卷 22, 编号 2 (2025)

The relevance of the research is explained by the existing contradiction between the objective need of society, the state, and the Armed Forces of the Russian Federation for military specialists with developed intellectual and creative potential who are able to adapt, act effectively and make constructive decisions in non-standard situations of future military professional activity, and the insufficient orientation of the existing system of training military specialists to real needs. The research reveals the holistic pedagogical process of developing the intellectual and creative potential of cadets of military universities in the course of military scientific work. A refined definition of the concept of «intellectual and creative potential of military universities cadets» is proposed, its structure as a relationship of motivational-need, content-operational, regulatory-volitional, reflexive-evaluative components. The role and importance of military scientific work as an important tool for the intellectual and creative development of students is substantiated. The structure of the process under study is revealed in the form of a set of task-oriented (goal and objectives), meaningful (content, subjects and objects, approaches, functions, patterns, contradictions, principles of learning), methodological (methods, forms, means of learning) and effective (result) components implemented during certain procedural stages. The emphasis is placed on the specific patterns, contradictions of this process, as well as the principles of training, as the fundamental requirements for the organization and content of the process of developing the intellectual and creative potential of cadets in the course of military scientific work.

The paper deals with the problems of searching for the effective tools of teaching English to children with autism spectrum disorder. Today, one of the biggest challenges is the introduction of inclusive education to Russian schools. According to the new social realia and Federal State Educational Standard requirements, researches conducted in this field of teaching methods are of high relevance. English teachers lack theoretical knowledge and practical skills of how to teach students with ASD in a general school environment. The paper aim is to design a set of exercises adapted for teaching the special schoolchildren and to test their effectiveness in some English skills formation. Among the research methods applied we should highlight the following: study, analysis, and critical review of the research papers in the methods of foreign languages teaching, pedagogics and psychological fields; observation of the student, testing, data collection and analysis were used as empirical methods. In the literature review part, the study of the works of Russian and foreign scholars has shown that the use of methods, techniques and tools applied in the classroom should be correlated with the mental characteristics of children with ASD. Moreover, the adapted exercises are supposed to teach autistic students some foreign language skills and awake their interest to learning the subject. The research results are presented in a designed series of exercises to teach elementary-school students with ASD English skills. The tasks were tested while teaching English to a student of School No. 74 named after the Hero of the Soviet Union V.P. Kudashov in Togliatti. The effectiveness of the materials and the correctness of the methods chosen were proved. The research results can be used in theory and practice of teaching English; EFL teachers can introduce the designed exercises in class at the elementary school level.

The development of lingvocultural competence among students learning Russian as a foreign language (RFL) is one of the key tasks of modern education. This not only facilitates the mastery of language norms but also aids in understanding cultural contexts, thereby enhancing the effectiveness of learning. This article examines the use of the New Year theme as a means to integrate linguistic and cultural components into the educational process. The aim of this research is to develop and test a methodology for forming lingvocultural competence through the creation of materials that reflect Russian New Year traditions. The methodology includes the creation of authentic video content using the InVideo AI platform and the development of a set of exercises aimed at improving listening, speaking, and writing skills. The results indicate that the New Year theme effectively contributes to the development of students’ lingvocultural competence, helping to develop essential language skills and improve the understanding of cultural nuances. The proposed methodology demonstrates a systematic approach to teaching RFL and holds practical value for educational institutions as well as for independent language study. Utilizing the New Year theme has proven to be an effective tool for integrating linguistic and cultural components, fostering a deeper understanding of both the language and culture. Thus, this research not only enriches existing methodological approaches but also offers new practical solutions for developing students’ lingvocultural competence, which remains a relevant challenge in foreign language teaching.

The paper considers the pedagogical situation from the point of view of pedagogical management. The conducted research has a practical orientation and is aimed at systematising the ways of improving the effectiveness of pedagogical situation management. Two main strategies of pedagogical management are considered: preventing problems before they occur and reacting to them after they occur. It is shown that many management problems can be prevented by paying attention to the use of teaching space, establishing rules of behaviour, proper structuring of pedagogical situations, increased attention to transmitted information, clear presentation of instructions, and conveying to students the importance of learning and positive behaviour.

The globalization of education and the expansion of online learning have heightened cross-cultural contacts, particularly in English language instruction. This study investigates Russian students’ impressions of Indonesian English teachers in online classes, with the aim of better understanding how cultural, linguistic, and pedagogical aspects interact in virtual environments. Using a qualitative case study technique, data were gathered through semi-structured interviews and an online observation form with Russian university students enrolled in online English classes taught by an Indonesian instructor. The findings show that students largely valued the teacher’s communicative and student-centered approach, which deviated from their typical expectations of authority and classroom interaction. However, issues with language proficiency, technological adaptability, and cultural misconceptions were also identified. The discussion underlines that effective online English education in cross-cultural settings necessitates not only linguistic competency but also cultural awareness and adaptable instructional tactics. The use of educational technology has been shown to increase engagement and autonomy, however its success is dependent on the teacher’s ability to handle students’ different requirements. The study emphasizes the necessity of building cross-cultural competence in English teachers in order to foster inclusive and effective online learning settings. These findings have significance for teacher education and curriculum development in an increasingly international educational environment.

Interethnic security is the minimization of external and internal threats perceived by the ethnophore as a problem. Subjectively unstable security is expressed as tension in the interpersonal relations of ethnic groups historically living in the region. Tension has its own indicators – behavioral markers of the subject and predictors of its increase. The aim of the conducted theoretical and empirical study is to quantify the critical values of markers of individual behaviour of the subject, predicting the crisis development of interethnic relations by means of author diagnostic verbal tool. Methodologically, the test construct is based on the protective mechanism of the projective identification of the subject in the attestation process of the actions of a well-known person. Volunteers with higher education such as doctors, lawyers, teachers participated in the test. Based on the array of empirical data obtained, the ranges for different behavioral markers of ethnophores were defined. Normalization of diagnostic scales has been carried out in the pilot sample of 71 people using the Martin sigma method. The quintile scales of markers of subjects’ tension in the interethnic interaction were calculated. The reliability of the test according to the Spearman–Brown formula was +0.81, and the construct validity was +0.71. The discriminativity of the test according to the Ferguson formula was determined as 0.89. Tests on a representative sample confirmed the compliance with all psychometric characteristics. The limits of applicability were outlined and the hidden prognostic capabilities of the designed diagnostic tool were revealed.

The study examines the risks of mastering the Internet space for secondary and higher education students in the context of digitalization of modern society. The widespread use of the Internet by schoolchildren and students provides additional challenges and threats that affect not only the educational sphere, but also the whole society, state institution and individuals. In these conditions, the objective of the research is to provide a substantive description of the risks associated with the development of the Internet space for students and schoolchildren, which will allow to create a system of measures aimed at mitigating the risks related to the development of the Internet space by secondary and higher education students. The paper presents a brief overview of conceptual views that reveal the issue of typology of risks of the Internet environment. The aim of the study is to identify the risks of mastering the Internet space for schoolchildren and students. The empirical base was the materials of a questionnaire survey of students of schools and a university (Orenburg State Pedagogical University) in Orenburg, which was conducted in 2023–2024. Depending on the time interval of Internet use, the following groups of respondents were identified: «active users», «moderate users», «users with a low activity index». Based on literary data, the author identified risk groups for mastering the Internet space in order to rank threats to students and schoolchildren. The study revealed the difference in the assessment of challenges by students in higher and secondary schools. The highest risks for schoolchildren were risks associated with interaction in the Internet space (cyberbullying, cyberstalking). For students, such risks were challenges associated with prohibited content. Differences between students in higher and secondary schools are also traced at the level of risks associated with theft of personal data. The author considered the risks of mastering the Internet space on the part of schoolchildren and students in the context of threats at the state level, at the level of society and an individual. The results of the study indicate the importance and necessity of monitoring the activity of students in the Internet space. In conclusion, the author notes that reducing the risks of mastering the Internet space for schoolchildren and students requires an integrated approach to the digitalization of society and the educational system. This study contributes to the development of measures to mitigate the risks of developing the Internet space in the educational space of schools and universities in order to improve the computer literacy of schoolchildren and students. The scientific relevance of the work is to identify gaps in safe behavior on the Internet among schoolchildren and students in order to neutralize the risks of developing the Internet space.

The paper addresses the important question of cognitive development of young children depending on the birth method. Results of the comparative study on the level of cognitive development in children born operationally and in children born naturally are presented. The total number of children examined was 126 and 112 mothers. Data collection was conducted at children’s health and pre-school educational institutions using valid and reliable diagnostic techniques for cognitive development and the use of mothers’ questionnaires. The study identified common trends in early childhood development regardless of birth method, showing that girls have higher cognitive performance than boys. Also, specific features of cognitive development of children born in an operative and natural way were found. These differences are manifested in that children born operationally at the early stages of age have lower results in sensory development, expressive speech development, as opposed to physiological children.