Том 22, № 4 (2025)

Problem statement. In the context of the ongoing transformation of society and culture, the education system faces significant challenges (demographic shifts, widespread use of digital technologies and services; changes in the social infrastructure of education, etc.). The teacher is faced with the need to master new roles (coach, designer, mentor, analyst, etc.), which obviously affects his professional and personal identity. The creation of a special research program and technologies to support it is critically important for the quality of education and the prevention of negative scenarios of personal transformation, including professional burnout, neurosis, etc. Methodology. Based on the phenomenological approach and methodology of interdisciplinary research, including ideas from the field of philosophy, sociology, psychology and pedagogy, a critical reconstruction of the understanding of AI as a system integrator and interpreter of the deep transformation of professional cultures. In this context, the professional identity of a teacher is considered as a dynamic result of the process of self-knowledge and selfdetermination in interaction with the information environment. Results. The integration of AI into the educational environment gives rise to two sets of consequences, one of which is quite obvious (the need to master new means of activity and, accordingly, competencies), and the second is less noticeable, but is decisive for the success of the entire process of digital transformation: rethinking the value-semantic foundations of professional identity and activity. The teacher is forced to rethink his role, focusing on such aspects as empathy, creativity, ethical judgment. The development of appropriate ideas and technologies to support the process of identification and self-identification requires the creation of an appropriate research program. Conclusion. The research program in the field of professional identity of a teacher involves relying on many current areas of development of social and humanitarian and psychological and pedagogical knowledge in the late 20th and early 21st centuries, at the same time, it can give a significant impetus to the development of science and technology in the social and humanitarian sphere.

Problem statement. The impact of artificial intelligence (AI) on young people in the educational process is both positive and negative. The main problem is to define the phenomenon of “the culture of artificial intelligence using among young people” as integrative personal education and identifying its functions that counteract the risks of using neural networks in education. Methodology. The leading research methods were critical analysis of scientific and pedagogical sources, systematisation, classification, and the survey method. An analysis of researchers’ approaches to the problems of the connection between the culture of using digital tools and human culture made it possible to consider the culture of young people’s use of AI through communicative activity, human creative activity, and creative self-development of the individual. Results. The phenomenon of ‘the culture of artificial intelligence among young people’ has been defined for the first time; the structure and content of the components of the phenomenon under study have been identified, as well as its socio-cultural functions in the digital society, which counteract the risks of using AI in education; criteria and indicators of the culture of AI among young people have been identified for its assessment. Conclusion. The introduction of a new concept expands scientific understanding of the educational essence of learning with the use of AI. The сriteria and indicators of AI culture open up opportunities for its diagnosis, the development of new pedagogical technologies, and risks assessment.

Problem statement. The blockchain technologies properties indicate the significant potential of their application to increase the effectiveness of professional communication among teachers. However, most modern teachers do not use such technologies in all forms of professional interaction. It is necessary to conduct research aimed at solving the problem of finding approaches to the development of existing systems for training students of pedagogical specialties of universities, both in the direction of using blockchain technologies as an object for study, and in the direction of mastering additional professional communication techniques involving the use of blockchain technologies to ensure transparency, reliability, decentralization and trustworthiness of pedagogical interaction. Methodology. Continuous monitoring is carried out on how, in what cases and for what purpose teachers use blockchain systems, as well as studying the degree of practical effectiveness of the proposed approaches and tools, including the content of training and a system of practical tasks, to form students’ needs for the use of such technologies in professional communications. Results. An extension of the goals, content, methods and means of training future teachers has been developed and shown using examples, aimed at familiarizing them with the possibilities and advantages of using blockchain technologies in professional communications. The features of using blockchain technologies for such communications in different forms and levels of education have been identified and systematized. Conclusion. The proposed training of future teachers to work with blockchain technologies helps to increase the effectiveness of their subsequent professional communications, especially those carried out in a telecommunications format. This can be achieved by increasing transparency, stability and reliability of information exchange between all educational process participants.

Problem statement . Formation and development of students’ research skills in subject training in the context of digital transformation of education is a critical task. The purpose of the work is to substantiate a methodological approach to developing research skills when teaching students of pedagogical specialties to create educational instrumental dual-use sites. Methodology. Many research skills are developed in human activity during the creative development of digital resources. If, when teaching future teachers website building, we define the task of creating a website for teaching and conducting research related to its design, then such an activity will have three aspects: motivated learning according to a project strategy; creation of tools and conducting research within the framework of the ongoing educational project; creation of a practically useful educational resource. The range of problems in the design of the screen interface, accompanying substantive and non-substantive factors of the digital environment is quite wide and provides an opportunity for a variety of research tasks. At the same time, the tasks are quite accessible to students of different pedagogical specialties. Results. Examples of completed work by students on the creation of educational instrumental sites on the topics of mathematics and computer science are given. Observations of their educational activities showed high creative and cognitive activity, enthusiasm, the ability to find the necessary information, the desire to independently conduct their own research, and be proud of the resulting useful dual-use product. Conclusion. The proposed technique for completing assignments related to teaching students to create dual-use educational sites (web resources) allows you to form and develop their research abilities.

Problem statement. France, Canada, Morocco and Russia have different unique experiences of using information technologies (IT) in teaching French to school students. At the same time, the digital educational resources used in these countries accommodate diverse approaches and methodologies for teaching. Against this backdrop, a key problem is the near absence of comparative analysis examining how modern information technologies are employed in French language education across different countries. It is advisable to identify best practices and, based on these findings, develop recommendations for optimizing relevant teaching approaches in Russian schools. Methodology . The study employs a comparative analysis of existing approaches to teaching French and using IT across different countries, development of corresponding recommendations for Russian schools and experimentally verifying the effectiveness of the proposed approaches and digital resources. Results . The digital educational resources have been rated in compliance with the defined evaluation criteria. The comparative analysis results yielded recommendations for implementing IT in Russian schools based on international experience and the conducted pedagogical experiment confirmed the hypothesis that examining approaches and comparatively analyzing the specifics of using information technologies in teaching French as both a native and foreign language in Francophone countries (France, Canada, and Morocco) and taking into account the results of such an analysis when improving the methodological system of teaching French in Russia enhances the effectiveness of student preparation. Conclusion . The study established criteria for a comparative analysis of the use of IT in French language education across different countries, which made it possible to identify the specifics of their use in France, Canada, Morocco and Russia. Based on these results, recommendations have been developed to enhance the methodological framework for teaching French in Russian schools. It has been experimentally confirmed that the use of IT based on international experience enhances student learning outcomes.

Problem Statement . In vocational English classes, a lot of attention has traditionally and reasonably been paid to subject-related news articles. Artificial intelligence (AI) based platforms, and particularly the Twee resource, are able to facilitate the teacher’s work in this regard. However, there is not enough research on the effectiveness of this resource, especially in the context of teaching English for Specific Purposes (ESP), namely Maritime English. The purpose of this study is to analyze the way the Twee resource handles news texts, to evaluate its benefits for teachers, and to determine which of its functions are most important in classes planning. Methodology. Reviews and analyzes the examples of specific tasks generated with the help of Twee resource on the basis of maritime news texts, the most successful of which have been used in classes for senior students studying Transport Process Technologies at State University of Maritime and Inland Shipping (SUMIS), as well as provides an overview of maritime news periodicals suitable for classroom use. Results. The experience of using the Twee resource in preparing ESP classes has shown that the platform is prompt and to some degree successful in generating tasks based on news articles, though some of the tasks do not prove to be accurate. A greater number of challenges are found in reading comprehension tasks, as well as in vocabulary activities involving polysemantic lexical units. Conversely, pre-reading tasks as well as follow-up assignments have proved to be the most successful. Conclusion. The Twee resource, along with other AI-based platforms, can significantly facilitate the teacher’s work when preparing for classes and is reasonably popular among English language teachers. Despite this fact it is still the teacher who should verify the results of the platform’s work and who determines the success of using the tasks created with the help of AI.

Problem statement. In the context of rapid digital technology development, programming education in schools serves not only as a means of developing basic digital literacy but also as a tool for fostering analytical thinking and problem-solving skills. However, existing approaches to teaching programming in primary schools have several limitations, including insufficient practical orientation, a lack of individualized learning, and low student engagement. The key challenge is to analyze current approaches and identify the most effective ones that meet the demands of the modern educational environment. Methodology. Analyzed regulatory documents (FGOS, POOP), compares basic and advanced levels of teaching programming and examines the primary approaches to teaching programming: traditional, activity-based, problem-based, and student-centered. Results. Each approach has both advantages and limitations. The traditional approach ensures systematic learning but reduces student motivation. The activity-based and problem-based approaches foster practical skills but require highly qualified teachers and additional resources. The student-centered approach increases engagement; however, its broad implementation in school curricula remains challenging. Conclusion. The optimal strategy involves integrating various approaches to form a hybrid model that combines the systematic nature of traditional education, the practical focus of the activity-based approach, and the adaptation to individual student needs. This approach enhances the effectiveness of programming education in response to modern technological challenges.