Tambov University Review. Series: Humanities
ISSN (print): 1810-0201, ISSN (online): 2782-5825 Founder: Derzhavin Tambov State University Editor-in-Chief: Sysoyev Pavel Viktorovich , Doctor of Pedagogical Sciences, Professor Frequency / Access: 6 issues per year / Open Included in: Higher Attestation Commission List, RISC
Tambov State University - G.R. Derzhavin
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Developing prompt engineering skills in the pre-service training of foreign language educator
Importance. The integration of artificial intelligence technologies into the educational process is one of the key areas of digital transformation of education in Russia. In the context of the rapid development of AI technologies, there is an urgent need for pre-service educators to develop prompt engineering skills that allow them to formulate requests for generative AI to solve specific methodological problems. The formulation of high-quality prompt makes it possible to improve the quality of feedback from generative AI and optimize the processes of pedagogical planning, the development of educational and control materials, the adaptation of the learning content to the individual characteristics of students, etc. Ignoring this aspect of pre-service educators training now can lead to a professional backlog of graduates and their lack of competitiveness in the labor market in the future. In this regard, prompt engineering training should be considered an imperative of modern education. The purpose of this study is to identify the effectiveness of the prompt engineering skills development methodology for pre-service foreign language educators.Research Methods. Theoretical methods were used such as the study of scientific and methodological literature on research issues, analysis, generalization and classification of information. In order to test the effectiveness of the proposed methodology, an experimental training was conducted aimed at developing the skills of prompt engineering among pre-service foreign language educators. 52 students of the 1st-4th courses of the Institute of Pedagogy, studying bachelor’s degrees in the fields of “Pedagogical Education (English Language profile)” and “Linguistics (Theory and Methodology of Teaching Foreign Languages and Cultures" profile)” at Derzhavin Tambov State University, took part in the pilot training. The object of control was the nomenclature of prompt engineering skills of a foreign language educator, represented by ten skills reflecting the specifics of teaching a foreign language.Definition of Concepts. The main concept in the study is prompt engineering or prompting. The paper describes in detail the basic and advanced prompting techniques aimed at obtaining highquality feedback from generative AI.Results and Discussion. The methodology for the developing prompt engineering skills in the pre-service training of foreign language educators has been tested during experimental training. Obvious progress is observed in the following controlled parameters: the skill to formulate prompt for organizing speech communication in a foreign language (t = 9.8 at p < 0.001), the skill to formulate prompt in order to find the necessary information, translate or explain complex educational material (t = 6.2 at p < 0.001), the skill to formulate prompt for developing a plan or lesson fragment (t = 10.1 at p < 0.001), the skill to formulate suggestions for developing training exercises for developing lexical and grammatical skills (t = 7.3 at p < 0.001), the skill to formulate prompt for text generation (t = 5.5 at p < 0.001), the skill to formulate prompt for text adaptation (t = 5.8 at p < 0.001). The following parameters remained without significant progress: the skill to formulate prompt for creating technological lesson maps (t = 7.3 at p > 0.05), the skill to formulate prompt for developing control and measuring materials (t = 1.1 at p > 0.05), the skill to formulate prompt for conducting a comparative analysis of two or more texts (t = 0.9 at p > 0.05), the skill to formulate suggestions for evaluating written creative work (t = 0.6 at p > 0.05).Conclusion. Prompt engineering plays a significant role in the system of linguistic and methodological training of pre-service foreign language educators based on AI technologies, as it allows them to master modern techniques of interaction with generative AI. For junior students, it is advisable to focus on the basic skills of interacting with generative AI, and for senior students – on solving specific methodological tasks. Prompt engineering training should be continuous and start from the first year, integrating into the learning process through individual disciplines, for example, through “Introduction to Artificial Intelligence” or minors, so that senior students can apply their knowledge to solve more complex cognitive tasks. The technique of autoprompting allows students to visually study the anatomy of high-quality prompt and at the same time develop critical thinking by analyzing and refining AI-generated prompt. The perspective of the study is to observe the effectiveness of the autoprompting technique in the pre-service training of foreign language educators. The results obtained can be used in further research on the study of prompt engineering techniques for educators or students of pedagogical training areas, for the development of author's methods of teaching prompt engineering to educators, as well as in the methodology of teaching a foreign language.
Copyright (c) 2025 Evstigneev M.N., Evstigneeva I.A. https://creativecommons.org/licenses/by/4.0
Teaching oral practice in a foreign language to agricultural university students using artificial intelligence based technical solutions
Importance. Artificial intelligence based technical solutions possess significant lingua-didactic potential, enabling the development of components of professional foreign language communicative competence within the framework of Content and Language Integrated Learning (CLIL). However, despite the existence of research devoted to the integration of AI in developing speech abilities and forming students' language skills, the issue of developing oral communication skills in the process of teaching a professional foreign language to students of an agricultural university has not been the subject of a separate study. The aim of this research is to develop a methodology for teaching foreign language conversational practice to students based on AI-powered technical solutions.Materials and Methods. The experimental study involved students majoring in 36.05.01 “Veterinary Medicine” at Voronezh State Agrarian University named after Emperor Peter the Great. Participants in the control group (N = 43) are taught using the traditional contentt and language integrated learning (CLIL) methodology, while those in the experimental group (N = 43) additionally completed a task once a week aimed at engaging in foreign language oral practice with a virtual agent, which is an AI-based web platform, Character.AI. The focus of the research is on nine oral communication skills development. Statistical data analysis is performed using Student’s t-test.Results and Discussion. AI-powered technical solutions, has proven its effectiveness in developing the following skills: making inquiries on professional topics (t = 2.07; p < 0.05), clarifying information on professional topics (t = 3.56; p < 0.05), presenting information on a professional topic upon request (t = 2.89; p < 0.05), answering questions on the topic (t = 2.85; p < 0.05), expressing agreement on the issue under discussion (t = 3.33; p < 0.05), expressing disagreement on the issue under discussion (t = 2.61; p < 0.05), arguing one's point of view (t = 2.07; p < 0.05). However, the experiment did not demonstrate the effectiveness of the proposed methodology in developing such skills as initiating a conversation and exchanging greetings, or closing a conversation. This is attributed to the fact that these skills are already highly developed in the students prior to their participation in the instruction.Conclusion. The novelty of the research lies in the staged methodology development for teaching foreign language conversational practice to students, utilizing artificial intelligence-based technical solutions, the effectiveness of which has been empirically demonstrated. The prospective value of the study resides in the further investigation of the potential of AI-powered technical solutions for the systematic development of students’ professional competencies.
Copyright (c) 2025 Tokmakova Y.V., Makarova E.L. https://creativecommons.org/licenses/by/4.0
Optimisation of business communication training in English using an artificial intelligence tool for text sentiment analysis
Importance. Artificial Intelligence (AI) is rapidly permeating all areas of professional activity, leading to increased demands for digital skills among specialists. One of the ways to prepare competitive personnel should be the integration of AI tools into the educational process. The aim of this research is to analyse the advantages of implementing the AI Email Tone Analyzer tool for the development of professional communication competencies among students in the field of business communication in English. In the context of rapid digital progress and the growing volume of communication via electronic means, it is essential not only to be able to articulate thoughts but also to correctly interpret the tone and emotional nuance of messages.Materials and Methods. Analysis of scientific literature related to the topic, comparison and summarisation of empirical data, as well as conducting an experiment. The materials for the research included business letters published on the 101 Business Letter website, as well as letters written by master’s students from the language faculty. The participants in the experiment consisted of 50 first and second-year students enrolled in the full-time Master’s programme (field 44.04.01 “Pedagogical Education”, profile “Foreign Languages in the Context of Contemporary Culture”). The experiment is conducted as part of the course “Business Foreign Language” at the Pedagogical Institute of Saratov State University named after N.G. Chernyshevsky.Results and Discussion. It has been proven that the use of the AI tool AI Email Tone Analyzer significantly enhances students’ proficiency in professional communication skills. The average number of errors in business correspondence has decreased by 42 %, while the average time taken to prepare letters has reduced by 7 minutes. Qualitative analysis also revealed an increase in students’ confidence in their skills and competencies – 66 % of students reported a reduction in anxiety level when writing business emails in English due to automated feedback. Furthermore, there was a significant increase in students’ engagement in the learning process – 78 % of respondents emphasized that they began to participate more frequently and willingly in written assignments and discussions in English after the implementation of this AI tool. 82 % of students started to consult their teacher less often when writing business emails, preferring to analyze the text with the help of artificial intelligence first indicating a rise in autonomy. In terms of communication processes, 100 % of students noted a marked increase in satisfaction with communication and a reduction in misunderstandings between business partners or interlocutors thanks to the tone adjustments made by the AI Email Tone Analyzer.Conclusion. The conducted research has led to the following key conclusions: the AI Email Tone Analyzer assists students in better recognising and adapting the tone of their messages according to the audience and situation, which promotes more effective communication; the use of the tool enables students to receive immediate feedback on how their messages may be perceived, fostering the development of critical thinking and self-reflection. The prospects for further research appear to lie in a more detailed analysis of the capabilities of the AI tool, the expansion of its application scope, including its integration into the process of learning foreign languages, as well as the examination of the impact of new technologies on organizational processes and behaviour.
Copyright (c) 2025 Tupikova S.E., Pustovedova V.A. https://creativecommons.org/licenses/by/4.0
Foreign language for first-year bachelor students: new strategies for developing critical thinking
Importance. The content of the course General English (B1+/B2) / General English for 1st-year undergraduate students of a technical university is influenced by many factors, both external and internal. As a result of this impact, it became necessary to adapt and implement new learning strategies aimed at developing students’ language competencies. New educational materials targeted to develop analytical and critical thinking are devised and integrated into the course. The developed teaching methodology made it possible to bring the teacher and students to the level of subjectpersonal relations, in which the teacher is no longer the only source of information. The aim of the study is to evaluate the adaptability of the selected material to the characteristics of a group of students.Research Methods. Analysis of lexical and grammatical tasks which are based on authentic texts and audio and video materials designed to develop and hone students’ skills and integrated into the course. Analysis of the results obtained after students have completed computerised tests given at the end of each unit and placed on LMS platform.Results and Discussion. The major objective of the research is to evaluate adaptability of the educational materials to the groups’ features. The main criteria for the selection of course materials are relevance, newness and novelty of the subtopics. While working on the tasks students learned to approach information critically, think globally, develop all-round understanding of the discussed issues and demonstrated an ability to use grammatical and expressive means of the studied language effectively, especially in writing tasks, where well-structured argumentation of the chosen point of view or their attitude is required. The course for the first year students is structured in a way to help students develop a new learning style and prepare them for new ESL courses that they are going to cover, including English for Academic Purposes (EAP) and English for Specific Purposes (ESP). The testing results of three first modules have represented the following picture. The best results can be seen upon completing Module 1 Test: the average score is 78 % (t = 2.82; p ≤ 0.05), the complexity of the tasks is 77 %. All students completed the test. The Module Tests to be followed displayed a slight decrease in performance, for example, the average score of Module 2 Test was 72%, the complexity of the tasks equaled 71 %, the average score of Module 3 Test is 70 % (t = 2.41; p ≤ 0.05) without any significant changes of complexity. The number of the students taking the tests dropped to 98%. The qualitative analysis noted improvement of the tests’ structure and layout (t = 3.08; p ≤ 0.05), and the content is notably improved. Vocabulary and grammar tasks are not changed at all (t = 2.15; p > 0.05).Conclusion. Educational materials including the content uploaded in LMS allow educators plan and design the lesson thoroughly that in its turn influences developing students’ skills and their associations, stimulates and boosts the educational process and students’ motivation. Educational materials including the content of LMS platform make it possible to design and structure the course in a detailed manner, which in its turn helps to develop the required skills and associations in students, enhancing the educational process and increasing motivation.
Copyright (c) 2025 Savvina N.L., Firsova E.A. https://creativecommons.org/licenses/by/4.0
Foreign language teacher and his tools methodological activities
Importance. The activities of a teacher in a foreign language lesson are described and systemized. The teacher’s activities in teaching a non-native language are associated with the performance of functions’ variety. The qualitative performance of professional functions is the success of the pedagogical activity of any subject teacher, including a foreign language teacher. The functions performed by the subject teacher are related to different aspects of his pedagogical and methodological activities, namely: a) with the design of lessons; b) with the choice of training facilities; c) with the organization of the explanation of the new material in the lesson; d) with organization of its training and application; e) with an assessment of the current activities of schoolchildren in the lesson; f) with assessment of the results of educational activities of children; g) with evaluation of speech products of trainees; h) with the organization of independent work of children at home and with preparation for the next lesson. The teacher must finally evaluate self-critically and his activity in the lesson, determine his strengths and weaknesses in it (h). Weaknesses in the conduct of lessons are a specific incentive for the teacher to improve lesson planning, to improve his methodological skills. The success of educational activities on the part of the teacher is based on a highquality and creative selection of educational tools. The complex of pedagogical tools necessary for a teacher in the process of designing a language lesson system and its further implementation in a classroom-based system is analyzed.Materials and Methods. The step-by-step implementation of the designing (or otherwise planning) function of a foreign language teacher within the educational process is investigated. Competent, high-quality and creative planning of the entire set of lessons (lesson systems) on the subject “Foreign language” is practically determined by the methodical skill of the teacher and, in turn, determines the academic achievements of schoolchildren. To identify the key nodes of the problem, the following was done: a) study of the Federal State Educational Standard for Higher Education (3++) in terms of the requirements for graduates of pedagogical universities: a) review of activity areas b) diagnosis of the functions’ set performed by a foreign language teacher; c) work with scientific literature on the problem of planning and analyzing foreign language lessons; d) examination of the pedagogical and methodological activities of school teachers during visits to open language classes; e) monitoring the activities of student trainees during and during teaching practices at school; f) study of the educational results of students from individual foreign language teachers; g) evaluation of video clips of foreign language lessons by creatively working teachers of schools in Nizhny Novgorod and the Nizhny Novgorod region.Results and Discussion. The main pedagogical and methodological tools used by school teachers in a foreign language in the design and conduct of lessons are described. The holistic system of methodological tools used in planning and conducting lessons is presented. Methodological tools in the activities of a school teacher are everyday in nature and their effectiveness is determined through analysis or self-analysis of lessons. Some of the teacher’s tools are innovative. Non-native language teachers and innovative teaching techniques. They are usually used: a) when conducting final lessons on the lexical topic of the textbook; b) when planning backup lessons on the topic; c) when planning foreign language lessons on an inter-dark basis. The practice teacher often includes innovative tools in lessons where new learning technologies are used. The teacher often us es such innovative tools when conducting open lessons that he gives within the framework of the school methodological association of teachers (CMO) or for teachers of the district methodological associations (RMO). Foreign language teachers participating in competitive events such as: “The best subject teacher of the school”, “The best teacher of the district (city)”, “Teacher of the year”, widely use innovative and creative tools of pedagogical activity when presenting their creative results. Due to its specificity and complexity, the school academic discipline “Foreign Language” obliges the teacher to regularly include a wide range of tools in his activities.Conclusion. The presented tools of a pedagogical and methodological teacher of a foreign language can be widely used by other colleagues. The use of such tools takes place on a conscious basis, and this is done by the subject teacher with great success. Tools in teacher activities are always of interest to novice language teachers. Senior colleagues, for their part, are ready to share with young teachers their experience in using such tools. Experienced colleagues within the school methodological association of teachers and within the RMO; a) conduct methodological consultations; b) invite young teachers to their classes; c) assist in writing qualification works on this topic.
Copyright (c) 2025 Shamov A.N. https://creativecommons.org/licenses/by/4.0
Methodological difficulties and ways to overcome them in teaching phraseology to Chinese students
Importance. The relevance of the study lies in the fact that the teaching of phraseology within the course of Russian as a Foreign Language receives insufficient attention. The methodological development of phraseological instruction in Russian as a Foreign Language represents an important and promising area for further research and improvement, particularly with regard to Chinese learners. Students from China experience notable difficulties in understanding and using set expressions that are highly idiomatic and culturally specific. Purpose: The aim of the study is to identify methodological challenges in teaching phraseology to Chinese-speaking students and to propose practical recommendations and techniques to overcome these difficulties.Research Methods. The study employs methods of theoretical analysis, comparison, content and pragmatic analysis of teaching materials, as well as synthesis of pedagogical experience in teaching Russian as a Foreign Language to Chinese students.Results and Discussion. As a result of the work carried out, the main types of difficulties are identified: lexico-semantic, pragmatic, cultural-motivational, interference-related, and grammatical. The analysis not only made it possible to systematize these challenges, but also to determine their internal interconnection, which is conditioned both by the specific features of the learners’ native language and by the peculiarities of the Russian phraseological system. The breadth and depth of the collected data create opportunities for comprehensive diagnostics of phraseological competence, adaptation of teaching materials to the needs of a particular audience, and the construction of individualized learning trajectories. In particular, the study’s findings indicate that interference errors are often accompanied by pragmatic misuses, while lexico-semantic difficulties are usually linked to a lack of cultural background. This highlights the need for a multi-level methodological intervention that includes semantic visualization, cultural comparison, scenariobased speech practices, and active use of multimodal and game-based technologies. In addition to previously tested techniques – such as the explication of internal form, creation of visual associations, and stylistic mapping – it is proposed to integrate digital tools (including neural networkbased systems) capable of adapting phraseological material to the learner's perceptual level in real time. These developments lay the groundwork for a new methodological toolkit focused on interdisciplinarity, variability, and cultural-linguistic sensitivity, which in turn facilitates the sustainable acquisition of phraseology as a key element of foreign language communicative competence.Conclusion. The successful development of phraseological competence among Chinese students is achievable only through a targeted, culturally oriented, and methodologically sound teaching strategy that takes into account the linguistic, cognitive, and sociocultural characteristics of the learners. Within this framework, phraseology should occupy a central place in the Russian as a Foreign Language curriculum, fostering intercultural intuition and helping to overcome pragmatic challenges, thereby ensuring not only language acquisition but also the learners’ integration into the cultural space of native speakers.
Copyright (c) 2025 Tarasova E.N., Kong Z. https://creativecommons.org/licenses/by/4.0
The concepts of “scientific style of speech” and “specialty language” in the practice of teaching RFL: engineering and technical profile
Importance. In the process of teaching Russian to students of engineering and technical specialties, the advanced stage of training (language proficiency level B2) plays a special role, during which students improve their existing educational and professional skills. The process of teaching Russian at an engineering and technical university is carried out mainly on the basis of the scientific style of speech, and speech skills are formed through educational and scientific texts in the language of the specialty. In methodological literature, the concepts of “scientific style of speech” and “language of the specialty” are often confused. This important problem is the subject of this study.Materials and Methods. The base for the experimental research is the Military Institute (engineering and technical) of the Military Academy of Logistics and Technical Support named after Army General A.V. Khruleva. The research material is based on a corpus of errors identified in the process of analyzing the speech of non-philology students. The key research method is the error analysis method.Results and Discussion. The result of the study is: a) a methodological substantiation of the issue of the relationship between the concepts of “scientific style of speech” and “language of specialty”, presentation in the author’s methodological interpretation; b) definition of the nomenclature of speech skills that a foreign student should master in Russian language classes at an advanced stage of training: the content of Russian language classes is determined by the specifics of students’ activities in classes on special disciplines. Teaching specific lexical and grammatical features of these sublanguages is an important task in Russian language lessons.Conclusion. The scientific style of speech should be considered as a generic concept in relation to the language of the specialty and defined as its special case. In our case, we are talking about the engineering and technical specialty, which is distinguished as a variety of the scientific style of speech and includes sublanguages of construction disciplines. The skills developed in classes on special disciplines should be integrated into classes on the language of the specialty. In this regard, the development of the following skills is important: a) reading and listening to scientific texts; b) conveying the content of the read and listened to text in oral and written form (creation of secondary scientific texts); c) creation of primary scientific texts.
Copyright (c) 2025 Tskhovrebov A.S. https://creativecommons.org/licenses/by/4.0
How Chinese educators can enhance teaching Russian as a foreign language: an analysis of classroom instruction differences in higher education institutions of China and Russia
Importance. Currently, there are distinct differences in the teaching of Russian as a foreign language between China and Russia in areas such as: a) the learning environment organization; b) the selection of educational content and teaching materials’ development; c) the language teaching methods used. All of these factors influence the acquisition of Russian by Chinese students as a language of interpersonal and intercultural communication. According to experts, Chinese students studying Russian at universities in Russia achieve a higher level of proficiency than those studying the language in China. The aim of this study is, based on an analysis of scholarly literature, regulatory educational documents, and teaching practices in Russia, to: a) identify the main differences between the contexts of teaching Russian as a foreign language in Russia and China; b) formulate the characteristics of an effective Russian as a foreign language lesson; c) provide recommendations for Chinese teachers of Russian as a foreign language on how to effectively teach Russian to students.Materials and Methods. The study is conducted using the observing method of teaching Russian as a foreign language practice in Russian and Chinese universities, as well as the comparative analysis method of scientific literature. The materials used included scientific papers published in journals indexed in the Scopus and Web of Science databases, as well as the list of journals approved by the Higher Attestation Commission of the Russian Federation. Additionally, the research materials included curricula, syllabi, and teaching aids for Russian language education from Harbin Pedagogical University (China) and the Pushkin State Russian Language Institute (Russia).Results and Discussion. The study identified the characteristics of an effective Russian as a foreign language lesson and provided recommendations for Russian as a foreign language instructors in China. The authors consider the following to be the main features of an effective Russian as a foreign language lesson: a) practical orientation; b) creativity; c) communicative focus. Based on the experience of teaching Russian as a foreign language in Russia, Chinese instructors should pay attention to the following aspects: 1) classroom teaching should align with the set learning objectives; 2) game elements incorporation in lessons; 3) learning content should reflect everyday reality; 4) exam content should focus more on practical language application; 5) awareness of native language interference and deepening of linguistic cultural consciousness.Conclusion. The novelty of the research lies in characteristics development of an effective practical Russian language lesson and recommendations for teaching Chinese students Russian as a foreign language.
Copyright (c) 2025 Yajun L., Adelberg E.A., Shufan Z. https://creativecommons.org/licenses/by/4.0
Inter-program continuity in the system of spiritual and moral education: pedagogical logic of age development
Importance of the study is due to the problem of fragmentation and lack of continuity in the programs of spiritual and moral education, especially in Sunday schools, which reduces their effectiveness. There is a shortage of studies combining theoretical justification with practical tools and empirical verification.Materials and Methods. The study is conducted in the longitudinal format (“before–after”) over two academic years. It involved 384 students of Sunday schools of the Udmurt Republic (6–16 years old), distributed into experimental and control groups. The effectiveness of four original programs is assessed according to four criteria (cognitive, emotional-volitional, motivationalvalue, behavioral) using validated diagnostic tools (tests, observation, expert assessments). To analyze the data, the methods of mathematical statistics are used (χ² criterion, Student’s t-test).Results and Discussion. Statistically significant positive dynamics are revealed for all criteria in the experimental group (p < 0.01), while there is none in the control group. The most pronounced growth is observed in the motivational-value (up to 48.9 %) and behavioral (up to 54.4 %) spheres in adolescents aged 12–14. The results confirm that the implementation of the inter-program continuity model ensures the progressive development of value consciousness and the consolidation of morally oriented behavior as a personal trait.Conclusion. The developed inter-program continuity model is an effective mechanism for ensuring holistic spiritual and moral development. The practical significance of the work lies in the possibility of using the model and diagnostic tools for planning educational work and training teachers. Prospects for further research are associated with adapting the model to secular educational contexts and expanding the geography of the sample.
Copyright (c) 2025 Sannikov M.A. https://creativecommons.org/licenses/by/4.0
Perspectives of modern education: specialization or universalism?
Importance. Modern education is currently in a state of crisis, the way out of which we see as the result of resolving the contradiction between the need to base upbringing and education on traditional values, enshrined in federal program documents, and the desire to profile the educational process already at the initial stages, which hinders the harmonious development of students. Relying on the philosophical and pedagogical legacy of A.S. Khomyakov allows us to identify ways out of the crisis. The purpose of the study is to theoretically substantiate the importance of universal education and postulate the harm of early advanced specialization based on the pedagogical ideology of the famous Slavophile.Materials and Methods. The study is carried out using the method of retro-spective analysis, which manifested itself in the form of an appeal to the educational concept of A.S. Khomyakov and the transfer of its main constructs to modern soil. The review of scientific publications on the topic of the work is carried out, their critical analysis is carried out. General theoretical methods of description, comparison, systematization of data, integration of conclusions in conclusions are also used.Results and Discussion. The prospects of overcoming the crisis in the modern education system in the Orthodox tradition of enlightenment are considered, one of the theorists of which was the Slavophile A.S. Khomyakov, who argued the need for the universalization of education as a condition for the full-fledged development of personality based on the spiritual and moral values of Russian Orthodoxy, the upbringing of a “thinking” person.Conclusion. It is concluded that knowledge acquired without a proper spiritual and moral foundation is “empty’. Education should not be limited to the transfer of knowledge and skills; it should include the formation of high moral qualities and ethical principles in a person. In this context, it can be argued that in order to ensure a successful and sovereign future of our country, a harmonious combination of deep knowledge and the development of spiritual and moral categories is necessary, that is, the universalization of education based on traditional values.
Copyright (c) 2025 Sorokoletova O.V. https://creativecommons.org/licenses/by/4.0
To the issue of the comprehensive assessment of the skating classes' effectiveness for children with autism spectrum disorders
Importance. The socialization of children with autism spectrum disorders (hereinafter referred to as ASD) involves a variety of pedagogical approaches to solving existing problems, and physical activity of children with ASD is one of the tools of habilitation. Complex-coordinated sports, such as adaptive figure skating, can positively affect the main deficits in ASD. Using the example of adaptive figure skating for children with ASD in the adaptive figure skating section “Crystal Puzzles”, this study examines the positive impact of this sport on correcting the main deficits in ASD. This requires a comprehensive approach to evaluating the effectiveness of classes. The purpose of the study is to establish the zone of influence of figure skating on the development and socialization of children with ASD, and to search for tools for integrating children with ASD into the society of people without disabilities through figure skating.Materials and Methods. A theoretical review of domestic and foreign literature, observation, testing, questioning of parents, assessment of the growth rate of the main indicators of physical fitness of pupils according to the formula of V.I. Usakov, the formula for calculating arithmetic averages.Result and Discussion. The results of a comprehensive diagnosis of figure skating classes in the adaptive figure skating section “Crystal Puzzles” can serve as a guide in the development of physical activity of children with mental disabilities and the search for their success zone.Conclusion. The pupils of the “Crystal Puzzles” section have a significant increase in indicators not only in physical development, in particular, the development of coordination and balance (23 %), but also in social interaction. Motor activity on skates develops the concentration of attention of a child with mental disabilities, and an interdisciplinary approach to the training process activates progress in communication and social integration.
Copyright (c) 2025 Voloshina L.N., Kosalapova D.A. https://creativecommons.org/licenses/by/4.0
The complex influence of physical education and wellness technologies on the physical fitness of female students of special medical groups
Importance. The inevitable discrepancy in the development and manifestation of physical abilities of a person with disabilities caused by an underlying disease and, as a result, a decrease in physical activity, requires the search for traditional and non-traditional means of complex effects of physical education and recreation activities on the body of female students involved in special medical groups (SMG). In our opinion, the inclusion of elements of Chinese recreational gymnastics, aquagymnastics and various types of recreational walking in the content of physical education and wellness technology will help solve the above-mentioned problem. At the same time, during the implementation of the developed technology, mandatory monitoring of the dynamics of physical fitness indicators is assumed as one of the components of the health potential of female students involved in a special medical group. The purpose of the study is to identify the impact of physical education and recreation activities, including elements of Chinese gymnastics, aquagymnastics and various types of walking, on the development of physical abilities of students with disabilities.Materials and Methods. Based on the analysis of scientific publications, the focus of the impact of non-traditional means of motor activity on specific physical abilities of a person with disabilities was detailed, motor tests determining the level of development of physical abilities were clarified, taking into account deviations in the state of health. According to the results of the tests, the dynamics of indicators of physical fitness of students with disabilities in the process of physical education and recreation activities was revealed.Results and Discussion. The dynamics of the development level of the following physical qualities is studied: the assessment of the aerobic endurance of the subjects, the flexibility of joint mobility and the degree of elastic capabilities of muscles, etc. Calculations are performed using the Cooper test.Conclusion. Summing up the results of the conducted research, the following should be summarized: the introduction of non-traditional means of motor activity into the content of physical culture and wellness technology has a complex effect on the physical fitness of the studied contingent of students.
Copyright (c) 2025 Li P., Terentyeva O.S. https://creativecommons.org/licenses/by/4.0
Foreign literature in the Russian province: places of storage, distribution and reading circle of the nobles of the 19 – early 20 century (based on materials from Kursk and Tambov provinces)
Importance. The book business, which includes bookselling, book publishing, as well as the collection, processing, storage of books and the guidance of reading, was an essential element in the enlightenment, socio-political and economic development of Russia. The nobility played an important role in the development of this sphere, broadcasting Western experience and knowledge. The relevance of this work is due to the fact that book and library science are among the key civilizational tools. In the 19th and early 20th centuries, they played a crucial role in the process of Russia's social and economic development. The nobles were actively involved in these processes.Methodology and Sources. In the course of the research, both general scientific and special historical research methods are applied. Historical-comparative, historical-typological, problematicchronological, retrospective and a number of other methods were used. In particular, the historical and typological method made it possible to identify groups of foreign publications, their places of concentration and turnover in the Russian province of the 19th – early 20th century. The geographical scope of the study is limited to the territories of Kursk and Tambov provinces. This allows us to focus on specific examples of the dissemination of Western European literature in the Russian province, and to study in more depth the specifics of knowledge transfer from abroad.Results and Discussion. The study analyzes the places of storage and circulation of foreign literature, the main sources of replenishment of the book collections of Russian nobles in the 19th – early 20th century. Often, the first acquaintance with a foreign composition took place in the home library. Subsequently, the range of reading in a foreign language expanded during his studies at gymnasiums and universities. The biography of B.N. Chicherin allows a fairly clear analysis of the stages of acquaintance with Western European knowledge and their reception. Nobles could also replenish their book collections in specialized shops and shops. Printing houses also played an important role in the dissemination of foreign works in the province. The alternatives were mainly postal and rail shipments of books. Libraries, represented by household meetings of the nobility and literary collections in gymnasiums and universities, provided the basic knowledge of the nobility.Conclusion. During the quantitative analysis of the sample from the “Alphabetical Lists of works reviewed by foreign censorship’ for 1893, it is revealed that books in circulation are books in English, German, French, Italian, Polish, Swedish, Finnish, Danish, Hebrew, Polish, Latin, “in Slavic dialects” and in some cases, even Esperanto. Among them, publications in German (52.4 %), French (21.8 %), English (8 %), and Polish (7 %) prevailed. At the same time, the share of banned books in the total sample is 11 % in January and 11.7 % in February 1893.
Copyright (c) 2025 Nikolashin V.P., Oblitsov M.A., Bryukhanova E.A. https://creativecommons.org/licenses/by/4.0
The 300th anniversary of the Romanov dynasty as a factor in strengthening of monarchist sentiments in the Tambov province
Importance. The relationship between the monarchical form of government and the spiritual and value orientations of the Russian society helps to understand more deeply the processes that took place in the late Russian Empire. The historical experience of political practices used by the Romanov dynasty to raise its authority, the level of patriotism and the consolidation of Russian society can be fully used in modern political technologies.Materials and Methods. The materials of the State Archives of the Tambov Region became the source base of the research. They contain a fairly extensive array of business and production documentation related to the preparation and organization of celebrations held in the Tambov Province in 1913. The methodological basis of the paper s both specifically historical and general methods of historical knowledge: genetic and factorial methods, as well as the principles of historicism and objectivity.Results and Discussion. The author focuses on such aspects as the procedures for forming official delegations sent from the Tambov Province to the main celebrations in the capital; measures to suppress anti-government demonstrations; the influence of the Russian Orthodox Church on the celebration of the anniversary of the accession of the House of Romanov; the organization and holding of various educational and celebratory events designed to emphasize the special significance of the anniversary for the ruling imperial family in particular and the Russian state as a whole.Conclusion. The celebration of the 300th anniversary of the ruling dynasty largely contributed to the increase of the level of monarchist sentiments in the system of social attitudes of various strata of the population of the Tambov Province. However, the effect of this campaign could have been significantly greater if there had not been excessive bureaucratization of approaches and a high level of police control in organizing ceremonial events.
Copyright (c) 2025 Ofitserov S.A. https://creativecommons.org/licenses/by/4.0
Activities of the military-political leadership of the country and the state security agencies of the USSR in organizing the partisan movement on the territory of Soviet Belarus in 1941–1944
Importance. The events of 80 years ago, which took place in the occupied territory of Soviet Belarus in 1941–1944, still cause controversy among both domestic and foreign historians. The insufficient degree of study of certain issues related to the activities of the USSR state security agencies in the development of the partisan movement on the territory of Soviet Belarus in 1941–1944 gave rise to speculation and falsifications. The purpose of the study is to show the historical events taking place on the territory of Soviet Belarus in 1941–1944, as well as the activities of the militarypolitical leadership of the country and the state security agencies of the USSR in organizing the partisan movement in the republic.Materials and Methods. The research is based on archival documents of the Russian State Archives of Socio-Political History and the National Archives of the Republic of Belarus. Both general scientific methods of analysis and synthesis were used, as well as synchronistic, historicalsystemic, typological, historical-comparative.Results and Discussion. The partisan movement that unfolded in the occupied territory of Belarus during the Great Patriotic War became a nationwide struggle for the freedom and independence of the Soviet Union. Invaluable assistance to the Red Army in the fight against the invaders was provided by the partisans of Belarus, who systematically carried out sabotage in the rear of the enemy troops. Not only the military-political leadership of the country, but also the state security agencies of the USSR took an active part in the organization and deployment of the national struggle in the occupied territory of Belarus.Conclusion. The joint activities of the military-political leadership of the country and the state security agencies of the USSR played a great role in the organization of the partisan movement in the temporarily occupied territory of Soviet Belarus in 1941–1944, which provided significant assistance to the Red Army in the fight against the Nazi invaders.
Copyright (c) 2025 Bugaev V.N., Ustselemov Y.N. https://creativecommons.org/licenses/by/4.0
Galician nationalism in the first Half of the 1930s: radicalization of ideology and missed opportunities
Importance. The novelty of the study is the analysis of the history of Galician nationalism in the first half of the 1930s. Galicia by the early 1930s was a peripheral and one of the least developed regions of Spain. The negative social dynamics led to a slower development of nationalism in comparison with other regions. However, by the early 1930s. The purpose of the study is to analyze the changes and transformations of Galician nationalism in the context of its radicalization and the opening of a “window of opportunity’ associated with the general Spanish political changes in the first half of the 1930s.Materials and Methods. The main source is the materials of the newspaper “A Nosa Terra”, the leading newspaper of the Galician nationalist movement in the first half of the 1930s. The research is based on the principles of interdisciplinary historiography of nationalism, which allows us to analyze Galician nationalism as a social, intellectual, political or cultural movement.Research Results. The problems of the history of the Galician nationalist movement in the period of the 1930s are analyzed, believing that the activity of nationalists significantly influenced the main vectors and trajectories of Galicia’s development as a region. The main directions and forms of the ideological activity of Galician nationalism in the first half of the 1930s are studied. Analyzed: 1) the main problems of the history of nationalism in the period of the first half of the 1930s; 2) the main vectors and trajectories of the development and transformation of the ideology and practices of Galician nationalism in the 1930s.; 3) features of the political program of Galician nationalism; 4) the role of nationalism of the 1930s in the development of Galician ethnicity, including language and culture; 5) the historical significance of the activation of the nationalist movement in the first half of the 1930s in the general logic of the history of the development of Galician nationalism.Conclusions. The role of Galician nationalism of the 1930s as a factor of radicalization of regional society and political changes in Galicia is shown. The results of the study suggest that the activity of the leaders and ideologists of Galician nationalism in the 1930s is the highest point in the political and intellectual history of Galicia in the first half of the 20th century.
Copyright (c) 2025 Kirchanov M.V. https://creativecommons.org/licenses/by/4.0