Krasnoyarsk State Pedagogical University

This paper presents the first inventory of vascular plant species occurring in the Turukhansky and Evenkiysky municipal districts (raions) of Krasnoyarsk Krai, Russia. The checklist was compiled from published sources, observations from the iNaturalist platform, and herbarium materials, primarily collected within the Central Siberian Biosphere Nature Reserve, Tunguska Nature Reserve, and, partly, the Putorana Nature Reserve, as well as adjacent areas. Both native and alien (adventive) species are included, with the latter comprising 76 species, reflecting the comparatively low level of anthropogenic disturbance in the region. The checklist also identifies species occurring at the northernmost or southernmost limits of their distribution in the study area. It includes 60 species listed in the Red Data Book of Krasnoyarsk Krai, seven of which are also included in the Red Data Book of the Russian Federation. In total, 1,316 species (including 13 hybrids) belonging to 383 genera and 88 families have been recorded across the two raions, including 771 species in Turukhansky and 1,171 in Evenkiysky. The higher species richness of the Evenkiysky Raion is associated with its substantially larger area (nearly four times that of Turukhansky) and its more complex landscape structure, comprising both lowland and mountainous terrain and, consequently, supporting a greater diversity of vegetation.

Проблема отношения старших подростков и учащейся молодежи к правонарушениям переходит в разряд актуальных в связи с социокультурными изменениями жизненного уклада общества, поставленными государством задачами в части воспитания подрастающего поколения. Для ее решения требуется исследование отношения старших подростков и учащейся молодежи к правонарушениям, а значит, необходима обратная связь от обозначенных субъектов. Проведение анонимного онлайн-опроса по выявлению отношения старших подростков и учащейся молодежи к правонарушениям позволило прояснить важные моменты их отношения к употреблению психоактивных веществ и курению сверстников. В целом опрос показал, что есть позиции осуждения, поддержки и маргинальная позиция. Полученные данные и выявленные приоритетные позиции позволяет говорить о том, что нужно вести разъяснительную и профилактическую работу с этими категориями обучающихся.

Modern training of young soccer players is aimed at the simultaneous development of physical and technicaltactical qualities, while in the practice of coaches working with 10–12-year-old athletes a significant proportion of training time is still occupied by isolated exercises that are weakly related to the competitive structure of the game. One of the promising directions for optimising the training process is the use of small-sided formats 3×3, 4×4, 5×5, which increase the density of actions, the number of ball contacts and the frequency of decision-making. However, methodological foundations for using these formats as a means of integrated development of physical and technical-tactical qualities in 10–12-year-old soccer players remain insufficiently elaborated. The aim of the study was to theoretically substantiate and experimentally assess the effectiveness of 3×3, 4×4 and 5×5 game formats as a means of integrated development of physical and technical-tactical qualities in 10–12-year-old soccer players. The research hypothesis assumed that systematic inclusion of specially organized small-sided games in the training process would ensure a more pronounced positive dynamics of speed, endurance and speed-strength indicators, as well as passing accuracy, dribbling efficiency and tactical actions compared with traditional training. The study involved 10–12-year-old soccer players (n = 30) from a training group. The methods included analysis of scientific and methodological literature, pedagogical observation, pedagogical experiment, testing of physical qualities and technicaltactical skills, and methods of mathematical statistics. It was shown that the developed structure of the training microcycle with the use of 3×3, 4×4 and 5×5 formats contributes to an integrated improvement of the physical and technical-tactical performance of young soccer players and can be recommended for implementation in training practice.

Introduction. This study aims to assess the readiness of rural teachers to implement inclusive education. This research is relevant because rural schools have a higher level of inclusion than urban schools, and the proportion of children with disabilities has increased. A key feature of the Krasnoyarsk Krai is its multicultural context, where representatives of different ethnicities, languages, and religions coexist. The purpose of this article is to assess the readiness of rural teachers in the Krasnoyarsk Krai to implement inclusive education in a multicultural environment. Materials and Methods. The study was conducted in Krasnoyarsk Krai. A total of 147 teachers from 18 rural general education institutions located in the Yemelyanovsky, Karatuzsky, Abansky, Achinsky, and Turukhansky districts of Krasnoyarsk Krai participated. Participants included primary school teachers, subject teachers, educational psychologists, and deputy directors for academic and educational work. Respondents ranged in age from 24 to 62 years, and their teaching experience ranged from 1 to 35 years. The following methods were used: analysis of regulatory and methodological documents, questionnaires, semi-structured interviews, and a method for assessing readiness for inclusive education based on cognitive, activity-based, and motivational-value components. KEYWORDS The results of the study. An analysis of the level of readiness of teachers in Krasnoyarsk Krai for inclusive education revealed that the majority (74%) had a sufficient or average level of readiness. 13% of study participants demonstrated a high level of integration of all components of readiness. The highest level of development was found in the motivational value component, with 74% of teachers achieving a high or sufficient level. The activity-based component was the least developed, with less than 50% of teachers achieving a high or sufficient level. Conclusion. Thus, the majority of teachers recognize the importance of an inclusive approach, but experience difficulties in its practical implementation due to a lack of experience, knowledge of the specifics of inclusion and multicultural interaction, and the absence of conditions for systemic support for the inclusive process in rural schools. This necessitates the creation of a comprehensive model for professional development for rural teachers that takes into account both regional specifics and the multicultural context of the educational environment.

Purpose of the study. The aim of this study is to substantiate the criteria and factors for the quality of screen interface design for digital educational resources from the perspective of visual complexity and cognitive load, as well as to identify their impact on learning outcomes in a digital and bilingual educational environment. Particular attention is paid to establishing the relationship between the structure of the visual presentation of educational material, the level of learners’ cognitive load, and the effectiveness of knowledge acquisition. This goal is aimed at developing scientifically based recommendations for optimizing the design of digital educational resources, ensuring that the visual structure of educational content matches the cognitive capabilities of learners and improving learning effectiveness in a multilingual educational environment.Materials and methods. The study is based on an analysis of domestic and international scientific works in the field of perception psychology, cognitive ergonomics, cognitive load theory, instructional design, and bilingual education. The methodological framework utilized concepts of visual complexity, cognitive load theory, adaptive cognitive control principles, as well as the results of empirical studies conducted using behavioral methods and eye tracking. For the analytical section, typical screen pages of digital educational resources, varying in visual complexity, were examined. Interfaces were evaluated based on criteria such as quantitative richness, structural organization, color and graphic complexity, semantic richness, and dynamic characteristics.Results. The study found that the visual complexity of a screen interface directly impacts learners’ cognitive load. Increasing the number of elements, semantic density, color variability, and dynamic components leads to the growth of the external cognitive load, a decrease in the information retrieval speed, and an increase in the likelihood of errors. In bilingual learning, cognitive load becomes complex, integrating subject-specific and linguistic information processing. It has been shown that high proficiency in a second language reduces the load on working memory and executive control, while frequent code-switching simultaneously increases linguistic complexity and develops cognitive flexibility. A “visual complexity – cognitive load – performance” model is proposed, describing the cause-and-effect relationship between interface design and learning outcomes.Conclusion. The obtained results confirm the need for a systematic assessment of visual complexity and cognitive load in the design of digital educational interfaces. Well-founded evaluation criteria enable comparable and reproducible analysis of interface quality, as well as the development of design solutions that align with learners’ cognitive abilities. The proposed approach has high practical significance, as it can be used in the creation, examination, and adaptation of e-learning courses, multimedia lectures, and interactive educational platforms, ensuring improved e-learning effectiveness and the sustainability of educational outcomes in the digital environment.