Problem statement. Teaching computer technology in design requires a special approach that takes into account the creative nature of this field of activity and the necessary technical competencies. However, traditional forms of education are not always able to keep students’ attention and motivate them to master the material in depth. The article discusses ways to improve the effectiveness of teaching computer subjects such as “Computer Graphics” and “Computer Technology” to students of the “Design” field of study. The competencies required for the successful professional development of a junior specialists in the field of design are listed. The teaching methods contributing to the formation of these competencies are considered. Examples and challenges of modern technological and humanistic trends that teachers encounter during the educational process are given. The purpose of the study is to identify the potential of game-based teaching methods in the process of teaching computer disciplines. Methodology. The proposed practical examples of using game teaching methods have been tested by the author in the process of teaching computer subjects at an art college. Students who received education in the fields of Art Design and Landscape Design took part in the testing. Results. Examples of the introduction of gaming technologies into the process of teaching computer subjects are demonstrated and various stages of learning are shown at which it is advisable to apply game teaching methods. The advantages and limitations of game-based teaching methods are outlined. Conclusion. Based on the analysis of the results, the general principles of using game methods and recommendations for their application in the educational process during the study of computer disciplines by students of various design fields are formulated.
Problem statement. The education system of Kazakhstan is undergoing active digitalization; however, critical paradigm-level barriers remain. The overwhelming majority of teachers face limited access to artificial intelligence tools, a significant proportion of academic staff demonstrate insufficient readiness for AI technologies, and traditional lecture-seminar formats continue to prevail. School digitalization successes (Kundelik.kz - 4.5 million students, 95% interactive whiteboards coverage) require an analogous breakthrough in universities to form a unified digital educational ecosystem. Accordingly, this enables the development of a three-level model of a paradigm shift in educational systems under the conditions of digitalization and the use of artificial intelligence technologies. Methodology. Methodological basis: T. Kuhn’s paradigmatic approach and K. Lewin’s social change methodology. Analysis of scholarly literature, content analysis of state programs (“Digital Kazakhstan”, Digital Education Concept 2024-2029), comparative analysis of international experience. The study developed methodological tools: digitalization diagnostic framework comprising five key domains, three-level model of paradigmatic shift in educational systems, educational technology transformation scheme. Results. A three-level model of paradigmatic shift for Kazakhstani universities has been developed. The first infrastructural level establishes the technological foundation of the Fourth Industrial Revolution (Industry 4.0): high-performance AI servers, distance learning platforms with AI-powered modules, virtual and augmented reality laboratories, and smart campus systems. The second technological level transforms instructional practices: traditional lectures transition to short video lesson with automated assessment of knowledge; seminars transition to virtual case environments; examinations transition to adaptive testing. The third paradigmatic level transforms the roles of all participants: f faculty co-creates instructional mat university administration shifts towards data-driven governance erials and personalized assessments with AI, students receive personal intelligent assistants, and university administration shifts to data-driven governance. A phased implementation roadmap has been created. Conclusion. The three-level paradigmatic shift model ensures systemic transformation of educational systems from technological infrastructure to intelligent student-centered learning. The model takes into account Kazakhstan’s specifics while aligning with global digitalization standards, providing an evidence-based methodological foundation for the National Program for the Digitalization of Higher Education 2024-2029.
Problem statement. The integration of artificial intelligence (AI) into educational practice calls for pedagogically sound solutions to regulate its use in English for Specific Purposes (ESP) instruction in higher education. This study addresses the gap in structured methods for the controlled use of generative neural networks, which has emerged alongside their rapid adoption in professionally oriented language learning. The purpose of this study is to develop, describe and test a three-stage methodology for working with a large language model (LLM) in ESP vocabulary teaching within the context of digitalization of education. Methodology. The study employs a design and development research (DDR) approach combined with a quasi-experimental pedagogical study conducted at Vyatka State University (spring semester 2025). The sample consisted of 24 third-year law students (specialization 40.03.01 Jurisprudence) divided into an experimental group (n = 12) and a control group (n = 12). Methods included theoretical analysis of ESP pedagogy and AI in education literature, pedagogical modelling of a three-stage structure (initial, formative and evaluative stages), and empirical validation through pre-test and post-test assessment using the Mann-Whitney U test. Results. A methodologically grounded three-stage model for acquiring legal lexis with the help of a large language model is proposed. Pilot testing showed a statistically significant improvement in vocabulary acquisition in the experimental group compared to the control group as measured by post-test scores (p 0.05). Qualitative analysis of student interviews revealed three key outcomes: development of metacognitive awareness regarding the accuracy of AI-generated content; acquisition of precise query formulation as a digital literacy skill; and a reinforced understanding of the teacher’s irreplaceable mediating role in verifying domain-specific knowledge. Conclusion. The proposed methodology shows that pedagogically sound use of a large language model does not replace traditional teaching but complements it as a tool for creating learning materials under the teacher’s guidance. Preliminary validation confirms the model’s effectiveness for specialized vocabulary acquisition and its potential for transfer to other ESP domains. This study demonstrates how theoretical design and empirical evidence can be combined in the field of AI-enhanced language instruction, which is important for the didactics of digitalization of education.
Problem statemenеt. Currently, there is a a growing number of digital tools designed for teaching mathematics in schools. Taking this into account, the Russian Academy of Education is implementing a innovation project entitled Scientific and Methodological Foundations for Creating and Using Interactive Digital Educational Resources for Teaching Mathematics at the Level of Basic General Education. This project aims to identify the current state of the use of digital educational resources in the practice of teaching mathematics at the lower secondary level, as well as to determine the needs and teachers’ needs and challenges. Methodology. A survey was administered among 114 teachers of mathematics and related subjects at schools in Krasnoyarsk to study the impact of using digital resources in teaching mathematics in grades 6-9 on the effectiveness of teaching students and the quality of their mathematical education. Results. The responses of teachers in such areas as the frequency of use of digital resources, the types of learning tools used and the sources for their selection by teachers, the impact of interactive resources on the assimilation of material, the effectiveness and problems of using such resources in the educational process, methodological support for teachers, and the development of opportunities for using interactive digital educational resources have been obtained, systematized, and interpreted. Conclusion. The survey data contribute to identifying the areas of needs of the school mathematics course and other disciplines in the use of interactive digital educational resources, as well as the main didactic functions of such learning tools.
Problem statement. The study discusses the problems of improving the subject results of the Federal State Educational Standards for Upper Secondary Education (FSES USE) for two levels of computer science study, related to the need to actualize the content related to artificial intelligence, taking into account the achievements of modern science, and aligning them with strategic planning documents and the priorities of technological sovereignty, and the scientific and technological development of the Russian Federation. The study aims to update the FSES USE and develop a coordinated expert position on the changed requirements for subject outcomes in computer science. Methodology. analysis of regulatory legal documents in the field of education at various levels, scientific publications on artificial intelligence, analysis and comparison of materials from foreign educational standards for general education, and monitoring of the results of the implementation of pedagogical developments in the practice of teaching Computer Science. Results. Amendments have been made to the subject learning outcomes for computer science in the Federal State Educational Standard for Secondary General Education, taking into account the rapid development of artificial intelligence technologies, the need to integrate them into the the Computer Science subject, and their active use in the study of other subjects, while adhering to generally accepted ethical standards and current regulations governing the use of AI in educational practice. Conclusion. The approved updated formulations of subject learning outcomes for Computer Science at the basic and advanced levels take into account the rapid development of artificial intelligence technologies and their impact on teaching and learning processes at the school level, the provisions of newly adopted legal and regulatory documents, and the practical experience of collaborative project work between universities and schools.
Problem statement. Currently, in the education systems of the BRICS countries, much attention is paid not only to the use of off-the-shelf digital educational resources by teachers, but also to the use of digital technologies, among which artificial intelligence and data analysis are the most popular. The problem is how to adjust the content of teacher training in order to maintain the quality of education in the context of digital transformation and the transition to a data-driven economy. This study aims to evaluate practical assignments designed to develop data analysis competency of master’s students in education. Methodology. The experimental work was carried out at Perm State Humanitarian Pedagogical University (Russian Federation). An integrative approach was used to design the educational process. The pilot testing of the practical assignments involved 43 master’s students in the pedagogical program. Statistical analysis of the experimental results was conducted using Fisher’s j-test. Results. The paper designed as part of the research, dedicated to cluster and semantic data analysis in the Orange program, consists of two parts and includes tasks at the instrumental and competence levels. The use of assignments in classes with students of pedagogical magistracy “STEAM Education” contributes to the formation of students’ digital competence in the field of data analysis (φemp = 3.019 φcrit), which indicates the appropriateness of using two-level practical assignments in the process of professional training of a future teacher. Conclusion. The purposeful organization and integrative approach to teaching artificial intelligence and data analysis technologies contributes to the formation of future teachers’ readiness for professional practice in the context of digital transformation and leads to the improvement of teacher education quality.
Problem statement. The modernization of higher education opens up new prospects for the use of digital technologies in teaching philological disciplines. The use of interactive online games services meets the requirements of educational programs for training students in pedagogical fields and the challenges of modern society. This article presents a study aimed at substantiating the effectiveness of using interactive online games services in the improvement of the quality of future philologists’ training. Methodology. The study involved 162 students from the Sochi Institute (branch) of the RUDN University. They majored in 45.03.01 Philology (Teaching Philological Disciplines) and were pursuing a bachelor’s degree. The integration of interactive online games services into the training of future philologists was implemented as part of the courses Information and Communication Technologies in Foreign Language Teaching and Methodology of Teaching Russian as a Foreign Language. The Pearson chi-square test was used during the statistical processing of the results. Results. The information activities of future philologists using the WordWall service are described in detail: group sorting, anagrams, sentence completion, pair matching, comparison, etc. To collaboratively construct semantic maps and classify verbs “in real time”, the future philologists used digital whiteboards (Miro, Padlet); to create posters and reference materials, they used infographic services (Infogram, Piktochart). Students first consider the interactive online game service as a digital tool studied within the framework of the course Information and Communication Technologies in Foreign Language Teaching. Then, the future philologists use the service’s functionality to implement (demonstrate) a methodology for teaching Russian as a foreign language. Statistically significant differences in the qualitative changes in student proficiency were identified (χ2 = 6.402; p 0.05). Conclusion. The use of interactive online games services in teaching future philologists offers significant didactic potential for improving the quality of their training: the presentation of information in various forms, increased motivation and engagement, and the high interactivity. However, some drawbacks have been identified: a limited number of free templates, internet dependency, and the inability to download ready-made tasks.
Problem statement. In the era of digital transformation in higher education, there is a growing trend toward increasing the role of special education students’ professional readiness to use modern technical teaching aids for the effective organization of special and inclusive education. This article outlines the interdisciplinary significance of using variable digital technologies in the formation of an inclusive culture and professional training of future special education students. Methodology. A program for studying the professional readiness of special education students to use various digital technologies in the comprehensive support with disabilities across various age and clinical groups was developed, systematized, and presented. Results. Based on the results of the experimental study, the characteristics of professional readiness of pre-service special education teachers to use digital technologies were identified and described. Key directions for further research into the issue of these specialists’ readiness to use digital tools in their professional practice were formulated. Conclusion. The formation of an inclusive culture and the identification of the levels of professional readiness of special education students to use digital technologies contribute to the expansion of their professional competencies and their readiness to work in special and inclusive education settings.
Problem statement. In the background of global digital transformation in higher education and the strengthening of “technological sovereignty”, artificial intelligence (AI) has become a core element of national competitiveness. This study aims to systematically analyze strategic pathways, practical models, and inherent challenges in promoting “AI + higher education”, and reveal the logic of its systematic advancement and provide a reference from the Chinese case for global digital education transformation. Methodology. Comprehensively employed literature analysis and case study methods, systematically reviewing national important policies, reports, and academic literature from 2017-2025, and conducting in-depth analysis of practical cases from several representative universities. Results. The study found that China has constructed a strong governance model of “state top-town regulation и projectdriven advancement”, systematically deploying disciplines, majors, curriculum systems, and teaching platforms through projects like the “101 Plan”. A three-dimensional curriculum system that integrates general, specialized, and interdisciplinary components has been formed. It has promoted the intelligent transformation of teaching and research paradigms and provided bidirectional empowerment for teachers and students through national initiatives and institutional practices. Conclusion. China’s practice exhibits systemic characteristics that combine strategic drive with grassroots innovation, with its core objective being to cultivate talents for the new era who can master AI and adhere to ethical principles. However, rapid development also entails deep tensions between efficiency and depth, unified planning and diverse innovation, and technological empowerment and humanistic foundation. Future intelligent transformation requires a more refined balance between deepening application, stimulating diversity, and upholding the essence of education.
Problem statement. In the context of mass higher education, there is an urgent need for individualization of education and timely identification of student groups with different educational needs and risks. Existing methods of pedagogical analysis often do not allow effective segmentation of a diverse contingent of students based on multidimensional data on their academic performance and behavior, which makes it difficult to develop targeted support measures and build individual educational trajectories. Methodology. To solve this problem, applied and tested a tool based on the modified algorithm for self-organizing Kohonen maps (SOM) integrated with a cellular automaton and the quantile measure of dispersion. The study was conducted on the data of 400 students, which included academic and behavioral indicators that were previously standardized. Results. The algorithm has shown high efficiency in the automated identification of stable student groups with similar profiles, such as “at-risk students”, “motivated students” and “students with imbalance of attendance and academic performance”. The clustering quality is confirmed by the silhouette index (0.62), which exceeds the results of traditional methods, and by the visual representation of the results as well. Conclusion. The proposed approach provides teachers and the administration with an objective basis for meaningful interpretation of the data, the development of differentiated pedagogical strategies and the construction of individual educational trajectories aimed at improving the effectiveness of the educational process and reducing academic risks.
Problem statement . Computer science lessons are traditionally associated with the development of computer programs, processing of various types of information, communication and cooperation. Meanwhile, the modern stage of society’s development is characterized by a wide digital environment, the penetration of technology into many areas of human life, including art. Thanks to the improvement of computer tools, a special kind of digital art has appeared. Despite the wide opportunities for the formation of aesthetic taste of students, teachers face difficulties in using information technologies aimed at introducing students to both artistic values and the creation of graphic creative projects. Methodology . The main research methods were a critical analysis of foreign and Russian scientific and methodological sources, systematization and classification of techniques for using modern technologies in creating and displaying works of art, experience in using programs, applications and services to develop students’ creative abilities. Results . It offers forms of extracurricular activities in computer science, types of project work, as well as computer tools for developing students’ creative abilities. Conclusion . The purposeful and meaningful use of modern technologies, the analysis of the connections between artistic creativity and modern digital tools, and the system of integrative project assignments contribute to the development of students’ creative abilities, forming their holistic view of digital art as a monolithic unity of talent and skill of an artist who is proficient not only in traditional techniques, but also digital tools. This opens up unique approaches for both teaching and organizing extracurricular activities in computer science.
Problem statement. The addresses the methodological problem of integrating computer modeling into the teaching of higher mathematics to improve the mathematical training of university students. Modern educational practice shows that traditional methods do not always provide sufficient clarity and visualization when studying complex mathematical concepts. Methodology. The study is based on analyzing the effectiveness of using the Maple computer system during lectures, practical sessions, and independent work. The approach includes evaluating learning outcomes, examining students’ engagement, and assessing the impact of computational visualization on the understanding of mathematical material. Results . This the systematic use of Maple significantly enhances the assimilation of theoretical concepts, supports the development of analytical thinking, and increases students’ performance in higher mathematics is demonstrate. The integration of computer modeling proved especially effective in topics requiring symbolic computation, visualization, and multi-step problem solving. Conclusion. The conclusion highlights that the incorporation of computer modeling into mathematical training provides a more practice-oriented, accessible, and efficient learning environment. The findings confirm the importance of using Maple as a pedagogical tool to strengthen students’ mathematical competence and improve the overall quality of mathematical education.
Problem statement. Currently, due to the large-scale penetration of modern digital technologies into education, the importance of teachers’ skills related to the design of interactive learning scenarios involving the use of artificial intelligence (AI) tools is increasing. An urgent problem is the construction and use of digital conversational agents - tutors, functioning based on AI technology (AI tutors) and familiarization with their features by teachers. Methodology. The approaches to the design of digital educational resources and the improvement of pedagogical design are used, focused on the systematic and effective use of AI in the educational process. A model of building and using AI tutors has been developed and investigated, part of which is the described structure of the interactive learning scenario of such learning tools. Results. Two groups of students took part in the pedagogical experiment, involved in the development and verification of the effectiveness of dialog scenarios for the created AI tutors. The criteria used for the analysis were the coherence of the dialog scenario, the stability of the didactic functions of the tutor, the correctness of diagnostic questions, as well as the properties of the scenario that contribute to the achievement of learning goals. During the experiments, positive changes were revealed in the level of formation of future teachers’ skills in the field of developing AI tutors, it was proved that the most noticeable dynamics is associated with the ability to design dialog scenarios that ensure stable and pedagogically correct behavior of the AI tutor. Conclusion. An analysis of the results of project activities, digital traces and expert assessments shows that systematic work with AI tutors, including designing dialogues, consistently clarifying projects, modeling pedagogical situations, using blockchain systems and checking the stability of tutor behavior, creates conditions significant for the development of future teachers’ professional readiness to use artificial intelligence in education.
Problem statement. The use of chatbots and AI personas in the training of future teachers is accompanied by both an increase in students’ interest and concerns among instructors related to the risks of reduced independent thinking and superficial knowledge acquisition. In this study, AI personas are understood as specialized chatbots developed on the basis of the scientific works of prominent scholars and designed to organize educational dialogue within predefined pedagogical roles. The aim of the study was to identify the pedagogical effects of using AI personas and to develop a methodology for their application as a means of stimulating future teachers’ interest in studying disciplines of the psychological and pedagogical cycle. The widespread use of AI resources in educational practice at all levels of education makes the search for new methodological solutions to enhance future teachers’ interest in psychological and pedagogical disciplines particularly relevant. Methodology. The study employed testing methods, assessment of academic performance, observation, and structured interviews. The sample consisted of 90 full-time and part-time students enrolled in the “Teacher Education” program. The research design followed the logic of ascertaining, formative, and control stages and included the use of AI personas trained on the works of well-known scholars and integrated into educational activities through methodologically defined formats. Results. The findings indicate that the use of AI personas in the educational process is associated with increased student interest in psychological and pedagogical content, enhanced learning activity, and greater attention to working with primary sources. In the experimental groups, a notable increase in interest in mastering psychological and pedagogical knowledge was observed, while changes in academic performance indicators were less pronounced. Conclusion. The results suggest that the pedagogical effect of using AI resources is determined not by the mere fact of their application, but by the nature of their methodologically designed integration into learning activities. AI personas may be considered a promising tool for stimulating future teachers’ interest in professional training while preserving the leading role of the instructor. Further research should focus on exploring new methodological possibilities of rapidly developing artificial intelligence resources in education.
Problem statement . The dissonance between the pace of technological advancement in clinical practice and the relative stasis of traditional medical pedagogy represents a critical challenge. The classical model, built upon lectures, textbook-centric learning and practical sessions, reveals significant limitations in preparing graduates for a digitally healthcare system. While these methods have historically formed the basis of medical training, they are increasingly insufficient for cultivating the dynamic, complex competencies - data-driven decision-making, virtual patient interaction, digital applications. Methodology . For the formation of subject competencies priority should be given to teaching using the Digital Medical Educational Environment, which must include modern technologies: interactive anatomical atlases, augmented and virtual reality technologies, platforms or applications for working with extensive databases of real clinical cases, AI-powered expert systems that guide students through differential diagnosis, various medical devices and others. Results. The authors prove that the classical model of medical education with its primary reliance on lecture-based instruction and time-bound practical sessions is increasingly inappropriate for cultivating the dynamic skill set required in the modern digital clinic. To bridge this growing competency gap the intentional design and implementation of a comprehensive Digital Medical Educational Environment is offered. This environment should function not as an auxiliary layer but as the fundamental “digital skeleton” of the entire educational process. The authors explore the pedagogical imperatives, architectural principles and systematic classification of digital tools required to build an integrated Digital Medical Educational Environment capable of systematically fostering clinical thinking and preparing future physicians for the complexities of 21st-century medicine. Conclusion. The gradual and discipline-specific integration of digital tools - from interactive atlases and simulators to specialized clinical applications - into a unified Digital Medical Educational Environment provides the foundation for training medical students in both basic and specialized departments at medical schools. This environment offers unlimited opportunities for access to modern clinical knowledge during their studies in basic and specialized departments and during their internships, practical training and future career.
Problem statement. In the modern education system, special attention is paid to the formation of professional competencies. Informatization of education and the introduction of innovative educational technologies, including virtual and augmented reality technologies, open up new opportunities for improving the quality of education. The use of virtual simulators and simulators allows you to simulate complex cyber-physical systems and realistic scenarios, contributing to the formation of practical skills and competencies in conditions as close as possible to real ones. Of particular relevance in the training of specialists in engineering and technical information protection, where traditional forms of practical training are limited, is the introduction of virtual simulators and laboratories that simulate working with modern security systems in a secure and controlled environment. The purpose of the research is to improve the quality of training specialists in the field of information security through the development and practical application of a virtual engineering laboratory that allows simulating the solution of real professional tasks. Methodology. The problem is considered using the example of the section “Engineering and technical information protection” of the discipline “Information Protection”. The approbation was carried out on the basis of Kazan National Research Technical University named after A.N. Tupolev - KAI with students of the direction 09.03.03 “Applied Informatics”. Students were asked to model an information security system for a given facility in the following areas: protection against leaks through technical channels; security of networks and data transmission systems; the use of security and fire alarm systems as elements of physical and engineering safety. Results. In the process of studying the section “Engineering and technical information protection”, a comparative assessment of the quality of education of two groups of students was carried out: the first used a virtual laboratory in combination with traditional methodological guidelines, the second used only traditional materials. The use of a virtual laboratory has improved the quality of training by increasing the accuracy of solving problems, reducing the time required to complete cases and reducing the error rate. Conclusion. The possibility of using a virtual engineering laboratory in the practical training of information security specialists confirms the expediency of its use to solve real problems of engineering and technical information protection.
Problem statement. The relevance of the study stems from the fact that mentoring in today’s school is increasingly implemented within a digital educational environment and requires teachers not only to be methodologically prepared to support colleagues, but also to be able to apply digital tools in a well-grounded manner and to design and evaluate digital educational resources. Traditional forms of professional development do not always ensure a transition from general familiarity with digital services to their pedagogically sound use in mentoring practice. An additional challenge arises from the need to combine mentoring, methodological, communicative, and analytical functions in teachers’ work under conditions of educational digitalization. A study presented is aimed at substantiating the need to develop new approaches to the provision of continuing professional education for teacher-mentors. Methodology. The study employs theoretical and methodological analysis, as well as the synthesis of fundamental scholarly works related to the research problem. The proposed theoretical approaches served as the basis for the design of the professional development program The Use of Digital Tools in the Work of the Teacher-Mentor. The experimental work is conducted at the Municipal Institution of Continuing Professional Education “Educational and Methodological Center” of the Lyubertsy Urban District, Moscow Region. Teachers of the urban district participate in the piloting of the continuing professional education program. Results. The study establishes that the need to develop specialized teacher-training programs for mentoring in a digital educational environment is determined by a combination of factors: the increasing complexity of the professional functions of the teacher-mentor; insufficient digital and methodological competence among some teachers; the need of educational institutions for manageable and reproducible mentoring practices; and the necessity of placing mentoring activity within a framework of systematic monitoring and analytics. It is shown that such programs should include the following areas of teacher-mentor preparation: the evaluation of the quality of digital educational resources, as well as their design and methods of pedagogical application. Conclusion. It is substantiated that an effective teacher-training program for mentoring in a digital educational environment should have a modular structure, a practiceoriented character, and should include regulatory, methodological, digital, and diagnostic components. It should also provide for a project-based form of final assessment and the use of distance learning technologies. Such an approach contributes to the development of teachers’ capacity to design and implement mentoring as an integrated system within the digital educational environment.
Problem statement. The use of information and communication technologies during the pandemic ensured the continuity of the educational process and led to the acceleration of the digital transformation of education. At the same time, problems were identified that need to be solved to ensure the accessibility and quality of education. Differences in the material and technical support and information base of general education organizations in the regional and territorial context, the lack of high-speed Internet connection in a certain part of schools can lead to limited access to the full use of digital educational content and digital inequality. Analysis of the current state and dynamics of digitalization of general education is an urgent research problem. Methodology. The information base includes statistical data from the Federal State Statistics Service and the Ministry of Education of the Russian Federation. Calculations and analysis of data for 2016-2024 were carried out for regions, urban and rural settlements, state (municipal) and non-state general education organizations. Results. In 2024, electronic learning covered 26.7% of students in general education organizations in Russia as a whole, and distance learning technologies covered 20.5%, which is 14.3 and 18.1 p.p. higher than in 2016, respectively. The share of coverage by distance learning technologies is higher in cities than in rural areas and slightly lower in state (municipal) schools than in non-state ones. The share of coverage by electronic learning is higher in cities and state (municipal) schools. In 2024, the share of schools with high-speed Internet connection in Russia as a whole was 78.3%. Conclusion. Formation of uniform requirements for school infrastructure and competencies in information and communication technologies of teaching staff, as well as coordination of measures to ensure them, will contribute to the development of digitalization in the standard activities of each school. To improve the efficiency of digitalization, it is advisable to provide incentive payments in the unified system of teacher remuneration being formed in connection with the active use of electronic educational resources. If problems with the speed of the Internet connection persist, it is advisable to provide organizational, legal and technical capabilities to download educational digital resources to personal computers for use offline.
Problem statement. One of the current trends in mathematical science is the strengthening of the role of the experimental component of mathematical activity under the influence of the development of digital technologies. A manifestation of this trend in the education system is the introduction of requirements for the formation of experimental skills of students in the process of teaching mathematics and the use of digital tools in solving problems. Solving a new educational problem requires not only the inclusion in the system of mathematics teaching tools that require the formulation and conduct of computer experiments, but also the development of teaching methods for their formulation, conduct, analysis of experimental data, obtaining adequate conclusions based on these data and their appropriate use. Methodology. Due to the fact that the knowledge and skills associated with involving computer experiments in solving mathematical problems are methodological in nature, the authors of the article propose to base the methodology on the technology of methodologically oriented mathematics education. This technology was developed by one of the authors of the article and provides for the creation of conditions in the educational process for the objectification and rationalization of the methodological foundations of mathematical activity, as well as the cultivation of the subjective experience of this activity. The substantive basis of the methodology is the archive of experimental and theoretical problems of the Experimental Mathematics Tournament, conducted by the authors of the article among students in grades 5-9 of secondary schools for more than 10 years. The methodology is intended for the preparation of tournament participants in extracurricular activities and in the system of additional mathematical education. The study of the effectiveness of the methodology was conducted in the classes of the Experimental Mathematics circle. Results. It has been established that there is a positive trend in the development of the computer experiment method among those regular participants of the tournament who study according to the described methodology. However, due to the willingness to use a computer experiment in combination with theoretical methods of solving problems, it presents a certain difficulty for a number of participants. Conclusion. The identified difficulties indicate the direction of further refinement of the methodology, taking into account the level of mathematical training of students.
Problem statement. The rapid expansion of digital technologies has reshaped teacher professional development by offering access to online courses, open educational resources, and virtual learning communities. Despite these opportunities, teachers continue to experience challenges such as information overload, limited digital literacy, and institutional misalignment. Educational counsellors are increasingly viewed as essential mediators who can connect abundant internet resources with teachers’ practical needs. Methodology. The study used a qualitative descriptive research design and conducted documentary analysis of 42 scholarly articles, policy reports, and case studies published between 2019 and 2025. Thematic content analysis was applied to identify recurring patterns and strategies relevant to counsellor-mediated professional learning. Results. The findings revealed four central themes: the wide availability and diversity of internet-based resources; the pivotal role of counsellors in curating and contextualizing materials; persistent barriers such as digital competency gaps, workload constraints, and lack of institutional recognition; and the positive impacts of structured integration on teachers’ pedagogical repertoire, reflective practice, and global networking. Conclusion. Internet resources have transformative potential for enhancing teacher professional development, but their impact depends on structured mediation and supportive institutional frameworks. By recognizing counsellors as learning architects, the study offers theoretical and practical guidance for promoting context-sensitive, digitally enriched, and sustainable professional learning cultures.
