Headings of the journal
"Educational Resources and Technologies"

Annotation: The article examines the integration of artificial intelligence technologies into the research and project-based activities of master’s students. AI is interpreted as an automated cognitive toolset that requires the systematization of its functional spectrum to ensure balanced application. The conceptual foundation of the study rests on the categories of “scientific autonomy” and “academic subjectivity,” which are introduced into pedagogical discourse. The phenomenon of the virtualization of consciousness is explored, with a focus on the induced changes in the cognitive domain. The risks of cognitive outsourcing, attention fragmentation, and the contextual conditioning of consciousness are identified as factors that erode the researcher’s competencies. It is demonstrated that the weakening of natural cognitive skills leads to the deformation of competency structures, understood as a holistic system of the master’s student’s research, digital, and methodological competencies. An approach to preserving students’ scientific autonomy is conceptualized through the development of a new type of academic subjectivity within professional education. This approach to safeguarding research autonomy aims to achieve a systemic balance within competency structures and is grounded in the coordinated transformation of diverse competencies along a unified trajectory: from the technical execution of tasks toward the reflective management of cognitive 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 empirically assesses the effectiveness of three models of higher education digitalization: the basic online learning system (Learning Management System, LMS); blended learning with self-Regulated learning mechanisms (SRL); the flipped classroom with analytics tools. A quasi-experimental study was performed, and a parameterized evaluation of the effectiveness of these learning models was determined. The initial diagnostic and academic performance indicators, as well as the digital readiness index, were used as the initial covariates. The final variable is the final control score, whereas additional indicators are engagement and dropout risk. The statistical analysis included the ANCOVA (Analysis of covariance) method with covariate control, logistic regression of dropout risk, and mediation analysis of the indirect effect via SRL with bootstrap estimation of confidence intervals. The research findings have yielded an integrative model wherein the pedagogical design of digital educational environments exerts an indirect influence on academic outcomes by developing self-regulated learning processes. The model assumes that: basic LMS support provides minimal support for self-regulation; blended learning with targeted self-regulatory learning mechanisms enhances goal setting, monitoring, and stra- tegic participation in learning; flipped classroom with analytics tools generates the most intense feedback cycles and adaptive regulation. Formally, the model is expressed by the following link: pedagogical design of digital learning – self-regulated learning – academic performance. These pedagogical configurations will allow us to consistently strengthen the impact on the development of self-regulated learning, which, in turn, will contribute to the growth of academic performance.

Annotation: The research is driven by dynamic changes in the technological sphere, the rapid development of digital technologies, and the constant emergence of new tools and approaches in the field of programming, information security, data analysis, and processing. It is proved that the formation of individual educational trajectories of future IT specialists requires the development of scientific and methodological foundations for the implementation of advanced training. The definition of the individual educational trajectory of a future IT specialist as a self- organizing adaptive system is proposed, which sets a new conceptual level of understanding of the educational trajectory in higher school didactics. A holistic methodological model of individual educational trajectory has been developed based on the synthesis of system-activity, competence-based, convergent, technological and personalized approaches. The role and place of each approach and the synergetic effect of their interaction in the training of IT specialists are revealed. The inclusion of artificial intelligence technologies as an element of the methodological model of personalized learning is proposed. The results of the research may be in demand in the elaboration and development of digital educational ecosystems, the organization of tutor support and personalized education in universities.

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.