The article presents the experience of research and approbation of educational policy mechanisms aimed at the formation of uniform requirements to the qualifications of teachers, such as standardization, and assessment of professional activity (independent assessment of qualifications and certification of competencies), which became the basis for the development and approbation of the regional organizational and content model of the teacher certification system within the framework of Moscow educational city projects focused on implementing vocation-oriented education.

The results of the model approbation served as a basis for developing proposals to advance the qualification system in the field of education in the Russian Federation. The results were discussed during the roundtable “Qualification Requirements for Informatics Teachers under the New Federal State Educational Standards for Secondary Education,” held at the Civic Chamber of the Russian Federation. The author proposed mechanisms for implementing educational policy with regard to workforce training in the context of national education sovereignty, including accelerated teachers’ training to implement the tasks of vocation-oriented education at the level of secondary general education through the system of additional and (micro-) qualifications in education and independent assessment of qualifications as a way of point preparation of teachers to solve practical problems in professional activities.

The article presents an analysis of the concepts of “methodology” (origin, meaning, levels, approaches) and “methodological approach” (definitions of various authors, content, component composition and terminological diversity). The regulatory framework for planning and implementing educational work at the university is disclosed, the results of a comparative analysis of the Concepts of Educational Work of various universities are presented from the point of view of the methodological approaches to building the educational process declared in them. An analysis of the methodological approaches declared in the Concepts of Educational Work of various universities is presented. It is concluded that the methodological approaches to building an educational approach at the university do not coincide with those considered relevant in dissertation research in recent years. The article analyzes the reasons for this discrepancy.

The article considers the project “Digital Departments” as an innovative tool of additional professional education in the field of digital technologies. The article analyses the goals and objectives of digital chairs, their role in training highly qualified specialists with IT-competences for various branches of economy. Special attention is paid to the organisational aspects of training, the combination of theoretical knowledge and practical skills, as well as the prospects for the development of the project in the context of digital transformation of Russian education and economy. The article highlights the importance of digital departments for increasing the competitiveness of graduates and meeting the needs of the labour market in digital personnel.

The article is devoted to the analysis of the ecosystem approach in education and study of the organization of higher education as an ecosystem. Development and formation of a university as an educational ecosystem is carried out with the aim of consolidating the efforts of all parties associated with education, which provides reducing the risks and costs associated with managing a university in the context of constant changes and uncertainty in the field of education and the economy, quickly responding to external changes in the environment, introducing modern pedagogical technologies of the digital educational environment, restructuring the content of training by involving different participants and organizing a dynamic system of relations between them without a strict hierarchy. The authors of the article consider the university as a flexible, harmonious and at the same time dynamic structure, an educational ecosystem capable of responding to challenges of modern society, preparing specialists adapted to them. Attention is focused on the fact that the success of development of state human resources will be most effective if each unit of the higher education system – the university – functions as a well-coordinated and integral ecosystem.

The article examines the main approaches to understanding sustainable development, reveals retrospective of development of ideas of education for sustainable development, and provides some pedagogical research in the field of education for the sustainable development of the region. The article emphasizes that advanced education for sustainable development includes all types of activities of the education and training system in order to educate and promote acquirement of competencies that meet modern production and consumption requirements. The article describes a set of studies and dissertations aimed at revealing the mechanism and pedagogical conditions for achieving the goals of sustainable development of the region.

The article is devoted to the consideration of the potential of pedagogical local history in the professional and personal development of future preschool teachers. Pedagogical local history, as a field of historical and pedagogical knowledge about the peculiarities of the development of the pedagogical culture of the region, has educational and developmental potential in the formation of future teachers’ professional orientation, qualities and competencies important for pedagogical activity, value-based attitude to working with preschool children based on local history material of a specific area. The article describes the experience of implementing a series of events based on historical and local history material from the Tomsk region. Conclusions have been made that the proposed areas of work with students allow us to enrich educational practice and the system of career guidance work in a pedagogical university.

The article discusses current methods of developing critical thinking among students of agricultural universities in the context of digitalization and globalization of agriculture. Pedagogical technologies such as case studies, debates, project-based learning and digital tools that contribute to the formation of analytical skills necessary to solve complex agro-industrial problems are analyzed. The results of an experimental study conducted among students of St. Petersburg State Agrarian University are presented, as well as recommendations for integrating critical thinking into educational programs.

The article is a comprehensive study aimed at conceptualizing the concept of “students' research competence” in the context of the system of secondary vocational education (hereinafter - SVET). The paper analyzes theoretical approaches to the interpretation of this term existing in the scientific literature, clarifies the ideas about the content and structure of research competence of students of vocational education institutions.The work is based on the analysis of modern domestic and foreign theoretical sources, including pedagogical, psychological and methodological studies, which allowed author to identify the diversity of interpretations and methodological positions.The article defines the key features of this competence, highlights its specificity as applied to vocational education and training students, taking into account the practice-oriented nature of their education. Within the framework of structural analysis three interrelated components are revealed in detail: motivational, cognitive, and activity components. Special attention is paid to the integrative nature of the competence, which combines theoretical training and practical skills relevant for future specialists. The practical significance of the study lies in the possibility of using the obtained results for the development of educational programs of vocational education and training aimed at the formation of research skills, as well as for the creation of diagnostic tools for assessing the level of competence.

The purpose of the article is to analyze the problems that arise when diagnosing the level of development of legal culture of students in higher education institutions. The research methods used were the analysis of existing approaches to the diagnostics of legal culture, the development and testing of two diagnostic options, as well as statistical processing of data obtained in the course of an experimental study conducted among first-year students majoring in Media Communications. The results of the work showed that the proposed diagnostic options allow us to assess the level of students' legal culture, identify problem areas and determine areas for improving the educational process. The practical significance of the results obtained lies in the possibility of using the proposed methods to monitor the level of students' legal culture in various universities and develop measures to improve it. The work is focused on the target group - teachers and specialists involved in the legal education of students. The research results can be used to develop teaching materials, programs for advanced training of teachers and improve the system of legal education in higher education institutions.

The article describes the precedent experience of holding a student subject Olympiad in literature at the Faculty of History and Philology of Tomsk State Pedagogical University as an approbation of a diagnostic model for assessing the level of development of students' functional and subject skills.In light of the ongoing transformations in the general education system aimed at increasing the level of students' functional literacy, the task of studying the quality of university students' functional training is timely and currently poorly covered in scientific and scientific-methodical literature. The relevance of the study lies in formulating approaches to assessing and diagnosing functional literacy in students majoring in philology.The article describes the empirical experience of holding an intellectual creative event of a competitive nature at a university; provides an analytical review of the results of the student subject Olympiad in literature; presents conclusions about the effectiveness of the proposed model, which served as the basis for determining approaches to diagnosing the development of students' functional subject and integrative literacy. The practical significance of this study is related to the possibility of using the developed diagnostic materials and assessment tools in the pedagogical practice of higher educational institutions, including it as a tool for current, interim certification.

The article discusses the problem of teacher training for the mass use of theatrical activities in upbringing of schoolchildren. Preliminary work with teachers for the use of theatrical activities in upbringing practices with children with disabilities, which is considered as pedagogical propaedeutics, is described. The algorithm of teacher training is related not only to the age and personal characteristics of the development of special children, but also to the gradual expansion and complication of the sphere of communication with a theatrical personage. The article presents the results of intra-school research of the process of preparing teachers for theatrical activities of children with NODA (musculoskeletal disorders) and ASD (mental retardation) at Krasnye Zori boarding school in Peterhof (St. Petersburg) and the results of testing the algorithm of propaedeutic preparation of teachers for the use of theatrical activities in the upbringing of such school children. The content of the theatrical activity is based on samples of regional culture – fairy tales of the territory of the modern Leningrad region. The practical possibility of creating a network pedagogical community of several geographically separated schools (school network) based on the active use of theatricalization in lessons and extracurricular activities, including with the participation of parents, is discussed.

The purpose of the article is to study the peculiarities of the development of intellectual giftedness of students within the framework of the student scientific community. The article examines the issues of the manifestation of individual properties of the sphere of the psyche, collectively ensuring the development of intellectual talent among students engaged in research activities during their participation in the work of the student scientific community. The data collected from scientific publications in electronic databases (such as the catalog of the Russian State Library, Elibrary, Web of Science and Scopus) serve as the basis for analyzing the theoretical aspects of the problem under consideration. The result of the study was the identification of students engaged in research activities in the student scientific community, the level of development of personal characteristics that collectively ensure the degree of manifestation of intellectual giftedness in the process of its development, signs of both potential and actual intellectual giftedness, varying in severity. A connection has been established between personal characteristics, the level of motivation for research activities and manifestations of intellectual talent, which allows us to consider participation in the scientific community as a factor contributing to its actualization and development. The data obtained formed the basis of practical recommendations aim at supporting the intellectual talent of students and increasing the effectiveness of student scientific societies.

Information technologies and modern demands of society are evolutionarily transforming the entire education system. Representatives of generations A and Z, who grew up in conditions of constant interaction with information technologies, such as streaming services, devices with artificial intelligence, mobile virtual environments, provide new demands on teaching methods. Linear models of knowledge transfer traditionally used in teaching are losing their effectiveness, giving way to personalized and interactive methods, which are becoming key requests of students at all levels of education. In addition, one of the most significant pedagogical problems of the modern educational process is the decrease in motivation for learning among students. In these conditions, gamification and educational games are not just an innovative pedagogical tool, but a strategic necessity for mass education. Many countries have already integrated gamification into their educational strategies. Personalization based on the analysis of heterogeneous data has become available with the introduction of artificial intelligence technologies and opens up opportunities for the implementation of timely and predictive pedagogical solutions. This article is devoted to the study of the implementation of adaptive educational games as a strategic direction of digital transformation of education. These games are based on the principles of digital didactics and the use of artificial intelligence technologies, which provides effective solving problems of personalizing of learning and increasing students’ motivation.

The article examines the consequences of rapid introduction of generative artificial intelligence (GAI) technology in education, which are currently taking place and expected in the coming years. Using a comprehensive review of the academic literature for 2023-2025, its wide-ranging impact on education, especially universities, is illustrated. The possibilities presented by the GAI and the problems it initiates related to the transformation of curricula, the role of teachers, and assessment systems in education are discussed; potential threats to academic integrity, confidentiality issues, and the spread of misinformation are analyzed. In the context of the scale of the GAI influence, two approaches are distinguished, one of which can be classified as evolutionary, while the second is more radical and revolutionary in nature. It is concluded that from the standpoint of the second approach, education systems are currently at the starting point of their fundamentally new functioning in the context of colossal changes caused by the growing “hegemony” of generative artificial intelligence; what is ahead is not a simple change of individual technologies, but of the paradigm of the education system.

The article examines historical trends in the development of the lecture as a leading form of the educational process and the specifics of its application in the system of higher and postgraduate professional education and in the system of educational work in adult education. A comparative analysis of the potential possibilities and limitations of classical and problem lectures as its main modern format is performed. The conclusion is substantiated that the effectiveness of the lecture form today is due to a complex of factors, among which the motivation of listeners is system-forming. The article may be useful for teachers of higher education and institutions of postgraduate education, scientists specializing in the history of education and educational technologies.

The article considers issues related to simulation modeling, the features of its use in pedagogy, taking into account the context of digitalization. The main types of simulation modeling (discrete-event, agent, system dynamics), their advantages (safety, variability, low cost) and limitations (technical and methodological) are described. Examples of the use of simulation modeling in pedagogy are given: business games, simulators, virtual laboratories. The main advantages of using simulation modeling are highlighted. The special role of game and non-game simulation modeling is substantiated. The framework and limitations that determine the most effective reliance on simulation modeling are outlined. The experience of implementing simulation modeling using the simulator method using the computer business game of the BUSINESS COURSE series is described. It is concluded that simulation modeling contributes to the personalization of learning, development of system thinking and preparation for professional activities, opening up new horizons for improving the quality of education.

The article considers the aspects of the effectiveness of assimilation of educational information by students within the framework of psychological and pedagogical aspects that are relevant in the modern conditions of the development of e-learning, since over the past 10 years the use of digital media has increased significantly, and this area of education has acquired particular importance. The purpose of the article is to characterize the psychological and pedagogical aspects of the effectiveness of assimilation of educational information by students in the context of e-learning. The study included the study of practical methods and theoretical concepts aimed at analyzing the psychological and pedagogical factors affecting the quality of perception of information by students in the digital educational environment. The study allowed to identify the key problems that arise when students work with information in the electronic educational environment. The analysis of various psychological and pedagogical concepts of perception of educational material made it possible to formulate specific recommendations for improving training, as well as to suggest effective ways to overcome the identified difficulties.

The article attempts to consider the sources that influenced the formation of folk pedagogical thought, such as the epic, cultural and historical traditions, and folklore. The names of scientists, philosophers, and poets who enriched world culture and used the ideas of folk pedagogy and elements of folklore in their works are presented. The empirical and interdisciplinary nature of folk pedagogy and its deep educational potential are shown using folklore sources as an example. The educational potential of folklore sources, especially for young children, is considered. Literary ethical works that captured the history of the Azerbaijani people and contain ideas for their use in the process of patriotic education of youth are considered. Questions are raised about the possibility of using folklore and ideas of folk pedagogy in modern educational practice.