Vol 16, No 3 (2025)

Background. The article examines the dynamics and effectiveness of the introduction of electronic library systems (ELS) into the electronic information and educational environment of Russian universities. The importance of ELS in the modern educational process is emphasized, their role in providing access to relevant educational and scientific materials, as well as advantages such as remote access, equal access for all students, convenient information search, etc. The methods of collecting and interpreting data on the use of ELS are analyzed, and the difficulties of implementation associated with the lack of integrated interaction between stakeholders are identified. The prospects of integrating ELS into learning management systems (LMS), such as Moodle, are being considered, which can improve the accessibility and efficiency of library resources. The article focuses on the need for educational institutions, technology developers, and regulatory authorities to work together to maximize the potential of ELS in the educational process.

The purpose of the study is to conduct an analysis of the methods for integrating electronic library systems into the educational environment of universities and to identify approaches to collecting and interpreting data on their usage.

Materials and methods include the analysis of regulatory documents, the study of statistical data on the usage of electronic library systems, the assessment of functionality of specialized plugins and tools, as well as statistical data obtained from administrative reports of the Moodle LMS.

Results. Despite the widely acknowledged role of electronic library systems (ELS) in providing access to modern educational and scientific resources, the study identified a number of challenges that hinder their effective integration into the educational environment of Russian higher education institutions. The main issues include: the lack of a unified methodology for collecting and interpreting statistical data; diversity in terminologies and approaches to calculating performance indicators across different ELS platforms; limited capacity for comparative analysis and data integration between systems; insufficient coordination among stakeholders involved in the educational process (librarians, instructors, IT specialists, and ELS developers).

An analysis of existing approaches to integrating ELS into learning management systems, such as Moodle, demonstrated their potential to enhance the accessibility and analytical value of digital library resources. However, the implementation of such integrations faces technical and organizational challenges, including the need to develop specialized plugins and APIs (Application Programming Interface), as well as the harmonization of data representation standards.

The study revealed that modern ELS offer extensive capabilities for tracking user behavior – including the number of accesses, reading time, frequency of transitions, and popularity of topics. Nevertheless, most universities face difficulties in interpreting this data due to the absence of standardized metrics and guidelines for its application in managing the educational process.

The analysis of obtained data enables a deeper understanding of how electronic library systems are used in educational practice and allows for the formulation of systemic recommendations aimed at further developing their integration into the digital educational environment. The practical significance of the research lies in identifying strategies to improve the effectiveness of ELS use in higher education, laying the foundation for designing comprehensive approaches to monitoring, analyzing, and integrating these systems into the educational process.

Background. The article is devoted to the study of the problem of developing students' reading comprehension skills, which is one of the key components in the implementation of modern educational standards aimed at the formation of universal learning actions. A significant part of schoolchildren have not yet fully developed the skill of reading for meaning, which includes a set of cognitive processes, such as analysis, interpretation, and critical evaluation of the text. This leads to difficulties in mastering the educational material. As an effective tool for implementing the strategy of reading – comprehension visualization, the use of mind maps – is proposed, which allow transforming information, structuring knowledge and activating cognitive processes. Mind maps, based on the principles of radiant thinking, contribute to the optimization of the processes of memorizing and comprehending educational material. The article describes the methodological aspects of creating mind maps and their integration into the educational process, including working with educational mathematical texts and applying them within the case method.

Purpose. Developing a methodological strategy for using mind maps to enhance reading comprehension skills in middle school students when solving mathematical case studies.

Materials and methods. This study utilized a combination of theoretical and empirical research methods. The theoretical analysis involved a comprehensive review of academic literature on semantic reading, cognitive psychology, and the didactics of mathematics. Empirical methods included the development of a model mathematical learning text within a case study framework, and a detailed methodological description outlining how the case can be used to implement a mind map-based visualization strategy.

Results. The research indicated that employing mind maps in conjunction with mathematical learning texts significantly enhances the stages of semantic reading: orientation (identifying the central theme), comprehension (extracting key concepts), analysis (elaborating on information), and synthesis (organizing the solution process). The case study exemplified how mind map-based visualization assists students in analyzing problem conditions, translating textual information into a mathematical representation, and developing a logical solution strategy.

Background. The article is devoted to the problem of students studying the intangible ethnocultural heritage of the peoples of Russia, namely traditional Russian holidays, including religious ones. Traditions, as part of an intangible ethno-cultural heritage, accompany a person throughout life, but often adults stop explaining their importance to teenage children, transferring this responsibility to school. In turn, the school, of course, solves this problem through extracurricular activities, but it does not always have enough resources of its own to cover the entire range of Russian traditional holidays. Realizing the importance of passing on traditions to the younger generation, the author of the article suggests expanding the school's capabilities through networking in extracurricular activities with religious organizations with appropriate infrastructure and work experience. In the configuration proposed by the author, the religious organization will act as a platform and co-organizer of extracurricular activities held by the school on the subject of traditional holidays, including religious ones.

Purpose. The analysis of the features of the network interaction of educational and religious organizations aimed at students studying traditional Russian holidays, including religious ones.

Materials and methods. The main methods of this research are the theoretical analysis of scientific literature on the research problem; descriptive method; conducting a survey of participants in network interaction; qualitative analysis of the survey results of respondents.

Results. As a result of the research, the analysis of the features of the network interaction of educational organizations in the Moscow region with the Religious Organization “The Court of the Patriarch of Moscow and All Russia of the Church of the Great Martyr Demetrius of Thessalonica in the village of Dmitrovsky, Moscow region, the Russian Orthodox Church (Moscow Patriarchate)” was carried out, within which the annual author's program for organizing and holding festive events for schoolchildren was built and tested. The article examines the period from 2014 to 2023, during which the author of the article held the position of rector of the patriarchal Metochion and head of the presented cultural and educational program, which includes such traditional Russian holidays, including religious ones, as: Maslenitsa, Easter, Family Day, Love and Fidelity, the Nativity of St. Nicholas the Wonderworker, the Day of Remembrance of the Great Martyr Demetrius Solunsky, the Nativity of Christ. The article presents the specifics of the implementation, as well as defines the pedagogical conditions for the effective implementation of network interaction between a general education and a religious organization aimed at students studying traditional holidays, including religious ones, as part of extracurricular activities.

Background. The article addresses the issue of lexical interference among Chinese students learning Russian as a foreign language. This phenomenon is due to significant differences between the structural and semantic systems of the two languages. Lexical interference errors are manifested in calquing, violations of lexical collocations, semantic substitutions, and the use of words in inappropriate contexts, all of which hinder the development of stable lexical competence.

Purpose. The aim of the study is to identify the typical manifestations of lexical interference among Chinese-speaking students and to substantiate effective methodological approaches for overcoming it in the process of teaching Russian.

Materials and methods. The methodological basis includes the analysis of students’ written and oral works, questionnaire surveys, and a pedagogical experiment involving a set of adapted exercises aimed at developing conscious and contextually appropriate lexical usage.

Results. The experimental part was conducted among 50 second-year students at one of the universities in the People's Republic of China. The participants were divided into control and experimental groups. The results of the comparative analysis showed that the use of contrastive tasks, lexico-semantic exercises, and digital learning tools contributed to a 37.3% reduction in lexical errors in written speech and a 43.3% reduction in oral speech in the experimental group. In addition, the students demonstrated increased confidence in their ability to use Russian vocabulary in real communication situations. The scientific novelty of the study lies in the comprehensive examination of lexical interference from both linguistic and cognitive psychological perspectives, as well as in the practical testing of the proposed methodology in a Chinese-language learning environment. The findings confirm the significance of systematic corrective work and can be implemented in Russian as a Foreign Language (RFL) programs at both beginner and intermediate levels. The results of the study lead to the conclusion that targeted work on lexical interference contributes not only to a decrease in error frequency but also to the development of confident lexical usage skills. The methodology developed within the framework of the research can be effectively applied in the practice of teaching RFL to students with a Chinese mother tongue.

Background. The article is dedicated to the study of the problem of applied use of neural networks and related artificial intelligence tools by university students from the perspective of ethical dichotomy. The background of the research lies in the necessity to recognize the potential risks and opportunities associated with the use of AI in the educational process.

The purpose is to analyze the ethical aspects and implications of the use of neural networks by university students.

The materials and methods of the study include a review of existing scientific works and international experiences regarding the ethical regulation of AI tools in education has been conducted, alongside an examination of local interdictions.

The results of the study indicate that the application of neural networks in the educational process creates both opportunities and risks, including plagiarism and inequality in access to technology. In conclusion, the article emphasizes the necessity to develop ethical guidelines and regulations at both University and Governmental levels to enhance the effective application of new digital assistants in the educational processes, as well as integration of courses on the ethical use of neural networks and artificial intelligence tools into the curricula, which will prepare students for informed interactions with new technologies and help mitigate negative consequences.

Background. The relevance of the research theme is due to the necessity to improve the quality of foreign language teaching to Master Degree students at a technical university by searching and improving pedagogical methods in order to meet the requirements of new generation federal educational standards. In this regard, the use of edutainment technology in combination with artificial intelligence (AI) appears to be an important condition for the effective organization of the educational process with a focus on high motivation of the students. Thanks to the functionality of AI, lecturers have the opportunity to develop exciting interactive tasks as the basis of the technology analyzed both for the classroom activities and independent work of the learners. This will help to increase the language proficiency level of the students and prepare them for successful professional activity in an international environment.

Purpose. The purpose is to analyze the peculiarities and potential of applying edutainment technology in combination with elements of artificial intelligence in teaching English to Master Degree students at a technical university.

Materials and methods. The study is based on a set of theoretical and methodological approaches that has allowed us to conduct an analysis and effectiveness assessment of the applying edutainment technology in combination with AI in the educational process. It has been used such methods as observation, description, data collection and analysis, generalization, and systematization.

Results. Within the framework of integrating edutainment technology into the educational process, it has been studied and tested GigaChat tools to determine their functionality and potential for their application in foreign language teaching. The results of the study allow us to conclude that the application of this technology combined with AI elements has made classes more interesting and contributed to the intensification of the knowledge acquiring process. It has been identified scientific conferences, communicative trainings, and discussions as the most productive forms of intellectual work, which stimulated student active participation during classroom activity and independent study. The article provides examples of artificial intelligence tools application in the practice of teaching English to Master Degree students of technological faculty. The materials of the study can be used when organizing foreign language classes in higher schools.

Background. The relevance of the study stems from the significance of the ethnocultural approach in the professional training of English language teachers within India's ethnocultural context. The research is driven by the need to implement the principles of the National Education Policy (NEP 2020), which emphasizes the integration of an ethnocultural component in the context of globalization in education.

Purpose. The study aims to conduct a systematic analysis of the implementation of the ethnocultural approach in the professional training of English language teachers at Indian universities, considering methodological foundations, practical models, and institutional constraints, with particular emphasis on examining the relationship between language policy and pedagogical content.

Materials and methods. The research employs a comprehensive methodological framework, including systemic analysis of educational processes, comparative analysis of pedagogical practices, conceptual synthesis of regulatory documents (NEP 2020), and analysis of empirical data from leading Indian universities.

Results. Key trends were identified: integration of regional linguocultural components into educational programs, synthesis of traditional pedagogical paradigms (guru-shishya-parampara principle) with modern ELT methodologies, and systemic constraints (staff shortages, persistence of colonial educational models, resource disparities). The effectiveness of the ethnocultural approach in developing multilingual professional competence and decolonizing teacher education was demonstrated. Promising directions for improving curricula were identified.

Background. The article presents the results of a study examining the factors influencing teachers' decisions on the use of artificial intelligence (AI) tools in the educational process.

Purpose. The authors aim to identify and analyze factors influencing teachers' adoption of artificial intelligence tools in the educational process through the analysis of empirical data.

Methodology. The analysis of literature allowed us to identify current trends. The method of sociological research was an expert survey, the respondents of which were 162 teaching staff. The expert survey was conducted in October-November 2024. When analyzing the obtained empirical data, Pearson's Chi-square test was used.

Results. The study analyzed key factors influencing teachers' decisions to use artificial intelligence tools in their professional activities: increasing efficiency and productivity, automation of routine tasks, accessibility and ease of use, recommendations from colleagues, influence of AI experts, desire for innovation and development, budget constraints, personal preferences and beliefs.

Practical implications. The results of the study can be applied in the field of education to formulate goals and objectives for the development and advanced training of teaching staff.

Background. Today, society demands that education not only provide students with knowledge, but also with the necessary skills and abilities so that they can further independently realize themselves in society. Self-education is a life skill that helps a person independently acquire knowledge and skills, realize their own capabilities, live and work in a multicultural and multilingual world.

Purpose. The aim of the study is to examine the theoretical and methodological foundations and practical ways of effectively developing self-education skills in the digital environment. The objectives of the study include identifying the key factors for successfully mastering self-education skills in a digital society and considering an integrated approach to developing these skills.

Materials and methods. The article uses a variety of theoretical and empirical studies to clarify the concepts of "self-education", "self-regulated learning", to study the psychological and pedagogical aspect of the problem of self-education in a digital society and to identify how the educational process in higher education can contribute to their development.

Results. Self-education is necessary for university graduates to be ready for activities in complex situations where ready-made templates and samples are absent. To become self-educated in a digital society, it is important to combine technological capabilities with a conscious approach to learning, to self-regulation. Self-education and self-regulated learning are closely interconnected, but represent different sides of the same phenomenon. An integrated approach to self-education is a combination of various methods and strategies aimed at creating a flexible and adaptive educational environment that supports the individual needs and goals of students, adapts the content and methods of teaching in accordance with individual characteristics and their preferences.

Background. Departmental education and training of employees of the internal affairs bodies of the Russian state is basically the foundation by which the personnel core of the police or militia is formed. The education received is a guarantee of high-quality performance of operational and service activities through the acquisition of both general cultural and professional competencies. Finally, departmental education forms a pedagogical platform, as one of the groups of technologies used in the future as the basis for building pedagogical knowledge, on which the system of general secondary, specialized secondary and higher education for training personnel for the needs of the internal affairs bodies of Russia will be based and further developed.

The purpose is to analyze the structure and specifics of departmental training in the internal affairs bodies of the Russian state.

Materials and methods. The research is based on a systematic approach, comparative legal, historical and dialectical methods. The article is based on both departmental and legislative acts of the Russian Empire and the Soviet state.

Results. Departmental training of personnel for the internal affairs bodies of the Russian state was initially aimed at eliminating the illiteracy and illiteracy of police (police) personnel, and was conducted according to a school-based professional training system.

Subsequently, the training program included disciplines typical of military training in order to subsequently mobilize police personnel into the ranks of the Red Army, which corresponded to a specific historical situation in which it was necessary to obtain a high-quality result in a very short period of time.

The article aims to gain new knowledge about the system of departmental training of police and militia personnel of the Russian state in the pre-revolutionary period and up to the outbreak of the Civil War in Russia, which involves an analysis of departmental and legislative acts of the Russian Empire and the Russian Soviet Republic and demonstrates the system of professional training for law enforcement agencies of the Russian state.

Background. Foreign language is essential for establishing and maintaining business contacts, expanding social networks, and training competitive specialists capable of exchanging knowledge with representatives of other countries and cultures. The current social order for learning English and Chinese languages shows the necessity for effective didactic tools, and one of them is authentic song. The authors prove that authentic songs boost the efficiency and quality of learning lexical and grammatical material and broaden cultural knowledge.

Purpose. Providing a theoretical justification and experimental validation of the didactic potential of authentic songs in teaching English and Chinese languages to linguistic students.

Materials and methods. The research uses a combination of complementary theoretical, empirical, and mathematical methods: analysis of psychological-pedagogical, linguodidactic, and methodological literature, review of advanced teaching practices, observation, surveys, experimental teaching, and testing. Mathematical methods were used to process the results obtained during the experimental training.

Results. Training of nowadays university graduates proficient in English and Chinese languages is a key objective of domestic linguistic education, which seeks effective forms, methods, and teaching tools. In this context, the usage of authentic songs, representing the target language in its natural environment, provides reliable examples of foreign speech communication and foster interaction with a different linguaculture, aligning with the requirements for developing students’ foreign language communicative competence. The linguodidactic potential of authentic songs is determined by criteria such as relevance, linguistic value, textual informativeness, and alignment with learners’ interest, providing the development of lexical-grammatical skills, broadening the cultural and linguocultural knowledge, improving speech abilities, and enhancing the cognitive motivation. Authentic songs serve as an effective didactic tool in the linguistic education of linguistic students, especially when they are used purposefully and systematically.

Background. The growth of psychological tension in society also affects the relationships of participants in educational relations. In this regard, there is an increasing need in educational organizations for educational psychologists, which they carry out, among other things, taking into account the problems/ requests of subjects of educational relations. Special attention should be paid to teachers, since they are the ones who contact students and their parents more often, which means they can be the first to report problems they have.

Purpose – to identify and analyze the problems (requests) with which teachers turn to educational psychologists, which will determine the content of training future educational psychologists for psychological support and support of teachers and other participants in educational relations in solving emerging problems.

Materials and methods. The methodological basis of the research was the contextual competence approach, according to which the training of future specialists should correspond to the subject and social contexts of the profession being mastered. The research methods included: a theoretical analysis of works related to teachers' problems and the specifics of interaction with a teacher-psychologist in their solution; a remote survey using a Google form, during which teachers-psychologists had to name at least 10 problems (requests) that teachers address to them.

Results. 40 educational psychologists took part in the remote survey. According to the survey results, a total of 331 responses to the question were received. During the content analysis, 18 groups of problems were formed, which teachers addressed to educational psychologists. The results obtained indicate a wide, but quite similar set of identified problems/requests for different teachers. The article presents the distribution of queries by frequency of occurrence. The practical significance of the research lies in the fact that its results can serve as a basis for improving training programs for future psychology teachers, developing relevant methodological materials and recommendations, and formulating research topics and project activities in the field of practical psychology in education.

Background. The article reveals the problem of the psychological readiness of nurses to operate in the context of innovation. The theoretical part of the article substantiates the relevance of the problem in modern conditions of reality. The need to study these phenomena is emphasized. The provisions necessary for understanding the psychological readiness are disclosed, which formed the basis for concretizing the definition of "psychological readiness of nurses for activities in the context of innovation", which is considered as "integral education", "complex synthetic education", consisting of a complex of diverse, interconnected elements.

Purpose. The goal is to study the relationship of innovative readiness, its structural components (emotional, motivational, cognitive, personal and organizational) and individual characteristics of a person.

Methods and techniques. The methods of psychodiagnostic research, including V.V. Panteleev and T.P. Knysheva questionnaire of innovative readiness of personnel, I.A. Usatov questionnaire for determining the level of stress resistance of the personality, A.D. Ishkov and N.G. Miloradov diagnostic questionnaire for self-organization features, Kirton's questionnaire, questionnaire for determining "communicative and organizational inclinations, V.V. Sinyavsky and B.A. Fedoroshin Test on communicative and organizational skills, Karpov's reflexivity questionnaire, Yu.M. Orlov and V. I. Shkurkin questionnaire of achievement needs were used in the current study. The findings of the research were analyzed using the method of mathematical statistics. The search query included 80 members of the nursing staff of the Clinics of Samara State Medical University.

Results. The article investigated the characteristics of the structural components of the psychological readiness of nurses for the work in the context of innovations (motivational, emotional-volitional, cognitive, and personal), as well as individual psychological components of the personality, such as the need for achievement, communicative and organizational skills, innovative thinking, stress tolerance, reflectivity, self-organization, goal-setting skills, abilities for situation analysis, planning, self-control, correction and willpower. After conducting a quantitative and qualitative analysis of the research results, the data were processed using a rank correlation coefficient. This allowed to identify a direct relationship between the components of psychological readiness and personality characteristics.

Modern world is characterized by instability, ambiguity and complexity, changes occur not only in the daily life of subjects, but also in their professional activities. The situation of professional changes can be perceived as critical, when subjects react to changes as a threat, an obstacle, a violation of stability. As a result, the psychological state of subjects worsens, communications are disrupted, the number of conflicts with clients and within the organization increases. In order to successfully implement professional changes, the management of organizations must work on psychological support for employees. One of such tools is training. In the modern world, training is used in organizations to solve various issues. Trainings can be aimed at reducing the stress level of employees of the organization, resolving conflicts, adapting to a situation of change, developing communicative competencies in interacting with clients, etc. The article presents the results of a study of frustration reactions of subjects in a situation of professional changes in an industrial organization after applying training using communication techniques.

Materials and methods. A study was conducted involving 101 employees of a large industrial organization in the city of Chelyabinsk (53 women and 48 men) aged 21 to 62 years. All participants in the sample worked with clients, faced critical situations and at the time of the study were experiencing a period of significant changes in their professional activities. The training focused on developing skills for effective communication with various people both in the professional sphere and beyond, as well as the ability to constructively resolve conflicts and control emotional states. During the training, participants mastered communication techniques necessary for successful business negotiations. Participants were presented with special communication tools, the so-called "encodes" - universal, polysemantic phrases that can be used as a response to almost any statement of the interlocutor. In the groups, participants were diagnosed using the Rosenzweig Piсture-Frustration Study before and after the training.

Results. It was revealed after the training using communication techniques the subjects significantly decreased extrapunitive reactions aimed at blaming others for the current situation, the indicators of standard behavior decreased, which indicates the emergence of a variety of reactions of the subjects, and intropunitive and impunitive reactions increased, which indicates taking responsibility for the current situation and reducing the blame for what happened to someone.

Background. The development of the intelligence of a future officer in the educational environment of a military educational institution of higher education presupposes, among other things, the appropriate organization of the pedagogical process. This is necessary to achieve the desired results of training, education and development of personality traits of a cadet. To achieve the effective construction of the specified pedagogical process, it is necessary: firstly, not to overload the cadet with educational and educational activities, since the process of obtaining education in a military university is already quite intense; secondly, to use the potential of the educational subjects and educational events already built into the pedagogical process in the development of the intelligence of future officers; thirdly, to organically integrate author's developments (program, courses, conditions) into the pedagogical process in order to solve problems of developing the intelligence of the future officer.

The purpose of the study is to identify some of the characteristics and features of the organization of the process of developing the intelligence of future officers in a military educational organization.

Materials and methods. In preparing and conducting the study, the methodological principles of a systematic, activity and subjective approach were applied. These approaches in this study perform organizational, epistemological, explanatory-content, structural-logical and prognostic functions. Within the framework of these approaches, various types of analysis and synthesis (systemic and functional, conceptual and structural-component), analogy and comparison, abstraction, hypothetical-deductive method are applied.

Results. The paper presents theoretical, active and practical foundations for constructing the process of developing the intelligence of a future officer as a psychological quality. This occurs in the process of intellectual and emotional interaction with a teacher, experienced as a personal challenge and path. This is carried out through classes, research activities, since generalization and creation of new knowledge in the process of research presupposes an equal desire for this of intellectual, communicative and volitional personal structures. Organizationally, this is ensured by providing an appropriate amount of academic freedom. The introduction of training courses is carried out together with the organization of extracurricular activities of cadets, when the training process is supplemented by educational activities and various forms of independent work. The practical significance of the study lies in the possibility of constructing a system of activities aimed at developing the intelligence of future officers according to the approach proposed by the authors in the article. Also, the results of the research obtained in the subject field of educational psychology can be implemented in the planning, organization and implementation of educational activities with cadets of military universities, and also used in advanced training courses (in organizing command training with officers) and in military-political information of personnel.

Background. The article presents the results of a theoretical substantiation and empirical confirmation of the dynamics of the process of self-determination and the formation of professional orientations of cadets during the educational process at the Naval War College. The results of the professional and personal development of cadets obtained in the course of empirical research and analysis make it possible to identify how personal qualities and professional orientations change in the learning process, at what stage of training cadets increase their desire to consciously acquire professional knowledge and their willingness to develop themselves as a professional in the maritime profession.

The purpose of this study was to study the value orientations and identify the level of self-determination of cadets in the educational process.

The study sample was made up of 1st and 4th year cadets of the Marine Engineering College at the G.I. Nevelsky Maritime State University (Vladivostok) in the "Navigation" training area. Psychological diagnostics was performed using the following methods: The method of diagnosing value orientations in the career of "Career Anchors" (E. Shane, translation and adaptation by V. A. Chiker, V. E. Vinokurova), Motivation of teaching and emotional attitude to the teaching of Ch. D. Spielberg (modified by A.M. Parishioners), The methodology of "Value orientations" (M. Rokich).

The results of the study indicate pronounced orientations in efficiency and a clear strategy for realizing oneself as a successful labor subject among 4th-year cadets, as evidenced by high and average indicators of motivation to study and the positive space of an educational institution, and a less pronounced position in choosing a specialty and future prospects for development and becoming a profession due to low motivation for learning and the negative attitude towards changing the educational schedule, as well as low adaptation to the educational process in general among the 1st year cadets.