Annotation: This article explores the potential for incorporating elements of the Federal Service-Learning Program into the final state assessment of pedagogical university graduates, conducted in the form of final theses. The object of the study is the professionally oriented training of future teachers in a collaborative environment between the university and the school. The subject of the study is approaches to integrating the Service­Learning project into final theses in their respective areas. The article explores the essence of the Service­Learning approach and exam- ines its potential for implementation in the higher education system. The scientific novelty of the study lies in the conceptual justification of the integration of the elements of the “Service Learning” program into the procedure for preparing final theses by teacher education students. A typology of final these areas has been proposed, which defines the basis for the practice of training pedagogical personnel in the context of the “university­school” interaction. The practical significance of the study lies in the development of recommendations for organizing the completion of final theses on the basis of general education organizations that are potential employers.

Annotation: The article is devoted to the analysis of the transformation of linguistic personality in the digital environment. The author identifies the key contradiction of this process: on the one hand, an unprecedented expansion of linguistic resources and competencies; on the other hand, risks of reduction, simplification of norms, and fragmentation of speech behavior. The methodological basis consisted of theoretical analysis of scientific literature, comparative analysis of empirical data from modern research, and the method of conceptual modeling. Based on an interdis- ciplinary analysis of research, it is proven that digitalization leads to a structural shift – the formation of a hybrid linguistic personality and a transition from a hierarchical to a network model of communication. In response to the challenges of degradation in the digital society, a new normative system spontaneously emerges – network etiquette (netiquette), which requires institutional support. The conclusion is made that the future of linguistic culture is linked to the development in language speakers of the ability for conscious navigation between differ- ent communicative registers and responsible use of digital tools.

Annotation: The article examines the implementation of the principle of dialogicity in the framework of the course “Professional pedagogical ethics” for undergraduate students of pedagogical areas. Bridging the gap between knowledge of ethical principles and the ability to act morally in difficult professional situations requires a transition from the monological translation of values to a dialogical way of mastering them. Based on the philosophical anthropol- ogy of M.M. Bakhtin and the cultural and historical psychology of L.S. Vygotsky, the principle of dialogicity is substantiated as an ontological condition for the formation of ethical competence. The work reveals a three-level model of dialogicity, which includes reflexive, communicative, and identification components. Methodological techniques for implementing the principle of dialogic approach in the course of professional pedagogical ethics are considered. The criteria for assessing the formation of ethical competence among students and the charac- teristics of diagnostic tools are presented. The article describes the real and potential difficulties that arise at the stage of introducing the model into the educational process of a pedagogical university. Empirical verifica- tion of the model in a pedagogical university confirmed its effectiveness, and a statistically significant increase in the number of students with a high level of ethical competence was recorded in the experimental group. The real and potential difficulties arising at the stage of implementing the model into the educational process of a pedagogical university are characterized.The results prove that the proposed model provides a transition to the dialogical formation of the value-semantic professional position of the future teacher.

Annotation: The article examines the problem of developing linguistic and cultural competence in future teachers of the Chinese language, specifically in the aspect of mastering non-verbal ceremonial actions. The relevance of the study is determined by the high degree of ritualization in Chinese society, where the disregard for the non-verbal component often leads to communication failures. The article demonstrates that traditional models of linguistic and cultural competence, which emphasize cognitive aspects, are insufficient for training an effective teacher as a cultural transmitter. The authors propose to consider ceremonial actions as an integrative praxiological component of competence and present their three-level classification: kinesic means, behavioral strategies, and ceremonial complexes. Based on the analysis, specific methodological pathways for integrating this component into the educational process are proposed, including contextualization, work with authentic videos, role-playing games, and project activities. The conclusion is made about the necessity of incorporating the non-verbal com- ponent into professional training programs to achieve full-fledged intercultural mutual understanding.

Annotation: Currently, the pace of transformation in the vocational education system does not always correspond to the growth of innovative processes in the economy, which requires the search for new methods and approaches to learning. An integrative approach in professional training is one of the effective tools that allows us to combine theoretical knowledge with practical experience. The article systematizes the existing ideas about integration in the educational process and presents the historical dynamics of the integrative approach. Various aspects of integration are highlighted: interdisciplinary integration of educational content; integration of theoretical and practical training; integration of educational technologies; integration of professional competencies. Con- sideration of the history of the emergence and development of the integration approach in education made it possible to identify trends in the application of an integrative approach to training managers: a) the didactic direction (integration of lectures and practical classes, development of integrated training courses); b) the informational direction (integration of training sessions with the base of additional education); c) the social direction (integration of first-year students, international students and students with disabilities in new com- munities for them); d) organizational direction (integration of learning with practice, creation of integrated educational complexes). Proposals have been made to expand the use of the integration approach in didactic and organizational areas. The completed systematization of ideas about integration in the educational process may be of interest to researchers of higher education pedagogy and to specialists involved in the development of educational programs.

Annotation: The article discusses the integration of artificial intelligence (AI) technologies into project-based foreign language learning exemplified in students of non-linguistic faculties. In the context of digitalization and globalization, project-based learning is seen as a key method to overcome low student motivation being a hands-on approach, according to which a foreign language functions as a tool for solving real-life professional tasks. Based on theo- retical analysis and empirical research, it has been proven that AI technologies act as a catalyst and infrastructure solution that optimizes each stage of the project: from idea generation and scenario personalization to research facilitation, language support, and assessment criteria development. The article presents guidelines for teaching a foreign language to students pursuing a bachelor`s degree in Management (38.03.02) based on this approach, including a step-by-step algorithm of actions for teachers and students. Specific interactive methods and digital tools are proposed for each stage. Particular attention is paid to the system of comprehensive project assessment with an emphasis on linguistic and professional competencies. The authors conclude that the conscious use of AI transforms the ecosystem of project activities, increasing its efficiency and personalization. At the same time, the role of the teacher evolves from a controller to a tutor of the process and an expert in the integration of digital tools. The successful implementation of AI-supported project-based learning contributes to the development of undergraduates` competitive skills and their readiness for professional challenges.

Annotation: This article examines the problem of soft skills deficits among master’s students in engineering disciplines in the context of project-based learning. The research focuses on the nature and causes of difficulties in implementing student projects. The empirical basis of the study is an analysis of survey results from master’s students in engi- neering disciplines at the Russian Technological University who completed a project work as part of the course “Agile Project Management”. The study confirms that the main barriers to project work are not technical but organizational ones, manifesting themselves in poor time management and a lack of soft skills. An insufficient level of proficiency in project management tools was revealed, despite students’ awareness of their potential practical value. An analysis of their motivational profile and career orientation revealed a latent interest in project management among most master’s students. Recommendations are offered for strengthening the practice of developing specific soft skills in management and assessing not only project results but also the quality of team processes. The importance of interaction with industrial partners and the development of interdisciplinary pro- jects is highlighted. The obtained research results can contribute to the improvement of educational programs for technical specialties aimed at developing and nurturing the soft competencies of modern engineers by increasing the effectiveness of project-based learning.

Annotation: This article explores the integration of project-based learning with elements of industrial development in IT, aimed at bridging the gap between graduates’ theoretical knowledge and employer requirements. Key components of industrial integration are highlighted, including real projects, industry roles and processes, the use of an indus- trial technology stack, mentoring, and tracking. The article proposes integrating project-based learning with elements of industrial development, such as Git, CI/CD, and cross-review. It also examines the author’s model of a practice-oriented course in IT, which shifts the focus from passive theoretical acquisition to “learning by doing”, simulating real work processes in a learning environment. An empirical study of the model’s effectiveness was conducted at MEPHI University. This proven principle for constructing a thematic structure for disciplines in the IT field can be applied to the development of other courses.

Annotation: The article presents a method for the automated preparation of technical specifications and related documenta- tion for automated systems in accordance with state standard 34. The proposed method combines text generation using large language models, supplemented by information search in verified sources, and a formal validation module that includes verification of completeness, consistency, traceability, and coverage of information security requirements. The method is adapted to the Russian regulatory framework and is focused on the use of domes- tic language models. During the experiment, four modes of operation were compared: manual preparation, generation without source search, using search without a validator, and the full proposed process. The results show a reduction in draft preparation time by up to 90%, an increase in section completeness by up to 98%, and a significant reduction in the number of typical errors. A quality assessment protocol is proposed, and an analysis of typical errors is provided. The method reduces labor costs and risks associated with incomplete and contradictory requirements.

Annotation: The article describes the issue of evaluating the quality of texts generated by large language models when deployed locally in corporate information systems. The study focuses on analyzing the consistency between automatic evaluation metrics and expert assessment for short technical descriptions of data attributes. A medium-sized language model operating in a local computational environment with parameter optimization techniques was used as the research object. For the compiled dataset of generated texts, expert scores were obtained using a discrete rating scale, and automatic indicators reflecting semantic and lexical similarity to reference descriptions were calculated. Correlation analysis was performed, and a linear regression model was constructed to approximate expert evaluation based on automatic metric values. The results demonstrate that semantic metrics exhibit a high level of agreement with expert judgment and provide stable prediction of generation quality. The findings can be applied in automated validation and tuning of technical documentation generation systems.