaknesses were determined. In the course of the research, the structure of the author’s textbook aimed at the formation of students’ scientific literacy was justified and described.

Theoretical and/or practical significance. The article specifies the concept ‘scientific literacy of a schoolchild’, as well as in the description and scientific substantiation of the importance of the problem of forming scientific literacy of students in physics lessons. The results of the study can be used both to create a methodology for the formation of students’ scientific literacy in physics lessons and to implement similar methods in the teaching of other academic disciplines.

Conclusions. The issue of formation of scientific literacy of students of modern schools is one of the key problems of modern educational system. The development of the methodology of formation of scientific literacy will help to write a textbook taking into account modern requirements and competences of students, which will be a significant step in improving the level of scientific literacy of schoolchildren.

 Aim of the research is to review the scientific and practical experience of ecological-economic training of students of economic specialties, to determine the essence of key pedagogical concepts of ecological-economic education, to reveal the methods and principles of such training. The relevance of the research is explained by the need to form a sustainable system of training students of economic specialties with a bias towards “green” economy in connection with the new environmental requirements for conducting economic activities. At the moment there is an underdevelopment of this problem in the domestic scientific and pedagogical field.

Methodology. The research was based on the methodologies of personal, activity-based, cultural and socio-ecological approaches. Research methods: classification, analysis, synthesis, generalization, expert assessment, systematization.

Research implications. Theoretical significance consists in the fact that the essence of the concepts of “ecological-economic training”, “ecological consciousness”, “green” economy is revealed; recommendations for the improvement of pedagogical principles and methods of ecological-economic education are offered.

Results. Based on the results of the review of existing literature and generalization of pedagogical experience in the studied area, the key concepts of ecological-economic education of economics students were formulated, including the concepts of “ecological consciousness” and “green economy”; the classification of competencies in the field of “green” economy was carried out; two sets of measures to implement the principles of “green” economy in the process of teaching students of economic specialties were identified; the key principles of socio-ecological education were defined and listed.

Aim. To analyze and describe interdisciplinary connections in teaching physics and mathematics to develop students’ systematic thinking and key competencies.

Methodology and methods. The study is grounded in a literature review and a practical approach that integrates a meta-subject framework and differential calculus into physics teaching. The study also used methods of analyzing educational materials, observing students’ learning activities and analyzing teaching practice.

Results. The article highlights that interdisciplinary connections facilitate the integration of knowledge across different fields, leading to improved material retention and the development of critical thinking skills in students. The application of the meta-subject approach and differential calculus in teaching physics enhances students’ understanding of real-world physical processes and fosters analytical skills. The inclusion of modern educational technologies, such as simulations and software, further contributes to more effective learning.

Theoretical and/or practical significance. The theoretical significance of the study lies in clarifying the concept of interdisciplinary connections and their role in the educational process, as well as in developing methodological recommendations for implementing interdisciplinary connections. The practical significance is found in providing specific methods and examples for applying interdisciplinary connections in school practice, which facilitates deeper and more meaningful learning.

Conclusions. The implementation of interdisciplinary connections is an important element of modern education, contributing to the development of comprehensive knowledge and skills in students. A meta-subject approach and the use of differential calculus help to form the key competencies necessary for successful adaptation in a rapidly changing world. Effective implementation of interdisciplinary connections requires training teachers, creating methodological materials and introducing innovative educational technologies.

Aim. To conduct a comprehensive analysis of the organizational and methodological aspects of teaching Russian as a foreign language (RFL) listening skills at the beginner level in Chinese universities. A survey of teachers was conducted in order to identify existing problems and determine promising directions for improving this process.

Research methods. This study is based on a comprehensive approach that integrates the principles of communicative and activity-based approaches, while also considering the psycholinguistic and methodological aspects of teaching Russian as a foreign language (RFL) listening skills. The principles of a systemic approach and the theory of learning activity were also applied. The methods used included a questionnaire survey of teachers and quantitative and qualitative analysis of the obtained data.

Results. The conducted research revealed the predominance of audiovisual methods and combined exercises in the practice of teaching Russian as a foreign language (RFL) listening skills in Chinese universities. Furthermore, the study identified problems related to insufficient methodological support, limited resources, students’ weak language proficiency, and the incomplete utilization of extracurricular activities.

Theoretical and/or practical significance. The theoretical and practical significance of the study lies in its contribution to the methodology of teaching Russian as a foreign language (RFL), deepening the understanding of the specifics of teaching listening skills at the beginner level in Chinese universities, and determining the influence of linguistic, methodological, and psychological factors on the effectiveness of this process. The work contributes to the development of the concept of an integrated approach to teaching, emphasizing the importance of integrating modern technologies, multimedia and authentic resources, as well as the active use of extracurricular work. The research expands the theoretical base of linguodidactics, supplementing its provisions on the influence of a foreign language environment, the necessity of using authentic materials, and the implementation of modern interactive methods. The practical significance lies in the possibility of applying the data obtained to develop methodological recommendations, adapt educational materials, create a resource base, optimize the educational process, and provide methodological support for teachers, contributing to improving the quality of RFL listening skills instruction in the Chinese foreign language environment.

Conclusions. The results emphasize the need for creating a resource and extra tasks library, implementing modern technologies, and enhancing teacher training to ensure effective RFL listening skills instruction. To address the identified problems, a comprehensive approach is necessary, combining modern teaching methods and authentic materials.

Aim. To highlight the features and principles of personal effectiveness of a higher school teacher engaged in teaching activities in order to develop an optimal scenario for protection against professional burnout.

Methodology and methods. The study was conducted on the basis of long-term observations of the educational process, analysis of the quality of education in a single educational institution, synthesis and comparison of the rational result/effect ratio in the pedagogical activity of a higher school teacher. The research is based on the pedagogical experience of the authors, taking into account the review of normative and scientific literature, and using methods of scientific cognition: analysis and synthesis, observation, comparison.

 Results. An analysis of the characteristics and principles of personal effectiveness of a person engaged in teaching allowed us to determine in detail what constitutes the personal effectiveness of a higher school teacher. Based on this, the following basic principles of competently increasing personal effectiveness and high-quality fulfillment of tasks are proposed: planning, fragmentation, priority, urgency, resourcefulness, selectivity. The scientific novelty of the study is that the concept of “personal effectiveness of a teacher” has been clarified, the components of pedagogical work have been considered, the features and principles of personal effectiveness of a teacher have been identified, and the factors influencing its decrease have been proposed, recommendations for improving personal effectiveness of a teacher have been proposed.

Theoretical and/or practical significance It is defined that the “personal effectiveness” of a teacher is a set of skills and qualities that allow for a given period of time to complete a number of tasks as quickly as possible with minimal cost. The components that make up the teacher’s work are listed, the most significant component is the time spent on completing tasks. At the same time, it is important to allocate time rationally, taking into account the specifics of the teacher's work: limitation of the academic load, a list of types of work fixed by an individual plan, the ratio of classroom and extracurricular workload as 2:1. The factors that reduce the teacher’s personal effectiveness have been identified and recommendations for improving it have been developed: plan your tasks on time, avoid multitasking, prioritize tasks correctly, do not postpone t, strive for efficient use of resources, and be selective in tasks. Testing the results of the conducted research in practice will make it possible to perform tasks as efficiently as possible in a given period of time, quickly and with less labor costs. The recommendations developed by the authors will help the teacher, taking into account the specifics of his work, optimally allocate his time and ensure a satisfactory balance between work and personal life.

Conclusion. Pedagogical activity has its own characteristics that affect the personal effectiveness of the teacher. Based on the principles of competent allocation of one's internal resources, tasks set and available methods of their implementation, personal effectiveness, as well as economic effectiveness, is determined by the ratio of the result and the costs that generated this result (effect), that is, the expected result (scientific work, conducted events) should not be less than the cost of achieving it (time, labor and financial).

Aim. To review methodological approaches to the formation of preadaptivity of military university cadets and to present a comprehensive analysis of the main theoretical and methodological foundations that identify key aspects of the formation of preadaptivity of military university cadets.

Methodology and methods. The main provisions of the conducted research are based on a comprehensive methodology, including systematic, axiological and activity-based approaches. Research methods include analysis of scientific sources, synthesis of scientific ideas, generalization of pedagogical experience.

Results. The article considers systematic, axiological and activity-based approaches to the formation of preadaptivity of military university cadets. Based on the results of the analysis, key aspects of the formation of preadaptivity of military university cadets have been identified: taking into account the individual characteristics of cadets, creating conditions for the development of professional skills and personal qualities, coordinating the actions of all participants in the educational process. All this will further make it possible to develop and implement an effective system for the formation of preadaptivity of cadets at a military university.

Theoretical and/or practical significance. The results of the study can be used to develop a system for the formation of preadaptivity of military university cadets, which will be aimed at creating conditions for the comprehensive development of cadets and will allow them not only to successfully complete training, but also to prepare for their official duties in difficult and changing conditions of military service.

Conclusions. Consideration of the identified methodological approaches that influence the formation of preadaptivity plays an important role in the professional and job training of military university cadets. The formation of preadaptivity among cadets is an urgent and important task of the military education system, as military specialists are constantly faced with rapid changes in the political and military environment. The training of future officers capable of operating in these conditions of uncertainty and dynamic situations is necessary to ensure the defense capability of the state.

Aim. To describe the results of the study of the problem of the modern teacher’s professional and personal characteristics formation; to identify the causes of the canonical image’s deformation and to propose socializing and acmeological strategies for educating students of a pedagogical direction at a language university, ensuring an increase in the effectiveness of professional and personal formation of a modern teacher as a subject of his life activity.

Methodology and research methods. The methodological basis of the research is the educational concept of education and upbringing humanization (Malinin, 2024; Pribylova, 2023; Sorokovykh, 2024), based on the following scientific approaches: axiological (Galskova, 2023; Slastenin, 2024; Staritsyna, 2019; Yazykova, 2023), personality-oriented, the specifics of which lies in the “close interest towards the development of the student’s personality and individuality” (Pribylova, 2023). The above concepts, approaches and ideas allow us to comprehensively consider the problem of the formation of value dominants in the multifaceted image of a modern teacher as a symbiosis of linguistic, cultural, methodological, and social competencies aimed at developing the ability to teach, educate, develop, and socialize schoolchildren of all categories (Staritsyna, 2019). The article uses theoretical methods: analysis of linguistic, psychological, pedagogical and methodological literature related to professional-personality formation of a modern teacher’s image as well as empirical ones (surveys, questionnaires, conversations).

Results. International Forum was held in December 2024, during which the multifaceted image of a modern teacher was presented, the problems of distorting his canonical image were revealed; the value meanings that dominate the future teacher were revealed; based on a survey of students of pedagogical universities in different regions of the country (Moscow, Kursk, Chelyabinsk, etc.), the problems related to his negative transformation were identified; the experience of foreign colleagues in training a foreign language teacher was analyzed, which can be useful and taken into account in domestic professional education; based on a theoretical analysis of the future teacher’s value dominants deformation causes, socializing and acmeological strategies for educating students of the pedagogical direction in a language university aimed at forming axiological values are proposed.

Theoretical and/or practical significance. The scientific novelty of the present work lies in an integrated approach to the problem of the formation of value dominants in a future teacher, the development and holding of a scientific forum, which discussed issues related to the problem of the diversity of a modern teacher, identified socializing and acmeological strategies for the formation of the personality of a future teacher and recommendations for further resolution of accumulated issues on this topic.

Conclusions. The problem of forming the axiological foundations of the professional and methodological training of future teachers today remains important and necessary, requiring an integrated approach to its resolution. The issues of creating value dominants in the image of a modern teacher include important aspects: professional values, moral and ethical, the use of innovative technologies as the basis for value interaction with all subjects of the educational process.