Importance This study aims to investigate how near-to-native language environment, affects the selection of stakeholders for needs analysis in an English for Specific Purposes (ESP) course design at Innopolis University, a Russian IT institution where English is a medium of instruction. Unlike traditional immersive or non-immersive settings, this unique context blends natural and formal language exposure, influencing stakeholder selection for NA. The study hypothesizes that in such environments, core course instructors, rather than students or English teachers, should be the primary stakeholders, as they directly benefit from students’ enhanced English proficiency.Materials and Methods. Through interviews and questionnaires with 39 faculty members and teaching assistants (TAs), the study identifies significant gaps in students’ speaking, writing, listening, and reading skills, particularly in academic and technical communication.Results and Discussion. Professors’ and TAs’ perspectives on the desired level of English laid foundation for designing an English course addressing the revealed issues. These perspectives revealed the need for better speaking and writing skills, supported by 73 % and 43 % of faculty members and 57 % and 50 % of TAs, respectively. Supposedly, students also need improved listening (as per 52 % of the faculty and 56 % of TAs) and slightly better reading skills. Based on these findings, a two-tiered language course framework was proposed, alongside preparatory courses for incoming students.Conclusion. The research highlights the decisive influence of the language environment on NA stakeholder selection and offers practical insights for ESP course design in similar educational contexts, contributing to the broader understanding of NA in diverse language settings.
Importance. The importance of the study is determined by the growing needs of the modern labor market for highly qualified translator specialists who possess not only profound linguistic knowledge but also a wide range of professional competencies, including expert proficiency in modern computer-assisted translation tools based on artificial intelligence. Contemporary realities necessitate the training of interpreting and translation trainers who meet both student expectations and industry requirements. Therefore, it is expedient to identify the key competencies essential for modern interpreting and translation trainers to ensure high-quality educational processes and to prepare graduates capable of effectively solving professional tasks in a dynamically changing world.Materials and Methods. The study is based on the results of a survey of the main stakeholders in the educational process of interpreter and translator training: students, interpreting and translation trainers, and heads of companies providing linguistic services. The research employed a questionnaire survey method, conducted online with the option for respondents to remain anonymous. Data processing involved content analysis, comparative analysis, statistical methods, as well as methods for the graphical representation of results.Results and Discussion. The study identified the core competencies of an interpreting and translation trainers that constitute their professional competence, namely: professional-linguistic, professional-translation, psycho-pedagogical, and information-technological competencies. Each of these core competencies includes a set of sub-competencies, defined as aggregates of knowledge, skills, and abilities, which may vary depending on the type of translation taught, the specific pedagogical tasks, the level and specialization of students, and the conditions of pedagogical activity.Conclusion. It has been demonstrated that the competencies of an interpreting and translation trainers encompass a broad spectrum of knowledge, skills, and abilities necessary for the effective performance of professional functions. The set of competencies identified in this study can assist in the development of courses for the professional training, retraining, and advanced training of trainers in various types of translation and interpreting at both universities and institutions of additional professional education.
Importance of this study stems from the fundamental contradiction between the declaration of spiritual and moral values as the basis of education and the lack of a methodological tool for their pedagogical operationalization, as well as a deficit of operational means for diagnosing their internalization, especially in the context of additional education. There is a shortage of methodological studies that provide a substantive, holistic transition from category analysis to the design of diagnostic practices. The aim of this study is to theoretically substantiate and develop a conceptual model for the operationalization of spiritual and moral values for supplementary education based on the author's method of axiological-anthropological reconstruction.Materials and Methods. The study is theoretical and methodological in nature. The primary material is a corpus of philosophical, pedagogical, and psychological sources and regulatory documents related to the category of DNC and the specifics of DO. The leading method was the author's method of axiological-anthropological reconstruction (AAR), implemented according to an algorithm consisting of five sequential stages: identification, axiological reconstruction (AR-1), anthropological reconstruction (AR-2), pedagogical translation, and project synthesis. Methods of theoretical and comparative analysis, conceptual analysis, and interpretation were applied at various stages.Results and Discussion. Using the Two AR method, we have identified and structured the conceptual architecture of the DNC category by distinguishing between the spiritual (semantic) and moral (regulatory) components; explicated an anthropological model of the subject of supplementary education as voluntary, active, and focused on personal meaning; and developed and substantively substantiated a four-block theoretical model of the DNC operationalization for supplementary education (target, content, technological, and evaluative-resultant blocks), including the multi-level diagnostic tool “understanding – acceptance – implementation” (P–A–B). The results confirm that the Two AR method is an effective tool that guarantees the internal consistency and substantive validity of the designed pedagogical model.Conclusion. The axiological-anthropological reconstruction (AAR) method has proven its effectiveness as a methodological tool for operationalizing complex pedagogical categories. The practical significance of this study lies in providing a design framework and diagnostic tools for developers of distance education programs, for assessing educational components, and for training mentor teachers. Prospects for further research include empirical testing of the model in specific distance education programs, psychometric validation of the diagnostic tools, and comparative studies using the AAR method in other cultural traditions.
Introduction. The Great Patriotic War remains one of the relevant topics in modern historiography. At the same time, the system of local air defense (MPVO) remains understudied to this day. An analysis of the historiography reveals that there is a particular gap in research, especially considering the regional (Yaroslavl) specifics, concerning the period from July 1943. In this regard, the aim of the research is a comprehensive analysis of the activities of the local air defense in Yaroslavl region from July 1943 to May 1945.Materials and Methods. The research is based on the analysis of archival documents from the State Archive of Yaroslavl Region and the Center for Documentation of Contemporary History, as well as scientific publications. The historical-systemic and comparative-historical methods were employed.Results and Discussion. The analysis revealed that in 1943–1945, plans for the construction and repair of shelters, provision of collective protection means to the population, and implementation of technical measures were not fully implemented. By 1944, there was a reduction in the number of usable shelters. Many facilities were mothballed or fell into disrepair, while command posts and industrial facilities were not fully equipped with communication and anti-chemical protection means. Inspections identified cases of shelters being used as warehouses, and fire safety measures and civilian training were carried out formally.Conclusion. It is concluded that under conditions of reduced threat, local air defense (MPVO) tasks transformed towards a predominantly preventive nature; however, organizational and technical problems, along with the psychological factor – a sense of relative security – led to a reduction in the implementation of measures to protect the population and facilities. The activities of local air defense (MPVO) headquarters and units in Yaroslavl Region were generally recognized as satisfactory. The results of the study can be used to deepen understanding of the functioning mechanisms of rear-area local air defense systems, as well as for educational and outreach programs on the history of civil defense.
Importance. The sphere of public health and medicine is a significant area of public and state work. It is important to study the experience of the activities in this area of the city self-government bodies of the Russian Empire, which were renewed in 1870. In addition, the stated topic has acquired an active connection with modernity after the COVID-19 epidemic that began in 2019. The purpose of this study is to identify the main measures taken by the city authorities of the Yaroslavl province to combat epidemics in 1870–1914.Materials and Methods. The study is based on the analysis of a large number of historical sources, including unpublished sources, many of which are being introduced into scientific circulation for the first time. The methodological framework of this study is based on the fundamental principles of historical research. The study employs various general scientific and specific historical methods.Results and Discussion. The spread of contagious diseases, which often took the form of epidemics, was a common phenomenon in Russian cities in the second half of the 19th century and the early 20th century. One of the main reasons for the spread of contagious diseases in the district towns of the Yaroslavl province during this period was unsanitary conditions. The city governments did their best to improve the sanitary situation, and the institution of sanitary trustees helped them achieve this goal. Other measures used in the fight against epidemics included the construction of cholera barracks, smallpox vaccination, and preventive measures.Conclusion. In the period from 1870 to 1914, the fight against epidemics was an important area of practical activity for the city governments of the Yaroslavl province. Despite the fact that the costs associated with these efforts were often considered extraordinary for the city governments, they implemented a range of measures to combat the spread of infectious diseases.
Importance. Central Asia is one of the key regions for the joint development of the Belt and Road Initiative. Their vocational and technical education (VTЕ) systems took shape under the influence of the Soviet legacy and underwent national reforms after gaining independence to adapt to local socio-economic needs. Against the backdrop of advancing the Initiative jointly and implementing the outcomes of the China-Central Asia Summit, an in-depth study of VTE in this region holds important theoretical and practical significance for mutually beneficial bilateral cooperation.Materials and Methods. Theoretical methods are adopted, including analysis of academic literature related to the research theme and issues, as well as comparison, juxtaposition and generalization methods. A systematic approach and a historical-genetic approach are also applied. This study examines the current development status, characteristics and pressing challenges of VTE in Central Asia.Results and Discussion. Since gaining independence, the countries in the region have aligned their VTE systems with international standards, improved their regulatory and legal frameworks, and expanded international cooperation, forming a development pattern that combines regional commonalities and national characteristics. Nevertheless, the region’s VTE still faces substantial inherent shortcomings that hinder its high-quality development.Conclusion. Currently, the Central Asian countries have not yet built a comprehensive modern VTE system. Moving forward, they need to deepen relevant reforms: scale up financial investment, optimize the distribution of educational resources, refine quality standards and strengthen the teaching staff. This will facilitate the in-depth integration of vocational education with local economic sectors, boost its public appeal and raise the overall standard of talent training.
Importance of this study is driven by the need to understand governance practices during the collapse of the state apparatus and the Civil War – a period when the traditional triad of “Orthodoxy, Autocracy, Nationality” was outlawed and a new value system had yet to emerge. Drawing on archival documents, this paper aims to identify the specific nature and consequences of the crisis triggered by the discrediting of the religious component as the worldview foundation of state service. The hypothesis is that the undermining of faith deprived the authorities of their value-based and meaning-giving foundation, engendering a legitimacy crisis that the measures subsequently adopted failed to remedy.Materials and Methods. The historical-genetic method allows us to trace the transformation of the moral foundations of state service. The historical-systemic method is employed to analyse the operations of transport-sector agencies. Using the historical-comparative method and materials from the State Archive of the Russian Federation, the study compares disciplinary problems with the mechanisms of legitimization of power.Results and Discussion. The study identifies a key dilemma in the functioning of lawenforcement units and agencies: the retention of some personnel and operational practices from the pre-revolutionary gendarmerie, alongside a total rejection of the former oath and the idea of loyalty to the Tsar and the Fatherland. It is established that the moral-ethical crisis was multi-layered. At the individual level, it manifested as existential confusion among employees; at the corporate level, as a systemic decline in discipline and the erosion of institutional authority; and at the institutional level, as the ineffectiveness of purely repressive and simplistically agitational measures. The research confirms the thesis that both superficial pre-revolutionary religiosity and aggressive anticlericalism were manifestations of a deeper crisis in the spiritual foundations of power.Conclusion. Having rejected the religious basis for legitimising authority, the Soviet state faced a substantial problem in forming stable value orientations. The introduction of revolutionary ideology through political education, propaganda posters, and songs failed to build, within a short period, a sustainable system of value orientations among law-enforcement personnel.
Importance. In the context of transforming socio-political landscapes, the role of higher education as a space for constructing civic identity is becoming increasingly important. Research projects by humanities students represent significant material for studying how abstract categories of nation and civic-mindedness are comprehended and experienced in practice. However, there is a lack of a holistic methodology for their examination in the literature. The purpose of the study is to identify and analyze the key vectors of civic-mindedness that emerge in humanities students’ research projects based on empirical material.Materials and Methods. The study is based on a qualitative analysis of 15 texts of student project concepts completed within the framework of the “Scientific Code” program. The methodological tool is the author’s model of “civic-mindedness mapping”, which involves analysis along the axes of “value focus” and “modality of research action”, as well as the parameter of “scale of responsibility”.Results and Discussion. Four key value clusters (nation / state, culture / language, social institutions, human potential) and three research strategies (criticism, construction, interpretation) were identified. Civic-mindedness is manifested not in the choice of a specific topic, but in a hybrid combination of value selectivity, methodological awareness, and responsibility for the chosen scale of the problem. The analysis also made it possible to identify typical methodological challenges faced by students.Conclusion. The study confirms that project activity serves as a laboratory for the formation of civic-mindedness as a complex, critically reflective position, rather than the assimilation of readymade ideologemes. In humanities knowledge, civic-mindedness appears as a methodological choice that requires the discipline of scientific inquiry, which is facilitated by expert support that transforms a value-based impulse into the language of a scientific discipline.
Importance. A study of regional developments in the correctional labor system allows for a more detailed examination of the state’s ongoing efforts in this area. Identifying the positive and negative aspects of the system’s implementation at the local level allows for a more detailed assessment of the effectiveness of the prisoner rehabilitation policy. The purpose of this study is to examine the correctional labor system in the post-war period using the example of Tambov province.Materials and Methods. The research is based on materials discovered in the collections of the State Archives of the Tambov Region, including reports from the head of the Tambov Provincial House of Detention on prisoner movement, supplies, and the organization of correctional labor policies, as well as materials from commissions examining the state of prisons. The methodological basis of the work is a historical-systematic approach, comparative historical methods, and statistical methods.Results and Discussion. The state of the USSR’s penal labor system was examined using Tambov Province as an example after the end of the Civil War. The transition from punitive to correctional measures was established, the goals and objectives of imprisonment were identified, and shortcomings in the organization of prisoner correction were explored in the context of state policy, using the Tambov Provincial Detention Center as an example.Conclusion. A study of the correctional labor system in 1923–1924 found a shift from punitive to corrective measures, driven by the increased use of prison labor and the development of cultural and educational activities. A number of problems persisted, including a shortage of space and a lack of financial and material support for prisons, which significantly hindered the USSR’s correctional labor policy.
Importance. In modern language teaching, there is a pressing need to find solutions to overcome psychological difficulties that students encounter when studying a foreign language, especially when dealing with complex lexico-grammatical material lacking, such as English phrasal verbs. Traditional approaches to training vocabulary, especially under limited classroom hours, tend to increase emotional stress in students, which negatively impacts their communicative activity. The aim of this study is to substantiate the feasibility of using generative-AI chatbots to minimize emotional barriers and create a psychologically comfortable environment for developing lexical and grammatical skills in engineering university students.Research Methods. The results of experimental training of 48 1st-year students of the Bauman Moscow State Technical University are presented. The experiment included an experimental group and a control group (24 students each) and lasted for 2 semesters during 2024–2025 academic year. Students in the experimental group interacted with chatbots (TalkPal, Praktika.ai, Replika AI, DeepSeek, ChatGPT) daily for 10–15 minutes outside the classroom. An anonymous survey was conducted after the experiment to assess the effectiveness of using chatbots to create a psychologically comfortable environment. The survey included eight statements to measure psychological comfort, language anxiety reduction, and learning motivation. Also, students answered open-ended questions for a qualitative analysis of their perceptions of working with the chatbot.Results and Discussion. The analysis of student responses revealed that working with the chatbot provides a psychologically comfortable environment for developing lexical and grammatical skills. Most respondents reported feeling comfortable learning the material at their own pace (M = 4.72), a reduced fear of making mistakes (M = 4.67), and a willingness to tackle complex tasks (M = 4.29). Qualitative analysis revealed that independent work with the chatbot changes students’ attitudes toward mistakes. Non-judgmental interaction and instant feedback transform errors from a source of stress into a resource for development, promoting students’ academic autonomy and helping them stop perceiving them as a threat. Conclusion. This study confirms the effectiveness of using chatbots to reduce emotional stress and create a psychologically safe environment when learning complex lexical and grammatical aspects of the English language.
Importance. During periods of painful transformation of interstate relations systems, the issue of political elites’ responsibility for choosing an adequate strategy and its implementation becomes particularly relevant. It is particularly useful to refer to the historical experience of the interwar period in such a situation, both successful and unsuccessful. The purpose of the study is to identify and characterize the position of the British political elite on the place and role of the Polish state in post–war Europe in 1919–1920.Materials and Methods. The research is based on documentary (including archival) and narrative sources. We tried to proceed from the basic principles of objectivity and historicism. In the course of the work, special historical research methods were used: historical-genetic, historical-comparative and historical-systemic.Results and Discussion. It is revealed that, participating in the restoration of the Polish state, the British political elite pursued its own strategic and tactical objectives, which determined its vision of this state. The difficulties in implementing the British vision of Poland’s role in European politics, which manifested themselves during the Paris Conference and the Polish-Soviet war, are described.Conclusion. It is concluded that at the time under review, among the British political elite, the Polish state was viewed from the point of view of the role of a “double barrier”: in the way of spreading radical socio-political ideas and practices to the West, as well as in the way of German trade with the Russian state. It is shown that the Polish-Soviet war, which became a test of the viability of the “Poland – barrier” project, contributed to the unambiguous formulation of requirements for the Polish state: the peaceful nature of foreign policy, compactness in territorial and homogeneity in ethnic terms.
Importance. In the context of modern education, digital gamification is becoming an important tool for teaching any subject to different age groups. The use of gaming technologies and methods has always been relevant in school education, but the application of digital technologies in modern realities allows achieving better learning outcomes and increasing student motivation and engagement. The purpose of this work is to assess the effectiveness of using digital gamification elements, the Quizizz platform as an example, in teaching English grammar to secondary school students.Materials Methods. Theoretical, empirical, mathematical, and statistical research methods were used in the work. 33 sixth-grade students of Secondary School No. 35 in Vladivostok took part in the experimental work on teaching English grammar using the Quizizz resource: the control group consisted of 16 students (N = 16), and the experimental group consisted of 17 students (N = 17).Results and Discussion. Based on the results of the experimental work, which included the ascertaining, formative, and control stages and was conducted at Secondary School No. 35 in Vladivostok from 30.01.2024 to 16.04.2024, it was revealed that the use of the digital gamification resource Quizizz in teaching grammar topics (specifically, revision of the Present Simple, Present Continuous, and the study of the Past Simple: regular and irregular verbs) over 24 academic hours (8 weeks, 2 hours per week) had a positive effect on the grammar learning of students in the experimental group compared to the control group, where instruction was delivered using the traditional “Spotlight 6” teaching. The experimental findings indicate that the implementation of the Quizizz resource positively influenced students' grammar acquisition. With a significance level of α = 0.05 and sample sizes of n1 = 16 and n2 = 17, the critical value for the Mann–Whitney U test was determined to be Ucrit = 81. The obtained empirical value was Uemp = 77. Given that Uemp ≤ Ucrit (77 ≤ 81), the null hypothesis (H₀), which posits no statistically significant difference between the groups, is rejected at the 5 % significance level.Conclusion. The research findings allowed to conclude that the use of digital gamification tools, such as Quizizz, is effective in teaching English grammar to secondary school students.
Importance. The results of the author’s interpretation of the phenomenon of pedagogical modeling through the prism of modern trends in ensuring the innovativeness of the educational process are presented. Against the background of the current triumph of digital technologies, innovation is gaining the status of a key attribute of economic, social and cultural reality. It is becoming obvious that the technologies that will accompany educational systems will radically change in the coming years. All this will affect the process of pedagogical modeling – predictors and regulations for the creation of innovative pedagogical models will be transformed. The purpose of the study is to determine the objective prerequisites for the creation, distinctive characteristics, and mechanisms for constructing innovative pedagogical models.Materials and Methods. The subject of the research is an innovative pedagogical model as a system of reproduction of pedagogical reality in an abstract (simplified) form, including the structure, properties and relationships of its components. Along with pedagogical modeling proper (in relation to pedagogical design), the theoretical methods used in the course of the research were the methods of idealization, abstraction, deduction, extrapolation. The methods are in demand in the context of the prospect of ensuring the innovativeness of the pedagogical modeling product.Results and Discussion. The pronounced focus on innovation as a key initial setting of pedagogical modeling in the context of the digital transformation of general education is emphasized. The dissonance, manifested in the course of pedagogical modeling, caused by the way the educational process is decomposed into descriptive components, is stated. For the competent construction of an innovative pedagogical model, a consistent definition of an adequate model is proposed-the basis, justification for choosing the type of model, and “building” visualization of the process under study. The creation of an innovative pedagogical model is considered on a specific example – a model for the development of educational and professional motivation of high school students. When it is constructed, a binary model is taken as the initial one, which combines both the components of the model of the structure of the pedagogical process and the components of the model of the pedagogical system.Conclusion. It is concluded that a pedagogical model reflecting the key vectors of transformation of design principles, taking into account the influence of leading educational trends, can be considered “innovative”, indicating specific manifestations of “productive tension” arising in relation, on the one hand, to educational trends, on the other – to design principles. The necessity of personification of modern innovative pedagogical models is proclaimed.
Importance. In modern conditions, it is possible to observe the objective need for a systematic study of legal disputes in the process of professional training of lawyers, since it is legal disputes that form the substantive core of legal activity. The formation of legal thinking takes place mainly through the analysis of conflict-of-laws relations, where the legal positions of the parties collide, argumentation mechanisms are implemented and a balance of interests is sought. Haphazard and fragmentary consideration of individual disputes does not allow students to form a holistic view of the international legal picture of the world, which makes it necessary to develop a scientifically based typology of legal disputes adapted to the tasks of legal education.Materials and Methods represent an interdisciplinary synthesis carried out at the junction of legal science, pedagogy and logic. The legal aspect of the research is implemented through formal legal and comparative legal analysis of international disputes. The pedagogical aspect includes modeling the educational process and analyzing the professional competencies of future international lawyers. The logical aspect is represented by deduction, induction and systematization, which allowed us to build an author’s classification. The empirical and theoretical basis consists of international treaties and conventions governing various types of international disputes, as well as scientific publications by Russian authors on the classification of disputes, typology of conflicts and methodology of teaching legal disciplines.Results and Discussion. The research aims to develop an author’s classification of international disputes by origin field, covering eight main types: territorial and border disputes; economic and trade disputes; disputes related to diplomatic and consular law; disputes in the field of international humanitarian law and human rights; environmental disputes; disputes related to the use of common spaces (outer space, Antarctica); disputes in the digital space; cultural and historical disputes. Along with the content classification, it is justified to distinguish three types of disputes by nature – legal, political and mixed (complex), and the latter, combining legal and political elements, require a combined approach to settlement. It is also revealed that none of the existing classifications covers the full range of international disputes, and the proposed typology fills this gap, including the latest fast-growing types of conflicts, such as disputes in the digital space and environmental disputes related to climate change.Conclusion. It is confirmed that the developed typology can serve as an effective didactic tool in the educational process in the training of lawyers, allowing them to structure educational material and form practical skills in analyzing and resolving international disputes. The proposed classification performs epistemological, methodological and integrative functions, ensuring the formation of a holistic professional legal awareness. The separation of mixed disputes into a separate category is methodologically sound and practically significant, since it teaches the future lawyer an integrated approach in which legal and political instruments are combined to achieve results. The results of the study contribute to the development of the theory of professional education of lawyers and can serve as a basis for further research in the field of methodology of teaching international law.
Importance. In the context of the digital transformation of education, integration processes are taking place aimed at the development and implementation of artificial intelligence tools in the practice of foreign language teaching. Modern chatbots that operate on the basis of large language models (ChatGPT, Gemini, GigaChat, etc.) have a unique didactic potential. They are able to simulate natural dialogical communication, adapt to the level of the interlocutor's language, generate communicative situations and provide instant feedback. Due to the didactic properties and methodological functions of chatbots, new perspectives are opening up for teaching productive types of speech activity, in particular writing, which is becoming increasingly important in the modern digital world. However, despite the generally recognized didactic potential of chatbots in teaching a foreign language, their use in practice is fragmented and is used to solve discrete learning tasks. At the same time, such types of communication activities as foreign language written interaction and mediation remain outside the focus of purposeful development. The purpose of the study is to develop theoretical aspects of the author's methodology for teaching students foreign language written interaction and mediation based on practice with chatbots and conducting a preliminary survey to obtain initial data.Research Methods. Theoretical methods include the analysis of domestic and foreign scientific literature on the integration of AI in teaching foreign languages, as well as the method of modeling the stages of the educational process. The empirical questionnaire method was used to identify the ability and readiness of students (N = 116) using descriptive statistics procedures – calculating the arithmetic mean and the mode using Microsoft Excel application software.Theoretical aspects. The paper clarifies the key concepts of foreign language written interaction and mediation, develops the nomenclature of skills of written foreign language interaction (16 skills) and mediation (19 skills). The eight stages of learning are theoretically justified: 1) diagnosis; 2) preparatory; 3) demonstration; 4) extracurricular practice with chatbots; 5) discussion of the results; 6) consolidation of the material; 7) assessment; 8) reflection. The highlighted stages ensure a cyclical and balanced distribution of functional actions between the teacher and the students.Results and Discussion. Empirically, a significant difference has been established between the development of basic and advanced skills of foreign language written interaction. Students demonstrate a confident command of a foreign language at the B1 level in terms of conducting a written dialogue (average self-assessment values M = 3.9–4.3 in terms of the ability to start/end a dialogue, request factual information, and give short answers). At the same time, there is a decrease in the indicators for skills requiring argumentation (M = 3.4), expression of emotions (M = 3.2) and stimulation of the interlocutor (M = 3.1). Mediation skills turned out to be the least developed: the average values for most skills do not exceed M = 3.0, and the lowest values are recorded for the skills of genre text transformation (M = 2.2) and text adaptation to the target audience (M = 2.3). The study revealed a direct relationship between the cognitive complexity of a communicative task and the level of self-esteem of students, which indicates insufficient development of these types of communicative activities in the educational process. It has also been established that mediation skills are not actually an object of control in educational programs, remaining in the blind zone.Conclusion. The developed skill nomenclatures and stages of teaching foreign language written interaction and mediation make it possible to systematically integrate AI-based chatbots into the learning process. The data obtained during the survey substantiate the need to move from the discrete development of written skills to the implementation of a communicative and cognitive approach, in which written language is mastered in the process of solving specific tasks, and chatbots act as a full-fledged communicative partner providing educational and social feedback. The prospect of the research is further experimental work on testing the learning stages in order to test their effectiveness in developing the skills of foreign language written interaction and mediation of students of a language university.
Importance. The modern construction industry places high demands on engineering university graduates for immediate integration into production processes. However, traditional forms of education often fail to account for the dynamics of the materials and technology markets, creating a gap between academic understanding and actual practice. Therefore, the search for and validation of new pedagogical technologies, such as course design contests, capable of effectively integrating industrial demands into the educational environment, has become urgent. The purpose of the research is to study formation mechanisms of graduates’ professional readiness to work in the construction industry using the example of competitive design.Research Methods. The study is based on an analysis of the experience of the Moscow State University of Civil Engineering (MGSU) in the implementation of industry-specific course design competitions, held jointly with leading manufacturer-employers. The study utilizes a comprehensive methodological framework, including a pedagogical research approach: developing a fourstage algorithm (problem formulation, design, defense, and reflection) and an empirical data collection method (anonymous student surveys).Results and Discussion. Course design contests have a positive impact on the professional competencies of future engineers. A participant survey revealed that the most significant results were achieved in the areas of learning modern building materials (4.7 points) and mastering specialized software (4.5 points). The results confirmed that the competitive format is an effective career launchpad for students: 85 % of respondents were able to supplement their portfolios with real-life case studies, and 40 % received internship invitations or job offers directly following their defense.Conclusion. Transforming coursework into a competitive activity allows for closer alignment of the educational process with the needs of the construction industry. The experience of Moscow State University of Civil Engineering demonstrates that close interaction with employers during the training process helps graduates adapt more quickly to real-life production conditions and increase their employment prospects.
This article presents an analysis of the collective monograph “The Metauniverse of Foreign Language Education: Bringing the Future Closer”, edited by O.A. Obdalova, O.V. Nagel, and L.G. Medvedeva (Tomsk, 2025). This monograph is the result of the collaborative work of a team of researchers from Tomsk State University, specialists in pedagogy, linguistics, foreign language teaching theory and methodology, and practicing teachers. The authors focus on a wide range of contemporary issues in foreign language education. This two-section monograph combines an indepth theoretical analysis of the subject area with practical recommendations, case studies, and the results of implementing new methodological solutions.
Importance. The growth of English-medium instruction programs and the increasing number of international students, particularly from China, in Russian universities make the problem of over-coming linguacultural interference in teaching subject-specific disciplines in English highly relevant. The traditional instrumental teaching model does not account for the cognitive and cultural barriers that students face in a multicultural classroom. This study proposes the integration of content and language integrated learning with English-medium instruction, which overcomes the limitations of each approach individually. The purpose of this study is to substantiate an integrative model based on a cognitive‑discursive approach and to prove its effectiveness for fostering a secondary linguistic personality in Russian and Chinese students.Materials and Methods. The study employs a set of complementary methods: pedagogical observation (2023–2026) with detailed recording of classroom interactions, written surveys and interviews with students (92 participants, including 45 Chinese students and 47 master's students), as well as interviews with 17 instructors. An analytical review of scientific literature on intercultural communication and cognitive linguistics is also provided. The theoretical framework includes the concept of secondary linguistic personality, cognitive load theory, the four‑component teaching model, and the theory of cultural dimensions.Results and Discussion. For the first time, three types of linguacognitive dissonance in mixed Russian-Chinese student groups are identified and described: cognitive overload, communicative passivity, and schematic conflict of educational expectations. An integrative model is developed and tested, comprising five linguadidactic strategies: the four‑component principle (content, communication, cognition, culture), project‑based learning, visualization as cognitive scaffolding, authentic assessment, and adaptive instructional materials. The components of instructor professional competence necessary to minimize interference are defined (linguistic, metalinguistic, intercultural, methodological, and interactive competences).Conclusion. The proposed integrative model transforms cultural differences from a source of interference into a resource for developing intercultural sensitivity and discursive competence. Its implementation fosters the formation of a secondary linguistic personality in Russian and Chinese students and can be extrapolated to other multicultural educational settings. A methodologically sound application of the cognitive‑discursive approach ensures both the acquisition of subject content and effective academic communication in English, meeting the contemporary demands for training bilingual professionals.
Importance. The widespread use of artificial intelligence (AI) plagiarism in the academic environment and the lack of federal regulatory legal acts establishing the scope and degree of legal use by undergraduate, graduate and post-graduate students of feedback materials from generative artificial intelligence tools in research determine the urgent need for universities to develop appropriate regulations. Considering the specifics of each individual field of study or specialty, such regulations should include two main components: a) universal, i.e. invariant for students regardless of research field; b) highly specialized, reflecting the specifics of a particular field of study or specialty. The purpose of this study is to develop a list of research tasks solved by students and graduate students in foreign language teaching methods field, and to illustrate the solution of these tasks with examples of feedback from generative AI.Materials and Methods. The research is based on the analysis of scientific literature dealing with the issues of teaching a foreign language based on technological solutions based on artificial intelligence, the problem of determining the didactic and linguodidactic potential of artificial intelligence, as well as the development of regulatory documents regulating the use of artificial intelligence in educational and research work. The results of experimental training on the implementation of regulations for the use of generative artificial intelligence tools by students in the preparation of texts of final qualifying papers, monitoring students for their use of AI-based technological solutions for research purposes, conversations and generalization of the experience of managers of final qualifying works of undergraduate and graduate students are discussed. The research materials used were technological solutions based on artificial intelligence, which have the potential to be used in the performance of final qualifying works.Results and Discussion. A list of universal and highly specialized research tasks has been developed that students and post-graduates can solve using the means of generative artificial intelligence. Universal research tasks include: formulation of topics, problems, aims and objectives of research; research plan development; research materials’ search and selection; quantitative processing of empirical research data; data visualization; making a list of sources; reviewing the text and providing corrective feedback; text editing. The narrow-profile research tasks in foreign language teaching methods field include: the development of step-by-step methods for the formation of phonetic and lexico-grammatical skills, oral and written foreign language interaction skills; creative writing skills development (essays); the creation and use of author’s corpus of texts for professional purposes; lesson plans’ preparation, training exercises, communication tasks, cases; processing and analysis of language material. The paper provides specific examples of solving these problems.Conclusion. A list of universal and narrow-profile research tasks solved by students and graduate students in foreign language teaching methods field in the course of research work has been developed. The results obtained can serve as an example of detailed regulations for the use of generative artificial intelligence tools by students of a specific field of study or specialty in their research work.
Importance. In the 1920s–1930s, the USSR underwent a radical transformation of the labor market regulation system: from the liberal mechanisms of free hiring during the New Economic Policy (NEP) to strict centralized control over the movement and use of labor. Under these conditions, the passportization campaign launched in the country in 1932 became a “filter,” granting the right to reside in cities only to those who could confirm their involvement in “socially useful labor” and were deemed necessary for industrialization.Materials and Methods. To confirm the scientific hypothesis that the evolution of state employment policy during this period represented a phased transition from spontaneous otkhodnichestvo (seasonal labor migration) to a system of organized recruitment (orgnabor) and the passport system, which, while aimed at mobilizing labor resources, were accompanied by institutional contradictions and a persistent labor shortage.Methods and methodology. The research is based on the analysis of normative legal acts (decrees of the Council of People’s Commissars, the Central Executive Committee, departmental instructions), statistical data, and records management materials, which made it possible to reconstruct the stages and mechanisms of labor market regulation.Results and Discussion. The stages of regulating otkhodnichestvo from the late 1920s are examined. The transformation of otkhodnichestvo from the predominant form of free migration (peak of 5.4 million people in 1931) into a system of organized recruitment, legislatively established as the only legal channel for employing collective farmers, is analyzed. It is substantiated that the introduction of the passport system in 1932–1933 divided the population into urban and rural, restricting peasant mobility while retaining mechanisms for their temporary attraction through organized recruitment. It is proven that, despite the formal expansion of controlled recruitment, the system suffered from inter-departmental inconsistency, high staff turnover, and failed to meet the actual needs of industry.Conclusion. In the 1930s, the system of organized recruitment, together with the passport regime, constrained spontaneous labor migration of peasants, limiting channels for free relocation to cities and employment. By the end of the decade, the policy vector had definitively shifted from quantitative recruitment to securing the workforce in production, which predetermined the transition to mobilization models of regulation in the subsequent period.
