No 2 (2025)

This article examines the formation of the professional worldview of cadets in educational organizations of the Ministry of Internal Affairs of Russia. The object of the study is the process of professional training of employees of the internal affairs agencies of the Russian Federation in educational organizations of the Ministry of Internal Affairs of Russia, while the subject of the research includes methods, means, and pedagogical conditions that contribute to the establishment of their professional worldview. The author thoroughly analyzes the stages of the technology, which include: diagnosing the level of professional worldview of cadets; developing an educational program that includes theoretical classes, practical assignments, and training; integrating practical internships and assessing results, which allows for capturing the changes achieved in the professional worldview. Pedagogical conditions are outlined, and recommendations are given that will facilitate the achievement of the stated goal – the successful implementation of the proposed technology for forming the professional worldview of cadets of the Ministry of Internal Affairs of Russia. Particular attention is paid to the integration of theoretical training with practical activities, as well as the influence of educational work and service experience on the development of the professional worldview. In conclusion, the author draws conclusions about the necessity of a comprehensive approach to forming the worldview of cadets, combining educational, formative, and practical components. The author applies a comprehensive methodology based on systemic, activity-based, and personality-oriented approaches. This allows the process of forming the professional worldview of cadets of the Ministry of Internal Affairs of Russia to be viewed as a multi-level phenomenon dependent on pedagogical, psychological, and social factors. Special emphasis is placed on practice-oriented methods (case studies, training sessions, internships), as the professional worldview is formed precisely through activity. The novelty of the research lies in the systematization and clarification of the key components of the professional worldview of cadets in higher educational institutions of the Ministry of Internal Affairs of Russia, as well as the development of a theoretically grounded model for forming a professional worldview that integrates the stages of the educational process and pedagogical conditions for effective implementation. A mentorship system is proposed as a mechanism for supporting the professional adaptation of graduates, which expands traditional approaches to training employees of law enforcement agencies. The author’s significant contribution to the study of this topic includes identifying specific pedagogical conditions that facilitate the formation of a professional worldview and developing criteria for assessing the formation of a professional worldview, including the stability of value orientations, the readiness to make decisions in non-standard situations, and the level of legal consciousness. The results of the study can be used to improve educational programs and methodologies for training employees of the internal affairs agencies of the Russian Federation.

In the context of rapid technological development, traditional teaching methods demonstrate insufficient effectiveness in forming engineering competencies in younger schoolchildren. The aim of the article is to investigate and justify the necessity of creating an educational ecosystem that integrates engineering skills, as well as to present its structured model for younger schoolchildren. Such an approach implies the integration of project-based engineering classes, interdisciplinary programs, digital tools, and networking with external partners. Special attention is paid to the adaptation of curricula, where mathematics, logic, and engineering are combined with the development of IT skills and functional literacy. The article analyzes the evolution of educational systems—from local models of antiquity to global digital ecosystems. The philosophical foundation of the approach is based on L.S. Vygotsky’s ideas about the role of the environment in personality development and J. Moore’s concepts of dynamic communities. The author also examines the challenges of implementing the ecosystem, including the shortage of qualified teachers, technological inequality, and the need for coordination between the state, schools, and business. The study employs theoretical analysis: a comparison of traditional and ecosystem approaches, a historical and philosophical overview of the evolution of educational systems, a psychological aspect, and an analysis of existing projects. During the work, a model of the educational ecosystem was designed—project-based engineering classes for younger students, including curricula with an interdisciplinary focus; integration of IT skills, ethics, collaboration with enterprises; and mechanisms for psychological support. Literature analysis and model construction confirmed the effectiveness of forming engineering skills in younger schoolchildren within the framework of the ecosystem approach. The author proposed a new model of the educational ecosystem for forming engineering skills in younger schoolchildren. The idea adapts the ecosystem approach to primary education for the first time, overcoming the limitations of traditional methods. The model includes a description of flexible curricula and other educational components, criteria and methods for evaluating the effectiveness of the model, and the necessary resources for its creation. An important component of this educational ecosystem is the connection of its components. The proposed model for evaluating effectiveness covers not only academic achievements but also the development of creativity, social responsibility, and interest in engineering professions. The innovation of the approach lies in transforming the school into a "mini-tech park," where learning is integrated into a real-life context, and students become active co-authors of the educational process.

The article is dedicated to the analysis of Russian-Chinese cooperation in the field of artistic pedagogical education in the context of contemporary globalization and accelerated digitalization. It examines key historical, cultural, and pedagogical aspects of the interaction between the two largest countries, including the influence of the classical Soviet education system on the Chinese artistic school, as well as current modern trends such as the integration of digital technologies and artificial intelligence, interdisciplinary approaches, cross-cultural studies, academic exchanges, and internships. Particular attention is paid to the detailed comparative analysis of pedagogical practices in Russia and China, systematically identifying their strengths and specific opportunities for mutual enrichment. The authors consider how traditional teaching methods blend organically with innovative approaches, as well as how cultural differences directly influence the formation of modern educational strategies. The study employs methods of historical-cultural analysis, comparative pedagogy, and a practice-oriented approach, including the development of educational programs and experimental learning. The research is based on the analysis of academic publications, educational standards, and real experiences of joint projects between Russian and Chinese universities. The scientific novelty of the study lies in the comprehensive examination and analysis of Russian-Chinese cooperation in the field of artistic pedagogical education at the present stage, including the development of adapted curricula and assessment criteria. The authors conclude that the integration of traditional and innovative methods, as well as the systematic strengthening of academic exchanges, contributes to the formation of a multicultural educational environment in the context of digital transformation. However, challenges remain, such as the difficult balance between tradition and modernization in practice, as well as the pressing need for further digitalization. Development prospects clearly include the expansion of joint programs, the use of VR/AR technologies, and the strengthening of interdisciplinary connections in the educational process. Further research in the integration of Russian and Chinese pedagogical practices will help to deepen the understanding of the mechanisms of cultural exchange and its impact on enriching the artistic education of both countries, with the aim of developing significant professional competencies and strengthening the sociocultural identity of future specialists. Thus, it is particularly important for both countries to continue the dialogue of cultures within new formats of cooperation to successfully respond to the challenges associated with the internationalization of education.

The subject of the study is the process of reading choral scores during the course "Reading Choral Scores" in the field of "Art of Folk Singing," which involves its multifaceted exploration and the implementation of a whole range of combined and interrelated actions. On one hand, it is a detailed analytical perception of the sign-based notation system on a physical level, the pre-hearing of the read musical text by the inner ear, control and adjustment of the accuracy of the sound by the outer ear during reproduction, and a balanced application of technical skills in piano playing. On the other hand, it is a holistic perception of the development of melody, rhythm, and harmony of the choral score in the context of the folk song genre, the understanding of the formative elements and the inclusion of the song example in the traditional ritual complex, which contributes to the creation of an organic artistic image and the correct choice of performing techniques. The methodology of the research employs scientific methods related to the analysis of theoretical knowledge and its practical comprehensive application in the process of reading choral scores. The hermeneutic, formulaic, musicological analysis method, and practical method are considered. The novelty of the research lies in the fact that the process of reading the score is viewed not as a set of technical actions for reproducing the musical text on the piano but as a deep multi-level process that requires a range of professional knowledge, including from various fields of science that go beyond musical art—philosophy, cultural studies. The practical application of the hermeneutic method allows for studying the choral score by examining the peculiarities of its performance through the lens of authenticity while employing modern performing means. Immersion in the context of the folkloric-ethnographic complex through a formulaic method specific to folk singing helps to identify melismatic-rhythmic and poetic "formulas" in folklore samples that attune to the required emotional state and mode of intonation. Examples of structural elements in the analysis of traditional Russian folk songs are presented, including folk song examples from the Siberian region. The important role of using the traditional song folklore of the Russian people as the basis of the educational repertoire in training choirmasters of folk singing groups is noted. The authors have gathered folk song materials in published manuals. The prospects of using a comprehensive approach to reading choral scores in conjunction with the possibilities of modern computer technologies are argued.

The article examines the formation of students' critical thinking in the context of the information society. It discusses the cognitive and behavioral components of critical thinking. Emphasis is placed on identifying factors that hinder the development of students' analytical and reflective abilities in the modern educational environment, including information overload, clip-based perception, multitasking, and the impact of digital distractions. The influence of the digital environment on learners' cognitive processes is analyzed, revealing contradictions between students' information consumption habits and the objectives of professional education. Special attention is given to how the digital transformation of the educational space affects the ways of obtaining, processing, and critically evaluating information. Key issues related to students' inability to adequately assess the credibility of internet content are highlighted, along with systemic reasons for the low level of critical thinking development, supported by the results of international and domestic sociological studies. The work employs methods of theoretical analysis, generalization of scientific literature, a comparative approach, and interpretation of data from domestic and foreign studies, surveys, and pedagogical experiments conducted from 2018 to 2023. The scientific novelty of the article lies in the comprehensive study of modern challenges in the digital educational environment as factors that simultaneously hinder and stimulate the development of critical thinking. The impact of clip-based thinking, information overload, and digital multitasking on students' cognitive activities is substantiated. A typology of effective pedagogical practices that help overcome the negative effects of digitalization is presented. The effectiveness of specific pedagogical approaches—such as project activities, case methods, educational debates, media literacy development, and online discussions—is justified. Practical recommendations for fostering critical thinking are proposed, including the integration of digital technologies into active learning forms, the development of metacognitive skills, and the cultivation of a reflective culture among students. The authors conclude that the development of students' critical thinking requires a systematic revision of the educational paradigm—from a transmissive model to a research-oriented one. Despite the negative influences of the digital environment, it can be utilized as a resource. It is shown that the effectiveness of such methodologies increases with pedagogical support focused on developing independence, media literacy, and the ability to ask questions.

The object of the study is artistic education. The subject of the study is strategies for modernizing artistic education. The author pays special attention to examining the characteristics of pedagogical syncretism and the advantages of implementing interdisciplinary curricula. The educational model STEAM is also described and analyzed. The author proposes a hypothesis regarding the broad potential of incorporating innovative technologies (including virtual and augmented reality technologies) into the art education process. The aim of this research is to identify strategies for modernizing artistic education, the application of which will enhance the effectiveness of the educational process and overcome the shortcomings of the current system. Analytical and descriptive methods were used to achieve this goal, allowing for the identification of the most productive paths for transforming the educational system. The scientific novelty of the research lies in examining innovative tools (in particular, the possibilities of artificial intelligence) that can potentially be applied to address the challenges of artistic education. The study shows that the project-based learning method allows for the development of interdisciplinary skills among students, while artificial intelligence and virtual reality technologies open up completely new opportunities for artistic creativity. As a result of systematic reform of curricula, as well as the application of interdisciplinary methods to the organization of the educational process and the integration of cutting-edge technologies, artistic education will be able to prepare specialists with competencies sufficient for professional realization in the context of globalization in the modern world. The conclusions drawn from the research work can be used in the educational environment.