The article addresses the issue of effectively utilizing information technologies in the educational process of preschool institutions to foster a sustained interest among children towards the history, traditions, and cultural heritage of their native region. The aim of the study is to develop and substantiate a methodology that allows successful integration of digital resources into the teaching and upbringing activities of young learners.

The research materials include scientific publications by domestic and foreign specialists, dissertation studies, as well as results from experiments conducted at real-life kindergartens. Researchmethods encompassed theoretical analysis of literature, psychopedagogical diagnostics, expert evaluation of lessons and events, analysis of children’s works, and statistical data processing.

Scientific novelty lies in creating an original model combining systemic, personal, activity-based, and cultural approaches along with active use of information technology. The study demonstrates how this model contributes to deep engagement of children in studying their local culture, enhances their motivation, and improves learning outcomes.

The findings emphasize the need for further development in the field of ethnocultural education for preschoolers, taking advantage of modern digital tools aimed at preserving and passing on unique cultural traditions to future generations.

In this article, the authors understand the historical and cultural intellectual map dedicated to ballroom dancing as an educational intertext that combines the diachronic and synchronous aspects of studying the culture of the ball. The paper analyzes concepts from various fields of humanitarian knowledge in order to methodologically substantiate the application of the basics of symbolic and semiotic analysis of works of art in the formation of theoretical historical and cultural knowledge among primary school students in the field of additional education.

The article investigates patterns in the renewal of specialized psycho-pedagogical classes in Russia within the context of adaptation to large-scale socio-economic transformations. Drawing on scholarly research in the history of pedagogy, economics, and geopolitics, it analyzes three key periods: the mid‑19th century, the 1920s, and the 2020s. The study reveals that transformations are determined by external catalysts, which subsequently initiate socio-economic transitions that shape the demand for a new type of teacher. Invariant characteristics of the renovations have been established, as well as the fundamental dichotomy between the stages of continuity and radical break with the cultural-historical heritage.

The article examines issues related to the concept of «convergence», it reveals its connection with the concepts of «integration» and «interdisciplinarity». The purpose of writing the article is to understand the concept of «convergence» from a pedagogical point of view and justify its necessity in a changing world. Scientific novelty lies in the author’s attempt to argue the relationship and continuity in mastering the knowledge of all subjects of the educational process (teachers of the additional professional education system, teachers of general education subjects and students) about the phenomenon of convergence. The possibilities of forming convergence, its significance, role and place in additional professional pedagogical education are revealed.

Economic growth, political stability and the realization of one’s own vision of the progressive development of the Russian state in the modern geopolitical situation actualize the importance of forming cultural and creative foundations for future teachers through project competencies in the structure of professional competence in the educational process of university education. The purpose of the article is the need for cultural and creative foundations for the formation of professional and pedagogical culture at the university among future teachers through project competencies, highlighting the ideological foundations in organized patriotic activities. Based on theoretical analysis and analytical reviews of literature and practices, aspects of the relevance and educational practices of using project competencies are considered using the example of the pitch session «Values of Victory».

Contemporary systems of English language teacher professional preparation in Russia and India exhibit a range of persistent challenges, including weak integration of theoretical knowledge into practical activities, insufficient attention to developing sociocultural competence, and a deficit in cultivating soft skills among future educators. The relevance of this research stems from the need to identify effective pathways for modernizing pedagogical education in response to contemporary challenges of the digital era. The study’s objective is to develop scientifically grounded proposals for enhancing English language teacher preparation through the creation of modular methodological support programs. These programs integrate face-to-face and distance learning formats based on a comparative analysis of Russian and Indian experience.

The research materials encompass publications by leading Russian and Indian scholars addressing issues of teacher professional development. The methodological framework incorporates comparative analysis, systematization of theoretical data, and evaluation of the effectiveness of various professional development formats.

The study identifies three key directions for optimizing teacher preparation: (1) strengthening the sociocultural component within the educational process, (2) developing specialized modules for soft skills formation, and (3) establishing networked methodological centers operating in a hybrid format. The scientific novelty of the research lies in the comprehensive juxtaposition of Russian and Indian approaches to teacher professional preparation, alongside the proposal of an innovative model for methodological support. This model integrates digital technologies with practice-oriented learning formats.

The findings possess practical significance for educational program designers, methodologists, and organizers of foreign language teacher professional development systems. Implementing the proposed measures will facilitate bridging the existing gap between theoretical preparation and teachers’ practical work, while fostering the necessary professional competencies within the context of education’s digital transformation.

The subject of this study is to consider the essence of programs for training mid-level specialists in technical areas of secondary vocational education, as well as to determine the target guidelines for the professional training of future graduates of secondary vocational education of a technical profile using the example of the Sevastopol Architectural and Civil Engineering Technical College. The regulatory provisions for the implementation of professional training of secondary vocational education in the context of a competency-based approach are considered, the key elements of such training are highlighted, and the basic elements of professional competence of a graduate of secondary vocational education of a technical profile are defined. Based on the theoretical provisions of the Federal State Educational Standard and the Basic Educational Program that form general and professional competencies, the provisions of professional standards, a job description of a graduate of secondary vocational education of a technical profile is developed. The experimental diagnostics included motivational and professional components. A sufficient level of internal motivation of a future graduate of secondary vocational education in terms of obtaining a profession is established, but the insufficient quality of the formed general professional knowledge of the provisions of design estimates, state standards, and the development of design documentation is determined. It is proposed to strengthen practice-oriented training and introduce additional educational programs.

The appeal of teachers and scientists to the scientific concepts of «inclusive culture» and «cultural safety» is a timely necessity in connection with solving strategic tasks of modernizing the pedagogical education system [9]. The problem of the research lies in the need for scientific substantiation, development and implementation of effective pedagogical mechanisms for the purposeful formation of an inclusive culture among future teachers as the basis for ensuring the cultural safety of students at all levels of the educational system. Cultural safety of students is understood as a state of protection of their cultural identity, value system, right to cultural development and self-realization from negative influences and threats (xenophobia, discrimination, information aggression, cultural oblivion) in the educational environment. The key agent directly shaping this environment at all levels of education is the teacher; His personal attitudes, professional competencies, and daily practices largely determine whether an educational organization will become a space of tolerance, mutual respect, and security, or a source of cultural conflicts and threats. In this regard, the formation of an inclusive culture of the future teacher is no longer just one of the aspects of professional training, but is becoming a strategic imperative of modern teacher education.

The zones of intersection and synergy of concepts are revealed. From the standpoint of the value of diversity, both concepts recognize cultural, ethnic, and social diversity as an important characteristic of the modern world and society; they counteract discrimination and marginalization. At the same time, if an inclusive culture fights against them, then cultural security removes threats of discrimination against social stability and the integrity of cultural space. A matrix of the intersection of the concepts of «inclusive culture» and «cultural safety» has been compiled, which proves that the concepts are not antagonists, but represent two mutually conditioned sides that must be taken into account in the professional training of a future teacher to build a developing person in the context of globalization and internal diversity.

Due to the urgency of the tasks of strengthening the value foundations of Russian education, the potential of education in the formation of spiritual and moral values among schoolchildren is in demand, the implementation of which largely depends on the readiness of teachers for educational activities. The aim is to identify approaches to the design of the content of additional professional education for teachers in the field of spiritual and moral education and the invariant content modules of the additional professional program. Analysis of the regulatory framework, theoretical sources, and practices of introducing students to cultural values, theoretical modeling of the system of spiritual and moral education for students, and designing the content of additional professional education for teachers in the field of spiritual and moral education. The results and scientific novelty consist in updating the educational activities of the school as a means of forming students’ value attitude towards Russian culture, history, and traditions.; spiritual and moral values, the development of theoretical approaches to the design of the content of additional professional education for teachers, focused on the formation of their axiological competence and readiness to implement cultural and educational programs at school; the content modules of the additional professional program «Spiritual and moral education of students in the general education system».

The article presents the experience of organizing and conducting students’ pedagogical practice, focusing primarily on the development of reflexive and diagnostic methodological professional competencies, providing not only immersion in the specifics of the professional activity of the teacher, but also aimed at the effectiveness and success of this activity. The proposed integrated system of work of students-interns is carried out in conditions of constant interaction and support of both teacher-tutor and subject methodologist.

This article is devoted to the study of a foreign language (English) by 1st‑2nd year students of non-linguistic specialties within the framework of extracurricular work. As extracurricular work, we consider holding language club classes, which are conducted according to the developed methodological plan, reflecting the needs of students, helping them to fill in the gaps in the topics studied, as well as to get acquainted with new ones. Since the language club is designed for students of different directions and specialties of the university, topics related to the course «English for general purposes» are studied in more detail: family, geography, traditions, food, culture, etc. In this article, the study of a foreign language is considered as a creative process, as a control event it is proposed to complete a project dedicated to one of the topics discussed.

The article presents comprehensive research results on the integration of student research work (SRW) into the «Project Activity» discipline within a higher education institution, addressing modern challenges of the digital transformation of education and the demands of the contemporary labor market. The relevance of the topic is driven by globalization, the advancement of digital technologies, and the need to equip graduates with a combination of professional, research, and digital competencies essential for a successful career in a dynamic market environment. During a two-year experimental study conducted at the Tyumen Industrial University (TIU) with the participation of 124 second— to fourth-year students from various fields, models combining project-based and research approaches utilizing modern digital platforms were tested. Empirical data obtained through surveys, pedagogical observation, content analysis of final projects, and comparative analysis of control and experimental groups indicate a significant increase in student motivation, enhancement of research competencies, and improvement in project quality. The research results confirm the high effectiveness of integrating SRW into the educational process and provide scientific and methodological recommendations for educational institutions aimed at the systematic development of student research and project activities in the digital age.

Currently, the digitalization of the media and the convergence of iconic systems are taking place. Media education should take these transformations as a challenge and try to make the system of training journalists at the university more effective and meeting modern requirements. The authors of the article do not set themselves the task of describing a pedagogical experiment using the entire set of tools provided by VR technologies. This paper describes the potential opportunities for improving the effectiveness of media education using these technologies in the framework of project activities. In this regard, the creation of a virtual editorial office is promising, which will allow bringing together not only students of different courses in the preparation of a media project, but also students in other fields (photography, video, programming, design, specialists in working with large amounts of data, promoters, etc.). The use of VR technologies in the process of working and presenting media products will allow us to bring together journalists in a remote format, visualize the results of activities, increase motivation to obtain original results, and increase (due to the high level of multimedia and virtualization of the material) the degree of audience involvement in the project.

In the context of the rapid development of digital technologies, the educational environment is undergoing significant changes, modern teachers must have a set of digital competencies to effectively use innovative tools, methods and resources. The purpose of the study is to develop a digital competence map of a teacher that defines the key knowledge, skills and abilities necessary for successful work in a digital educational environment. The authors analyzed scientific literature and practical materials on digital education, existing models of digital competence maps. The developed competence map contributes to the creation of an effective system of training and professional development of teachers in the digital educational space and helps teachers navigate the variety of digital tools and teaching methods. The digital competence map of a teacher contributes to the successful implementation of digital technologies in the educational process.

Artificial intelligence technologies, in particular generative neural networks, offer a wide range of capabilities that automate some of the teacher’s functions and help solve the tasks of personalizing learning. The purpose of the study is to identify the possibilities of generative neural networks to increase the effectiveness of personalized programming education in higher education institutions. Materials and methods: analysis and generalization of pedagogical and methodological literature on the problem of research, experiment, questionnaire, statistical methods. The study clarifies the components of the bachelor’s professional competence in IT fields of study, provides the stages of using generative neural networks to teach students how to create clean code and refactor, highlights the areas of application of artificial intelligence for teaching programming at a university. The effectiveness of using generative neural networks to personalize programming training is confirmed by the experiment. The authors conclude that it is necessary to transform traditional approaches to learning programming through the use of artificial intelligence capabilities.

The article substantiates the need to include in the content of the main professional educational program for the training of future teachers of primary general education questions about the risks of the impact of digitalization of education on the health of schoolchildren and about students’ mastery of methods and forms of preventive work with parents in this area.

Purpose: to identify the needs of parents in pedagogical support for the problems of preserving children’s health in the context of the use of digital educational technologies and designing the content of professional blocks of relevant disciplines.

Materials and methods:

– analysis of the main professional educational program for the training of teachers of primary general education;

– survey of parents of primary school students;

– methods of quantitative and qualitative data processing.

The system-activity, competence-based and personality- oriented approaches are implemented.

The results of our own research are presented, confirming the lack of awareness of parents about the risks of the impact of digitalization of education on children’s health and the need for their pedagogical support. This led to the need to strengthen the training of future teachers of primary general education for preventive work with parents in solving these tasks.

1. The high need of parents for pedagogical support in the context of digitalization of education has been identified.
2. There is a need to supplement work curricula with questions about the risks of using digital technologies in the education of schoolchildren, and about preventive work with parents.
3. It is necessary to develop the ability of future teachers to implement these professional tasks in practice.

The article examines changes in the field of school education in the context of the Great Russian Revolution in Chelyabinsk. The object of study in this article is the educational institutions of Chelyabinsk. The subject of research is the activities of educational institutions and the participation of the city duma and zemstvos in the management of public education.

The novelty of the work lies in the fact that the authors have used for the first time the materials of state archives containing statistical reports of the local government bodies of Chelyabinsk in 1917, and the research is conducted within the framework of this South Ural city.