Headings of the journal
"Educational Resources and Technologies"

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 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: The article presents a model of using didactic games in the process of teaching chemistry to medical students in order to improve the effectiveness of mastering this discipline by future physicians. The author notes and justifies the relevance of using didactic games in higher education. In order to expose the pedagogical potential of didactic games, a systematization of didactic games has been developed for the entire period of mastering chemistry disciplines by medical students. The systematization is based on the dominant didactic goal and the nature of students’ activities. Particular emphasis is placed on the methodological principles of developing and implementing didactic games: consideration of the specifics of higher education, systematic application, prac- tice-oriented approach, and the organic inclusion of chemical experiments. The author notes that the results of applying the model will be most successful if didactic games are used systematically in the educational process and have appropriate methodological content: practice-oriented tasks and the use of various types of chemical experiments. The validity of the proposed model is demonstrated.

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: This article analyzes the relationship between publication activity of applicants to doctoral programs and the likelihood of their successful on-time thesis defence. The issue of empirically verifying publication background as a predictor of successful thesis defense is underrepresented in the Russian scientific literature, making this research topic relevant. This empirical study was conducted using data from the doctoral program at the Mos- cow Technical University of Communications and Informatics (MTUCI) and the Russian Science Citation Index (RSCI), a national bibliographic database. Bibliometric indicators of 121 postgraduate students were collected based on the initial data on those enrolled in postgraduate studies in 2017–2020 and those who graduated in 2021–2024. The analysis of the generated dataset confirms the correlation between the bibliometric indicators of doctoral program applicants and the probability of their successful on-time thesis defence. During the study, a methodology was developed for the integrated assessment of postgraduate students’ publication background. The research addresses the important and methodologically significant issue of assessing predictors of academic success in the training of highly qualified personnel.