Aim of the present study is to identify and analyze the features of integrating elements of artificial intelligence (AI) into school education through the participation of students in AI-related Olympiads and competitions.

Methodology is based on theoretical analysis of regulatory documents, official Olympiad programs, as well as both domestic and international scientific and methodological literature concerning the introduction of AI technologies into educational environments. Attention is paid to comparing Russian and international experiences in organizing AI Olympiads, analyzing the structure of Olympiad tasks and exploring the methods for their integration into teaching and learning activities.

Research implications of this study indicate that AI Olympiads and competitions foster the development of analytical, algorithmic, and critical thinking among students, promote basic programming skills, and encourage independent research activities. Furthermore, such initiatives serve as an effective tool for early professional orientation in the fields of digital technologies and artificial intelligence.

Results. The theoretical significance of this work lies in systematizing approaches and models for integrating AI into general education through the Olympiad movement. The practical significance is reflected in the formulation of recommendations for the development and support of AI Olympiads as a mechanism for cultivating innovative competencies in school students. In conclusion, the study highlights the need to expand infrastructural and methodological support for AI Olympiad initiatives, as well as to further implement best international practices to ensure the successful integration of AI technologies into Russian school education.

Aim. To present the unique contribution of the outstanding world-renowned mathematician L. Euler to the development of Russian educational mathematical literature.

Methodology. The study is based on an anthropological approach, which helps to review the study of history as a process created by humans as its primary subject and makes examination of educational mathematical publications possible due to the creativity of specific individuals. It also uses the historic method, which serves to identify the logic and periods of historical development.

Results. The study established that L. Euler’s contribution to the development of domestic educational mathematics literature consisted in setting the task of creating a textbook that would implement an innovative for its time information model of a scientific discipline (arithmetic, algebra), the focus of which would be scientific rigor with strict evidence or practice-oriented presentation with a frequent absence of evidence-based reasoning (L. Euler proposed a compromise based on the principle of accessibility of training – the development of innovative manuals that had numerous methodological advantages), in the development of a mathematical theory that lays the foundation for the development of a textbook (in particular, on trigonometry), and in the use of L. Euler’s ideas by national authors of textbooks (S. Ya. Rumovsky, N. G. Kurganov, M. E. Golovin, N. I. Fuss).

Research implications. This paper clarifies and expands our understanding of L. Euler’s contribution to the development of educational mathematics literature. It demonstrates Euler’s role in the creation of such a special genre of educational mathematics literature as a textbook, which serves as an information model for scientific discipline. T. S. Polyakova’s list of methodological merits of Euler’s educational publications has been expanded. Current understanding of N. G. Kurganov’s work as a successor to L. F. Magnitsky and Euler’s ideological follower has been refined. The results of the study can be used in developing lectures and practical classes for students and participants in advanced training courses for teaching staff and in the creation of modern domestic educational mathematics literature by academics and methodologists, which is extremely important in the context of the digitalization of textbooks. The results of the study may be of interest to specialists in the field of the history of mathematics education.

Conclusions. The results of the study demonstrate the significant role of L. Euler in the development of Russian printed educational mathematics literature. During the initial development of educational mathematics publications, when the general dominant theme of educational mathematics books was being developed, L. Euler posed a major didactic and methodological challenge – finding a compromise between fundamentality and practical orientation.

Aim. To present the results of a review of dissertations defended in 2001–2025 in Russia in the field of educational forecasting, identifying thematic areas and gaps, as well as possible prospects for scientific developments.

Methodology. The research is based on a descriptive approach, which involves recording and systematizing data and analyzing the current situation. Content analysis for the quantitative measurement of dissertations and thematic blocks, classification method for the purpose of systematizing the dissertations themselves by relevant keywords to obtain a sample corresponding to the research objective, thematic analysis method for the purpose of identifying thematic blocks in the data array, and critical analysis method for identifying thematic gaps and potential prospects for further research were used as research methods. The source for the analysis was an array of dissertations in the field of predictive studies of educational development, which were defended between 2001 and 2025 in Russia according to the pedagogical codes of scientific specialties of the nomenclature of the Higher Attestation Commission of the Russian Federation. In total, the sample included 164 dissertations, of which 137 were Cand. Sci. theses, and 27 Dr. Sci. theses.

Results. The study revealed that a total of 136 theses were defended in the 2000s, 28 in the 2010s, and 0 in the first five years of 2020. The three most frequently occurring thematic blocks in dissertation research were forecasting as a skill (competence, ability, potential, skills), for example, for the development and implementation of projects, the prevention of deviant behavior, etc. (including among teachers), forecasting educational outcomes, learning success, or learning difficulties, a predictive model in the management of an educational organization (advanced development), monitoring based on forecasting and evaluation, often associated with strategic management, including in the region. The sample did not include dissertation studies devoted to the development of pedagogical phenomena, teaching aids, the transformation of professions and models of professional activity, or the impact of technology on education and training. These topics can form the basis for further research.

Research implications. The scientific novelty of the research lies in its identification of thematic clusters of dissertations defended in 2001–2025 in the field of educational prognostics and the identification of thematic gaps. At a theoretical level, the study’s results expand our understanding of the current state of educational prognostics in the Russian scientific community, contributing to prognostic theory and the history of its development. Its practical significance lies in its formulation of recommendations for future research.

Conclusions. Prognostic research on the future development of education in the form of dissertations is currently virtually nonexistent. Forecasting is increasingly becoming a method used in conjunction with other methods in other fields (economics, sociology). Foresight practices, which became popular in the 2010s, will undoubtedly remain in demand, as they, by evolving into more scalable and accessible formats for a wider audience, make the development of educational forecasting research as a field possible and influence educational policy.

Aim. To consider the process of designing and programming robots by schoolchildren in the framework of additional education and their preparation for a specific competition.

Methodology and methods. Observation, comparison, analysis, and synthesis. The research is based on official data presented on the RoboFinist website and the author’s observations as a judge at the aqua-robots category of the underwater robot competition.

Results. The paper describes the designs of aqua-robots and programming environments used by schoolchildren in competitions in the “Aqua-robots” category. An (experimentally verified) amendment to the regulations for the perimeter bypass exercise has been proposed, which can eliminate the possibility of programming a surface robot as an automaton operating without considering information from sensors. It has been established that schoolchildren (participants in aqua-robot competitions) help members of other teams (competitors) to improve designs and programs by sharing their knowledge, skills, and abilities (mutual assistance).

Research implications. The theoretical significance of the study lies in developing a methodology for the “Aqua Track” category, eliminating the possibility of programming an aqua-robot as an automaton operating without sensor input, and in identifying a set of skills for developing schoolchildren's creative thinking. The practical significance lies in demonstrating the impact of schoolchildren's participation in aqua-robot competitions on the acquisition of new subject-specific knowledge, skills, and abilities.

Conclusions. Participation of schoolchildren in aqua-robots competitions develops schoolchildren’s creative thinking and contributes to the acquisition of new knowledge, skills, and abilities, as the construction of an aqua-robot involves the development of a design based on knowledge of hydrodynamics and the installation of distance sensors based on knowledge of acoustics. The programming of an aqua-robot involves the creation of flowcharts based on knowledge of physics. Self-education of schoolchildren is achieved through the exchange of these principles, skills and abilities in the process of helping other teams. Participants in the competition enter shipbuilding universities or naval universities (career guidance). An amendment to the rules of the “Perimeter Circumambulation” exercise has been experimentally substantiated.

Aim. The scientific article describes a mediation model for the successful achievement of educational results by students at a cadet school, implemented through innovative quantum technologies aimed at developing communicative-cognitive competence.

Methodology. The study is based on personal value, system-activity, and cultural-historical approaches. The study utilized statistical and comparative analysis methods, as well as a diagnostic method. The participants were students from the Petrozavodsk Presidential Cadet School.

Scientific novelty and research implications. For the first time a mediative model for the formation of successful educational results for students at a cadet school is proposed and described, which is distinguished by the innovative use of quantum technologies for the development of communication and cognitive competence. The theoretical significance of the study lies in the definition of the principles of the formation of successful achievement of educational results: awareness, self-regulation, positive thinking, the principle of mediation. The mediative model has theoretical significance and potential for practical application in the educational process to increase academic performance and study success in general.

Results. It is demonstrated that the implementation of a mediative model contributes to the successful achievement of educational results, has a positive impact on academic motivation, the development of self-regulation, and positive cognitive thinking.

Conclusions. The study confirmed the effectiveness of the mediative model of shaping the successful achievement of educational results and creating a favorable educational environment. The implementation of the mediative model made it possible to increase academic performance, educational motivation and form positive cognitive thinking of students. Further research may focus on the long-term effects of implementing a given model and adapting it to different educational areas.

Aim. To identify and analyze typical methodological mistakes made by graduates of pedagogical universities when correcting students’ knowledge of geometry in the early years of their work.

Methodology. The work used methods of pedagogical observation, analysis and interpretation of methodological situations, qualitative analysis of students’ written works, as well as generalization of teaching experience. The theoretical basis consists of works in the field of teaching mathematics, diagnosis of educational difficulties and the formation of professional competencies of mathematics teachers.

Results. The introduction discusses the problem of novice teachers working with students who have difficulties in learning geometry. The need to correct the knowledge of schoolchildren as an integral activity of a mathematics teacher is substantiated. The paper identifies three types of methodological errors that occur at the stage of diagnosing the level and quality of students’ knowledge of geometry and determining the need for knowledge correction, when planning and conducting correctional work, as well as at the stage of evaluating the results of correcting students’ knowledge and reflecting on their own correctional activities. Examples of real methodological situations are presented, demonstrating the insufficient formation of professional and methodological knowledge and skills of novice teachers, which leads to ineffective correction of students’ knowledge of geometry. Examples of specific methodological errors illustrate how insufficient student training can affect the effectiveness of the educational process.

Research implications. The theoretical significance of the work lies in clarifying the structure of pedagogical activities aimed at correcting students’ knowledge of geometry, in formulating three main types of methodological errors made by novice teachers in the process of correcting knowledge. The article substantiates the need for purposeful work on the formation of students’ readiness to correct students’ knowledge of geometry in the process of professional training.

Conclusions. It is proposed to include in the educational programs a special course aimed at forming students’ readiness to correct students’ knowledge, which in turn will contribute to improving the quality of mathematical education and reducing academic failure in geometry.

Aim. To consider theoretical substantiation of designing technological environment for environmental education for students, the strategic guidelines of which are the formation of environmental culture of students and their readiness for productive activity in conditions of a high degree of uncertainty and instability in the development of society.

Methodology. The research is based on systemic, activity-based, environmental, and technological approaches. Theoretical methods used included analysis of philosophical, psychological, pedagogical, and methodological literature on environmental education and digitalization; modeling of the concept and structural-functional model of the technological environment; and generalization and systematization. Empirical methods included analysis of pedagogical experience and educational and methodological complexes.

Results. The concept of the technological design for environmental education for schoolchildren has been developed and presented, revealing its essence as a global and local information and communication infrastructure designed to bridge the gap between awareness of environmental issues and the acquisition of survival technologies. Key characteristics of a technological environment for environmental education for schoolchildren are identified: openness, variability, functional diversity, criticality, high technology, and safety. A theoretical model is proposed that reveals the mechanism by which the modern technological environment transforms the fundamental components of the pedagogical system in environmental education, namely, goal setting, content selection, organization of the educational process, and the assessment system.

Research implications. The scientific novelty lies in the development of a technological design for environmental education of schoolchildren. The theoretical significance lies in enriching the theory of environmental education through the conceptual justification of a technological environment as a pedagogical innovation integrating traditional and digital technologies. The practical value lies in the development of methodological principles and tools (including augmented reality teaching aids and immersive learning scenarios) for creating an effective technological environment in general education organizations and institutions of additional education.

Conclusions. 1. The methodological foundations of a technological design for environmental education are defined, revealing its essence as an integrative pedagogical phenomenon arising at the intersection of traditional and innovative approaches. 2. A model of technological design is developed and theoretically substantiated, demonstrating its transformative influence on the target, content, process, and evaluative components of the environmental education system for schoolchildren. 3. The design principles of this environment are identified and characterized, and the practical aspects of its implementation are outlined. This, taken together, ensures the development of environmental knowledge, value orientations, critical thinking, and readiness for practical activities in schoolchildren in a rapidly changing world.

Aim. To reveal such forms of work with students which help familiarize them with the historical and cultural heritage of Russia through the images of fine art.

Methodology. The methodological basis of the research consists of the main provisions of activity-based, personality-oriented, and culturological approaches, which orient a person to the disclosure of creative potential and make it possible to determine the most optimal conditions for such activity. The study used an analysis of scientific literature on the issues of familiarizing students with the cultural heritage of their country, an analysis of teaching methods and forms of conducting classes in fine arts. Methods of comparative analysis and synthesis of the results obtained were used to study the current situation.

Results. The study proves that use of fine art in the educational process contributes to a deep understanding of cultural and artistic traditions, fostering patriotic feelings and respect for the historical past.

Research implications. The expediency of using fine art in the educational process for formation of ideological attitudes and deepening understanding of cultural traditions is substantiated. Practical significance consists in providing specific types of work for children classes that can be applied by teachers in the educational process.

Conclusions. As a result of the research conducted, the main categories of education and their figurative and thematic embodiment in fine art are identified. Specific types of work for children are proposed, such as using hand-drawn stories, talking about paintings on historical topics, making historical compositions, and drawing on themes reflecting the image of the Motherland. There is a need to create a book for first graders, their parents and teachers that promotes the formation of patriotism through artistic images. For this purpose, it is proposed to use high-quality visual materials, interactive elements and modern approaches to the presentation of information.

Aim. To examine metacognitive strategies for teaching students digital reading in English.

Methodology. The materials presented in scientific articles of electronic databases have become the material for analyzing the theoretical aspects of the problem under study. The main methods used in the study were methods of analyzing literary sources, systematization and generalization of the theoretical and practical results obtained.

Results. The results of the study make it possible to classify the main metacognitive strategies for teaching digital reading in a foreign language in the field of education. The article systematizes strategies for interacting with the text, including previewing, forecasting, critical evaluation and selective reading, as well as methods of working with unfamiliar vocabulary. The importance of considering the individual characteristics of students, such as the level of language proficiency and experience working with digital resources, is emphasized. It is concluded that it is necessary to develop new teaching methods that combine various strategies to improve the effectiveness of digital reading.

Research implications. The theoretical significance of the research lies in the structuring and scientific substantiation of the system of metacognitive strategies of digital reading, which expands the theoretical understanding of cognitive processes in the framework of foreign language education in the era of digitalization. The practical value of the research lies in the possibility of applying its results to improve curricula and methods aimed at developing critical thinking and competence in working with foreign-language digital resources.

Conclusions. The research was aimed at considering metacognitive strategies for teaching students digital reading in English. As part of the work, the tasks set were solved: the features of digital text that affect the reading process were analyzed, and a system of metacognitive strategies adapted to work in a digital environment was developed.

Aim. The research examines the development of monologue skills in 9^th-grade students in preparation for the speaking part of the Basic State Exam in English. A set of exercises is proposed to develop students’ ability to construct a logically coherent monologue that meets the requirements of the Basic State Exam.

Methodology. The theory of speech activity, the provisions of the theory of teaching monologue speech, psychological studies of the process of speech production, and the theory of step-by-step formation of mental actions and concepts formed a theoretical and methodological basis of the research. Analysis of psychological, pedagogical and methodological literature on the research topic, logical reasoning, proof, generalization, justification, synthesis, reflection, description, and experimental work were used as research methods.

Results. This article examines the concept of a thematic monologue production for the Basic State Exam in English as part of a standardized computer exam. It presents the requirements for completing this task, as well as the assessment criteria. A statistical and analytical report was used to analyze typical mistakes encountered during this task. Using the Spotlight 9 course book, additional exercises based on the requirements for assignments in the speaking part of the exam to promote the development of students’ monologue production were developed. The effectiveness of this additional set of exercises was also experimentally tested.

Practical significance. The practical significance of the study lies in the development of an additional set of exercises designed to prepare for the thematic monologue of the oral part of the Basic State Exam in English, as well as methodological recommendations that can be used by English teachers to improve the effectiveness of preparing 9^th-grade students for the oral part of the main state exam.

Conclusions. The paper presents additional exercises based on the Spotlight 9 course book. These exercises are designed to develop students’ ability to express their opinions by constructing a monologue on a specific topic according to a plan. The training uses modern technologies that simulate exam situations.

Aim. To investigate key socio-cultural, linguistic and methodological problems of teaching children of foreign citizens in primary schools in the Russian segment of general education, to identify main factors that make it difficult for them to integrate and successfully master a foreign language, and to formulate recommendations for adapting curricula to support migrant children in Russian schools.

Methodology is based on the principles of humanization and inclusivity of education, as well as on a personalized approach that focuses on the development of students’ individual resources, their ability to learn language and culture. The analysis of normative legal documents, a review of psychological, pedagogical, linguistic, didactic, and sociological literature on the adaptation of migrant children were used as theoretical methods. For the empirical part, methods of interviewing and interviewing teachers and migrant schoolchildren were used, as well as monitoring the process of introducing bilingual and gaming techniques in classrooms with a high proportion of foreign speakers.

Results of the study made it possible to systematize the main barriers (language interference, cultural shock, lack of methodological training of teachers, bureaucratic obstacles) and develop recommendations for teaching a foreign language and culture, the development and socialization of children of foreign citizens. Identified: 1) socio-cultural difficulties of interacting with this category of students; 2) linguistic difficulties studied on the example of the Tajik language, which are expressed by phonetic interference (absence of soft consonants, mobile stress), difficulties with the case system and the type of verbs, as well as the transfer of word order from agglutinative languages. A methodological analysis has shown that standardized curricula do not take into account the bilingual characteristics and needs of multiethnic classes, and less than 25% of teachers have techniques for working with multilingual groups, which requires the development of polymodal programs, teacher training, and the introduction of digital and gaming techniques for the effective adaptation of migrant children in Russian schools. Methodological recommendations are proposed to minimize the problems of teaching children of foreign citizens a foreign language at the initial stage.

Research implications of the research lies in: 1) theoretical substantiation of a communicative and pragmatic approach to the education, development, upbringing and socialization of children of citizens of foreign countries at the initial stage of language education; 2) comprehensive analysis of three key problems faced by children of citizens of foreign countries in the Russian school system such as socio-cultural, linguistic and methodological. It is theoretically proved that methodological problems are aggravated by the lack of adaptation of standard programs to needs of bilingual and multiethnic classes, the lack of trained specialists and the lack of modern means of supporting students with a migration history. The methods and techniques of teaching foreign language to children of citizens of foreign countries based on a communicative and pragmatic approach are proposed. The practical significance of the study lies in the fact that, based on a communicative and pragmatic approach, methodological recommendations are proposed for the use of the following methods of teaching foreign language to foreign citizens’ children: 1) systematic introduction of lexical and grammatical material; 2) constant visualization of educational content; 3) game interaction of students. Considering the complex of identified socio-cultural, linguistic and methodological problems, the proposed recommendations contribute to the effective integration of children from foreign countries into the segment of Russian school education.

Conclusions. The conducted research has shown that there are several socio-cultural, linguistic and methodological problems faced by children of citizens of foreign countries in the Russian school system. This involves theoretical justification and practical development of additional educational materials that can minimize educational, educational and socio-cultural barriers in a multiethnic classroom.

Aim. To describe typical interference errors that Iranian students majoring in Russian make when writing and speaking at the initial stage of their studies and to offer recommendations for overcoming them.

Methodology. To achieve the aim, such research methods as theoretical analysis of scientific literature, observation of the process of speech formation of Iranian students, as well as systematic accumulation of data in classes on the use of cardinal numerals were used. Examples of typical interference errors in research were taken from personal data collected in an orderly manner by the author of the article in the process of observing the educational activities of Iranian students-Russianists at three different universities.

Results. Research results confirm the fact that the errors which occur when using cardinal numbers are related to phonetic, spelling, and grammatical errors that do not depend on the form of speech and therefore can manifest themselves in both oral and written speech of Iranian students.

Research implications. The theoretical significance of the study is that several typical interference errors that exist in the use of cardinal numerals in Russian by Iranian students of Russian philology have been identified, and the reasons for their occurrence have been given. A sequence of teaching cardinal numerals to Iranian students of Russian philology has been proposed. The practical significance of this study is that the results of this study can be applied in the practice of teaching Russian in a foreign language environment and in Iran to further minimize and neutralize the errors of Iranian students studying Russian.

Conclusions. The analysis of typical errors of Iranian students studying Russian showed that most typical errors occur due to intralingual interference under the influence of grammatical and spelling rules of the Russian language, which negatively affects the development of oral and written speech.

Aim. To study the stages of training and types of work on listening, and to experimentally test the effectiveness of a set of preliminary exercises at the pre-listening stage for overcoming typical difficulties in listening and improving the level of understanding of oral speech in English among students at non-linguistic universities.

Methodology. The study was based on the principles of communicative and learner-centered approaches. The following methods were used: theoretical analysis of scientific literature on foreign language teaching methods, pedagogical observation, a pedagogical experiment (comparative, with control and experimental groups), and quantitative and qualitative data analysis.

Results. The study examined the stages (pre-listening, while-listening, and after-listening) and types of listening exercises, identified the most common difficulties in the listening process, and presented the results of a pedagogical experiment, demonstrating the effectiveness of pre-listening exercises. The results of the pedagogical experiment confirmed a statistically significant increase in audio text comprehension and retelling quality in the experimental group.

Research implications. The theoretical significance of the article is determined by the multi-aspect approach to the research topic, expanding the understanding of the role of listening in the educational process. The practical significance of the article lies in the results presented of the experiment conducted in real educational conditions.

Conclusions. The use of modern listening teaching methods, such as shadowing, listening logs, mingling listening, lexical and semantic prediction, and teaching typical conversational fluency phenomena such as word fusion, intrusion, and elision, has a positive impact on student learning and their ability to recognize and understand spoken language. The study demonstrated that the targeted and systematic use of a set of exercises at the pre-listening stage, including topic discussion, key vocabulary, phonetic tasks, and semantic prediction, significantly improves the listening comprehension of foreign language speech in students studying at non-linguistic universities. The greatest improvement in results was observed in tasks assessing general understanding of the content.

Aim. The article focuses on the problem of evaluating educational outcomes through the intervention of formative assessment into the process of teaching English Stylistics, which is a mandatory discipline of the curriculum in bachelor programmes 45.03.02 Linguistics and 44.05.03 Pedagogical Education (with two specializations (“Foreign language (English) and Foreign language (German / French)”).

Methodology. Theoretical analysis, synthesis of scientific literature on the problems of formative assessment and personality-oriented approach, systematic and comparative analysis, empirical methods (systematic analysis of the author’s pedagogical experience) were the main research methods.

Results. The results of an experiment aimed at introducing formative assessment into the process of training specialists in the field of linguistics and teacher education at the university are considered. The effectiveness of formative assessment in the process of teaching English Stylistics is substantiated. The system of diagnostic tools (assessment criteria, teacher assessment and peer assessment charts, self-check chart) is presented, ensuring the effectiveness of formative assessment in the educational process.

Research implications. The study substantiates the efficiency of using formative assessment in the process of training specialists in the field of linguistics and teacher education in the higher education system. The results of the research can be used by university teachers in the process of teaching English Stylistics and other academic disciplines.

Conclusions. Based on the data obtained through the intervention of formative assessment techniques, it is concluded that formative assessment has a positive effect on the quality of learning, contributes to changing the role of teacher in the educational process, develops communicative competence, allows students to evaluate subject, meta-subject and personal achievements, allows the teacher to adjust the learning process using student feedback.