卷 6, 编号 12 (2025)

the article analyzes the results of experimental work on developing the readiness of future teachers to create a psychologically and pedagogically safe educational environment (PPBEE). The relevance of the study is determined by the need to improve the process of training future teachers to create a safe educational environment in educational institutions, which helps to reduce conflict tension in the interpersonal relationships of educational subjects, ensures the harmonious development of participants in the educational process, improves the psychological climate in the student community, and enhances the quality of education. The criteria for future teachers' readiness to create a PPEO are the presence of a humanistic personality orientation, developed communication and reflection skills, emotional stability, responsibility, and creativity, as well as design skills, the ability to manage deviant behavior in conflict situations, and the ability to organize constructive interaction with students. The article presents an analysis of the results of testing the pedagogical conditions of the model for forming the readiness of future teachers to create a PPPOS in the process of professional training of students of a pedagogical university at different stages of the experiment. Comparison and generalization of the research results using mathematical statistics methods (Fisher's exact test, McNemar-Bauker test) allowed us to identify the dynamics of the development of professional competencies during the experimental study of students from the South Ural State Humanitarian Pedagogical University and the Chelyabinsk State University. The work was carried out in three stages between 2020 and 2025 as part of a scientific study. The general population consisted of 114 students. The analysis of diagnostic data showed an increase in the level of readiness based on key criteria. Mathematical and statistical processing confirmed the significant impact of organizational and pedagogical conditions on the process of forming the readiness of future teachers to create a psychologically safe and pedagogically sound environment.

the article examines the current state of the development of children's fitness as a specific area of physical culture and recreation activities focused on health promotion, development of physical qualities and the formation of children's motor culture. The analysis of scientific approaches to the definition of the concept of "children's fitness" and its classification has been carried out, the main methodological and organizational trends reflecting the evolution of ideas about the content and goals of this area have been identified. The sequence of application of fitness technologies in accordance with the age and morphofunctional characteristics of children is presented, criteria for the expediency of including individual exercises and types of activity in the educational and training process are determined. Problematic aspects in the field of standardization of programs, adaptation of classes for children with disabilities and professional training of specialists in the field of children's fitness are noted. The purpose of the study is to summarize and systematize modern approaches to the organization of children's fitness, identify problems and determine the prospects for its further development. The tasks include the analysis of scientific and methodological literature, the study of classifications and methodological foundations of fitness programs, as well as the definition of pedagogical conditions for the effective implementation of fitness technologies in working with children. The practical significance of the research lies in the possibility of using the findings obtained in the development of author's fitness programs for various age groups, in the training and advanced training of teachers and instructors, as well as in the integration of fitness technologies into the system of additional education and school physical education and wellness work.

this article formulates the basic requirements for organizing students group work in English language classes at the postgraduate level. Group work is one of the most effective ways to address a key issue that arises when postgraduates are introduced to authentic texts in English: the translation of professional terminology. The goal of the study is to develop specialized exercises for group work, including exercises on vocabulary, cognates and polysemantic words, definitions, interlingual homonyms, word compatibility. The proposed tasks enable students to master the basic methods and techniques of terminology translation necessary for understanding foreign-language materials. Group work improves the quality of the final result and, through student interaction, promotes a deeper understanding of the texts they are studying.

in the era of continuing education, every person engaged in academic or professional activities must constantly improve their own skills and abilities. A horizontal model of training a future specialist is highlighted, including classroom, extracurricular, scientific and other types of activities for students learning Russian as a foreign language. The importance of including extracurricular work in the process of studying RFL determines the relevance of the study. We suggest using the Altai text as the teaching material during continuous RFL training in additional classes on the subject. The aim of the work is to identify a range of texts that simultaneously become teaching materials and a means of teaching RFL, which makes extracurricular activities within the framework of continuous training multifunctional. The study highlights the parameters for the selection of texts in order to form linguistic competence. The Altai text as a means of teaching allows solving several tasks related to the development of ideas about the place of residence of a foreign speaker, everyday features, famous people related to the Altai Territory.

the article describes the experience of implementing digital laboratories in the «Human and Animal Physiology» course at the Federal State Educational Institution of Higher Education «Omsk State Pedagogical University». It highlights the specific application of the «RobicLab Neurotechnologies» digital laboratory. Practical exercises incorporate physiological sensors for EMG, ECG, PPG, EEG, GSR, respiration, and a blood pressure monitoring device. Specific examples of laboratory work demonstrate learning outcomes that foster the development of professional competencies.

the identification of the teaching features of outstanding representatives of Russian piano pedagogy and their understanding and implementation in the musical and educational process of modern Chinese universities of music and music pedagogical higher educational institutions is an urgent task of modern music pedagogy. The article shows the importance of studying teaching methods and teaching "technical" techniques for improving the pianistic apparatus by young pianists. The methods of piano technique formation proposed by N.S. Zverev turn out to be extremely consonant with the needs of piano students of undergraduate courses in Chinese higher educational institutions. The author identifies some of the most significant features of the "piano apparatus setting" according to the method of N.S. Zverev based on the memoirs of his students (E.A. Bekman-Shcherbina, M.L. Presman, K.N. Igumnov, etc.). When studying the works of modern Russian and Chinese researchers, insufficient attention has been paid to the pedagogical work of one of the founders of the Russian piano school, N.S. Zverev. The ways of mastering his pedagogical creativity and introducing it into the musical and educational process of modern Chinese universities are shown. The proposed materials were tested at meetings of the specialized sections of the Association of Piano Teachers "EPTA" in St. Petersburg and the Institute of Music, Theater and Choreography of the Herzen State Pedagogical University of Russia and were supported by piano teachers and teachers of the Herzen State Pedagogical University of Russia.

knowledge of technical terms is very important for successful professional activity in any technical field. Traditional methods of learning terms require considerable time and are not always effective. One of the ways to increase the effectiveness of learning technical terms is the introduction of new educational technologies based on advances in artificial intelligence. The purpose of the article is to identify the possibilities of artificial intelligence in learning technical terms in a foreign language. The article notes that it is important to increase the effectiveness of learning technical terms. Proper understanding and use of technical terms affects the quality of communication between specialists, the effectiveness of research work, and safety in the operation of complex equipment and technologies. The article discusses traditional and innovative methods of learning terminology. The characteristic features of technical terms are analyzed. The effectiveness of available artificial intelligence tools in learning of technical terms is checked. The research methodology is based on the analysis of theoretical propositions, the analysis of empirical data, and a survey in the form of a questionnaire. The theoretical basis is based on theories and concepts devoted to the specifics of studying technical terms. As part of the empirical research, the study of technical terms using artificial intelligence tools has been organized. The results of this study can be used to organize classroom and independent work in the process of learning a professionally oriented and technical foreign language. Also, the results of the study can serve as a basis for further research on the problem of increasing the effectiveness of the study of technical terms. The study of scientific papers on the research problem made it possible to analyze the potential of the following artificial intelligence tools for learning technical terms: catalogs of terms and glossaries, GPT chats, services for memorizing words and phrases. As a result of empirical research, ChatGPT, Deepl, and Reword systems have been recognized as the simplest, most user-friendly, and most accessible services for working with technical texts and learning technical terms.

the article is devoted to the analysis of the long-term effectiveness of gamification in education. Based on open statistical data from the most popular gamified educational platform Duolingo (for 2024) and a theoretical analysis of scientific literature, a key contradiction has been identified between the potential of gamification as a motivation tool and the decrease in user engagement observed in practice in the long term. The paper examines the PBL model and analyzes its effectiveness in maintaining long-term motivation for learning activities. An integrative model of "deep gamification" has been developed and presented, consisting of four interrelated components (content-activity, motivational-psychological, dynamic-adaptive, and evaluative-reflective) aimed at ensuring sustainable educational outcomes by focusing on meeting the basic psychological needs of students and deeply integrating game mechanics into the learning process.

the current stage of development of Russian education is characterized by various transformations affecting the content of education, extracurricular activities and the management system. The changes initiated by sociotransformations have led to a renewal of the social order for education. The effectiveness of patriotic education directly depends on relying on a solid scientific base that ensures its purposefulness and consistency, the theoretical foundation of which is laid in the works of Soviet and Russian philosophers, psychologists, and educators. Extracurricular PV activities include not only traditional methods, but also interactive ones that intensify the process of forming students' patriotic views. This process occurs both during studies and during moments of socialization, both in the family, school, and in social institutions. Nowadays, when organizing extracurricular activities, along with the usual ones, excursion, circle, sectional, project forms, as well as conferences and competitions are increasingly used. Each school can independently choose those that are most relevant and interesting to teachers and students, and optimally use the Educational institution's pedagogical and material resources to introduce innovations. Well-organized extracurricular activities offer a wide range of personality-oriented opportunities and are an integral part of educational institution life, acting as an important component not only in the development of school life, but also in the formation of a civic and patriotic position among all participants in school life: children and their parents, teachers.

this article provides an experimental justification for the use of a didactic game to improve the effectiveness of mastering foreign language material by secondary school students. The analysis of methodological literature, partially presented in the article, allows us to conclude that gaming technologies can be used as one of the ways to develop students’ communicative competence, which is regarded as a practical goal of teaching a foreign language in secondary school. The authors substantiate the need to use educational game technologies in foreign language lessons for more successful development of grammatical and lexical skills in students. The fact is proved by the digital results of an experimental study conducted in the control and experimental groups. This article describes the requirements for selecting educational games used in foreign language lessons. The article also describes the progress of experimental work on the use of game technologies in the study of foreign language in secondary schools. The authors provide examples of educational games aimed at mastering vocabulary and grammar. They conclude by citing the effectiveness of using game technologies in foreign language teaching, as, under equal learning conditions, students who utilize educational games demonstrate better academic results.

the purpose of the study is to reveal the stages of implementation and the course of approbation of the pedagogical technology of forming a safe type of personality of students of the construction college. The article identifies the influence of the environment and pedagogy that contributed to the modernization of secondary vocational education. It served as a guideline for the formation of a safe type of personality and the education of safe life among students. And, in practice, in their own lives, they are ready to demonstrate knowledge of safety in the profession, and respond to various non-standard and risky situations. The scientific novelty of the research lies in the implementation of pedagogical technology that characterizes the methodology and concept of safety related to the activities of technicians. The technology contains three stages: "certainty," "interconnectedness," and "organization." The "Certainty" stage (theoretical component). "Interconnectedness" (the relationship between components). "Organization" (its implementation). As a result of the research, in order to form the personality of a safe type of students, the pedagogical technology was tested, taking into account the organizational and technological components of the educational process. The forms of work with students that influence the formation of a safe type of personality are highlighted. The stages of the introduction of pedagogical technology aimed at forming the personality of a safe type of students are considered. The stages of experimental work carried out with students of the construction college are revealed. According to the results of the experimental work carried out to test the pedagogical technology that ensured the formation of a safe type of student's personality, if a process is carried out that does not involve collaboration, teamwork, consistency between the academic and extracurricular parts of the college's educational process, forms and principles of cooperation aimed at supporting and preserving personal identity, then there will be no cooperative interaction, and there will be a lack of personality formation of a safe type of students.

despite advancements in speech therapy, an alarming trend persists in practice: the number of children with speech disorders continues to rise. This issue is particularly critical among children with severe speech impairments, who encounter significant challenges in developing their speech skills. Such impairments adversely affect their social interactions, educational outcomes, and psycho-emotional well-being. Consequently, the need for effective and engaging speech correction methods becomes more urgent. The development and implementation of the teaching aid «Speech Therapy Checkers» directly address the demand for modern, innovative approaches to working with this vulnerable group of children. This article introduces a unique educational tool designed specifically for preschool children aged 3 to 7 years with severe speech challenges. Special emphasis is placed on the increasing prevalence of speech disorders and the importance of integrating remedial tasks with play-based teaching strategies. Particularly, the focus is on play-based modeling activities as an effective means of fostering a motivating and supportive environment for the comprehensive development of children’s speech, cognitive, and social skills. The article also outlines the key stages of integrating this manual into the educational process. The proposed methodological approach, utilizing «Speech Therapy Checkers», ensures clarity, versatility, and high levels of child engagement-making it a valuable resource for addressing speech development issues in preschoolers.

this article provides an in-depth exploration of the relevance and unique role of innovative acmeological technologies in the process of developing linguistic competence. The author reveals the synergy between modern pedagogical approaches and acmeological concepts, emphasizing the significance of these technologies not only in foreign language instruction but also in supporting students’ personal and professional self-actualization. The article systematically examines innovative methods, interactive strategies, motivational techniques, and self-development-oriented practices that contribute to strengthening linguistic competence. Additionally, the integration of these technologies into real educational settings is analyzed through practical examples and experimental observations, with a theoretical-scientific evaluation of their effectiveness. The article concludes by highlighting that the proposed approaches serve to elevate the professional training of future foreign language teachers to a higher level.

the article explores the potential of a theater club as an effective means of developing middle school students’ foreign language lexical skills. The authors view theatrical productions not as an entertaining form of extracurricular activity, but as a comprehensive pedagogical technology that helps create a communicative environment for the acquisition and activation of the new vocabulary. This approach helps students overcome the language barrier, enables them to speak in a foreign language in natural settings, and simultaneously reinforces the stable lexical speech patterns. The article demonstrates the practical significance of integrating theatrical methods into the foreign language teaching process to facilitate the transition of lexical units from passive word knowledge to their active use in speech. In today's reality teachers are faced with the challenge of organizing students' activities in such a way that, in addition to their foreign language skills, they also develop their creative potential and personal qualities. Theatre performances serve as an effective means of building a vocabulary base on topics covered in the school curriculum, helping students overcome psychological barriers and attitudes, creating a natural environment for learning a foreign language, and providing opportunities for students to express their imagination and creativity, while also enriching the teaching experience for English teachers. The analysis of the presented method of teaching the lexical aspect will allow us to understand whether theatrical performances can really play a significant role in teaching a foreign language, in this case, English. The study is based on the works of Russian and foreign scientists in the fields of foreign language teaching methodology, psychology, and pedagogy. In particular, the ideas of the communicative approach (W. Littlewood), the concept of «learning through action» (J. Dewey), the «theory of second language acquisition» (Stephen Krashen), as well as the ideas of Russian researchers about the role of play and theatrical activities in the development of a student's personality (L.S. Vygotsky, P.Ya. Galperin), the ideas of the concept of communicative foreign language education (E.I. Passov), and the modern methodology for organizing independent work of foreign language learners (N.F. Koryakovtseva) were used. The primary research method was the method of pedagogical design, which includes the analysis of the scientific literature, the generalization of teaching experience, and the development of the task system aimed at the gradual acquisition of the vocabulary. This process occurs in several stages: from presentation and practice to creative application in the context of staging and improvisation. The article describes a step-by-step process of learning performances, which includes five consecutive classes. Each stage is aimed at gradually transitioning from learning the new vocabulary to a full-fledged theatrical performance. Special attention is paid to developing pronunciation and intonation skills, working on roles, improvisation, and natural performance. The final step is the performance, which helps build confidence, responsibility, and interest in learning the language. The research directly demonstrates that consistent work in a theater club creates the conditions for the deep and lasting acquisition of the vocabulary, as the word is reinforced by context, action, and facial expressions. Solving the problem of transferring lexical units from a passive to an active vocabulary requires modern interactive approaches and methods. This set of tasks and the proposed system achieve this result by integrating theater pedagogy into the foreign language learning process.

the article discusses the topical issue of integrating international language proficiency standards into the Russian higher education system. In the context of socio-economic globalisation, ensuring comparability between international and Russian language proficiency assessment criteria has become crucial. A systematic analysis of Russian and foreign educational documents has been undertaken to identify the factors and processes determining the existing problems and prospects for integrating international standards in Russia. It has been determined that discrepancies exist with regard to the criteria employed in the assessment of school leavers, the calibration of State Unified Examination scores in foreign languages, and the language proficiency requirements stipulated by higher education institutions. This discrepancy leads to an imbalance in the assessment of graduates' actual language skills, which hinders their transition to higher education. The research materials employed encompass documents from the Russian Ministry of Education and Science, recommendations from the Scientific and Methodological Council on foreign languages, and working programmes utilised in secondary general education institutions and non-language universities. The research also refers to the Council of Europe document, «Common European Framework of Reference for Languages: Learning, Teaching, Assessment». A comparative analysis of language competence descriptors revealed a general conceptual correlation between Russian and European approaches, as well as differences in competence and quantitative indicators. In order to achieve the integration of international language proficiency standards, a systematic approach and coordinated action at institutional and state levels are necessary.

the article introduces two new concepts – geographical lexical markers and geographical semantic constructions – to enable a fundamental distinction between a systematic geographical characteristic of a territory and a simple list of regional studies information. The study aims to provide a theoretical foundation for these concepts, develop a methodology for their identification in texts, and demonstrate their role as criteria for systemic geographical analysis. The practical value of the research lies in its potential to improve geography teaching methods; enhance the quality of textbooks and scientific articles; assess students' written works and oral responses more objectively. The proposed operational linguistic apparatus facilitates the transition from a declarative description of geographical thinking to its practical formation and diagnosis.

this article examines students' demand for sports infrastructure. The relevance of this study stems from the insufficient use of existing sports facilities, which negatively impacts students' physical and psycho-emotional well-being. The aim of the study is to identify factors that influence demand and barriers to regular physical activity. The research method used was a survey in the form of a questionnaire among students, aimed at analyzing awareness of the university's sports capabilities, frequency of visits to facilities, satisfaction with their condition, as well as motivation and preferences in types of activity. The study provided a comprehensive understanding of student demand for sports facilities. The survey identified both positive aspects and problematic aspects of the university's sports infrastructure. Based on the data, measures were proposed to increase the demand for sports infrastructure facilities. The study confirms the need for a systematic approach to improving the effectiveness of university sports infrastructure. The results of the study can be used to develop specific measures to increase the demand for sports facilities in higher education institutions.

this article discusses the characteristics, problems, and effective methods of teaching Chinese to students at North-Eastern Federal University, located in Yakutsk. The main group of students are Yakuts, whose native language belongs to the Turkic language family and is distinguished by its analytical structure, lack of a case system, gender and number, as well as a fixed word order of “subject -object-verb”. These features have a dual impact on the acquisition of Chinese: on the one hand, they simplify the understanding of analytical grammar and functional particles, but on the other hand, they cause difficulties in mastering tonal phonetics, hieroglyphic writing, and the syntactic word order “subject-verb-object”. Based on empirical research conducted with 180 students (150 Yakut and 30 Russian-speaking) and two pedagogical experiments, key barriers were identified and adaptive pedagogical strategies were proposed: integrative study of hieroglyphs through a historical and cultural context, use of digital technologies for tone training, project activities for developing communication skills, and integration of intercultural components taking into account traditional Yakut culture. Particular attention is paid to the need to develop regionally adapted curricula and materials for Turkic-speaking groups. The results of the study can be used in teaching Chinese in the Arctic regions of Russia and other multilingual contexts.

this article discusses changes in physiological parameters among students of a special medical group during physical education. An analysis of the practice of conducting classes shows that currently there are no specialized methods that take into account the characteristics of this group of students [2]. Students of the special medical group have a pronounced maladaptation of key functional systems of the body, accompanied by excessive stress on regulatory mechanisms. In this regard, such students are often given an exemption from practical classes, which, however, does not contribute to solving the problem of their health and physical fitness [7]. Due to the relevance of this issue, special attention in the study is paid to the analysis of the reaction of the body of students to physical activity of various kinds. The results obtained can become the basis for the development of effective methods of physical education that contribute to improving the health and adaptive capabilities of students in this category.

the study of patriotic education (hereinafter PE) in youth is a long-standing and always relevant research area for Soviet and Russian educational scholars. Therefore, there is ample material, both theoretical and directly related to practical work, for analyzing such a multifaceted phenomenon as patriotism, as well as methods for its development. This article examines the development of that very personality characteristic of students in grades 5-9 commonly referred to as patriotic culture. In solving this complex problem, the authors were greatly assisted by immersion in the history of Russian pedagogical science, which allowed them to establish the continuity and consistency of the development of scientific views on the phenomenon under study. Historical and pedagogical analysis suggests that patriotism throughout Russian history has been interpreted as an active love for the Motherland, expressed through sacrificial service and the defense of its existence. At the current stage of Russian society's development, the importance and demand for patriotism among schoolchildren is only increasing, demonstrating the need to develop a comprehensive concept for its development.

in the modern system of law enforcement, graduates face high demands related to the level of physical fitness and mastery of the basics of self-defense. This is an essential component of professional competence aimed not only at preserving the lives of citizens and maintaining law and order, but also at ensuring their own safety. The arsenal of self-defense tools should be quite diverse, since the situations of their use in professional activities are also very diverse and not typical. According to the Federal Law "On Police", the activities of employees should cause minimal damage when interacting with criminals, and therefore an important task of professional and applied training is high-level physical training and training in a significant arsenal of self-defense techniques [10]. In most martial arts, the essence of a duel is the mutual resistance of the opponent's forces through a set of tactical and technical actions in order to achieve victory. Speed and strength training plays an important role in these fights, including in SAMBO. Sambo is a relatively young contact sport that has gained popularity in many countries around the world. The article reveals the methodology of speed and strength training in SAMBO classes in the process of professionally applied physical training in educational institutions of the Ministry of Internal Affairs of Russia.

this article provides an expanded theoretical and methodological substantiation of a methodology for developing students' learning and cognitive competence in vocational education institutions within the implementation of a credit-modular system (CMS). It analyses approaches to defining the essence, structural components, and assessment criteria of learning and cognitive competence. Based on a critical review of domestic and international literature, the author proposes a modular design methodology integrating problem and project-based learning, digital educational technologies, and formative assessment. A step-by-step method for module development is presented along with technical and organizational conditions for implementation, indicators and tools for monitoring competency formation, teacher training recommendations, and sample tasks for practical use. The study is grounded in regulatory documents, empirical data, and contemporary methodological approaches.

the article is devoted to a comparative analysis of theoretical and methodological approaches to the digitalization of physical education in Russia and China, focusing on the transformation of professional training. The study reveals general trends and national specifics of this process. The digitalization is based on system-activity, competence-based, and innovative approaches, which determine the integration of technologies (AI, VR/AR, Big Data) into educational practices. A comparative analysis has shown that in Russia, the main drivers are state platforms and universities, while the key challenges include uneven access to resources and staff shortages. In China, the process is characterized by interdepartmental cooperation between the state and businesses, with a focus on mass teacher training and the implementation of AI; however, the country faces problems of the digital divide between regions and restricted access to global platforms. As a result of this transformation, a new type of specialist is being formed in both countries, one who possesses digital competencies and is capable of working in a digital economy. It is concluded that, despite differences in methods and challenges, both Russia and China are moving towards creating a flexible and adaptive system of physical education, where technological innovations, the updating of methodologies, and a comprehensive personnel policy play a key role.