Izvestia: Herzen University Journal of Humanities & Sciences
The scientific journal "Izvestiya of the A. I. Herzen Russian State Pedagogical University" was published since 1928 and was revived in 2002. The journal is in the K1 category of the List of peer-reviewed scientific publications by category of the Higher Attestation Commission under the Ministry of Education and Science of Russia.
Российский государственный педагогический университет им. А. И. Герцена
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Justifying the professional tasks of school director’s advisor for moral and values education and for interaction with children’s public associations
Introduction. The introduction of the new position of school director’s advisor for moral and values education has created a need to clarify the content and objectives of such advisors’ work. The present study aims to substantiate the content of advisors’ work through analyzing their professional tasks, to facilitate the development of new professional functions by advisors, and to lay groundwork for designing professional development and degree programs in education that include the competencies required for this position. Materials and Methods. The article reviews and analyzes Russian-language research on the organizational and methodological aspects of advisors’ work in moral and values education, as well as key regulatory documents governing this area. Empirical data were obtained through a questionnaire survey and focus group interviews with practicing advisors, which revealed a gap between the requirement for advisors to perform new professional functions and insufficient theoretical justification for the content of their work. The proposed framework for defining advisors’ professional tasks is grounded in V. A. Slastenin’s pedagogical ideas and in the competence-based approach to teacher education. Results. Advisors on moral and values education occupy a strategically significant position in the educational process, which determines the conceptual idea of the content of their work and professional tasks. These tasks are oriented towards three dimensions: activity, the individual, and society. The article proposes a classification of advisors’ professional tasks, comprising three groups. Group I involves organizing the process of moral and values education and providing advisory and methodological support for teachers and students. Group II focuses on students as individuals, requiring moral and values education to take into account each learner’s personality and interests. Group III addresses the social dimension through ensuring interaction between participants in educational relations and external social institutions, particularly children’s public associations. Conclusions. The analysis of the pedagogical work of school director’s advisors for moral and values education made it possible to: (1) identify the characteristics and content of this work and propose a classification of professional tasks; (2) summarize the key priorities of state education policy, which determine the professional functions of advisors, and substantiate the relationship between advisors’ pedagogical professional tasks and education development strategies; (3) establish a connection between the content of advisors’ pedagogical professional tasks and their job duties set out by the relevant professional standard; and (4) identify three general groups of pedagogical professional tasks.
trends in modern moral and values education
new philosophy of moral and values education
director’s advisor for moral and values education and for interaction with children’s public associations
professional standard for moral and values education specialists
ob description for director’s advisor for moral and values education
Copyright (c) 2025 Татьяна Олеговна Соловьёва (Автор) https://creativecommons.org/licenses/by/4.0
Theoretical and philosophical foundations of English language teacher education in India
Introduction. This article examines the historical development and philosophical foundations of foreign language teacher education in India. A retrospective analysis shows that this education began to take on a systemic character in the mid-20th century. During the colonial period (mid-18th century to 1947), India’s pedagogical discourse was shaped by competing paradigms rooted, on the one hand, in British colonial policy and, on the other hand, in traditional Indian educational traditions. These paradigms included positivism, utilitarianism, orientalism, occidentalism, nationalism, and anti-colonialism. Materials and Methods. The research employs the methods of analysis and synthesis, interpreting scholarly literature and practical experience in the field. It also summarizes international best practices in foreign language teacher training. Results. The pedagogical theories that have most strongly influenced teacher education in India include constructivism, social constructivism, critical pedagogy, humanism, behaviorism, cognitivism, and essentialism. The core disciplines in foreign language teacher training comprise applied linguistics, general linguistics, pedagogy, psychology, and related fields. While constructivism is the dominant conceptual approach in both global and Indian teacher education, its theoretical elaboration in Indian scholarship is still limited. The philosophical-epistemological framework of teacher education combines social constructivism and interpretivism, highlighting the teacher’s professional identity and its socio-cultural context of development as key categories. Conclusions. The study highlights the need for further research into the adaptation of modern pedagogical theories to India’s educational context, taking into account its historical and cultural specificities.
Copyright (c) 2025 Лина Эдуардовна Беловецкая (Автор) https://creativecommons.org/licenses/by/4.0
Potential for self-realization of students with disabilities in inclusive higher education: Perspectives from the student community
Introduction. In the context of scaling up inclusive university practices, self-realization of students with disabilities is particularly relevant, as self-realization during the university years is a fundamental mechanism for the social inclusion of this student population. However, the self-realization potential of students with disabilities should not be considered in isolation from the microsocial context of their neurotypical peers, who act as an essential resource in this process. Consequently, an empirical assessment of this potential is only feasible through an analysis of how the entire student community perceives the possibilities, mechanisms, and conditions for self-realization of students with disabilities. These conceptual premises informed the present study. Materials and Methods. The study involved 1,788 university students from various academic institutions across 21 regions of Russia, including 293 students with disabilities. The research employed an author-developed questionnaire assessing opportunities for self-realization in the university environment, an educational experience measure, and a burnout scale for students. Results. The findings indicate that the self-realization of students with disabilities is influenced less by the specific nature of their impairments than by general patterns that determine the overall self-realization effectiveness of higher education for all students. Although students with disabilities tend to evaluate both their university and their personal position within it positively in terms of self-realization, neurotypical students with experience of studying in inclusive environments express more skeptical views. Such skepticism may reduce the potential for self-realization among students with disabilities. Conclusions. The study underscores the need for further research into the self-realization of students with disabilities, particularly with respect to nosological differences. The findings can be applied practically in inclusive higher education settings to develop systems that foster the self-realization of students with disabilities. These systems should provide direct support to students with disabilities while also addressing the latent psychological burden experienced by neurotypical peers as a result of participating in inclusive educational settings.
Copyright (c) 2025 Виталий Зорахович Кантор, Лариса Михайловна Кобрина, Елена Федоровна Войлокова, Ирина Эдуардовна Кондракова (Автор) https://creativecommons.org/licenses/by/4.0
The influence of using digital tools on the development of reflective and prognostic skills in future teachers
Introduction. The introduction of digital tools into education has brought significant changes to teachers’ work and has influenced the requirements for teacher training. Transformations driven by innovation require teachers to be able to plan their daily activities and anticipate the trajectory of their professional development. This makes it necessary to develop future teachers’ reflective and planning skills already at the initial stages of university training. Well-developed reflective and prognostic skills enable teachers to plan their work, manage student activities, design syllabi, share experience with colleagues, organize classroom work, and make forecasts based on classroom assessments. The present study aims to assess the impact of digital tools on the process of development of reflective and prognostic skills in future teachers. Materials and Methods. The study involved experimental testing of a model for developing reflective and prognostic skills in future teachers, designed by the authors on the basis of system-activity, environmental and poly-subject approaches. The model was implemented under the following conditions: the use of artificial intelligence technology in the educational process of the university; the introduction of socially significant interactive projects in teacher training; and the application of the SAMR model in designing the educational process. Validated methods were employed to assess the level of reflective and prognostic skills in future teachers, including a reflection assessment method, an activity reflection test, the Personality Focus in Communication Questionnaire, the Ability to Forecast Questionnaire, and the Prognostic Task Questionnaire. Mathematical statistics was used to confirm the reliability of the experimental results. Results. The experiment led to an increase in the level of reflective and prognostic skills among future teachers, as confirmed by the Wilcoxon T-test and the Mann–Whitney U-test. The findings indicate that using digital tools is both important and necessary for developing reflective and prognostic skills in future teachers. Conclusions. The materials developed in this study can be used in theoretical and practical training. A promising direction for further research is the refinement of digital tools for each component of the model, the automation and digitalization of the diagnostic instruments, and the creation of digital content aimed at developing reflexive and prognostic skills in future teachers.
Copyright (c) 2025 Александр Андреевич Варжавин, Наталья Викторовна Уварина (Автор) https://creativecommons.org/licenses/by/4.0
Text selection for a digital textbook for first-year international students of Sociology at Russian universities
The Introduction describes the linguo-methodological aspects of creating a ‘library of texts’ for a digital textbook in Russian as a Foreign Language (RFL). These aspects include the selection of texts with regard to both recommendations of experienced social studies teachers (this establishes interdisciplinary links) and the actual communicative needs of international students in their study, the selection of educational topics, and the determination of time allocated for the study of these topics in RFL classes. Materials and Methods section, the authors analyze texts of relevant functional-semantic types and use Textometer software to adapt the texts to the level of professional language skills of first-year international students studying at sociology faculties of Russian universities (fields of study Sociology and Public Policy and Social Sciences). The Results section describes a textbook relevant to this category of students. Conclusions section, the authors maintain that the created text selection ensures that international students assimilate a certain amount of basic content relevant to their area of specialization in sociology.
Copyright (c) 2025 Любовь Павловна Клобукова, Никита Дмитриевич Майоров (Автор) https://creativecommons.org/licenses/by/4.0
Audiovisual materials in the modular teaching of Russian as a foreign language
Introduction. The use of audiovisual materials can rightfully be considered the most universal method of both online and offline teaching. If audiovisual materials are selected correctly, their application is quite effective and meets modern standards. This article considers the principles of using audiovisual materials in teaching Russian as a foreign language (RFL). The study aims to analyze approaches to working with audiovisual texts, identify the optimal principles for RFL teaching involving interdisciplinary skills, and identify a strategy of classroom work in aspect-based literature lessons as part of RFL education. The authors analyzed existing research approaches, identified a strategy for working with text in the classroom in literature lessons, and provided an example of the practical application of audiovisual materials. The audiovisual material selected by the authors is based on the script of the classic Soviet film Scarlet Sails and meets the requirements for text selection in RFL education. The material makes it possible to activate both interdisciplinary and language skills. The novelty of the study is determined by focusing specifically on aspect-based teaching in the modular learning system, on interdisciplinary approach in RFL education, and on practical orientation using specific methods of working with the selected material. Materials and Methods. The study employed analysis of scholarly literature, information synthesis, and methodological description of pedagogical principles and teaching strategies. Conclusions. Having considered the general principles of selecting audiovisual material and theoretical approaches to its application, we turned to practice, showing how to work with audiovisual text in a literature lesson for international students. The authors conclude that well-structured work with audiovisual text makes it much easier for international students to perceive rather complex texts of Russian literature. Future research may be focused on selecting the most effective exercises, adapting the audiovisual text to the basic and elementary level of language proficiency, etc.
Russian literature and feature films for foreign audience
Copyright (c) 2025 Людмила Владимировна Аладышкина, Анастасия Владимировна Игнатьева, Екатерина Борисовна Коломейцева (Автор) https://creativecommons.org/licenses/by/4.0
Introduction. This article highlights the necessity of reconceptualizing language identity as formed through language learning to address contemporary challenges including transformations in language education and shifts in the generational mindset. Th article aims to establish foundational criteria for this reconceptualization and proposes a working definition of a revised and revisited understanding of language identity. Materials and Methods. The research is grounded in a comprehensive review of international and Russian scholarship on language identity. Through comparative analysis and conceptual synthesis, the study evaluates the most viable theoretical approaches to inform its proposed framework. Results. The analysis confirms that while established insights into multilingual and plurilingual identity remain valid, their interpretation can be significantly extended and enriched through the lens of translanguaging theory applied to both personal and social dimensions of learning. Conclusions. The article proposes the draft concept of ‘translanguaging identity’, characterized by several essential features derived from translanguaging theory and practice: (1) multicompetence, referring to the development of a linguistic repertoire integrated into a single competence; (2) creativity and criticality, which serve as crucial tools for addressing contemporary technological challenges including artificial intelligence and the effects of excessive content consumption on cognitive patterns (clip thinking); (3) a transition from monoglossic to heteroglossic ideology, enabling more positive perceptions of bilingualism/multilingualism and creating more constructive learning environments; (4) harmonious integration of learning identity with second language identity. These conceptual advancements offer valuable insights for reorganizing perspectives on language learning.
Copyright (c) 2025 Александра Валерьевна Хэккет-Джонс (Автор) https://creativecommons.org/licenses/by/4.0
Cultural codes of Russia in the practice of teaching foreign students
Introduction. This article examines the role of cultural codes in foreign language education. The study aims to provide a theoretical justification for a cultural and lingua-cultural approach to teaching international students. The authors analyze the effectiveness of educational technologies which are used for teaching and socio-cultural adaptation of international students at the Institute of Russian as a Foreign Language (IRFL) of Herzen University and are designed to introduce students to cultural codes of Russia. Materials and Methods. The authors systematized theoretical material on the topic, employed the method of modeling, and carried out conceptual analysis. The study involved surveys of IRFL students and a mini-associative experiment designed to assess students’ background knowledge, ethno-stereo-types about Russia, and perceptions of cultural codes of Russia The authors examined theoretical approaches to defining the concept of ‘cultural code’, its structure, and its role in developing learners’ secondary linguistic personality. Educational (including moral and values education) and adaptation activities at the IRFL were described with a focus on familiarizing international students with cultural codes of Russia. Empirical data from the surveys and the mini-associative experiment were analyzed to evaluate the effectiveness of these activities and to formulate recommendations for improvement. Results. The authors conclude that the concepts of ‘culture’ and ‘cultural code’ are fundamental in foreign language education, as language is an integral part of culture. Immersion of international students in the cultural codes of Russia facilitates their successful socio-cultural adaptation and acculturation. The importance of these processes as components of Russia’s ‘soft power’ cannot be underestimated in the context of modern geopolitical challenges. The pedagogical community has accumulated a rich set of tools to implement these processes effectively. The IRFL serves a successful example of using immersion, socio-cultural adaptation, and acculturation in educational and awareness activities, as confirmed by survey results and the mini-associative experiment. Nevertheless, the acculturation of international students remains a complex process with challenges. Conclusions. The authors argue that the development of ‘cultural assimilators’ and their integration into the practice of teaching Russian as a foreign language represent a promising methodological strategy to support international students in Russian universities. These assimilators are expected to help overcome barriers in intercultural communication through immersion in the cultural codes of Russia.
Copyright (c) 2025 Светлана Семеновна Владимирова, Татьяна Германовна Шарри (Автор) https://creativecommons.org/licenses/by/4.0
A model for training youth to participate in expert activities in joint state-community governance
Introduction. The development of joint state-community governance (JSCG) in modern Russia requires the systemic inclusion of young people in expert procedures and decision-making processes. Although legal mechanisms exist to ensure youth participation in JSCG structures, there remains a lack of targeted training for young people to engage effectively in expert activities. This article presents a pedagogical model designed to address this gap, based on contemporary educational approaches and practical needs. Materials and Methods. The research is grounded in the activity-based, competence-based, and axiological approaches to professional training. Methods include theoretical and methodological analysis, student surveys, baseline assessment using standardized psychological tests (the Zamfir Motivation Test, McClelland’s Achievement Motivation Test, Belbin’s Team Roles Questionnaire, and others), and modeling of educational trajectories. The pedagogical model proposed in this article was tested within an original course at Lomonosov Moscow State University, where students practice analytical and legislative procedures in realistic conditions simulating expert activity within the JSCG system. Results. The study identified that students demonstrate insufficient motivational and organizational competencies, which hinders their effective participation in expert procedures. The pedagogical model comprises four components: goal-setting, conceptual-methodological, content-processual, and evaluative components. The model was implemented in an academic course aimed at developing students’ analytical, communication, and project-management skills necessary for effective participation in the JSCG system. Conclusions. The proposed training model can be applied in vocational and higher education to support the integration of young people into expert practices. Its practical focus enables the development of the competencies necessary for meaningful and sustainable participation in the institutional mechanisms of joint state-community governance. The conceptual-methodological component of the model can be used to develop other similar courses.
Copyright (c) 2025 Яна Валерьевна Лантратова (Автор) https://creativecommons.org/licenses/by/4.0
Principles of shaping the content of practical training in physics in civil engineering programs
Introduction. The engineering profession is highly popular today, and civil engineering is one of the most in-demand fields in the labor market. Engineering programs attract many applicants, which is why a variety of universities offer such programs — for example, civil engineering programs are available at specialized, polytechnic and classical universities. Modern Russia requires not only specialists who have acquired the necessary professional knowledge, but engineers who possess a solid fundamental background and are capable of innovative activity. The study of physical laws provides both fundamental knowledge and essential professional competencies. Therefore, it is necessary to analyze the content of physics courses within engineering programs across different universities. Materials and Methods. This study examines the training of civil engineers at universities including SPbPU, SKFU, NRU MGSU, SPbGASU, and SPMU. A comparative analysis of physics syllabi available on the official university websites was conducted. Particular attention was paid to the organization of laboratory practical training, as laboratory work enables future civil engineers to gain hands-on experience with real equipment and develop essential professional competencies. Results. The analysis revealed significant differences in the teaching of physics. First, there is an imbalance between fundamental sections and profession-related topics. Additionally, some universities rely on computer models for laboratory practical training, lacking access to real devices and full-scale experimental setups. The study highlights the need to update laboratory training for future civil engineers and identifies key principles for its organization. Conclusions. Modern practical training in physics should incorporate full-scale experiments and focus on professionally relevant physical phenomena. An updated laboratory component, either as part of a physics course or as a separate specialized course, is expected to enhance the professional competence of future engineers.
principles for updating practical training
Copyright (c) 2025 Людмила Анатольевна Ларченкова, Наталья Алексеевна Леонова (Автор) https://creativecommons.org/licenses/by/4.0
Mentorship as a resource for developing professional competences in future teachers of Russian language and literature: The case of near-peer mentorship between master’s and undergraduate students
Introduction. The article describes holistic, multidimensional, polyfunctional phenomenon of mentoring, which largely determines the strategies of modern higher pedagogical education. Searching a way out of the crisis in the education system requires consideration of mentoring in systemic, transdisciplinary and humanistic approaches. Materials and Methods. The main aspects of considering the problem are the following: mentoring as a metapractice of supporting the humanistic vector of higher education; mentoring as a significant tool for social adaptation of first-year students; academic mentoring as a multidimensional phenomenon that ensures high-quality results of research activities; mentoring integrated in the format of project technology as a tool for developing students' methodological and communication skills. Interpreting the main provisions of the target model of mentoring, the authors focus on the form of mentoring «academic interaction (master's student - student)» during all types of students’ pedagogical practice at the Philological Faculty of Herzen University. Results. Mentoring practices realized within «academic interaction» prove to be an effective tool for ensuring the continuity of higher education levels, a mechanism for stimulating academic motivation and students’ professional competencies. The concept of unified practice, implemented under the condition of a phased and systematic introduction of peer mentoring technology, shapes an innovation zone that stimulates developing the intention to transfer experience. Conclusion. The synthesis of mentoring and project technologies significantly expands educational dialogue space, allowing maximum actualization of the future teachers’ creative potential. Mentoring technology in higher education facilitates interaction between a pedagogical university and a school accumulating the pedagogical experience of a master's student, acting as a mentor. The authors believe that a promising direction for research into the issues of mentoring may be a detailed study of the influence of peer mentoring on the students’ academic motivation and their integration into the educational space of a modern school.
Copyright (c) 2025 Ольга Николаевна Камшилова, Анна Арнольдовна Виландеберк, Инна Витальевна Рыжкова, Наталья Леонидовна Шубина (Автор) https://creativecommons.org/licenses/by/4.0
Subjective factors of career choice at the heart of pedagogical supportfor contemporary adolescents
Introduction. Contemporary adolescents engaged in career choice are affected by a wide range of factors, including advances in industrial and information technologies, the influence of parents, teachers and peers, the attractiveness of a profession or university, the specific features of a chosen profession, as well as the adolescent’s own personality, abilities and interests. The multifaceted and complex nature of this process calls for new forms of pedagogical support that emphasise the utilization of subjective factors initiated by adolescents themselves, thereby enabling them to become genuine agents of their career choice. The article aims to identify, substantiate and facilitate utilization of the subjective factors of career choice within the framework of pedagogical support for contemporary adolescents. Materials and Methods. The research employed theoretical analysis, content analysis of psychological and pedagogical literature, classification, and generalisation. Subjective factors were identified and substantiated through the analysis of previous studies and the theoretical framework of personal choice. Empirical methods included surveys and questionnaires. The pedagogical support strategies proposed in the article are grounded in the phenomenological approach in pedagogy. Results. The study presents a classification and description of the factors influencing career choice, substantiates subjective factors such as activity, independence, awareness, reflection and readiness for choice, and empirically demonstrates their decisive role in the process of choice. It also provides examples of pedagogical support within the phenomenological approach that foster the development of these subjective factors in adolescents. Conclusions. The research highlights the relevance of career choice for contemporary adolescents who encounter obstacles in this process. The substantiated subjective factors — activity, independence, awareness, reflection, and readiness for choice — are often insufficiently utilized and are not adequately considered by adolescents themselves. To address this issue, the article proposes the phenomenological approach as a framework for implementing pedagogical support in career choice. Pedagogical support based on the utilization of subjective factors offers new opportunities for assisting adolescents and young people in navigating career choice in a dynamically changing world.
Copyright (c) 2025 Ирина Юрьевна Гутник, Анна Валерьевна Кандаурова, Елена Витальевна Пискунова, Яна Олеговна Опарина, Сергей Михайлович Шепель (Автор) https://creativecommons.org/licenses/by/4.0
Linguistic reality in the context of multicultural strategic interaction
Introduction. The article addresses current issues of language policy and language planning in the context of the formation of a multipolar world and the intensification of global competition. The role of language as a tool of cultural, ideological, and political influence is examined, particularly in light of contemporary geopolitical realities, including the confrontation between Russia and the West. This article aims to analyze prospects for developing language policies that preserve linguistic diversity within Russia and strengthen the position of the Russian language abroad. Special attention is paid to the negative effects of globalization, which lead to the unification of titular languages and the extinction of minority languages. Results. The article identifies key trends in language policy related to globalization and language homogenization. It emphasizes that the dominance of English as a global lingua franca poses risks to minority languages, potentially leading to their disappearance and the loss of cultural diversity. The processes of ‘linguistic genocide’ are analyzed, particularly in post-Soviet countries where the marginalization of the Russian language and other minority languages is observed. Examples are drawn from Ukraine, the Baltic states, and other countries, where language policies aim to exclude Russian from educational and public spheres. At the same time, it is noted that Russia, unlike many other countries, actively supports linguistic diversity by providing education and media resources in the languages of indigenous peoples. The article underscores that in Russia, 82 indigenous languages are represented in the education system, and 23 languages are used in higher education institutions. Conclusions. The research results emphasize the need for a balanced language policy that would contribute to the preservation of cultural and linguistic heritage while strengthening the position of the Russian language internationally. It is proposed to draw on Russia’s experience in supporting linguistic diversity to develop strategies aimed at preventing ‘linguistic genocide’ and preserving ethno-cultural identity. The findings also have potential applications for further development of intercultural dialogue and the integration of language policy into global educational and cultural processes.
Copyright (c) 2025 Арега Михайловна Акопянц, Лариса Асланбиевна Бабитова, Анна Владимировна Киселева (Автор) https://creativecommons.org/licenses/by/4.0
Political narratives in the Christmas messages of King Felipe VI of Spain
Introduction. Political narratives, due to their pragmatic potential, are becoming the main tool for structuring public discourse. In this context, it is relevant to analyze the political narratives present in the annual Christmas addresses of the Spanish King. Materials and Methods. This study analyzes the Christmas addresses delivered by Felipe VI from 2014 to 2024, employing semantic, discursive, and contextual analyses. Results. Despite the traditionally hierarchical relationships among political actors within institutional discourse, recent years have demonstrated a clear tendency toward a narrowing of the gap between the monarchy and the national audience, achieved through both verbal and non-verbal means of communication. Changes in socio-political and geopolitical context continuously reshape the monarch’s rhetorical strategies. For instance, all Christmas messages — particularly those delivered after the Catalan crisis of 2017 — consistently emphasize the principles of national and multinational unity grounded in democratic values and affiliation with the European community, while simultaneously reaffirming the legitimacy of the monarchy. Analysis of eleven speeches identified three political narratives: (a) Spain is a constitutional monarchy; (b) Spain is a country characterized by ethnic and cultural diversity; and (c) Spain is a reliable partner of the European Union. These narratives help the King achieve consensus in a multinational and multicultural society that has undergone profound structural transformations in recent decades. They are primarily expressed through ideologemes and metaphors of integrative semantics. Conclusions. The findings provide insights for analyzing the political narratives of other government and public leaders from both a linguo-pragmatic and a sociolinguistic perspective.
Copyright (c) 2025 Ирина Владимировна Заалишвили (Автор) https://creativecommons.org/licenses/by/4.0
Imagery in a popular science text: Approaches to description
Introduction. The hybrid character and debated functional-stylistic status of a popular science text make it an object of interest for linguists. One feature that sets it apart from academic texts is the use of imagery. As a complex language phenomenon, imagery can be analyzed based on multiple approaches. This article aims to examine these approaches. Materials and Methods. The illustrative material was drawn from popular science monographs across different academic fields: The Selfish Gene by Richard Dawkins, The Language Instinct by Steven Pinker and Cosmos by Carl Sagan. The study employed theoretical analysis, controlled data collection, and contextual analysis of the material. Results. The study identified the following approaches to analyzing imagery as a complex text-typological phenomenon: functional-stylistic, communicative-pragmatic, and linguo-cognitive. Comprehensive research of imagery in popular science texts may treat imagery as a means of functional-stylistic homeostasis and a result of the constructive-style vector, as a tool for influencing the reader, or as an imagery-associative component of the author’s concept. The study also distinguished classes of images employed in popular science texts: isolated images, key images, and images-digressions. Key images are the most typical, often foregrounded in prominent positions or through repetition. As components of the concept, imagery-associative meanings are structured hierarchically, reflecting the layer-field organization of the author’s concept. Conclusions. A comprehensive study of imagery in popular science texts advances the understanding of this text type and the popular science discourse, contributing to the development of functional and cognitive stylistics as well as text linguistics. The described approaches to imagery may also be applied to other text types. The examples can be used in lectures on stylistics and text linguistics.
Copyright (c) 2025 Светлана Геннадьевна Филиппова (Автор) https://creativecommons.org/licenses/by/4.0
Moritz Ilyich Mikhelson: A teacher, a public figure, and a lexicographer (on the 200th anniversary of his birth)
Introduction. Moritz Ilyich Mikhelson (1825–1908) was a Russian educator, translator, public figure, linguist, and lexicographer. His life’s work was a two-volume dictionary of Russian phraseology (1902–1903). Mikhelson was the one who conceptualized phraseology as a distinct linguistic phenomenon, which is reflected in the dictionary’s title Russian Thought and Speech. He viewed phraseology as the ‘physiognomy of language’, embodied in the phraseological thesaurus of the Russian language. Materials and Methods. An analysis of Mikhelson’s lexicographic material shows that phraseology was a fragment of the Russian linguistic worldview of the late 19th and early 20th centuries. The dictionary includes phraseological units in the traditional sense, as well as apt expressions, original grammatical constructions, paroemias, and riddles, accompanied by explanatory notes, illustrations, references, and comparisons. Results. The presentation of material in the dictionary follows an associative-referential principle, which demonstrates a carefully conceived lexicographic methodology. The dictionary is based on the principle of the self-sufficiency of a dictionary unit, and the frequent absence of interpretation is compensated by illustrative material that appears in the index included in the appendix. The statement of a parallel fact, both Russian and foreign, often renders traditional interpretation redundant, highlighting the self-sufficiency of the structural and semantic model. Mikhelson showed that Russian phraseology is impossible without foreign language material as its background. A significant part of the dictionary consists of vivid colloquial expressions reflecting the phraseological picture of the Russian world. Conclusions. The reviewers’ accusations of a ‘lack of system’ in fact point to the strengths of this monumental lexicographic project and reveal its deeper coherence. The four editions of the dictionary form a single tetralogy, representing the first attempt at a Russian phraseological thesaurus.
Copyright (c) 2025 Константин Павлович Сидоренко (Автор) https://creativecommons.org/licenses/by/4.0
Socio‑psychological determinants of internet addiction risk among adolescents with delayed mental development
Introduction. The rapid growth of digital technologies has created a pressing global issue — the risk of internet addiction. Adolescents represent the most active user group of modern technologies and are particularly vulnerable to developing internet-based addictions. However, the mechanisms underlying internet addiction in adolescents with delayed mental development (DMD) remain insufficiently studied. This study examines the socio-psychological traits that increase the risk of internet-addictive behavior in this population. Materials and Methods. The research integrates theoretical frameworks from both Russian and international psychology on internet addiction in adolescents, including those with normative and impaired development. The sample consisted of 200 participants: 100 adolescents with normative development and 100 with DMD (mean age = 15.2 years). To assess key variables, a battery of psychodiagnostic tools was employed. The Chen Internet Addiction Scale (CIAS; adapted by Malygin et al.) was used to measure internet addiction levels. The Piers — Harris Self-Concept Scale (adapted by Prikhozhan) was used to assess self-concept dimensions. Oryol’s method was applied to assess propensity for deviant behavior. Amirkhan’s Coping Strategy Indicator was used to examine coping mechanisms. Data analysis relied on non-parametric statistical methods. Group comparisons were conducted using the Mann — Whitney U test, and Spearman’s rank correlation coefficient was employed to examine interrelationships among variables. Results. The study revealed statistically significant differences between the groups in terms of both internet addiction severity and socio-psychological characteristics. Adolescents with DMD demonstrated a markedly higher propensity for internet-addictive behaviors compared to their typically developing peers. They also exhibited more pronounced negative self-assessments across physical, mental, and social domains. Furthermore, this group showed a stronger inclination toward maladaptive coping strategies such as ‘problem avoidance’ and a reduced tendency to engage in adaptive mechanisms like ‘problem solving’. In addition, statistically significant correlations were identified between key indicators of internet addiction and specific socio-psychological traits within the DMD group. The findings suggest that certain personality characteristics may function as predictors of internet addiction among adolescents with DMD. Conclusions. The findings offer valuable insights for psychologists and educators working with adolescents with DMD and can contribute to the development of targeted diagnostic protocols, preventive measures, and intervention strategies tailored to the needs of this vulnerable population. Future research should focus on examining socio-psychological determinants of internet addiction across diverse adolescent groups with various developmental conditions. Such investigations would enhance understanding of this complex phenomenon and support the creation of more effective assistance systems.
Copyright (c) 2025 Ирина Павловна Волкова, Юрий Тимофеевич Матасов, Антонина Владимировна Машкова (Автор) https://creativecommons.org/licenses/by/4.0
Clinical and psychological determinants of deviant behavior in children with intellectual disabilities
Introduction. In recent decades, there has been an increase in mental pathology in childhood. Affected children exhibit behavioral abnormalities that lead to serious difficulties, interfering with learning and disrupting social interactions. This article examines the clinical and psychological determinants of deviant behavior in children with acquired intellectual disabilities. Materials and Methods. The research sample included 175 children diagnosed with acquired intellectual impairments, which were frequently accompanied by reduced critical awareness of their condition and, in some cases, severe communication deficits. A control group of 70 healthy peers was also assessed. The study employed the clinical-psychopathological method, incorporating standardized instruments such as the Positive and Negative Syndrome Scale, an author-designed emotional state scale, and an asthenia questionnaire. Results. The children demonstrated impaired willpower, increased excitability and reduced critical assessment of their behavior, which contributed to the development of various behavioral deviations. Aggressiveness, negativism and impulsiveness — which were both the causes and manifestations of deviant behavior — were also pronounced. In the subgroup of children with communication disorders, a number of characteristic psychological features were identified — such as poor emotional connections, social fears, and low activity when making contact — which formed behavioral deviations. Conclusions. Psychological and pedagogical correction of deviant behavior should begin with awareness work with teachers and parents. Given the causes of deviant behavior in children with acquired intellectual disabilities, correctional work should be carried out in close collaboration between a psychiatrist, a special education teacher, and a special psychologist, with mandatory family involvement. Correctional programs for children in different groups should be differentiated. For children with deviant behavior, including manifestations of aggression and negativism, correctional work should include a set of exercises and techniques aimed at regulating their emotional state and training the basic norms of acceptable behavior. For children with autistic behavior, a range of measures is needed to engage them in social life, stimulate their activity, and help them overcome various fears.
Copyright (c) 2025 Игорь Константинович Шац (Автор) https://creativecommons.org/licenses/by/4.0
Risk factors and resources in anticipating grief: A review of foreign publications
Introduction. Caring for a relative with a life-threatening illness carries a high risk of maladaptive reactions, including complicated grief. At the same time, anticipatory grief is common among care-givers, which underscores the need for psychological support for families of dying patients. Identifying targets of psychological intervention requires examining both risk factors and resources in the experience of anticipating grief. This article describes the phenomenon of anticipatory grief based on a risk- and resource-based approach, identifying both risk factors and resources in the experience of anticipatory grief. Materials and Methods. The study is a theoretical analysis of foreign literature over the past 20 years, as indexed in the PubMed database, using the keyword ‘anticipatory grief’. Results. Anticipatory grief is understood as a set of cognitive, affective, cultural, and social responses to expected death, experienced by the patient and his or her family. The deterioration of the patient’s condition is directly correlated with an increase in anticipatory grief symptoms in relatives, emphasizing the importance of the patient–caregiver relationship. Anticipatory grief is more often considered as a risk factor for the development of complicated grief in relatives following the patient’s death. The occurrence of anticipatory grief in relatives can be influenced by multiple risk factors, including medical, demographic, psychological, social, and existential factors. Significant resources facilitating coping with anticipatory grief include meanings of death, awareness of the inevitability of death, acceptance of one’s caregiver role, social support, and proactive coping strategies that allow one to treat the impending loss not as a threat, but as a psychological challenge. Conclusions. Risk factors for anticipating grief vary in degree of ‘severity’ and may serve as targets for both awareness and psychotherapeutic work. In this regard, it is important to develop a value attitude towards life, including the narrative of death, in the public consciousness.
Copyright (c) 2025 Анастасия Александровна Баканова (Автор) https://creativecommons.org/licenses/by/4.0
Psychological safety of individuals with different sociometric status: A study among students of Tuvan State University
Introduction. This article examines the relationship between psychological safety and sociometric status in a sample of students from Tuvan State University. In contemporary conditions, threats to psychological well-being are intensifying, leading to increased tension within society. An individual’s sociometric status may be associated with various aspects of psychological comfort. Materials and Methods. The study analyzes basic beliefs and parameters of psychological safety among students with low and high social status within their study group. The sample included 117 students from six groups representing different fields of study. To examine psychological safety and its association with hardiness and psychological well-being among students with different sociometric status, the following instruments were used: the World Assumptions Scale (R. Janoff-Bulman, adapted by M. A. Padun and A. V. Kotelnikova), the Express Assessment Method of Personal Psychological Safety (I. I. Prikhodko), Personal Views Survey (by S. Maddi, adapted by D. A. Leontiev and E. I. Rasskazova), and the Sociometry Method (J. Moreno). A composite sociometric index was calculated for each individual question, and the possibility of combining them into a single indicator was examined using confirmatory factor analysis and the maximum likelihood method. Results. The model fit indices were as follows: Comparative Fit Index (CFI) = 0.992; Tucker–Lewis Index (TLI) = 0.991; and Root Mean Square Error of Approximation (RMSEA) = 0.036. Based on the sociometric index, groups of students with high (n = 29) and low (n = 29) social indices were identified. Comparative analysis revealed statistically significant results that indicate the connection between the individual sociometric index and the level of psychological safety. The total score on the Basic Beliefs Scale was significantly higher in students with a high social index (t = –2.77, p = 0.008). Comparative analysis of the t-criterion for independent samples also revealed reliable differences on the scales ‘Compassion of the surrounding world’, ‘Justice’, and ‘Luck’, and on the ‘Post-Traumatic Growth’ scale of the Express Assessment Method of Personal Psychological Safety. Analysis of Hardiness in students with different sociometric status did not reveal reliable differences on any of the three scales: ‘Engagement’, ‘Control’, and ‘Risk Acceptance’. Conclusions. The study confirmed the hypothesis that the level of psychological safety is significantly higher among students with a high individual sociometric index.
Copyright (c) 2025 Айдана Юрьевна Домбуу, Валерий Леонидович Ситников (Автор) https://creativecommons.org/licenses/by/4.0
Introduction. The article develops a definition of the concept of ‘female professional mentality’, identifying the universal and specific characteristics of the phenomenon. Materials and Methods. General scientific research methods were used, including critical analysis, comparison, and generalization. The study also employed the method of two-level triadic decoding of categories, which serves as a practical tool within the theory of dynamic information systems. Results. The use of the method of two-level triadic decoding of categories made it possible to identify aspects of female professional mentality that reflect the most fundamental characteristics of the phenomenon and to develop a model of female professional mentality, based on which a definition of the concept of ‘female professional mentality’ was created. Female professional mentality is a socio-psychological phenomenon which constitutes a special organization of intellectual activity of female professionals, including methods of cognition (emotional-sensory, intuitive, logical), qualitative characteristics of assimilation (personally conditioned, purposeful, effective), and products of generation (ideas, solutions, systems), and which has gender-conditioned specific features manifested in emotional-sensory cognition (a relatively high level of understanding and recognition of one’s own and others’ emotions), intuitive cognition (a relatively high level of using intuition in analytical activity) and generation of solutions (a greater number of solution options, caution and prudence, increased observation and attention to detail, flexibility in adjusting the developed solutions when new conditions arise). Conclusions. The theoretical significance of the study lies in the fact that the proposed definition of the concept of ‘female professional mentality’, grounded in the presented model, provides a systemic understanding of the nature of this phenomenon with a necessary and sufficient degree of completeness. The practical value of the study is that its findings can serve as a foundation for developing methods to effectively use the labor potential of female professionals and manage labor processes, such as organizing teamwork and meetings. Additionally, the findings can be used in developing training programs for women and in providing psychological counseling on matters of professional self-realization.
Copyright (c) 2025 Дарья Борисовна Штрикова (Автор) https://creativecommons.org/licenses/by/4.0
Psychological support of school classes in psycho-pedagogical tracks in the educational environment of the university
Introduction. The modern educational system is open to psychological and pedagogical innovations aimed at improving the quality of education. Psychological factors play an important role in the application of career guidance methods and technologies, which makes it essential to take into account the individual needs of educational process participants. This approach helps to ensure an optimal level of emotional well-being and supports the formation and maintenance of consistently high levels of motivation and social interaction. Materials and Methods. The article presents a model of network-based cooperation between a university and general education schools that have established specialized psycho-pedagogical track classes. The model includes several areas of interaction: with school students, with school teachers, and with school students’ parents. Work with students comprises two components: an assessment component, aimed at identifying pedagogically gifted students at the propaedeutic, pre-professional and specialized stages of training, and a practical component, implemented both at the university and within the educational environment of schools in St Petersburg and the Leningrad Region. Results. The article provides a detailed account of the experience gained from implementing the model of work with specialized psycho-pedagogical track classes. The authors emphasize the importance of addressing the needs of students who face career-choice difficulties and who would benefit from making the career-choice process more structured and meaningful. Conclusions. The experience of implementing a model of network-based cooperation between a university and general education schools with specialized psycho-pedagogical track classes may be considered promising for achieving career guidance goals, familiarizing students with a variety of teaching professions, and identifying pedagogically gifted school students. The model can be adopted by any university and, if necessary, can be flexibly adapted to the institution’s educational policy and the needs of a particular region.
Copyright (c) 2025 Татьяна Валентиновна Белашина, Вера Викторовна Бакаева, Светлана Борисовна Нестерова (Автор) https://creativecommons.org/licenses/by/4.0
Psychological characteristics of immersion in the digital environment among adolescents’ with varying levels of personal autonomy
Introduction. The digital socialization of adolescents necessitates a psychological analysis of personal traits that influence online behavior. This study examines the relationship between adolescents’ personal autonomy and their digital engagement. The hypothesis is that autonomy, defined as the capacity for self-regulation and goal-directed behavior, shapes the style of digital activity. Materials and Methods. The study involved 100 adolescents aged 12 to 15. The following instruments were used: the Autonomy–Dependence Scale (G. Prygin), the Personal Autonomy Questionnaire (O. Karabanova, N. Poskrebysheva), the ICT Engagement Scale (Tatarko et al., 2020), and the Digital Immersion Index (Regush et al., 2021). Statistical analysis included non-parametric tests (Kruskal–Wallis, Mann–Whitney), Spearman’s correlation, and cluster analysis (Ward’s method). Results. Significant differences were found between groups of adolescents with different autonomy levels in terms of digital behavior. Adolescents with high autonomy demonstrated more conscious and effective digital behavior, showing higher digital competence and more positive attitudes toward the internet. Adolescents with low autonomy were more active on social media but exhibited lower confidence in the digital environment. Cluster analysis identified four distinct digital behavior types, reflecting different combinations of autonomy and online activity. Conclusions. The findings underscore the heterogeneity of adolescent digital behavior and highlight personal autonomy as a key psychological factor in digital socialization. These results can inform the development of targeted interventions aimed at preventing internet addiction and enhancing digital literacy, taking into account individual psychological characteristics.
Copyright (c) 2025 Лилия Владимировна Жихарева, Усние Алимовна Бекирова, Владислав Геннадиевич Римский (Автор) https://creativecommons.org/licenses/by/4.0
Continuity of digital resources supporting the educational process in general and vocational secondary education
Introduction. In the context of rapid technological development and evolving labor market structures, career guidance for young people has become a key factor in the training of qualified professionals. In Russia, this issue is particularly relevant, as evidenced by the adoption of a number of legislative acts aimed at supporting and enhancing career guidance. This article aims to analyze the digital tools that have already been integrated into the educational process of general secondary schools and vocational secondary schools. It also seeks to identify common approaches to the development and use of such tools. Materials and Methods. The study employed statistical and empirical research methods, analysis of legislative acts, and examination of existing digital technologies used in career guidance. The advantages of these technologies were considered, including individualized learning, interactivity, and time efficiency. The research sample comprised 52 ninth-grade students from Nivenskoye Secondary General Education School and 64 second- to fourth-year students from the Vocational Secondary School at Immanuel Kant Baltic Federal University. Data analysis was conducted using descriptive statistics, scaling, and content analysis. Results. The study revealed differences in educational preferences and information behavior between the two groups. About 25 % of vocational school students identified physical education as their favorite subject, whereas among general school students the most popular subject was life safety (15 %). Differences in the average amount of time spent on homework proved statistically uncertain, although vocational school students tended to spend less time on it. In terms of information seeking behavior, 73 % of general school students reported using the vocational school’s website to search for admission information, whereas only 14 % of vocational students reported searching for university admission information on official websites, preferring social networks (42 % used a VKontakte group). Communication with teachers was reported to occur primarily via VKontakte and the Sferum messenger. The respondents identified interactivity, variability, a user-friendly interface, and prompt feedback as the most important components of an educational platform, although their preferences regarding content formats differed. Conclusions. The integration of digital technologies into the process of career guidance for young people is a promising direction that can significantly enhance the efficiency of training professionals for the modern labor market. This underscores the need for further research and the development of digital tools capable of supporting and enhancing career guidance in the context of ongoing global changes.
Copyright (c) 2025 Александр Евгеньевич Уманский, Олеся Витальевна Малыш, Ксения Леонидовна Полупан (Автор) https://creativecommons.org/licenses/by/4.0
The readiness of students with intellectual disabilities to solve interdisciplinary learning tasks
Introduction. An important objective in teaching children with intellectual disabilities is to support their acquisition of social experience. One way to achieve this is by engaging them in solving interdisciplinary learning tasks. To ensure the success of such work, it is useful to examine teachers’ attitudes toward teaching students with mild intellectual disabilities to solve interdisciplinary problems both in the classroom and during multidisciplinary examinations. It is also necessary to assess students’ readiness to undertake such tasks. Materials and Methods. The study involved schools in St. Petersburg, the Ivanovo Region, and the Republic of Sakha (Yakutia). The participants included 62 teachers and 45 ninth-grade students with intellectual disabilities. The study focused on the issue of preparation for the final interdisciplinary examination. The study comprised a survey of teachers and the completion by students of three different interdisciplinary assignments. Results. The mathematical analysis of the data revealed an imbalance between the emphasis of the learning process on subject-specific outcomes and the interdisciplinary approach adopted in the final examination. The findings also indicated that ninth-grade students with intellectual disabilities lack experience in solving interdisciplinary tasks, although they do have the potential to acquire this skill. Conclusions. A number of recommendations were formulated to support the preparation of students with intellectual disabilities for solving interdisciplinary learning tasks and, consequently, for their successful performance in the final interdisciplinary examination.
Copyright (c) 2025 Светлана Владимировна Кудрина (Автор) https://creativecommons.org/licenses/by/4.0
The role of functional integrations in the acquisition and disintegration of speech skills
Introduction. This article presents the author’s ideas about the characteristics of fluent spoken speech in the processes of its acquisition in children and disintegration in adults, based on many years of clinical experience in speech pathology. Materials and Methods. The study employed various methods for examining the patterns of functional transformations necessary for children to acquire speech skills, as well as the features of speech disintegration in adult patients with aphasia. This study substantiates the role of speech skills in mastering fluent utterances characterized by a high degree of automation and, consequently, spontaneity. The article characterizes speech skills as integrative functional unities and describes the algorithm of their practical implementation in fluent spoken speech of children. Results. (1) Trends were identified of structural transformations and localization changes in the representation of speech skills in the brain. (2) A tendency was revealed whereby speech skills are transformed: a) towards minimizing the territories they occupy; and b) towards reducing the energy costs of producing consolidated utterances. (3) Fundamental differences were found in the acquisition and use of speech skills in different types of speech: repetitive (at the level of speech auditory gnosis and articulatory praxis) and spontaneous (at the language level). Conclusions. The findings have an important innovative substantiation in the light of modern data in the field of neurovisualization of conduction systems and their myelination processes. It is emphasized that they constitute the brain mechanisms of speech formation and play a key role in classifying speech development disorders as different forms of proper linguistic alalia. Aphasia is recognized to be the result of the disintegration of speech skills and their return to non-verbal and verbal components. It is argued that the acquisition and disintegration of speech skills (aphasia) are complementary but multidirectional processes, reflecting general natural patterns of convergence and divergence. This perspective on the role of functional integrations in fluent spoken language acquisition opens new avenues of specialized intervention within remedial and restorative education.
Copyright (c) 2025 Татьяна Григорьевна Визель (Автор) https://creativecommons.org/licenses/by/4.0
Assessing the levels of spiritual and moral development among university students
Introduction. The spiritual and moral development of students is a crucial aspect of their personal and professional growth. In the current context of university cultural and educational environments, character education is given particular emphasis. Assessing students’ spiritual and moral maturity is essential for enhancing the efficacy of character-building efforts. It serves as a tool for identifying the current level of development, planning further educational activities, and predicting potential outcomes. The purpose of this article is to analyze the levels of spiritual and moral maturity among university students, using students from Melitopol State University as a case study. Materials and Methods. The research focuses on the level of spiritual and moral maturity among university students. The study involved 84 first- and second-year students (aged 17 to 28) enrolled in the Pedagogical Education program (code 44.03.01) at the Faculty of Humanities and Pedagogy of Melitopol State University. Results. The article analyzes the level of students' spiritual and moral maturity. The assessment is based on a survey utilizing the author's original questionnaire. The study aims to determine the level of maturity according to three criteria: cognitive, emotional-value, and behavioral. Accordingly, the questionnaire is divided into three blocks: “Knowledge,” “Values,” and “Actions.” Analyzing responses by block allows for evaluating: 1) the level of understanding of key concepts in spiritual and moral development; 2) the presence of core spiritual and moral values and steadfast convictions; and 3) the readiness to act in accordance with spiritual and moral norms. Based on these criteria, distinct levels of spiritual and moral maturity were identified. The author notes a relatively high level of maturity among the majority of the surveyed students training to be teachers. A high level was demonstrated by 75 % of students in the “Knowledge” block, 58.3 % in the “Values” block, and 57.1 % in the “Actions” block. Conclusion. The obtained empirical data can be used to develop and adjust character education programs and plans aimed at fostering and strengthening the spiritual and moral development of university students.
Copyright (c) 2025 Наталья Александровна Ясинская (Автор) https://creativecommons.org/licenses/by/4.0
The effectiveness of the ‘teacher–neural network–student’ interaction in research-based and project-based learning in physics
Introduction. The modern education system is focused on developing students’ critical thinking, independent information processing, communication, and the ability to apply knowledge to real-life and academic problem solving. Project-based learning, being a mandatory component of physics education according to the Federal State Educational Standard, contributes to the formation of these competencies. Artificial intelligence (AI) is a new tool within the educational environment that can enhance the effectiveness of project-based learning. This study aims to identify how AI influences the efficiency of the ‘teacher–AI–student’ interaction in research-based and project-based activities. Materials and Methods. The study includes a theoretical analysis of research literature by Russian and international scholars devoted to the use of AI in education. A survey was conducted among physics teachers in St. Petersburg regarding the use of AI in project-based learning. An example of a 10th-grade student using AI in a research project is provided. Questionnaires, comparative analysis, and content analysis were used. Results. The analysis showed that the potential of AI as a supportive tool is highly recognized by teachers; however, its use by students remains fragmented and is most common at the stages of information search and text structuring according to required templates. The risks include a possible reduction in students’ independence and inaccuracies in AI-generated data, which require verification. The survey confirmed that AI reduces time spent on project formatting and contributes to students’ motivation. Conclusions. Effective integration of AI into project-based learning requires the development of methodological recommendations and teacher training for working with new digital tools. Future research may involve clarifying the roles of participants in the ‘teacher–AI–student’ interaction and developing pedagogical models for integrating AI into the teaching of project-based activities in physics. While the preliminary data obtained in this study make it possible to draw certain conclusions, a larger research sample is required to gain a more representative understanding of teacher and student attitudes toward the use of AI in physics project-based learning.
Copyright (c) 2025 Степан Александрович Рожков, Александр Викторович Ляпцев (Автор) https://creativecommons.org/licenses/by/4.0
Learning tasks in web technologies: Concept clarification, specific features, classification approaches
Introduction. This article examines the development of approaches to classifying learning tasks in web technologies. The study aimed to generalize methodological approaches to classifying such tasks and to develop criteria for their classification based on an analysis of the structural components of web technologies and the specific features of web specialists’ professional activities. Materials and Methods. The study focused on learning tasks in web technologies and the approaches to classifying them, reflecting both their content features and methodological functionality. The study was grounded in systemic, competency-based, and task-based approaches. The theoretical framework of the study included works on the theory of learning tasks and the theory and methodology of training web specialists. This made it possible to generalize the main approaches to classifying learning tasks and highlight the specifics of training web specialists. Additionally, professional standards and online platforms (HeadHunter, ProfiJob, HabrCareer, etc.) were analyzed to substantiate the areas of web specialists’ professional activities. The main research methods included theoretical, descriptive, and comparative analysis, systematization, and generalization. Results. The study substantiated the comprehensive application of competency-based and task-based approaches for modeling quasi-professional activities using learning tasks in web technologies when training future web specialists. Approaches were proposed for classifying learning tasks based on the identified and described components of web technologies (web server, web browser, web interface), their operating environments (frontend and backend), stages of the web solution lifecycle, main types of professional tasks performed by web specialists (creation, modification, and maintenance of web solutions), and the generalization and adaptation of established methodological approaches to classifying learning tasks (by methodological goals, by nature of the object, by interaction of objects, by technologies applied, by complexity level, etc.). Conclusions. The proposed approaches to classifying learning tasks can serve as the basis for designing a methodological system for teaching web technologies at various levels of professional education.
Copyright (c) 2025 Ирина Борисовна Готская, Станислав Андреевич Сивинский (Автор) https://creativecommons.org/licenses/by/4.0
Methods for activating vocabulary in English language classes for non-linguistic university programs: The standpoint of cognitive psychology
Introduction. Vocabulary is key to the development of communicative competence, enriching the lexical precision and ensuring successful foreign language communication. Students in non-linguistic university programs study not only general but also professional English, which makes vocabulary learning more challenging. These challenges may stem from the peculiarities of the English lexical system, on the one hand, and from insufficient development of practical methods for mastering lexical units from the perspective of cognitive psychology, on the other. This article aims to examine techniques for activating English vocabulary, taking into account the specifics of cognitive processes. Materials and Methods. The study is based on English lexical material and analyzes research literature to identify the leading trends in the vocabulary acquisition methods and to describe the criteria for mastering a lexical unit. It also synthesizes scientific data to facilitate the implementation of techniques for activating lexical units. Results. Several types of retrieval practice were identified, each characterized by a different level of cognitive load: recognition, cued recall, and free recall. The nature of spaced repetition was also examined. The effectiveness of these vocabulary activating methods was demonstrated in an experiment involving third-year students from two groups learning English (the general aspect) as a second foreign language. The students outperformed those in the control groups in the exam, which is explained by their engagement with the proposed tasks. Conclusions. The findings enrich theoretical understanding of vocabulary acquisition and retention, enabling broader application of cognitively oriented techniques in foreign language teaching. The proposed assignments can be used in various courses taught on both linguistic and non-linguistic programs, taking into account the needs of learners.
Copyright (c) 2025 Инна Николаевна Кошелева (Автор) https://creativecommons.org/licenses/by/4.0