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Introduction. The issue of lexical redundancy in academic writing remains crucial. Research based on Russian-language corpora is vital for the development of effective targeted academic writing courses that meet the unique needs of universities. This paper aims to identify factors through examples of wordiness in the Conclusion sections of theses to alter the design of courses broadening academic writing skills to fight against textual redundancy at various educational levels. Materials and Methods. A corpus of 72 theses across three educational levels (Bachelor’s, Master’s, and Candidate degrees) was analyzed. We selected theses from the repositories of the HSE University and Moscow City University. We focused on Conclusion section due to its highest level of conciseness: textual redundancy critically impacts its effectiveness. The analysis included a comprehensive procedure of raw data extraction, coding, conceptualization during iterative discussions, and classification according to Brohaugh’s taxonomy. Results. “Invisible” type of wordiness is a prevalent issue in academic writing across all levels of education. Such types as “overkill”, “weak-kneed” and “empty” occur more frequently in research in Master’s and Candidate’s theses. The need to comprehend the reasons behind the use of different types of wordiness and their impact on readability is stressed. Candidate’s theses are wordier despite the expectation of a higher level of academic writing skills at this level. Discussion and Conclusion. The study highlights the systemic role of academic writing courses at all educational levels in reducing text wordiness. Despite our expectations of advanced writing skills in Candidate’s theses, their high level of wordiness indicates the need for developing effective academic writing strategies. It is crucial to implement a personalized approach to academic writing instruction, considering the specific needs and challenges of each educational level, to create more concise academic texts. The paper provides insights into approaches to designing academic writing courses.

Introduction. The paper studies the use of engagement markers in discussion sections of English-medium research articles in medical and foreign language teaching domains by two groups of academic writers, Anglophone and non-native ones using English as a Lingua Franca. Materials and Methods. In order to explore how disciplinary considerations and author language backgrounds affect the choice, frequency and distribution of engagement markers, we built a corpus of 68 research papers (34 medical and 34 EFL papers) published in international and national academic journals between 2019 and 2022. The markers were investigated using contrastive analysis applying Hyland & Jiang’s modified model. Results. Corpus analysis stressed both cross-disciplinary and language distinctions. The analysed foreign language teaching research papers rely on engagement more than the medical papers, which is manifested in the frequency of the use of markers. Writers in both disciplines engage with the reader through reader mentions and appeals to shared knowledge, but unlike medical papers, teaching ones rely heavily on managing the readers’ attention and addressing them directly through asides. From the linguacultural perspective, Anglophone writers use engagement markers a little more frequently than the authors from non-English-speaking countries. The main distinction lies in direct addresses to the reader which are realised in personal asides and questions. Overall, Anglophone writers tend to use a broader variety of engagement markers than non-Anglophone authors. The frequency and selection of engagement markers are influenced by language background, reflecting differences in linguistic-cultural conventions, target audiences, and publication contexts. Within the global scientific community, it is crucial to investigate how multilingual authors navigate the use of metadiscourse markers. Native English speakers and non-native speakers engage in a dialogue as equals, disregarding linguistic dominance. This highlights the need for unified conventions in establishing a global academic lingua franca. Discussion and Conclusion. The findings of this study hold significant pedagogical implications, providing support for academic writers and promoting the development of a global academic language and culture. By understanding the dynamics of engagement markers and their role in effective communication, pedagogical efforts can focus on enhancing global academic language skills and fostering a cohesive global academic culture.

Introduction. The ease of searching and copying someone elseʼs text on almost any topic is one of the most important reasons for the prevalence of plagiarism in academic papers. While plagiarism detectors have become a common tool for universities, such systems are practically not used in secondary schools. It is considered to be a serious problem, that high school graduates are unprepared for the academic papers’ originality requirements. Universities are making efforts to overcome this lack of readiness. The authors study the attitude of teachers and learners of the Russian secondary schools toward the problem of plagiarism. Materials and Methods. An anonymous online survey of teachers (n = 2,286) and learners (m = 4,555) of secondary schools in the Vologda, Kaliningrad and Lipetsk regions of the Russian Federation was conducted. The survey was carried out through the Google Forms service. The quantitative and qualitative analysis of the obtained data was carried out. Results. Learners acquire the habit of plagiarism already in secondary school. Secondary school learners are loyal to copying someone elseʼs text without reference to the source; although they partially admit that by doing so they do wrong. Teachers are less tolerant to this and ready to respond to plagiarism in learners’ papers by lowering marks/grades or by requiring learners to redo the work. Teachers do not always clearly understand which borrowings can be considered legitimate and correct, and which ones are not, they cannot explain this to their learners, cannot instill in them the necessary academic integrity, and cannot establish clear criteria for works evaluation.The use of plagiarism detection systems in schools is unsystematic and it is often the result of the initiative of individual teachers. There is also no methodology for using plagiarism detection systems in secondary schools. Discussion and Conclusion. The conducted studies for the first time provided actual confirmation of the hypotheses. It means that it is necessary to include plagiarism detection systems in the toolkit used in secondary school. We have obtained evidence, that it is necessary to implement such tools in the secondary education system step by step, as well as to create conditions, so that school teachers can acquire relevant skills. The materials of the article will be useful to scientists who study the problems of secondary and high education, managers of the secondary education system at all levels, teachers, lecturers and learners of pedagogical universities.

Introduction. At the present stage of education digital transformation, the urgent task is being addressed to train educators who are ready to meet the challenges and risks of a changing and unstable digital world. Digital risks differentiating and adjusting the course of digital learning for future educators constitute the study problem and goal. The paper draws attention to the issues of digital transformation in the educational system carried out under conditions of uncertainty, as well as ways and opportunities to adjust the course of digital learning, ensuring the readiness of future teachers for the changes that are coming in the near and distant future. Materials and Methods. Leading research methods: system analysis of digital risks in teacher education, scenario modeling of network interactions and digital learning in basic risk situations, pedagogical experiment. The dynamic set of analytical and predictive judgments of future teachers about the possibilities of overcoming risk situations constitute the experimental materials. In research, digital risks are differentiated by three definable parameters: subjective sense of danger, relative risk and probability of threat. Results. The algorithmic model provides risk classification features and color codes. Their influence on the choice of safe behavior strategies in basic risk situations associated with networking and digital learning is described. The study reveals the authorʼs idea of risks color differentiation, which in this paper is illustrated by examples of teachers’ professional activities in networking and digital learning situations. The paper practical significance lies in pedagogical influences of algorithmic model approbation in risks situations of different danger levels: especially dangerous, moderate and underestimated risks in the dynamic digital space. It is concluded that actions in danger situations can be effectively regulated by light signals similar to a modified traffic light. Each signal can be matched with an individual scenario included a stereotypical behavior algorithms set that is assigned considering the real danger and subjective feeling on it, the basic scenario and prediction corresponding to it. The survey final measurements showed that the future teachers who passed the experimental training significantly decreased their subjective sense of danger. Discussion and Conclusion. The pedagogical experiment reveals that the study of risk situations, pedagogical activity scenario modeling and orientation to color cues in typical risk situations reduce the teachers’ uncertainty sense and give positive shifts in teachers’ training.

Introduction. In a developed society, the state should invest in the education of the younger generation. In less developed countries, Albania included, there are no nation-wide studies to show the factors that affect the lack of students in classrooms. The purpose of this study is to predict, analyze, and evaluate the possible causes of student absenteeism using machine learning algorithms. The attributes taken into account in this study are related to the family, demographic, social, university, and personal aspects according to academic criteria. Materials and Methods. Student absenteeism covers any student that has not attended class, irrespective of the reason. The data set consists of 26 attributes and 210,000 records corresponding to the teaching hours of 500 students during an academic year at Faculty of Information Technology. The students participating in the survey range from 18 to 25 years of age of both genders. The compilation of the student questionnaire was based on reviewing the literature and analyzing 26 attributes that we categorized into 5 groups included in the questionnaire. Results. This paper provides knowledge in the analysis and evaluation of factors that lead students to miss lectures using machine learning. It is important to note that this study was conducted on students of this faculty, and as such, the results may not be generalized to all universities. That’s why, researchers are encouraged to test the results achieved in this paper on other clusters. Discussion and Conclusion. The paper provides recommendations based on the findings by offering different problem-solving strategies. The questionnaire used only for 500 Faculty of Information Technology students can be widely applied in any educational institution in the region. However, the results of this study cannot be generalized for the student and youth population of other regions or other countries. This paper provides an original and easily usable questionnaire suitable to various study programs and universities.

Introduction. The various challenges faced by international students encourage educational scholars and practitioners to advocate for the development of assistance and support activities targeting this group of students. The scientific justification of the study rests on the lack of empirical studies investigating the specific demand of international students for support activities organized by universities. The aim of the study was to find out the most important types of university support sought by international students. In addition, the study was to determine which university staff should be involved in assisting international students. Materials and Methods. The main research method used was a group survey conducted in the spring of 2023 at the Belarusian-Russian University and covering 96% of the entire contingent of international students. A questionnaire including 14 types of supportive initiatives was developed for the survey. In the course of the study, respondents assessed the significance of the proposed types of support on a four-level scale. The SPSS Statistics program was used to process the results. Results. The results showed that the main forms of support for international students were facilitating problem-oriented meetings and increasing extracurricular initiatives. In addition, international students perceived the support provided by university lecturers as slightly less important. Specifically, the following forms of faculty support were ranked in the following order: giving international students additional time to formulate their answers, optimizing academic assignments, distributing printed lecture materials, and facilitating individual consultations. Finally, relatively less important types of support were considered by international students to be learning a special adaptation course and being accompanied by senior students or faculty mentors. Discussion and Conclusion. The results of this study confirmed the need to improve the educational environment at the university, thereby contributing to the identification of precise measures to assist and support international students. The contents of this paper will prove valuable to researchers working in comparable academic fields and practitioners seeking to improve the standard of education for international students. The results may also form the basis for further research into the development of activities to support international students.

Introduction. Diversification of education of children with special needs, carried out on the basis of the inclusive educational paradigm, actualized the tasks of formation and development of inclusive competencies of teachers in general educational organizations. These competencies, however, should be considered in their connection with inclusive dispositions of a teacher as meaning structures of his/her personality. But the problem of interrelation of inclusive dispositions and teachers’ competences has not been empirically developed so far. Establishing the nature of the relationship between inclusive dispositions and competences of teachers of general education organizations was the purpose of the study, which was implemented in the context of the typological approach to inclusive dispositions of teachers and the materials of which are presented in the paper. Materials and Methods. The study surveyed 759 primary, secondary, and supplementary education teachers from 7 federal districts of Russia. The authors employed diagnostic methods, including a situational professional test for evaluating the development of inclusive competencies in teachers, as well as a self-identification questionnaire for determining a teacher’s inclusive dispositions. Results. The materials of the study show that there are reliable differences between teachers characterized by different types of inclusive dispositions with regard to all basic inclusive competencies. Least of all they are formed among teachers with pronounced negative and skeptical inclusive dispositions, with the negative disposition acting as a predictor of underdevelopment of teachers’ inclusive competencies, while the links of supportive and analytical inclusive dispositions with teachers’ inclusive competencies are weak, although reliable. Discussion and Conclusion. The study, augmented by newly obtained empirical data, enhances understanding of the professional and personal readiness of teachers for inclusive education. Its findings underscore the necessity of focused efforts to shape and refine the perceptions of a teacher’s professional activities within inclusive settings. This necessitates their integration into the development of professional training programs geared towards inclusion for teachers.

Introduction. The decrease in the population of Russia in recent decades has been caused by ongoing natural decline and decrease in migration growth. The government’s policy of increasing the country’s migration attractiveness has not yet produced the expected results. The average version of the population forecast indicates a decrease in the number, an increase in the proportion of the population older than the able-bodied, a decrease in the proportion of the population younger than the able-bodied, which will subsequently be reflected in the size of the workforce. The purpose of the study is to analyze the current parameters of the labor force; to study educational migration as a source of attracting foreign graduates to work in Russia. Materials and Methods. The paper examines the current parameters of the Russian labor force, and draws conclusions on changes in key labor market indicators. The current regulations and legal acts regulating labor migration have been identified, including those on attracting highly qualified specialists and retaining graduates from foreign countries to work in Russia. Results. As a result of the study of the state policy in the field of education, measures have been identified to expand the accessibility of the educational services market in Russia for foreign students. Possible options for their further employment in Russian companies and for work abroad are presented. The state policy of the main donor countries of foreign students in Russia, as well as government regulation measures in Kazakhstan, Tajikistan, Turkmenistan and Uzbekistan, has been studied. Discussion and Conclusion. The results of this study can be used in the process of developing state migration and educational policy, in the field of improving the legislative regulation of educational migration and the subsequent attraction of foreign graduates to employment in Russia.

Introduction. The digital landscape is becoming increasingly important in shaping adolescents’ social interactions. Most researchers examine the negative effects of social media, but there are virtually no publications on the positive effects of social networks on the formation of prosocial behaviour in the digital space. The purpose of this study is to analyze the influence of social networks, moral identity, empathy, and social self-efficacy on the formation of prosocial behaviour in students on the Internet. Methods and Materials. A total of 430 students participated in the study in public high schools in Yogyakarta, Indonesia. The data obtained were analyzed using the software tool Smart-PLS, which is used for structural equation modeling analysis, related to the constructs of revisit intention and suggestion intention. Two types of analyses, external and internal models, were applied in this paper. Results. The materials of the article prove the positive influence of social networks, moral identity, belongingness, and social self-efficacy on prosocial behaviour of adolescent students on the Internet. Social interaction through digital media enables students to engage in prosocial behaviours: sharing positive experiences, emotional support, etc. Moral identity becomes a key factor in cyberspace in terms of determining how interaction responds to content on the Internet. Empathy acts as a link that facilitates the transformation of information received through social media into positive reactions. Social self-efficacy is the psychological basis that motivates people to maintain positive behaviour on the Internet as well as in social networks. Discussion and Conclusion. The results of the study will be essential for the development of students’ prosocial behaviour on the Internet in schools through various educational programs, especially in the context of online interactions; provide a solid foundation for the creation of educational programs that help reinforce moral and ethical values, as well as improve students’ empathy and social self-efficacy skills.

Introduction. The active integration of digital technologies into the modern educational process is an urgent task for the global education ecosystem. In this paper, within the framework of the joint international educational project “Digital Toolbox for Innovation in Nursing Education (I-BOX)”, conducted under the Erasmus+ Programme of the European Union, we present a new instructional design of the educational process using digital technologies on an electronic platform, based on the ASSURE model. The aim of the study is to design digital educational process using the ASSURE model with a view of its integration into electronic platforms. Materials and Methods. The development of the ASSURE model for instructional design was based on three stages. The first stage involved the analysis of available instructional models in order to determine the feasibility of application for the project. The second stage included the adaptation of the ASSURE model for instructional design as consistent with the project objectives. The third stage covered the definition and integration of modern digital technologies in the process of instructional design following the ASSURE model. Results. Based on the results of the study, the participants of the I-BOX Strategic Partnership Consortium developed an ASSURE model that can be applied for the instructional design in educational process when the use of digital technologies (video, audio, podcasts) and the placement of learning materials on an electronic platform are required. Project participants developed a guide “ASSURE MODEL: Conceptual Structure of the Project and Assessment” based on the results of the study with a step-by-step description of the ASSURE model for the e-learning process. The developed educational and audiovisual e-learning materials based on the ASSURE model will be available on the electronic platform. Discussion and Conclusion. The materials of the paper will be useful when designing the educational process on an electronic platform or in an online format. The presented ASSURE model will increase the possibilities and effectiveness of teaching students from different countries using digital technologies on electronic platforms.

Introduction. The research paper seeks to identify the level of motivation of Slovak educators teaching in Hungary in the context of a low level of teachers’ motivation in Central and Eastern Europe. The aim of the paper is to show the relationship between socio-demographic factors (age, gender, type of school) and the degree of teachers’ motivation at Slovak national schools in Hungary. The results of research on motivation in relation to gender, age and type of school are shown to be inconsistent and yield varying findings. Materials and Methods. This paper is based on the data collected in the survey conducted in 10 Hungarian counties between January and April 2019, using a sample of 139 teachers of ethnic schools (monolingual, bilingual and schools teaching the ethnic language as a separate subject). We processed the obtained research results using methods of descriptive statistics and methods of inferential statistics (Pearson correlation coefficient; Mann-Whitney U test; Kruskal-Wallis H test). Results. The results showed that there was no correlation between the teacher’s age and teaching motivation (p > 0.05). No statistically significant differences were found between gender and teaching motivation when using the Mann-Whitney test. Using a non-parametric Kruskal-Wallis test, the existence of significant differences in the level of motivation of teachers working at various types of schools was confirmed. The research showed that teachers of bilingual schools were the most positive in relation to motivation, and the lowest average scores were achieved by teachers in schools where Slovak is taught as a subject. The age and gender of teachers were not significant in relation to the evaluation of the degree of motivation for teaching Slovak. Discussion and Conclusion. The results presented in the article will be beneficial not only for pedagogical researchers, but especially for Slovak teachers in Hungary, as research of this kind was conducted for the first time.

Introduction. Despite numerous research works on international students’ training at Russian universities, no analysis of efforts to increase student body has been made so far. In this paper, the authors analyze various aspects of policies aimed at increasing international students’ body (economic advantages, sociocultural benefits, education system changes, international students’ adaptation management). The goal of the paper is to consider the advantages and disadvantages of the international students’ rise in the total population of Russian universities. Materials and Methods. The study comprised several stages, including statistical data screening, analysis of international students’ adaptation measures efficiency, the education process participants’ survey and observation of the activities of public agencies responsible for international students’ stay and study in Russia. The survey involved about 100 university employees, an equal amount of small and medium business representatives and 500 international students from Russian universities. 500 international students participated in a questionnaire survey, and digital content of Russian universities’ websites has been analyzed in order to obtain data necessary for the study. Results. The study revealed a trend toward a rise in international student body at Russian universities, with advantages including higher universities’ incomes, jobs preservation despite the demographic instability, and development of the region’s small and medium business owing to an increased demand for goods and services. The trend also provided socio-cultural and educational benefits and revealed the need to manage students’ adaptation, as well as to establish and develop interaction between universities and federal agencies. Discussion and Conclusion. The research results provide a contribution to education and student body management and regional business strategy planning. The findings may be of assistance to heads of recruitment agencies and bodies responsible for accompanying international students at the place of stay, as well as to service industry managers.

Introduction. The area of intercultural communication with its system-forming theory, empirical research and implementation is gaining currency both in academic research and in the professional training of students. Regarding the latter aspect, there is a need (a) for developing a concept for the training of master’s students with knowledge of foreign languages; (b) for the introduction of new educational practices that successfully combine intercultural communication, foreign language and the modeling of communicative behavior in foreign language communication with its further reproduction in language practice in the students’ native language as well as (c) for the introduction of an educational project using modern technologies in the practice of institutions of higher education. The paper discusses the concept, structure and content of an educational project relying on the experience of higher education in Russia and Germany and aims to work towards an understanding of the social significance of future professional activities, primarily concerning the specific problems as well as of the adequacy of social and professional contacts in intercultural communication. Materials and Methods. Based on the subject, object and objectives of the study, the project’s methodological plan was implemented in the following stages: project planning, development of the fundamental features of the concept; determination of the project’s content; project modeling; introduction to the training of master’s students of various specialties at institutions of higher education. The methodological basis of the project consisted of the analysis of intercultural communication between representatives of the German and the Russian linguocultural community as well as the exchange of experience between them and their comparison. Results. Following the study and the exchange of experience between the institutions of higher education of Russia and Germany, the need for an integrative educational course was revealed, aiming at the improvement and optimization of intercultural communication skills at the level of both professional and personal communication with the goal to prepare master’s students for their future as researchers and practitioners. The educational project presented in the paper drawing on an eponymous integrative course will increase the efficiency of the training of master’s students from various specialized fields and prepare them for successful communication processes with representatives of other linguocultural communities. Discussion and Conclusion. The contents of this paper will be useful for researchers interested in optimizing the preparation of master’s students with knowledge in foreign languages by applying international experience.

Introduction.In recent years, measuring the efficiency and effectiveness of higher education has become a major issue. Most developed countries are using national surveys to measure teaching and assessment as key determinants of students’ approaches to learning which have direct effect on the quality of their learning outcomes. In less developed countries, there does not exist a national survey. This paper aims to propose an original questionnaire assessing the teaching quality. The specifics of this questionnaire, termed as the Instructor Course Evaluation Survey, is that it addresses three main dimensions, such as: Learning Resources, Teaching Effectiveness, and Student Support. Materials and Methods. The paper opted for an analytic study using 3,776 completed questionnaires. This is a case study applied to the students enrolled in economics program in a private university in Albania. The Instructor Course Evaluation Survey design was supported by the literature review, identifying the three main dimensions included in the questionnaire. The reliability was tested with Cronbach’s alpha and with Confirmatory Factor Analysis. The use of Confirmatory Factor Analysis helps in identifying issues of multi-dimensionality in scales. Results. The paper provides empirical insights into the assessing methodology and brings a new model of it. The finding suggests that Learning Resources, Teaching Effectiveness and Student Support increase the quality of teaching. Because of the chosen research target group, students from economics program, the research results may not be generalizable. Therefore, researchers are encouraged to test the proposed statements further. Discussion and Conclussion.The paper includes implications for the development of a simple and useful questionnaire assessing the quality of teaching. Although Instructor Course Evaluation Survey was applied specifically to economics program, the proposed questionnaire can be broadly applied. This paper fulfills an identified need to propose an original and simple questionnaire to be used from different universities and programs to measure the quality of teaching.

Introduction. The authors highlight the main problems of the formation and development of the communication training of mentors within the multicultural specifics of the regional education spaces. The paper proposes an analysis of some aspects for improving the methodology of forming the readiness of an experienced teacher to transfer his/her experience for productive interaction with their colleagues. The purpose of the study is to substantiate the model for the formation of communication competence of mentors for teaching foreign languages within the multicultural specifics of the regional education spaces. Materials and Methods. The methodology focuses on the framework of a lingua-didactic approach based on a historical approach, which assumes both the analysis of Scientific Scholarship, and pedagogical experience in terms of a search experiment on the formation of a mentor’s readiness for socially significant and culturally creative communication to develop optimal conditions for the implementation of mentoring within the regional communicative educational spaces. Results. The authors highlight the necessity and possibilities of mentoring in different spheres of professional activities, the significance of communicative competence and readiness of a mentor to share his/her experience with others, and to monitor the post-effects of professional knowledge and skills. The results of the survey will be of use for those who investigate the likely problem areas of current education. Discussion and Conclusion. The results obtained contribute to the development of a mentoring for different areas of professional activity, because it is communicative readiness that facilitates the process of communication, exchange of experience and control of professional activities between a mentor and his mentee. The materials of the article will be useful to heads of educational organizations, representatives (employees) of institutions for advanced training and additional education of teachers.

Introduction. Professional competencies developed by the education system do not provide the high degree of integration with the real economy at the Russian labor market. The sociocognitive approach to social institutions as information processing systems suggests that this may be partly due to different languages used by employers and educational structures for describing competencies. The purpose of this study is to test the hypothesis of this mismatch drawing on the example of the applied sociology sector. Materials and Methods. The case study method was applied to the material of the archive of correspondence on personnel issues of a company from the field of applied sociology, which worked in 2012–2019 (46 papers). The hypothesis that employers and educational system use a different language for describing competencies was tested. Content analysis method was applied to the largest Russian job portals: hh.ru, superjob.ru and Avito.Rabota. The hypothesis of non-use of educational standards for describing competencies in the labor market was tested. Results. Both hypotheses were confirmed. Based on the results of the correspondence archive analysis, it was proved that employers use a language different from that of the education system when describing requirements to employees (including their competencies). The results of content analysis revealed the phenomenon of almost complete isolation of the labor market from the formal standards of higher education (educational standards for describing the competencies of sociologists were not used in a single vacancy or a resumé out of more than 32 thousand found on the portals). Discussion and Conclusion. To overcome the lack of demand for graduates in the labor market, it is necessary to overcome the existing language gap between the education system and employers. To this end, the system of validation of competencies should be changed. The source of their description should not be the education system itself, the texts and ideas that are born in it, but the requirements of employers, verbalized by them in the description of vacancies. Descriptions of competencies that do not meet the widely accepted requirements of employers should be automatically excluded from professional education standards as invalid. The results contribute to searching critical problems in the educational system and adapting it to the current needs of the labor market.

Introduction. With the development of the Internet, the popularity of online novels, especially in China, prompts the declining interest in reading paper books. The potential impact of online novels on adolescents has become a matter of public concern. Most studies examine the role of online novels in students’ learning process, as well as the impact on young people’s communication and social interaction. However, so far, the impact of online novels on adolescents’ values and psychology has been understudied despite their critical importance in shaping young peopleʼs identity. Therefore, the purpose of this study is to determine the influence of online novels on the values and psychology of Chinese secondary school learners. Materials and Methods. To address this challenge, a survey was conducted among students attending Yifu Educational Institution in Nanning, China. Questionnaires developed through the Question Star app were distributed through relevant user groups on social media platforms including WeChat and Tencent QQ. Results. As a result, positive (increased general knowledge and literacy, the opportunity to spend free time productively) and negative (impact on learning and physical health, decreased literary abilities, promotion of tendencies harmful for society) characteristics of the influence of online novels on adolescents were identified. Practical recommendations were formulated aimed at counteracting negative impact of online novels on adolescents such as the need to strengthen the ideological and moral education of students, the necessity to develop national cultural superiority and pride of modern youth, as well as to introduce young people to useful bibliography. Discussion and Conclusion. The results obtained will make a significant contribution to such fields as psychology, sociology and education. Also, the results of the study will serve as a basis for the development of new approaches to combat the negative impact of Internet novels on the values of adolescents. The results of the study may be useful for specialists of educational institutions and all those who care about the upbringing of the younger generation.

Introduction. The relation between culture and language is a central issue in foreign language teaching and research where the need to give cultural content the same value as language content and language skills has been stressed. However, conceptualization of teacher language awareness, by focusing largely on formal aspects of language, largely neglects culture as a component of teacher cognition. This paper expands the category of ESP-teacher language awareness suggesting the inclusion of cultural awareness as a separate component of teacher cognition. This concept extension actualizes ESP teaching in the situation shaped by unprecedented mobility and intercultural contacts. Materials and Methods. The historic-logical method was used to determine shortcomings of pedagogical experience and the need to teach culture in ESP. Grounded theory, as an inductive methodology, was utilized to generate conceptual expansion theoretically tied with research in medical and business communication as well as with data on population movement and international s cientific cooperation. Results. We defined ESP-cultural knowledge as a system comprising the permanent (know-that) and temporary (know-of) cultural manifestations in a society as well as how they are manifested through language (know-how). That system practical representation is exemplified in medicine and business English discourse. The study expands the structure of ESP-TLA, claiming the focus on cultural awareness as part of ESP discourse which fosters cultural-response education. Discussion and Conclusion. Such claim is pertinent to practitioners involved in the tourism industry, health care, economics, and academic activities such as research and development. This paper is relevant for teachers of English for Specific purposes in the fields mention ed above as well as for researchers engaged in analyzing the problems and methods of teaching a foreign language. However, because of the multiple manifestations and complexity of student motivation to get ESP course, the paper acknowledges the difficulties in addressing cultural content salient to all student s in class, an aspect meriting further research.

Introduction. The paper represents the analysis of the ability to teach within the context of the study of the phenomenon of giftedness and psychological structure of a teacher’s professional activities. The objective of the paper is to analyze key areas of the development of the concept of teacher giftedness. This approach allows to describe the basic qualities of the efficient pedagogical activity at the stage of training teachers at higher school. Materials and Methods. Description of key areas of the concept of pedagogical giftedness is based on the ability theory, proposed by V. D. Shadrikov. At the same time, modeling processes of goal-oriented development of pedagogical giftedness is based on a set of modern research psychological methods of structuralfunctional analysis allowing for prediction of properties of the pedagogical system of a teacher, which has such characteristics as varying degrees of success. Organizational methods (first of all, comparative) open up possibilities for assessing the effectiveness of giftedness-in-training development at different stages of teacher training – pre-university, undergraduate and post-graduate. The choice of empirical methods is substantiated by the results of theoretically modeling the structure and ways of development of pedagogical giftedness at the stage of professional self-determination at school, under conditions of educational and independent professional activity. Out of interpretative methods, the most significant (in the context of planned results) are genetic, structural and functional methods . Results. Based on the analysis of the theory of abilities, taking into account the progress in the activitybased approach, a new understanding of the object of psychological sciences as the inner personal world, the methodological validity of the concept of goal-oriented development of pedagogical gift under conditions of teacher training is substantiated. The results obtained make it possible to get a fresh look at the problem of the teacher’s professionally valuable qualities and translate its solution from analytical to systemic research methodology. In the concept proposed by the authors first time ever, the phenomenon of giftedness is considered within the context of its formation in teacher college student, while the subject of the bulk of contemporary research is the object of pedagogical influence. Discussion and Conclusion. The practical application of the study results can significantly modernize the process of teacher training in pedagogical colleges and universities. They will be useful for the teaching staff of pedagogical universities, secondary vocational education institutions, and departments of continuing education.

Introduction. The paper considers the teaching methodology aiding to improve the foreign language acquisition at a technical non-linguistic university by introducing a system of language skills building exercises such as analysis and comparison of images contained in English and Russian proverbs and sayings. The authors consider these techniques as learning and developmental tools. The aim of the study is to describe the above didactic techniques. Relevant research is few. The available practical methodological results are non-systematized. Materials and Methods. The information about the approaches was drawn on 63 sources and generalized. In the linguistic part the authors used the semantic analysis of images, the method of comparison; in the psycho-pedagogical part – the method of psychological-pedagogical experiment. The approbation of techniques was implemented at National Research Irkutsk Technical University in 2017–2018. The objects of the study were represented by 4 groups of first year students (2 experimental and 2 control groups). Results. Firstly, analysis and comparison of semantic images of English and Russian versions of proverbs and sayings helps students of non-linguistic universities to develop their speaking skills. Secondly, the integrative approach develops skills for selecting figurative analogues and contributes to the intelligent use of proverbs and sayings in oral speech. The empirical study proved the adequacy of the authors’ approach. This is a new insight into the problem of potentiality of idioms in the development of foreign language speaking abilities. Discussion and Conclusion. The study conducted with participation of university students works towards improvement of teaching methodology essential for teaching foreign languages based on the psychological- deductive approach. The approach may be applied in teaching students of linguistic universities and schoolchildren. This paper addresses foreign language teaching staff concerned with getting familiar with advanced methodologies.

Introduction: the authors are concerned with the issue of teaching a foreign (Finnish) language in a bi- and polylingual educational environment. As of today, a large number of students at Russian educational institutions of higher education is national-Russian bilinguals. They have a special vision of the world, a special linguistic behaviour, which cannot be ignored in the learning process. The aim of the article is to give a thorough account of the concept of bilingualism and its types, to reveal its didactic potential in teaching a foreign language. Materials and Methods: the paper draws on the combination of methods: analysis and synthesis of the scientific literature, logical methods of analysis of concepts, methodological modeling, survey, experts’ assessment, etc. For processing of empirical data statistical methods such as percentage distribution and ranking were used. Results: the paper identifies the types of bilingualism, taking into account various criteria, the degree of influence of bilingualism on the nature and causes of language interference. The core principles of bilingual education are formulated. The didactic potential of bilingualism in foreign language teaching is defined, specifics of learning a kindred language ‒ Finnish language by students who are Mordovian-Russian bilinguals is discussed. Discussion and Conclusions: bilingualism in modern society is a coexistence of two languages within the same speech community that employs these languages in the respective communicative spheres depending on social situation and different parameters of speech act. When teaching a foreign language this offers an instructor the opportunity to rely on the students’ linguistic experience in the native and Russian languages and to use it when mastering a foreign language. The didactic potential of bilingualism revealed in the present work makes it possible to determine the features of language interference, contributes to the process of intensifying the teaching of students to foreign languages.

Introduction. Distance learning, caused by the sanitary and epidemiological situation in the world, has led to the need to restructure the higher education system from the traditional full-time/offline attendance to a distance format. The use of the “newˮ format for higher education assumed the use of digital technologies, therefore there was a need for the formation of appropriate digital and “soft” competencies among the teaching and research staff of higher educational institutions. The purpose of the article is to analyze the satisfaction of teaching and research staff of Russian higher educational institutions with the system of professional and official promotion, their assessment of the need for general professional, organizational and managerial, information communication, regulatory legal and interpersonal competencies in the conditions of digital transformation of the higher education system of the Russian Federation. Materials and Methods. To identify the opinion of scientific and pedagogical workers about changes in the importance of competencies, the development of a business career, the authors conducted a sociological survey of 1,532 scientific and pedagogical workers of higher education. The monitoring was carried out taking into account methodological approaches developed with the participation of the scientific and educational laboratory of the Penza affiliated branch of the Financial University “Strategies for increasing the competitiveness of international activities of universities in the global digital space”. Results. According to the results of the sociological survey, a low level of satisfaction of scientific and pedagogical staff was revealed, caused by the presence of the following problem areas: the prevalence of paper reporting over the scientific and pedagogical activities of employees; excessive bureaucracy that hinders professional and official development; an incorrect system of performance indicators; the absence of a unified career development model for scientific and pedagogical staff of educational institutions. Practice-oriented recommendations have been developed in the field of digital and “softˮ competencies, the formation of a management system for the professional development of scientific and pedagogical staff. Discussion and Conclusion. The formulated theses contribute to the development of theoretical and methodological approaches to the study of the level of satisfaction of scientific and pedagogical staff of Russian universities. The presented materials of the article can be used for research purposes by scientists, researchers dealing with similar issues, as well as federal and regional executive authorities, higher educational organizations in the development of professional development programs for teaching staff.

Introduction: the current leading trend of the educational development is characterised by its continuity. Institutions of higher education as multi-level educational complexes nurture favourable conditions for realisation of the strategy of lifelong education. Today a technical university offering training of future engineers is facing a topic issue of creating a multilevel educational complex. Materials and Methods: this paper is put together on the basis of modern Russian and foreign scientific literature about lifelong education. The authors used theoretical methods of scientific research: systemstructural analysis, synthesis, modeling, analysis and generalisations of concepts. Results: the paper presents a model of lifelong education developed by authors for a technical university as a multilevel educational complex. It is realised through a set of principles: multi-level and continuity, integration, conformity and quality, mobility, anticipation, openness, social partnership and feedback. In accordance with the purpose, objectives and principles, the content part of the model is formed. The syllabi following the described model are run in accordance with the training levels undertaken by a technical university as a multilevel educational complex. All syllabi are based on the gradual nature of their implementation. In this regard, the authors highlight three phases: diagnostic, constructive and transformative, assessing. Discussion and Conclusions: the expected result of the created model of lifelong education development in a technical university as a multilevel educational complex is presented by a graduate trained for effective professional activity, competitive, prepared and sought-after at the regional labour market.

Introduction: the paper is concerned with potential and barriers of application of visualisation as a method in learning social sciences and humanities. Using and employing visual aids becomes the most important resource in modern pedagogical theory and learning process due to the improvement of traditional pedagogical tools and new interpretation of well-known methods. Materials and Methods: the methods of observation, analysis of test results, results of examination session, data of questionnaires were used during the elaboration of the paper. Results: a good visual aid in teaching political science is the smiley as a simplified graphical representation expressing the emotions of a speaker or a writer. Observation, survey and results of examinations indicate that the above visual solutions not only improve students’ knowledge of subjects, but also improve the intellectual activity, contribute to the formation of the methodical approach to learning, associative thinking and creativity. Discussion and Conclusion: visualisation is a sign presentation of the content, functions, structures, stages of a process, a phenomenon through schematisation and associative and illustrative arrays. At the same time it is a way of transforming knowledge into real visual product with the author’s personal touch. Initially, students learn to reflect by drawing the essence of rather abstract concepts such as “parity”, “power” “freedom” etc. Assignments of higher levels involve the use of associative arrays, free images. By doing this, students do not just paint, but on their own initiative work with colours, seek to schematise information, sometimes dressing comments in lyrics.

Introduction: nowadays Russian people are proactively seeking cooperation with the Asian Pacific Rim. Considering this the author has developed a curricular for institutions of higher learning training students in intercultural business interaction in this region within such disciplines as “Foreign language” and “Professional foreign language”. Materials and Methods: the author puts forward a comprehensive test as a way to define the level of students’ preparedness for business interaction within the Asian Pacific Rim, to test that they understand what they learn and to identify qualitative indicators attending to acquisition of content, and development of communicative and linguistic competences, as well as such necessary characteristics as pragmatism and tolerance. The comprehensive test elaboration was based on A. A. Verbitskiy and E. E. Kreslavskaya’s method of assessing the students’ understanding of meaning and significance of information. Results: drawing upon ideas of researchers studying intercultural communication, East Asian peoples’ values, region’s social, cultural and economic problems, the author proposes some special direction for the learning process – it should orient the Far Eastern students to take into consideration values, behaviours, mental and cultural specifics of partners from China, Korea, Japan and other neighboring countries in the business interaction. It is impossible to subdivide such interaction into professional and social spheres, so the author has chosen a problem situation to be a basic form for organising the learning process. The prob- lem situations of the social and professional character have been taken from East Asia business practices. Discussion and Conclusions: to solve the problem how to check students’ understanding of the learning information, the author has developed a comprehensive test where a problem situation is also used. The paper’s objective is to show how these problem situations written in English work within the comprehensive test. The author substantiates the choice of this method and provides factors which speak about its efficiency. The paper gives a detailed description of the problem situation working mechanism, contains examples of problem situations and options to solve them. The analysis of comprehensive test results demonstrated by non-linguistic higher school students’ is also given a thorough account.

Introduction: the paper is concerned with the problem of increasing the quality of training processes at the university. One of the ways is to increase the efficiency of educational dialogue in the system “teacher – student”. The paper presents a theoretical analysis of the problem of communication and interpersonal under standing. The authors highlight the basic functions of the other person’s image and his/her connection with the content of the joint activity. Materials and Methods: the authors used a technique of a free reference for solution of the problem along with application of the method of content analysis and several statistical methods. Sense bearing judgement serves as a unit of analysis that reflects some psychological qualities of a teacher. The study was carried out on the basis of National Research Mordovia State University. 100 students of humanities and natural science specialities took part in this survey: 50 people in each group. Results: the analysis of judgements allowed to define the essential components of a teacher’s image: wide- ness, content and structure. On average students highlight seven qualities in teachers. This tells of a low level of psychological competence. Humanities students have better results than students of natural science and technical specialties. The students perceive the teacher as a whole person. The content of the image includes not only professional skills, but also traits of character, temperament, behaviour and appearance. The analysis allowed to reveal the differences in the image of a teacher based on opinions of humanities students against technical specialties students. Differences in the perception of teacher’s image among students of Russian and Mordovian ethnicity were not found. Discussion and Conclusions: the practical significance of the study – ideas of modern students about a good teacher will lay foundation for determining the directions of teacher professional development.

Introduction: this paper discusses the specifics of socio-cultural activities with people of the third age to overcome the social exclusion, identifies reasons for the decline of alienation level in this category of citizens in conditions of activity of cultural institutions. Materials and Methods: the authors’ findings are based on the philosophical, sociological, cultural, psychological and pedagogical literature and research methodology: observation, survey and content analysis. Results: the most effective methods of social and cultural activities in terms of overcoming the social exclusion of people of the third age were developed and experimentally tested. The main objective of the research was to examine the problems of exclusion among persons of the third age, as well as the possibilities of using social and cultural activities to overcome the social exclusion. In the paper the authors analyse the regional approach to the organisation of social and cultural activities of the elderly in institutions of social and cultural sphere. On the basis of the study the authors propose to extend and modify the variety of forms of leisure and intensify their use in working with people of the third age to overcome the social exclusion of an individual. All work on social and cultural activities with the elderly should be aimed primarily at optimising the social inclusion of elderly in society. Discussion and Conclusions: organisation of social and cultural activities for the elderly is a host of opportunities for the realisation of creative ideas. It is these new approaches to the activities of cultural institution’s collective that help to enhance the interaction between cultural institutions employees and retirees. This study is not exhaustive and does not finalise the research into the role of social and cultural activities as a condition for overcoming the social exclusion of people of the third age. This topic needs further exploration.

Introduction: the article discusses significance of use of new technologies in the learning process for realisation of goals of cognitive and affective domain of knowledge. The paper explores the methods of development of educational knowledge, which is achieved by information, reproductive and research means. Based on example of bioethics the paper demonstrates the use of visuals technology (charts, graphs, tables, illustrations, specification, etc.), which performs the following tasks: memorising, analysis and synthesis, comparison and differentiation, categorisation and classification, identification of relationships between facts, and for the revision of the material studied, acquisition of the new knowledge, memo risation of educational material. Materials and Methods: on the basis of the dialectical approach the object of research is new technologies in the learning process, in particular the study of bioethics. By using methods of observation, survey, analysis and synthesis in the educational process the authors prove the efficiency of such technologies as the use of visualisation (diagrams, illustrations), problem-based learning (issues, tasks and situations) and research tasks (case study method). Results: visual method complements the learning process. It allows a deeper understanding of the subject. This method deals with feelings, emotions and consciousness of students. It encourages creativity. In addition this method of material presentation allows reducing the amount of material of an ordinary lecture. It is underscored that in the study of bioethics it is recommended to use a technology of a problem-based learning, which is able to implement the intellectual activity of students by means of questions¸ case-studies, tasks and situations. The most vivid form of such technology is a case method. The basis for the emergence of technology of problembased learning is a certain contradiction between knowledge and practice. This method can be attributed to the simulation model of learning, the benefits of which are the development of skills of practical experience of future specialists. Discussion and Conclusions: the authors conclude that the use of technologies facilitates the solution of the following tasks: development of creative potential of students, analytical skills. It allows to classify and analyse information as well as to master the studied material and to ap ply it in practice.

Introduction: this paper describes purpose, hypothesis, subject, object, and sampling criteria on the basis of which the research was carried out. Materials and Methods: we used the survey method based on a diagnostic tool – a self-designed questionnaire. Testing took place in three stages: peer-reviewing by four Kandidat nauk degree holders (Ph.D.), with sibsequent amendments; the pilot study was carried out at Ivanovo State University. Number of students surveyed (n = 103). On the basis of results we added answer options to a number of open questions and reformulated some of them; the study was repeated for a larger sampling (n = 96 persons, aged 18 to 80 years old). As a result we excluded questions (or answers) having zero dispersion. We used the analysis of the questionnaire focused on the duration, degree of guilt and physiological support for this feeling, to identify the persons to whom the person tends to feel guilty, as well as to the options to overcome this emotional state. In addition, the set of questions helps clarify the readiness to forgive and ask for forgiveness. Also, the profile part can reveal relations between the concepts of guilt and forgiveness. In processing the data, we used the correlation analysis based on automated package of the statistical data software “SPSS 13”. Results: presented are the main results of the empirical research allowing to define the orientation influence of education on different aspects of the person’s perception as to the emergence of guilt, and the resulting necessity to exit this state, with emphasis on the category of “forgiveness”. A diagram presents the specificity of guilt emotions in people with high levels of education. Discussion and Conclusions: we draw conclusions in the final part of the paper. These results provide a new insight into the process of overcoming of guilt as well as content issues. In addition, the results of the study can be used in the educational process, and can be included in the course “General Psychology”, “Social Psychology” and “Psychology of Personality”.

Introduction: the objective of this paper is to explain through the agency theory and theory of resources and capacities as is the process of assessment in higher educat ion institutions. Materials and Methods: the methods used are the analytical and descriptive of the literature review on the issue of evaluation occurring in Institutions of Higher Education in México. Results: the actors that are involved in the decision-making and the use that is giving the resources derived from repeatedly to practices that opportunistic diminishing the value that is given to the evaluation, in addition to the decrease in team work. After describing the background and delimitation of the problem, it is justified the aim of this paper which is to present an overview of how the evaluation process, the actors involved and conflicts that may arise as a result of that proce ss. Discussion and Conclusions: as a theoretical background of this paper, it is supported by the agency theory and the resource and capabilities theory both from the field of strategy. The main conclusion argues that the evaluation of Higher Education Institutions in México should be a tool to encourage continuous improvement. Self-evaluation becomes a key part of these processes, but this will be useful to the extent that stakeholders are aware of their actions, that there is a change of mentality less focused on control, money and the market, greater teamwork and knowledge generation applicable to the loc al context.

Introduction: questions of integration of mathematical with engineering training in educational process of higher education institution are explored. The existing technologies of the integrated training are analyzed, and the project-oriented direction is distinguished. Research involving students as an organisational and methodical form of training bachelors of the technical speciali sations is discussed. Materials and Methods: results of article are based on researches of tendencies of development of technical and mathematical education, works on the theory and methodology of pedagogical integration, methodology of mathematics and technical science. Methods of historical and pedagogical research, analytical, a method of mathematical modeling were used. Results: the main content of the paper is to make discussion of experience in developing and using integrated educational tasks in real educational process. Discussion is based on a specific technological assignment including a number of mathematical tasks used as a subject of research for students. In the assignment a special place is allocated to the questions reflecting the interplay of a technical task with a mathematical method of research highlighting the objective significance of mathematics as a method to solve engineering problems. Discussion and Conclusions: the paper gives reasons to conditions for using research work with students as an organisational and methodical form of integrated training in mathematics. In realisation of educational technology it is logical to apply the method of projects. It is necessary to formulate a task as an engineering project: to set an engineering objective of research, to formulate specifications; to differentiate between engineering and mathematical tasks of the project, to make actual interrelations between them; the mathematical part of the project has to be a body of research; assessment of the project must be carried out not only accounting for the received mathematical results, but also for their practical value.

Introduction: the paper examines the influence of the portfolio approach on the effective use of training time by contemporary students. This problem is topical due to modernisation of domestic education and the introduction of the new federal state educational standards of higher education, which foresee the intensification of educational process at Institutions of Higher Education. Materials and Methods: based of the analysis of differentiation of students depending on capability for instruction and desire to learn, the paper reveals the potential categories of students requiring a motivational tool, that would enable them to rapidly and effectively acquire general cultural and professional competences. The students of Samara State Aerospace University participated in the experiment. The instruction of students in control groups was carried out traditionally, and in the experimental one – with the application of portfolio approach. Results: upon completion of testing entitled “do you have a feeling of time?” the research into timesaving potential of portfolio approach has revealed, that students in control and experimental groups can be divided into four categories: “overbusy”, “in general able to manage their studies well”, “able to manage their studies optimally” and “virtually successful”. The research showed that students in experimental groups began to manage more in a shorter time, the portion of students of the second and third categories has increased in comparison with the first and the fourth groups. Discussion and Conclusions: as a whole, the findings have practical significance, making it possible to intensify the educational activity of students. The application of portfolio approach during the organisation of the independent work of students changed their attitude to “ the value” of time.

Introduction. The active use of blended learning technologies in universities has highlighted the problem of their effectiveness. The solution to this problem envisages further clarification of the distinctive features of blended learning technology and selection of performance indicators. The purpose of research paper is to justify the selection and define assessment criteria for effectiveness of blended learning technology, and to develop a multi-level system of indicators of their manifestation in university educational practice. Materials and Methods. Methods of systematic analysis of scholarly literature, grouping scientific information, modeling, point-rating scaling, comparison and methods of mathematical statistics. It also includes the results of an online survey conducted among students and teachers at Russian universities and the results of a content analysis of the open-ended question “Blended learning technology is effective if ...” of the “Unfinished sentences” methodology. Results. Within the framework of the complex approach, the selection of effective, didactic and resource criteria for assessing the effectiveness of blended learning technology have been substantiated. It was revealed that students prefer the didactic, and then the resource criterion in assessing the effectiveness of blended learning technologies, and teachers consider the resource criterion to be a priority, followed by the didactic one. Discussion and Conclusion. The research results contribute to the development of scientific ideas about the system of criteria for assessing the effectiveness of blended learning technology and increasing the level of reasonability of managerial decisions on their application in the higher education system. The article materials will be useful for university teaching staff and managers, as well as researchers concerned with analysis and assessment of blended learning and modern educational technologies’ effectiveness.

Introduction. The aim of this paper was to look into the status of competence-based support for the inclusive education of children with disabilities from the standpoint of the unity of the competence-based approach to the preparation and professional activity of a teacher at an inclusive educational organization. Its relevance is defined by the need to determine the level of formation of inclusive competence of teachers in its direct correlation with the competence models embedded in the programs of inclusive-oriented university’s training of teachers. Materials and Methods. The study involved 1 340 teachers working in inclusive educational organizations of general and additional education. They do not have university training in the field of defectology. The diagnostic and methodological basis for assessing the level of formation of inclusive professional competencies of a teacher was the authors-developed test that combined test tasks to identify the readiness of teachers to implement the right professional actions and decisions in conditions of inclusion. Results. The results obtained indicate the imbalance in the formation of the key components of the professional competencies of teachers for inclusive education. Teachers have the most pronounced inclusive competencies in the field of individual or joint support with other specialists of a child with disabilities in the educational process and the organization of an individual learning route for him/her. The least pronounced component of inclusive professional competencies is the knowledge about development of children with disabilities. The success of solving situational problems is mediated by the nature of teachersʼ activities and their inclusive practice experience. Discussion and Conclusion. The research materials may be in demand when designing training programs, professional retraining and advanced training of teachers of inclusive educational organizations, as well as in the framework of express diagnostics of the level of formation of inclusive competencies of teachers.

Introduction. The problem of professional burnout of teaching staff is especially relevant. Despite the numerous publications on this topic, there are practically no studies on the perception of leadership in the school environment and its impact on the emotional burnout of Russian teachers. The purpose of the research paper is to determine the relationship between the perception of school leadership and emotional burnout with the level of organizational commitment of teachers, as well as the relationship of emotional burnout and the perception of school leadership with the intentions of Russian teachers to change their profession. Materials and Methods. The following methods were used for the analysis: a questionnaire for assessing professional burnout (C. Maslach), a scale of subjective well-being of a teacher (T. Renshaw), a questionnaire on the perception of school leadership in schools and the city’s education department (K. Crosby), the confidence level questionnaire (L. G. Pochebut), the scale of organizational commitment (R. Collie). 426 teachers from the regions of Russia took part in the survey. The SPSS 19.0 software was used for data processing. Results. The analysis of foreign publications allowed us to summarize that emotional burnout is negatively associated with teachers’ support of learners, with parental relationships, and it is also associated with low learners’ performance in many subjects and insufficient level of skills to be gained in learning. In addition, emotional burnout correlates with learners’ aggressiveness, hyperactivity and attention problems, but is not associated with emotional distress (anxiety, depression and emotional control), and also negatively correlates with a positive outlook (optimism and subjective perception of happiness). The majority of respondents do not regret their chosen profession and remain faithful to it, considering themselves competent, and their teaching methods effective and successful. Emotional burnout is expected to be higher among those teachers who consider their professional choice to be erroneous. In addition, emotional burnout is negatively associated with the organizational commitment of teachers. Comparative analysis has shown that Moscow teachers have a more developed reduction of personal achievements, and teachers from other regions have a more obvious depersonalization. The degree of hostility and the level of trust were expected to be interrelated with professional burnout among teachers. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher's work and his professional training in terms of understanding the phenomena of perception of the status of a leader and emotional burnout among teachers. The materials of the article will be useful to teachers and the pedagogical community involved in the teacher training system.

Introduction. The research paper’s aim is to study the ongoing digitalization in all spheres of economy, which inevitably impacted on the strategic university management. It explains how universities and higher educational institutions strategically positioned themselves and searched for the novel pathways for innovation and development, which was further reinforced by the COVID-19 pandemic and the digital surge it brought. Materials and Methods. The authors analyzed the strategic university management in the context of digitalization using the literature review and their own analysis. They focus on the experience of the world’s best universities for inspiring the institutions of higher education in other countries and regions, helping them to improve information and communication technologies and digital skills. Results. Our results corroborate the ongoing digitalization in all spheres of economy and social life which was pushed further by the COVID-19 pandemic contributed to the transformation of the higher educational institutions challenging them to embark upon the path of in-depth transition, restructuring, and re-thinking their role and their mission with regard to the new challenges and novel technologies that are available on the market Discussion and Conclusion. The outcomes present interesting possibilities for their application in practice for some countries, most notably Russia. They can be of a special interest not only for the government officials responsible for fostering higher education and devising guidelines for the strategic management of universities and higher educational institutions, but also for the academic environment with its researchers and lecturers who seek to innovate based on the most recent and advanced trends in higher education (e.g. ministries and national authorities responsible for science, research, and education in different countries, such as the Ministry of Science and Higher Education, Ministry of National Education, Ministry for Research, as well as National Educational Authority or the World Bank, just to name a few).

Introduction. The forced transition of Russian universities to distance learning in 2020 and accelerated digital transformation of educational processes in higher education are the first effects of the COVID-19 pandemic. A key aspect of measuring higher education quality is the perception of its formats by students as university change agents. The aim of the study is to identify the factors that determine the applicants’ positive attitude to learning that includes online elements in the context of the Russian universities’ transition to the blended learning model. Materials and Methods. The empirical base of the research includes the results of an online sociological survey conducted among the applicants for Ural Federal University undergraduate and graduate programmes in 2021. The methods of classification, factor analysis, and coefficients of pair correlations were applied. Additionally, for comparison, data from 2015 for a similar sample (1st year bachelor’s degree students) were used. Results. Positive attitudes towards online and blended learning are gradually increasing. The factor analysis of data from 2021 showed that applicants who support the online and blended learning include: those aspiring for master’s degree upon completing their bachelor’s degree course; those who choose their degree field rationally – men who apply for a state-funded education in any Russian university (including participants of federal contests – ‘Academic Olympics’). The above groups are formed mainly under the influence of external factors. Another group includes those oriented towards self-realization – women who choose their degree field relying on their personal inclinations for a future profession (the influence of internal factors). Discussion and Conclusion. The research results contribute to the development of scientific ideas about the blended learning model and emphasize the value of institutional research based on feedback from university students for making informed management decisions on change. The materials of the paper will be useful when designing the educational process in the Russian universities’ transition to the blended learning model.

Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.

Introduction. This study aims to examine the issue of high school failure in social sciences through a systematic review. It aims to provide a critical assessment of research on this subject. It seeks to question the very construct of high school failure, its premises, and the possible consequences from this perspective. Materials and Methods. The research published between 2010–2020, both in Spanish and English in the Scopus and Web of Science databases (Core collection), was considered. A total of 171 articles were identified. After initial screening, 37 papers were finally selected. Semantic maps were created with the Vosviewer. The literature was examined to determine where high school failure is being researched, what type of methodologies are most used and, finally, what impact the research has had on our understanding of this concept. Results. It was found that most of the research on the topic is done in the field of education, and that the methodology used is predominantly quantitative. The different definitions of high school failure tended to attribute its cause to one or more of four reasons: student failure, multicausal phenomena, social exclusion, and finally, disability in the education system. Discussion and Conclusion. It is possible to understand that high school failure is understood and defined as mostly involving studentsʼ responsibility for the academic outcome and achievement obtained. Although studies that cover such factors as a multicausal nature, social exclusion, and the education systemʼs difficulty can be found, the responsibility for failure tends to be attributed to the individual student.

Introduction. The diversification in education means, inter alia, establishing an institutional balance between integration and differentiation, which should also hold true for visually-impaired children. Junior age is a sensitive period for the development of communicative skills. Hence, one of the key tasks on the educational agenda for visually-impaired junior high school students is the development of communicative competence. The paper is the first attempt to identify how institutional and educational setting impacts the development of communicative competence in junior high school students, namely, such aspects of communicative competence as content/compliance with communication standards, attitude/role relationships, position/function, and involvement/activity. Materials and Methods.The evidence was obtained from four schools in Saint Petersburg and Leningrad Region. The survey included 55 respondents in grades 1‒3 with deferent degrees of visual impairment from inclusive educational settings with partial integration / differentiation. The methodology included such tools as Effective Communication: Raising Awareness of Visually-Impaired Students; a scale-based interview and questionnaire; L. Mikhelson’s Communication Skills test modified by L.S. Kolmogorova; Joint Sorting by G.V. Burmenskaya; and G.A. Tsukerman’s Picture Dictation. The data was processed using Student's t-test for dependent and independent samples and Pearson correlation coefficient. Results. The assessment of communicative competence in schoolchildren embraced several aspects: content/compliance with communication standards; attitude/role relationships; position/function; involvement/activity. In the context of inclusive education with partial integration and differentiation, visually-impaired junior high school students show different development levels of different aspects of communicative competence. This context has a selective and ambivalent effect. Discussion and Conclusion. The results may find application in the design and testing of a variable modular programme aimed at the development of communicative competence in visually-impaired junior high school students. The results may also lay the foundation for the rehabilitation and training strategy for visually-impaired students and facilitate their integration in social and educational environment.

Introduction. Integration processes in higher education have recently come into particular prominence. A special place in this context is occupied by the issues of integration in the field of higher education of the countries of the Eurasian Economic Union, which have not yet been sufficiently reflected in research. The goal of this paper is to develop theoretical and methodological foundations for assessing the effectiveness of formation and functioning of the integration complex among the Eurasian Economic Union universities as a factor in increasing their competitiveness. Materials and Methods. Methods of theoretical and comparative analysis, synthesis and classification, method of constructing an economic and mathematical model, method of expert assessment were used in the study. Results. For the purpose of theoretical substantiation of one of the main forms of integration in the sphere of higher education the concept of “integration complex of universities” was introduced and its interpretation was proposed. Possible strategies for the formation of integration complexes of universities have been identified. A methodology for assessing the effectiveness of formation and functioning of the integration complex among Eurasian Economic Union universities has been developed and its integral indicator has been determined. Discussion and Conclusion. The obtained results of the research contribute to the development of the conceptual foundations of educational integration and methodological approaches to its assessment. The materials of this article will be useful to the staff of government agencies and academic institutions that study interstate integrative processes and their effectiveness in education.

Introduction. This paper analyzes the problem of formation of educational Internet resources. Despite numerous works concerning the importance of using information technologies in the education, the issue of its rational organization remains understudied. The purpose of the article is to analyze what patterns are observed when students read educational information from the screen, and how these patterns can be used to create educational Internet resources. Materials and Methods. To study the interaction of students with educational information on the screen, the authors used the method of oculography. The results were processed using the BeGaze and IBM SPSS Statistics 22 programs. In total 100 respondents participated in the experiment, 50 of which were trained in the natural sciences, 50 – in the humanities. Results. It is determined that the presence of media text influences the oculomotor activity of students: students commit fewer fixations and saccades, the average duration of saccades increases, the value of the Scanpath Length indicator decreases. It was revealed that the orientation of training forms strategies for working with information on the screen: students of natural sciences read texts longer, blink less often; they have a higher Scanpath Length value. When forming educational Internet resources, the developer should take into account the students’ specialisms with reference to e-material. It should also be borne in mind that the presence of images on educational Internet pages is perceived by students as a simplifying factor for completing the cognitive task of reading, but students practically do not pay attention to the images themselves. This may be attributed to the specificity of the learning process, when their main focus is on written texts acquisition. Discussion and Conclusion. The results of the study open a new direction in the study of the problem of rational organization of the student's learning process using technical devices and may be of interest to developers of educational Internet resources, as well as practicing teachers.

Introduction. Social cultural aspect and linguistic diversity of educational background play an important role in teaching a foreign language. Although there are a lot of publications on this theme, it is hardly possible to find surveys which study the impact of globalization accompanied by the English language expansion, on transformation of cultural identity. The aim of this article is to analyse changes of social cultural phenomena and linguistic diversity in common life and foreign languages education in a Mid-European (mostly Slovak) economic and technological spheres. Materials and Methods. Within this research the content analysis method was employed together with critical comparison of relative scientific papers and other materials in the respect of the problem investigated. Questionnaires were developed and educators who run practice oriented professional programmes were interviewed. After the results of the interview being analysed and synthetized, some crucial points of the discussed problem were revealed. Results. The research revealed the main factors which determine diversity of linguistic communication in a Mid-European former socialist country (Slovakia as an example); reasons and types of social cultural transformations in the society under research were analysed; economic and technological conditions of the transformations discussed were defined; recommendations for educators who run practice oriented professional programmes were developed. Discussion and Conclusion. The results of the research done are considered to be some contribution to the development of bilingual practice oriented education under the condition of European economic and technological integration. However, the task of reserving peculiar cultural values of the nation which is subject to unavoidable social cultural transformations is the major one in this respect.

Introduction. Digital literacy refers to the skills required to achieve digital competence, the confident and critical use of information and communication technology for le arning, leisure, communication and future work of young people. Digital competence has a dual nature. First of all, it is the technical ability to operate programs, pages, equipment. Secondly, it is also the ability to use digital media safely. Both perspectives are important in the educational perspective, i.e. media educat ion and socialisation. Materials and Methods. The paper presents the attempts to measure digital literacy in the area of threats resutling from using the new media in the group of upper-secondary school students (fourth educational cycle). The study was carried out using a diagnostic test with 18 questions. The research was conducted in the group of 1693 youths aged 15–21. The research was designed based on traditional methods of testing knowledge and skills. Results. The findings showed that the weakest digital literacy component was the copyright-related knowledge and the strongest area was online shopping and financial operations. All digital literacy components are interrelated. The improvement in one area leads to the development of other digital literacy elements. Despite this correlation, digital literacy is a heterogeneous concept. There are also differences regarding certain digital literacy components, determined by gender – girls obtained higher test results in terms of the soft competencies whereas boys were better with the technical aspects of digital literacy. Based on the cluster analysis, we noticed that 41.41% of the students obtained good and very good results from the competence test. More than half of the students require further education in most of the analysed areas. Discussion and Conclusion. For educational decision-makers, the findings highlight the importance of designing training programs aimed at developing students’ digital literacies, with a special focus on new topics as sexting, piracy and cyberbullying.

Introduction. Our paper is focused on the study of the current trends in educational migration in the context of Finland. We aim at identifying the factors that attract and keep educational immigrants in the host country. We suggest that educational immigrants are the most attractive category of immigrants due to their high adaptability and insertion into the labor markets in their resp ective countries of education. Materials and Methods. The research employs traditional methods of empirical analysis such as understanding and interpretation of the contents of documents, methods of graphical presentation of the data, analysis of Russian and foreign scientific literature, as well as the method of comparison of Russian and foreign theory and practice. The empirical basis of this study includes the results of a remote online survey using the Google Forms application. The sample of respondents is represented by the individuals residing in Saint Petersburg (Russia) and having in their profiles on the social media VKontakte a mention of the period of study in Finland. Results. We find that Finland pursues a successful systematic national policy to attract educational immigrants. This approach is designed to compensate for the unfavorable social and demographic situation in the country. Over the past ten years, there has been a tendency in Finland to increase the number of educational immigrants from Asian countries. The majority of foreign students are enrolled in the undergraduate programs of polytechnic universities and at the Master’s programs of classical universities. There is a significant predominance of female immigrants in all areas of study in Finl and. Discussion and Conclusion.Our results are of practical interest for the Russian government structures responsible for developing strategic guidelines for immigration education policy, as well as for organizations responsible for the development of interstate cooperation in the field of education and science. Heads and staff of international cooperation departments of higher education institutions dealing with the social adaptation of educational immigrants might take into account the identified difficulties of students in adaptation. The results of the study might also be of some interest to the representatives of the scientific community involved in educational migration.

Introduction. One of the ultimate requirements for the successful integration of any specialist to the international market is his/her language skills. However, the current educational system often lacks streamlined techniques meeting challenges of dynamically changing sociocultural and professional settings, especially, when it comes to communication, field-specific terminology and self-development opportunities. The article dwells on project-based learning at universities in view of English for Professional Purpose. The aim of this paper is to specify some aspects of the project-based approach related to project content and structure, as well as to discover some of its advantages in the English for Professional Purpose-context. Materials and Methods. The research was carried out at the Gnesins Russian Academy of Music, its participants having exceeded 500 students from eight faculties and amounted to 40 educators teaching different disciplines. The following methods were used to specify the ways to university enhance students’ English language skills through project-based learning: analysis and synthesis to study research and methodical literature at Stage 1; survey (interviews, questionnaires) to work with at Stage 2 – getting students and teachers prepared for project-based activities; comparative analysis and description to deal with at Stage 3, related to integrating project-based learning into educational and sociocultural environment, and supervision to deal with Stages 2, 3 and to fix the results. The learning material comprised items for developing students’ speaking, reading, listening and writing skills. Results. The research findings include project content-and-structure-related aspects involving such factors as time, duration, form, type, activities, context and related fields. The authors also brought into the spotlight some advantages for more efficient professional training, namely, an increase in student motivation and readiness for successful communication, proper understanding and use of field-specific terms, as well as extending the range of self-development opportunities. Discussion and Conclusion. The project-based approach in the English for Professional Purpose context creates new opportunities for students to learn to interact with others on an international scale in the realworld circumstances. The article is intended for English language educators and learners worldwide seeking to enrich mixed group experience by doing creative projects wit h real-world outcomes.

Introduction. In the context of internationalization of higher education, attracting students from abroad is considered a tool for strengthening the country’s positions in the world’s educational space. The paper addresses the issue of linguistic and academic adaptation of international students in Russia. International students tend to experience difficulties when adapting to a new/different socio-cultural environment. The relevance of the article is determined by strengthening of integration processes, international relations, competing trends between higher education systems in the world. Materials and Methods. The quantitative research into barriers to the linguistic and academic adaptation of international students in Novosibirsk universities, conducted by the authors in April 2018, is presented. The survey of international students (N = 310) in Novosibirsk universities identified the main barriers to linguistic and academic adaptation. The survey had been created online through an Internet-based survey application Google Forms. The authors employed general scientific methods and the sociological method while conducting research. Results. We studied two groups of students. Group 1 included students from post-Soviet countries (N1 = 256) and group 2 included students from other countries (beyond post-Soviet countries) (N2 = 54). International students are experiencing difficulties. There are common problems for all international students in academic adaptation: low general educational level; weak training in core disciplines and special subjects; the difference between forms and methods of teaching in a Russian university from the forms and methods of instruction in domestic the higher education institution. The main barrier to the successful adaptation of international students is the language barrier which affects the academic barrier. Most international students who do not speak Russian are not able to fully comprehend lectures and understand other educational materials. International students need to quickly master the language, adapt to a learning system and fit into another culture in order to successfully learn. Local and regional programs should be developed to support international students to effectively involve them in a new environment. The research results demonstrate a positive impact of socialization on adaptation. Discussion and Conclusion. Analysis of Russian and international studies of linguistic and academic adaptation shows that the most effective ways to overcome the adaptation difficulties include orientation programs as domestic supplementary educational programs, refresher courses for teaching staff involved in training international students, and a set of socializing services for international students. The goals are to study psychological, intercultural, social problems of adaptation of international students in Russia. The results of the research presented in the article will aid in the organization of training of international students at the university. The article can be useful for teaching staff and managers of Russian universities and international researchers. The obtained results contribute to the development of theoretical and methodological base for studying the problems of international students adaptation.