Introduction. Disability resulting from military trauma changes a person's usual social and professional lifestyle, making it difficult for them to continue their military service or work at their previous job. In this context, it is necessary to identify special educational needs (SEN), which will allow for the creation of special educational conditions in the process of professional education as the basis for professional and pedagogical rehabilitation. The purpose of the study: to develop and test a methodology for pedagogical monitoring of special educational needs in students with disabilities acquired during combat operations. Materials and methods. The method of pedagogical monitoring is based on the survey method, for which the authors have developed a two-stage questionnaire for identifying the SEN of students with disabilities acquired during combat operations. The operationalization of the questionnaire is based on three key parameters related to the professional and educational process: or
Introduction. The current global educational landscape is characterised by a shift in education for children with polymorphic conditions, requiring additional medical care. This paper examines the history of palliative care worldwide, including the Russian education system involving comprehensive rehabilitation of children, based on the unique experience of hospital pedagogy. It is characterised by the integration of scientific knowledge on supporting pupils with polymorphic conditions associated with oncological diseases with the achievements in the field of remedial and pedagogical support for children with developmental delay and multiple impairments, including in hospice settings. The aim of the article was to outline, on the basis of a historical comparative analysis, the foundations of pedagogical work and to experimentally investigate the characteristics of play activity of developmental delay pre-school children, including those in need of palliative care, with regard to typological differences
Introduction. The relevance of the study stems from the stark contradiction between the objective necessity for digital transformation of special and inclusive education and the insufficient research of psychological barriers, stressors, and new competencies required of pedagogues in this process. Examining these aspects is becoming a key prerequisite for maintaining teachers’ mental wellbeing and enhancing the effectiveness of teaching children with learning disabilities in a digital environment. The aim of the study was to identify, analyse and evaluate the psychological aspects of teachers’ professional training for working in an inclusive educational environment in the conditions of digital transformation. Materials and methods. To achieve this objective, a survey was conducted among 467 respondents – teachers of special and inclusive education. The statistical analysis of the data was carried out using “IBM SPSS Statistics 23”, employing the methods of descriptive statistics, factor analysis, and
Introduction. Inclusive schooling in higher education requires a comprehensive analysis not only of the organisational context but also of the socio-psychological factors involved in its realisation. Of particular importance is the study of the student community’s communicative readiness to interact in an inclusive environment. Inclusive higher education involves not only the creation of an accessible environment but also the psychological readiness of the student community to study alongside persons with disabilities (hereinafter – disabled persons). However, the issue of the conformity of declared principles of inclusion with actual readiness remains open. To clarify this, a comprehensive analysis of socio-psychological factors, including communicative readiness for interaction, is required. The aim of the study is to investigate the communicative and organisational component of inclusive educational environment at a university, including an analysis of students’ attitudes towards inclusion and their
Abstract. Inclusion in the higher education system is based on the UNESCO concept of "Education for All", aimed at ensuring equal access to education for each student. For the successful implementation of this paradigm, data are needed not on the average understanding of the processes of ensuring educational inclusion in universities, but it is important to study the individual aspect of social and pedagogical practice - the real experience of teachers in specific circumstances and universities. In this regard, cooperation is being implemented between the Abai Kazakh National Pedagogical University (Kazakhstan) and the José Mario Molina Pasquel y Enríquez Technological Institute (Mexico). Finding common and different positions on issues of social and pedagogical barriers faced by persons with disabilities in universities helps to identify strategic directions for potential inclusive policies that unite the educational and methodological resources of Kazakh and Mexican scientists and teachers. The purp
Introduction. The choice of the research topic is due to the growing trends in the manifestations of substance dependence among adolescents and young people, the risk of their involvement in extremist activities to promote the superiority or inferiority of citizens on the basis of nationality; condemnation of the country's political course, undermining the constitutional order and violating the integrity of the state, relevant both in Russia and in countries on all continents of the planet. The purpose of the article is an experimental study of students' value attitudes towards dependent and extremist behavior. Materials and methods. The survey involved students from secondary schools and organizations of secondary vocational education in the Krasnoyarsk Territory of the Russian Federation. The total sample size of respondents was 1,919, including 930 students in grades 7-9, 399 in grades 10-11, and 590 in vocational education organizations. The processing of the received data set was subjected to a c
Introduction. Science education in primary schools requires instructional approaches that simultaneously develop science process skills (SPS) and creative thinking skills (CTS) as essential 21st-century competencies. However, preliminary findings in Indonesian elementary schools revealed low mastery of observation, measurement, inference, and scientific communication, alongside limited flexibility, originality, and elaboration in creative thinking. Although Project Based Learning (PjBL) has been widely implemented, its application often encounters challenges in time management, engagement, and structured skill measurement. Therefore, an innovative syntax integrating Project, Combine, and Put to Another Use is needed to systematically enhance both SPS and CTS in primary science education. Research methods. The design used in this research was research and development design where 50 teachers who were primary school teachers and 104 pupils in the fourth grade session of four elementary schools in Probol
Introduction. In the context of the digital transformation of society, a fundamental restructuring of key social archetypes is taking place. Social networks have become a new public sphere, and immersive technologies are a tool for learning about history. This makes it relevant to study the dynamics of this archetype, and understanding this process is necessary to study modern mechanisms for the formation of national identity and collective memory, which is relevant in the context of solving the pedagogical tasks of the modern educational process. The purpose of the article is to identify and analyze the specifics of the transformation of the defender of the Fatherland image in the modern digital environment, identifying the key mechanisms and directions of the influence of social networks and virtual reality technologies on its structural and substantive characteristics, which should be taken into account in the implementation of educational work with children. Methods and materials. The theoretical basis of the research is based on the theory of social constructivism by P. Berger and T. Lukman, the concept of mediatization by S. Hjarward and the theory of a network society by M. Castells. The empirical base includes a discursive analysis of visual and textual content on social networks (Telegram, TikTok) and comparative historical analysis to identify the dynamics and differences between traditional (media, literature, painting, cinema) and digital representations of images. The research materials include publications by military bloggers, user-generated content (memes, video clips), and existing virtual reality technologies that reconstruct historical and modern events. KEYWORDS Results. The study showed that dynamic changes in the Defender of the Fatherland concept and its image occur under the influence of digital and virtual reality, and the network environment. Thus, the visual interpretation of the defender of the Fatherland image has increased to 74%; the formed narrative of the hybrid defender image, combining physical fitness and digital qualities, is relevant; the number of military-themed channels has increased by 280%; the share of VR technologies in the field of patriotic topics has increased by 17%; These technologies using social media resources are integrated into patriotic training programs for children, which is characterized by an increased rate of 84%; the activity of participants and veterans of military operations, military personnel in online publications and discussions increased by 42%. Conclusion. In the modern digital environment, the image of the defender of the Fatherland has undergone a fundamental transformation: from a single, canonical and detached image to a multiple, personalized and interactive one. The digital environment not only translates, but actively reconstructs the image of the defender of the Fatherland, using complementary, albeit different mechanisms: social networks provide its breadth and relevance, and virtual reality provides depth and emotional stability.
Introduction. International studies assessing reading quality and text comprehension – PIRLS and PISA – identify an underdeveloped level of reading literacy among contemporary schoolchildren, a low text comprehension level, and an inability to analyse the text and interpret information. The development of today’s schoolchildren’s functional literacy is one of the global trends in modern education, reflecting the idea of effective integration of the individual into society. A methodological model for developing functional reading literacy should ensure that pupils have access to, equality in, and show varying levels of proficiency in reading and reading literacy, as well as the ability to find, summarise and interpret information in a text, draw conclusions, and apply these skills in real life. The aim of this article is to describe a methodological model for developing functional reading literacy among primary schoolchildren and to test its effectiveness within the context of teaching literary reading. Methods. The survey was conducted amongst pupils in the Republic of Tatarstan. A total of 706 pupils took part in the experimental study. The following methods were used: observation, questioning, and assessment techniques for reading literacy, productive reading, creative thinking, theatrical activities, and digital competence. Pearson’s chi-squared test was used to test the statistical hypotheses. KEYWORDS Results. Based on a comparative analysis of empirical data and statistical analysis, a positive trend and an increase in indicator values across various criteria were identified. A statistically significant trend was identified in the development of reading interest (χ²= 47.183; p < 0.01) and creative abilities (χ²= 71.027; p < 0.01) in the experimental group. Conclusion. The proposed methodological model for the development of reading literacy can be used in other countries for teaching reading and fostering functional reading literacy among children and adolescents. This work contributes to the theory and methodology of teaching literature and literary reading.
Introduction. Being the state basis, the family accumulates the culture of the nation, reflects folk traditions. Therefore, strengthening the family is the most important function of the state, transmitted by higher education organizations in order to form a family identity among students based on a set of family values. The purpose of the study is to substantiate the expediency of the genealogical method of family identity formation based on the analysis of students' opinions and to propose its implementation on the digital UCaaS platform. Materials and methods. A comprehensive study was conducted on the basis of Novosibirsk State Technical University using the survey method through a group face-to-face survey. A total of 218 students participated in the study. Of particular importance was the association test, which revealed the place of family values in the minds of most students. The data was visualized using pie and bar chart methods. The results of the study. Students associated themselves with fa
Introduction. Strengthening foundational literacy in primary education remains a global priority, particularly following learning disruptions that have widened achievement gaps. Integrating literary texts into language learning is increasingly viewed as a promising approach to support literacy development through meaningful, engaging, and context-rich reading experiences. The aim of this article is to examine the effectiveness of integrating literary texts into language learning in improving primary school students’ literacy skills compared to conventional textbook-based instruction. Study participants and methods. The study employed a quantitative quasi-experimental design using a pretest–posttest control group format. Participants were 60 fourth-grade students from a public primary school in urban Indonesia during the 2024/2025 academic year, divided into an experimental group (n = 30) and a control group (n = 30). The intervention lasted six weeks (12 sessions). The experimental group received language instruction integrating literary texts (children’s stories and narrative texts) through guided reading, vocabulary enrichment, group discussion, and written responses, while the control group received conventional textbook-based instruction. Literacy outcomes were measured using a 30-item test with high reliability (Cronbach’s α = 0.87). Data were analyzed using assumption tests, independent samples t-tests, effect size estimation, and ANCOVA controlling for pretest scores. KEYWORDS Results. Baseline equivalence was confirmed (pretest: t(58) = −0.32, p = .75). The experimental group achieved significantly higher posttest performance (M = 81.6, SD = 9.2) than the control group (M = 70.3, SD = 8.8), with a significant between-group difference (t(58) = 4.87, p < .001). The instructional treatment produced a large effect size (Cohen’s d = 1.26; η² = 0.29) and higher mean gain scores (+19.2 vs. +7.2). ANCOVA results indicated that the group effect remained significant after controlling for pretest scores (F(1,57) = 23.71, p < .001; partial η² = 0.29). Conclusion. This study shows that integrating literary texts into language instruction significantly improves primary students’ literacy skills compared to conventional instruction. Literature-integrated teaching enhances reading comprehension, vocabulary knowledge, and inferential skills, indicating that structured engagement with literary texts is an effective and evidence-based approach for strengthening foundational literacy in primary education.
Introduction. There are well-known and generally accepted approaches to designing the education system, but there is no well-established position on designing the education system in Russian as a foreign language in the absence of a Russian-speaking language environment. The purpose of the study is to set and describe the stages of designing the education system for Russian as a foreign language in the Republic of Madagascar and the Republic of Seychelles. Materials and methods. The study was conducted in 2023-2025. The respondents in the framework of the survey, observation and interviews were representatives of the Ministry of National Education of the Republic of Madagascar and the Ministry of Education of the Republic of Seychelles, the leadership, professors, teachers and students of schools (Beau Vallon Primary School, Belonie Secondary School, Baie Lazare Primary School, Rabearivelo Lyceum, Lyceum Alasura), the Academy of Tourism, the Institute of Training Teachers, Guy Morell Institute, Academy of Business, University of Seychelles, University of Antananarivo, Representatives of the Madagascar–Russia Brotherhood Association, a private charity company “The Association of Friends of Russia in Madagascar”, residents of Antananarivo and Mahe Island. The preliminary implementation stage of the designed education system for Russian as a foreign language was held at Belonie Secondary School, Rabearivelo Lyceum, Alasura Lyceum, the Academy of Tourism, the University of Antananarivo, as part of the implementation of additional educational programs at the Embassy of the Russian Federation in the Republic of Seychelles, the Savoy Hotel (Mahe Island), at the Open Russian language education and Russian language teaching center (Madagascar). Results. Russian as a foreign language education system is designed conceptually on the basis of the need to understand the cultural and civilizational characteristics of the country where the Russian language education system is being designed; strategically as a modular system; tactically on the basis of an iterative process based on the principles of phasing, cyclicity and repeatability, continuous improvement of results, rapid feedback. The stages of system design include the stage of reality diagnostics; the stage of conceptualization of the idea; the stage of meaningful filling of the system; the stage of organizational modeling; the stage of development of methodological and technological tools; the stage of development of assessment and monitoring measures; the stage of preliminary implementation and piloting; the stage of full-scale implementation; the stage of verification of the results obtained, analysis and decision-making. Conclusion. The preliminary implementation of the designed education system for Russian as a foreign language has confirmed its viability and functionality. Russian as a foreign language education system design according to the described stages, on the one hand, allowed to design a unique system tailored to a specific country; on the other hand, a universal system that can be adapted to any country based on its cultural and civilizational characteristics, taking into account the national education system, the presence or absence of practice of learning the Russian language.
The problem of the research. Value mediation in foreign language education remains theoretically vague and empirically under-researched. There is a lack of systematic data on how university instructors select political texts and what role value orientations play in this process. The problem is particularly relevant in the context of training future diplomats, where political text simultaneously serves as a language teaching tool and a means of forming professional identity. The aim of the study is to identify and typologize the mechanisms of value mediation in the practice of selecting political texts by English and German language instructors at MGIMO University. Methods. A convergent mixed-methods design with methodological triangulation was employed: semi-structured narrative interviews with instructors (n = 57), student questionnaires (n = 218), and codebook thematic analysis following Braun and Clarke. Coding was performed by four researchers in pairs; inter-coder reliability was κ = 0.79. Quantitative data were processed in SPSS 28. Triangulation was implemented through a convergence coding matrix. Results. Four key themes were identified: (1) multi-level logic of text selection, (2) spectrum of instructor value awareness, (3) student perception of value content, and (4) influence of institutional context. A dichotomy of conscious (54%) and intuitive (46%) value mediation was revealed. Survey data showed that 74.3% of students identify the value content of political texts, yet only 39.4% associate it with the instructor's deliberate position. Triangulation of qualitative and quantitative data demonstrated convergence across all four themes. KEYWORDS Conclusion. The results allow operationalization of value mediation in foreign language education within a diplomatic context. A model of "institutionally oriented autonomy" is proposed, describing the combination of instructor freedom in text selection with the implicit regulatory influence of university mission. The findings can be applied in designing professional development programmes for foreign language instructors.
The problem for the research. Digital interactive resources have great educational potential for developing students’ universal educational actions (UEA). The use of such resources at the stage of functioning of foreign language communication allows the teacher to model educational and communicative situations that simulate real speech activities and create the illusion of students’ involvement in a natural language environment. The problem of this research is to find effective ways to form cognitive UEA in primary school students when creating a digital interactive resource “Attractions of Russia” at the final stage of mastering foreign-language communication. Methods of investigation. An experimental study on creating an interactive resource “Attractions of Russia” at the final stage of mastering foreign-language communication was carried out at Secondary School No. 66 with an Advanced Curriculum in Specific Subjects in Kirov, Russian Federation (50 students from grades 4 “A” and 4 “G)”. Schoolchildren’s project activities were organized and carried out at the stages of initiation, planning, implementation and completion. The diagnostic test “Cognitive Universal Educational Actions” for 4th grade students was used. Methods of mathematical statistics are the nonparametric G-sign test. KEYWORDS The findings of the study. At the end of the project activities, the average level of students’ cognitive skills improved by 1.5 points and reached 23 points (66.5% of correctly completed tasks), compared to 21.5 points (64 % of correctly completed tasks) at the initiation stage of project activities. The increase in students’ performance is not due to random circumstances, but to the implementation of experimental training (G = 0; p < 0, 05). Conclusion. The theoretical justification and implementation of the digital interactive resource “Attractions of Russia” for the formation of cognitive UEA in primary school students at the final stage of mastering foreign language communication suggest that this resource should be an effective means of forming this type of UEA
Introduction. Intensive digitalization of all spheres of society modifies the implementation of the traditional socialization of the digital generation of student youth and requires the justification of a new approach to predicting the minimization of the risks of their social formation, teaching protection against destructive ideological and informational impact, adhering to traditional Russian spiritual and moral values to avoid the collision of the "old" and "new" worldview, so that from the assistant "digit" does not turn into a manipulator of consciousness. Purpose of the article: development and testing of software and technology support for the axiological concept of socialization of the digital generation of student youth in the face of the riskiness of modern society. Research methods. The study took place in three stages on the basis of the Orenburg State Pedagogical University. The experiment involved 326 full-time bachelors, divided into experimental (163 people) and control (163 respondents). A set of valid diagnostic methods was used to determine the level of socialization of the digital generation of student youth. The reliability of the obtained data was checked using the χ2-Pearson statistical test. KEYWORDS Results. According to the results of the final diagnostics, a significant increase in the level of socialization of the digital generation of student youth (χ2emp = 44,18; p<0,001) was recorded in the experimental group compared to the respondents of the control group who did not show positive dynamics in the level of the measured personal characteristic (χ2emp = 1,3; p>0,05) during the experimental work. Discussion and conclusion. The development of software and technological support for the author's concept that integrates the program "Digital Students: Features of Socialization" (constructs: regulatory, deontological, media-information, communication-interactive, project) and the corresponding socially-oriented technologies (Internet technologies, foresight technologies, project technologies) is a predictive basis for minimizing the riskiness of the process of socialization of students in mixed reality.
Introduction. The relevance of this research topic stems from the rapid transformations and upheavals in the socio political structure of modern society and the need for a new vision and paradigm for higher education in fostering Russian cultural patterns and traditional values, including patriotism, in students. The purpose of this article is to identify the role and effectiveness of a project-based approach to patriotic education of choreography students in the educational environment of a modern university through the lens of creativity. Materials and methods. The study was conducted with students from the Choreography Department of the Faculty of Folk Culture at the Krasnodar State Institute of Culture and students from the Directing and Choreography Department at the Dostoevsky Omsk State University (Russian Federation). A total of 162 student choreographers, aged 17 to 22, participated in the survey. The online survey was conducted using the Google Forms platform. A practical approach was used in the creative project (students creating patriotic choreographic compositions). Results. The authors' study convincingly demonstrates that creative projects are not only an effective method for fostering patriotic patriotism among student choreographers at a modern university, but also prepare them to lead the patriotic vocation of younger generations in their future professional roles as creative group leaders. This is confirmed by the results of a survey on the need for patriotic events using a project-based approach at the university (CG – 63%, EG – 84%). Active involvement in project-based activities was noted (CG – 0%, EG – 94%). As a result of participation in the project, significant changes occurred in the development of patriotic views and historical knowledge among students-to be choreographers (at the preparatory stage, only 58% of all respondents considered themselves patriots, while after the implementation of the project-based approach, this figure increased to 31% in the CG and 82% in the EG). KEYWORDS Conclusion. The research findings suggest the need to adjust existing strategies for patriotic education of students—future choreographers—by emphasizing the creative focus of the project-based approach, specifically the choreographic component, which is a key element of their university education and future professional development. It is important to strengthen personal involvement in project-based activities through the conscious creation of patriotic choreographic events.
Introsuction. Although global initiatives promote environmental education, students’ environmental literacy remains low, limiting their ability to act responsibly and adopt sustainable behaviors. This study aims to identify the antecedents and consequences of environmental literacy among students through a systematic literature review. Methods. Following the PRISMA protocol, 41 Scopus-indexed studies published over the past two decades were systematically analyzed to reveal research trends, leading authors and countries, as well as the main antecedents, consequences and direction for future research in environmental literacy. Results. The results showed that environmental literacy peaked in 2013, 2022, as well as 2024 and was expected to continue until 2025, with Indonesia contributing the most and showing the greatest interest in this topic. The results also signified several predictors of environmental literacy, including learning models, government programs, and demographic variables. The consequences of environmental literacy were related to environmental knowledge, problem solving, environmental protection competence, and pro environmental behavior. KEYWORDS Conclusion. These findings highlight the need for integrating environmental literacy into educational systems through innovative, culturally relevant learning models and for further studies to explore underexamined factors using quantitative approaches to strengthen empirical understanding. Implication. This study offered future academics and policy experts to consider several determinants and consequences that were shown to improve environmental literacy among students.
Introsuction. The rapid advancement of current mobile technology (CMT) has become a major driver of educational transformation in the 21st century, enabling ubiquitous learning access, interactive learning environments, and integration with emerging technologies aligned with Society 5.0. However, research on CMT in education is dispersed across disciplines and publication outlets, making it difficult to identify dominant themes, research growth patterns, influential contributors, and underexplored opportunities for future innovation. Therefore, this study aims to map the global research landscape of CMT in education and identify trends, thematic novelties, and potential future research directions through a bibliometric approach. Materials and methods. This study employed a descriptive bibliometric analysis using metadata retrieved from the Scopus database. Publications related to CMT and education were collected for the period 2010–2020 and exported in CSV and RIS formats. Data were analyzed using Microsoft Excel for descriptive statistics (annual publication trends, document types, languages, top authors, affiliations, countries, sources, and funding sponsors). VOSviewer was used to visualize collaboration patterns and keyword co-occurrence networks to reveal thematic clusters and emerging research topics. KEYWORDS Results. The findings indicate a consistent yearly increase in CMT-related educational publications during 2010–2020, reflecting growing global attention toward mobile technology–enabled learning. English was the dominant publication language. In terms of institutional contribution, Beijing University of Posts and Telecommunications emerged as the leading affiliation, while China was the top contributing country. Keyword mapping revealed major research clusters focusing on mobile learning systems, wireless and mobile communication infrastructures, 5G-related learning opportunities, and the integration of CMT with technologies such as artificial intelligence and the Internet of Things (IoT). Less frequently occurring but potentially emerging topics highlighted opportunities for future research, particularly the development of CMT-based communication systems across educational institutions and evaluation of their pedagogical impacts on learning effectiveness and equity. Conclusion. This study concludes that research on CMT in education has shown strong growth and thematic diversification over the past decade, with dominant contributions from English-language publications and Asian institutions. The novelty of this study lies in providing a decade-scale bibliometric evidence map that identifies key contributors and thematic clusters while proposing future research opportunities on CMT communication infrastructures and institution wide learning systems. These insights can support researchers, educators, and policy makers in strengthening evidence based innovation and implementation of mobile technology to enhance educational quality and accessibility.
Introduction. In the context of the rapid development of artificial intelligence, the focus on regional themes in education, addressing the specific physical environment of the city and region, is gaining particular attention. Educational urban studies and local history are a resource capable of improving the quality of education in this new context. The purpose of this study is to summarize the diverse practices for enhancing the educational potential of the city and region. Materials and Methods. Theoretical methods (analysis of scientific literature, synthesis of ideas and practices into substantive areas of a potential strategy for updating the city and region's educational resources) allowed us to create a comprehensive picture of the strategy's direction and principles for its implementation. The experimental study was conducted on the school and preschool education system of Veliky Novgorod. To assess the teaching community's attitudes toward the resulting substantive characteristics of the strategy and to identify the prospects for its feasibility, qualitative research methods were used: two focus groups of seven people each, including school administrators, teachers, and senior kindergarten teachers; and six interviews with teachers and educators. KEYWORDS Research Results. The theoretical result of the study was the identification of areas for updating the educational potential of the city and region: studying the city or region as an educational environment and the creation of educational products and educational practices on this basis; museum pedagogy; educational tourism; theoretical and rhetorical communities; social partnership with socio-cultural, industrial and other organizations; phygitalization of city resources; designing and creating an urban environment as an educational one; socio-cultural activities with a wide range of educational impact. Discussion of the areas in focus groups and interviews revealed potential options for its implementation – from universal implementation with government support to the work of initiative groups. The most promising were identified as studying the city or region as an educational environment, incorporating its results into the substantive component of education, museum pedagogy, educational tourism, and designing the educational environment. The most difficult to implement were designing the educational environment of the city/region and organizing the activities of educational communities. Methods for widespread dissemination of the idea of educational urbanism in the pedagogical community of the city and region, as well as the necessary resources, were considered. Conclusion. The study confirmed the broad range of educational potential in the region, allowing us to identify key areas for a strategy to enhance it, as well as the key principles and resources for implementing this strategy.
Introduction. The characteristics of an integrative approach to developing multicultural competence in future teachers guide us toward addressing pressing issues related to overcoming the contradictions between the need for teachers prepared to work in a multicultural environment and the insufficient development of mechanisms for developing this competence at universities. Problem and aim: Objective of the study: to theoretically substantiate the essence of an integrative approach and identify its potential for developing multicultural competence in future teachers. Materials and methods. Target audience: 81 students of I.A. Bunin Yerevan State University, representatives of different nationalities and faiths. There are 3 stages in the research process: Stage 1 – an initial diagnostic survey; Stage 2 – event modeling; Stage 3 – intermediate creative diagnostics – an analytical and motivational essay. Percentage distribution methods were used for statistical data processing. Results. The results of the study showed that 14 respondents had a low level; 29 respondents had an average level. Thirty-eight respondents demonstrated a high level of multicultural competence. The analytical and motivational essay allowed us to differentiate the results into three groups: evidence-based with arguments (36 (44%)); evidence-based, but containing superficial arguments that were not clearly connected to the essay topic (32 (40%)); and demonstrating the respondents' negative position on the topic (13 (16%)). KEYWORDS Conclusion. The integrative approach is the leading methodological principle and a system-forming factor in developing multicultural competence in future teachers, which is viewed not only as the sum of individual knowledge and skills, but also as a special ability to effectively carry out professional activities in a culturally diverse environment. This paper provides a theoretical justification for the essence of the integrative approach and identifies its potential for developing multicultural competence in future teachers. Key words: integrative approach, multicultural competence, future teachers, intercultural communication, tolerance, digital educational environment, higher education.
