The purpose of the paper is to evaluate the effectiveness of the “Vznaniya” educational platform in preparation for the centralized testing in English, and to identify the correlation between the work on the platform and the exam result. The objectives included the development of a course on the platform, analysis of the system’s didactic potential, and comparison of the platform’s analytics with the exam results. The relevance of the paper is determined by the need to integrate effective digital tools into pre-university preparation practice, given the digital transformation of education and high competition in entrance exams. Materials and methods. The research was based on a comprehensive approach, including theoretical analysis of the pedagogical potential of digital platforms and practical testing of the course. To achieve the goal, a specialized preparatory course for the centralized exam was developed and implemented on the “Vznaniya” platform at the Intensivkurs educational center in Minsk within a blended learning model. The methodological basis for the course development was the analysis of the centralized testing specification, as well as the creation of authentic task types on the “Vznaniya” platform that simulate exam tasks. The main methods were quantitative analysis of the platform’s educational analytics, comparative analysis, and statistical data processing. The key metrics analyzed were the average task completion rate, the percentage of material covered, and the final exam score. Results. A stable positive correlation was established between activity on the platform and test results. The obtained results demonstrate that the use of the digital platform not only confirms its role as an effective training and diagnostic tool but also contributes to increasing student motivation, improving the dynamics of subject mastery, and fostering sustainable self-study skills. The analysis showed that the digital environment provides a more flexible organization of the educational process, allows for consideration of individual learning trajectories, and enhances interaction between the teacher and the student. Conclusion. The research proves the high effectiveness of the “Vznaniya” platform for targeted preparation for a standardized exam. Systematic use of its resources ensures personalization, objective monitoring, and the formation of study discipline, leading to improved results. The obtained data opens prospects for integrating such digital environments into a continuous educational trajectory. Further research is required on the development of adaptive algorithms based on platform data and the assessment of the long-term impact of such preparation on success in university studies.
The purpose of the study is the development, theoretical substantiation, and empirical testing of a cognitive-digital model for teaching foreign language phraseology. This model is based on the integration of metaphorical modeling, generative artificial intelligence (AI), and virtual reality (VR). It aims to overcome the cognitive gap between the form and the culturally determined meaning of set expressions, which poses a significant challenge for learners. The research was carried out on the example of Spanish idioms in a university classroom. Materials and methods. The theoretical foundation is a synthesis of cognitive linguistics (conceptual metaphor theory), principles of embodied cognition, and social constructivism. A four-stage methodological model was developed, including: 1) semantic-cultural deconstruction using generative AI (ChatGPT-4, DeepSeek) and specialized prompt templates; 2) immersive visualization of the historical-cultural context in accessible VR environments (CoSpaces Edu, Google Cardboard); 3) contextualized practice of idiom usage with adaptive AI tools (Character.AI for dialogues, DeepL Write for text analysis, ELSA Speak for phonetic practice); 4) socioreflective transfer through a theatrical method with digital reflection tools (Padlet, Mentimeter). Empirical testing was conducted via a pedagogical experiment involving 60 A2-level linguistics students divided into control and experimental groups. Methods included preand post-testing, comparative and correlation analysis, qualitative analysis of the digital footprint (logs of interaction with AI and VR), expert assessment of video recordings of theatrical performances, and data triangulation. Results. A statistically significant superiority of the experimental group over the control group was established across all measured parameters: recognition and understanding of idioms (p < 0.001, Cohen’s effect size d = 1.80), pragmatic choice of appropriate usage (p < 0.001, d = 1.45), and, especially, the task of explaining the conceptual foundations of idioms (p < 0.001, d = 2.30). Qualitative analysis revealed positive correlations between the structure of AI prompts (r = 0.65), active exploratory behavior in the VR environment (r = 0.71), and the depth of competence, facilitating a shift from rote memorization to meaningful mastery of phraseology. Conclusion. The proposed cognitive-digital model, which implements a sequential integration of metaphorical modeling, generative AI, and VR, is an effective tool for the deep acquisition of foreign language phraseology, as demonstrated by the example of Spanish. The scientific novelty lies in the theoretical and methodological synthesis of cognitive linguistics and digital pedagogy, as well as in the development of a comprehensive assessment model based on data triangulation. The practical significance consists in creating teaching modules, prompt templates, and VR scenarios adapted for A2–B1 levels, ready for the implementation in university practice. The identified limitations (digital fatigue, dependence on prompt quality) indicate the need for pedagogical support and preliminary development of AI interaction skills. Research prospects are associated with the development of an integrated software platform, adaptation of the model for other languages, and an in-depth study of digital load optimization.
Problem and purpose. Bilingual teaching aids, presented in two languages, are becoming widely used in bilingual education. The design of these aids can significantly impact the learner’s cognitive load and their comfort with learning material. In this regard, the question of what textbook design can influence the quality of bilingual learning for students is of interest. The goal of this study is to identify suitable formats for presenting computer science material in bilingual textbooks that can contribute to improving the quality of bilingual learning for students (by quality, we mean academic performance in computer science and the development of bilingualism among students from Russia’s ethnic regions). Materials and methods. To achieve this goal, the following methods were used: D. Barkhatova’s inversion approach to developing tools and methods for bilingual computer science education; a competency-based approach to designing and processing questionnaire questions; N. Pak’s mental approach to substantiating the need for bilingual education for students living in ethnic regions; and an ethno-pedagogical approach based on the use of the language of a particular ethnic group in the development of bilingual teaching aids. A combination of complementary research methods was also employed: theoretical (analysis of sources on the research problem, data specification, generalization of psychological and pedagogical literature, data comparison, deduction, substantive interpretation, and analysis of results) and empirical (questionnaires, testing, processing, and analysis of the obtained results). Results. Suitable formats for presenting computer science educational material in bilingual textbooks that contribute to improving the quality of bilingual education for students were identified using specially developed questionnaires. An analysis of the results of a questionnaire survey of experts and students allowed us to determine the most appropriate format for presenting educational information in bilingual textbooks. Synchronous (63% of experts) and mirror (40% of students) bilingual presentation of information are preferred for presenting theory in flipped textbooks; horizontally sequential (48% of experts and 35% of students) presentation is preferred for the practical block; and mirror (57% of experts) and synchronous (37% of students) formats are preferred for the control block. Thus, the most appropriate formats for presenting computer science educational material in bilingual textbooks have been identified, contributing to the improvement of the quality of bilingual education for students. Conclusion. The statistical data from the questionnaire survey of experts and students allowed us to determine the most appropriate format for presenting educational information in bilingual textbooks. Research to determine the appropriate format for presenting educational information in bilingual textbooks has shown that continuous and inverted textbooks are the most suitable and all three formats, we developed, turned out to be preferable in one or another type of educational activity. Promising areas for further work include research to assess the effectiveness and quality of bilingual education for students, as well as the development of electronic versions of bilingual computer science textbooks, pilot testing at universities and schools, and studying the design of electronic bilingual computer science textbooks.
The purpose of this study is to examine the theoretical foundations and pedagogical practices of using artificial intelligence in the educational activities of university students, and to identify, analyze, and compare the motivational focus of using artificial intelligence in the education of students in technical and humanitarian fields. Materials and methods of research. 145 students from Kazan (Volga region) federal university participated in the research. 73 first-year students are studying at the Institute of Psychology and Education in the humanities, and 72 first-year students are studying at the Institute of Physics in the natural sciences. The following research methods were used in the course of this paper: systematization and theoretical analysis of pedagogical literature on the research problem; interview “How I see the advantages and disadvantages of using AI in educational activities”; questionnaire “Self-assessment of the level of students’ motivational focus on using AI in learning”; modified methodology for identifying the motives for studying the factors of attractiveness and negative attitude in students’ use of artificial intelligence in educational activities (V. Yadov, modified by N. Kuzmina and A. Rean). This method has been repeatedly used in pedagogical research affecting the problems of a professional school and has proven itself positively. The modified method “Studying the motives of students’ use of artificial intelligence in educational activities” (A. Rean, V. Yakunin) was used to identify the dominant motives. A comparative analysis of the results was also conducted, and the Student’s t-test was used for statistical data processing. The novelty of the study is due to the insufficient development of the problem of the motivational component of the use of artificial intelligence by students of higher educational institutions, the presented review of pedagogical literature on the use of artificial intelligence in education, the comparative analysis of approaches to defining and the role of artificial intelligence in educational activities, and the identified motives for the use of artificial intelligence by students of technical and humanitarian fields. Results. The article presents an analysis of scientific approaches to the theoretical justification and pedagogical practice of using artificial intelligence in the educational activities of university students. The practical significance of the study lies in the fact that the author’s questionnaire and modified methods can be practically used in pedagogical research. The article provides a quantitative analysis of the results of diagnosing the students’ motivational orientation towards using artificial intelligence in their educational activities. The obtained results are valuable both from a theoretical and practical perspective of using information technologies in the education of students in the humanities and technical fields. Conclusion. The analysis of the results obtained allowed us to draw conclusions about the comparability of the level of motivation of university students of the humanities and natural sciences to the use of artificial intelligence in education at this stage. It is necessary to carry out pedagogical work to inform students about AI technologies, improve the skills of using the advantages, and increase the level of awareness of the risks of unlimited use of artificial intelligence in education. Thus, the use of artificial intelligence should be auxiliary in nature. Students should approach its use with caution, combining its capabilities with their personal experience and knowledge, in order to maintain the quality of education and develop their skills. The results of the paper can be used by teachers and researchers in the field of innovative technologies in higher education to expand and deepen the content of various courses at universities, in particular the course on information technologies in education.
The purpose of the study - the analysis of the essence of the components of artificial intelligence systems and their use in educational processes, as well as their impact on human cognitive abilities. Research materials and methods - the analysis and systematization of information, as well as system-information modeling of processes that ensure the formation of competencies as a target result of educational activities within the framework of an integrated system of reproduction-the use of knowledge and human development. Results. An information model of the processes of perception and cognition occurring in consciousness is presented. Education is considered as a system of complex interrelated processes of activity for the formation of knowledge, skills, and competencies. Moreover, motives, incentives, and emotions play an important role in cognitive and educational activities. Perception, understanding, and cognition are basically information processes characterized by stochasticity and directionality, which ensures transcending the known and synthesizing new knowledge. Explicit and implicit knowledge is represented as a set of models of reality, with varying degrees corresponding to this reality, obtained and used in various circumstances. From the point of view of the form of knowledge existence, in contrast to data, it is a set of facts that are systematized, attributed in accordance with the properties of the subject area, qualified in terms of consistency and identified. Attention is focused on the fact that data, information, knowledge are the role names of a specific information object (messages, records, thoughts, etc.) their common potentially effective component, having different purposes (storage/transmission; search/analysis/ synthesis; specific application) and, accordingly, different contexts (meta-components and methods). The problems related to the information and cognitive features of the “digital” generation are discussed, as well as some properties of artificial intelligence systems that determine their unconstructive role in educational processes. Conclusion. The use of digital media as an educational medium does not allow us to identify (and, consequently, develop) motives and incentives as a driving force for education. In addition, such an individual-oriented environment increases alienation from society, reduces the effectiveness of emotions and incentives for the development of volitional and organizational qualities. It is concluded that the features of the zoomers’ generation are not the laws of nature “in action” and not heredity, but the natural realization of the most important property of adaptability and learning, which actually ensured the accelerated development of humankind. Therefore, it is necessary to change the goals and values, and not to create technological “crutches”. The use of AI in education must be strictly limited and controlled, since it, replacing humans in the fundamental operations of thinking, will thereby contribute to the degradation of not only students, but also teachers, including in terms of human ability to memorize and choose, to create hypotheses and conclusions.
