Volume 22, Nº 2 (2025)

Problem statement . The development and application of modern digital and network technologies in the educational process of professional schools have led to the need to develop a general theory and didactics of professional education, taking into account the analysis of innovative experience of leading universities in the context of digital transformation. The article continues development of fundamentals of the theory of didactic systems of technical education in the context of digital and network transformation, which was started in the first part of the work. The information approach to development of the general theory and didactics of education is discussed and the development of the foundations of a model didactic system of higher education has begun. Methodology . The authors formulate the main methodological provisions of didactic systems in higher education and approaches to the development of a model didactic system. The conceptual provisions of the use of digital technologies in the construction of didactic systems, the features of development of didactic systems for technical education are considered. Results. In the first and second parts of the article, methodological foundations for the construction of didactic systems in higher technical education in the context of digital and network transformation are developed, a number of methodological provisions of the theory of digital and network transformation of education are formulated, and the development of a model didactic system is started. Conclusion. The results of the research and the development of methods for the formation of a model didactic system make it possible to develop a model didactic system of higher education in groups of subject areas of knowledge that provide training for the oil and gas industry, which can become a methodological basis for improving the educational process in higher technical schools as a whole. Many provisions are important for the entire system of general and vocational education and make it possible to conduct similar research in the system of secondary vocational education.

Problem statement. In light of the decisions of the Ministry of Digital Development and Communications and the Ministry of Education of Russian Federation, it is planned to introduce a single textbook on computer science in Russian schools, which actualizes the problems of developing both the concept of teaching modern computer science to schoolchildren at all levels of basic general education, and updating the content of training in all generally recognized sections of the school computer science course, taking into account domestic innovations in the field of digital technologies and artificial intelligence, programming languages, software and computer technology. In this context, the development of concept of formation and development of the school general education subject “Informatics” from the standpoint of the historical and pedagogical approach is of particular importance. Methodology. The study was conducted using general scientific methods focused on the system of historical and pedagogical analysis of content of the stages of introduction of school computer science into Russian basic general education, based on empirical results of scientific and methodological research published over the past 40 years. Results. The article offers a substantive description of the main provisions of the historical and pedagogical approach to the study of the abovementioned issues, which represent the quintessence of ideas of various methodological approaches used in educational practice to systematize the history of formation of general education subject “Informatics” in the Russian school. The scientific novelty of the ideas and provisions of the proposed historical and pedagogical approach lies in the fact that the historical analysis is based on a view of the school computer science course as a pedagogical system of scientific and applied knowledge that determines the trends and features of the historical process of formation and development of school computer science in Russia. Conclusion. The historical and pedagogical approach, which provides opportunities to identify trends in the development of computer science didactics, makes it possible to predict the prospects for such development in the context of modern ideas and ongoing projects, primarily the project of creating a unified state textbook on Informatics.

Problem statement . In the era of digital transformation, the requirements for the professional competence of teachers are changing. They must have functional and digital literacy and be ready for professional communication in the information environment. These competencies can be developed through the involvement of students majoring in pedagogical training in applied research. The problem is how to optimize the existing methods of training teacher-researchers at the university in order to activate the developing function of students’ educational and research activities. Methodology . The main research methods were critical analysis of scientific and pedagogical sources, systematization, classification, and questionnaire method. Results . The article considers ways to optimize the research activities of master’s students majoring in pedagogical field at a classical university in the context of digital transformation of education. The results of a questionnaire survey of students of “Pedagogical Education” specialization are presented. Conclusion . Targeted organization and management of research activities of future teachers at the university contributes to the formation of universal, professional and research competencies of students, the development of autonomous work skills, creative personality formation, and improving the quality of pedagogical education.

Problem statement. The modernization of current foreign language training of students necessitates the active usage of digital technologies that simultaneously ensure the development of lexical, grammatical and phonetic skills. However, many informatization tools (for example, Lingvist, Memrise, Quizlet, etc.) are used by teachers only for the development of individual components of students’ language competence (structural or subject-procedural). The article presents a study aimed at identifying the features of using the Moscow Electronic School information educational platform (hereinafter referred to as MES) in order to effectively form the language competence of students of non-linguistic specialties. Methodology. The MES platform is considered as an informational and educational resource that supports the solution of the tasks of individualizing foreign language education and increasing the availability of high-quality education. The central component is an electronic library (a database of multimedia materials). The study involved 174 students (in four training areas) of P.A. Ovchinnikov Polytechnic College. The materials of the author’s testing were used to assess the level of formation of language competence. The χ2 (chi-square) Pearson’s criterion was applied for statistical processing. Results . The MES platform has developed multimedia thematic modules (texts, video and audio clips, illustrations and animations); interactive tasks and exercises for developing language skills; communicative simulators and role-playing games for applying learned language tools in simulated situations of intercultural and professional communication; linguistic and cultural quests and projects that stimulate students to search and creatively process information; interactive dictionaries, glossaries, thesauri. The didactic potential of the MES platform for the formation of linguistic competence of students of non-linguistic specialties has been clarified: the availability of tools to support the development of all components of foreign language communicative competence in the classroom, online, and in individual training; adaptation of developed multimedia materials to different levels and courses of study; integration of previously developed digital resources. Conclusion . The peculiarities of the formation of linguistic competence of students of non-linguistic specialties by means of MES include the following: the development of competence proceeds through the search and resolution of problematic situations supported by texts on special topics and posted on the platform; foreign language activities are aimed at solving tasks designed to assimilate the content of linguistic competence at algorithmic and heuristic levels; for the management of educational and speech skills of self-monitoring and self-assessment activities sets of tasks and tests that require systematic work with the resources of the database of materials are used.

Problem statement. There is currently an influx of Chinese students in Russian universities. They often study remotely or in mixed groups (when some students are in the classroom and some are online). This article discusses how to use information technologies most effectively in distance learning, taking into account the mentality of Chinese students. Methodology. The paper is based on the results of expert interviews conducted among Chinese students of Lomonosov Moscow State University and investigations devoted to Chinese mentality and forms and methods of education. Results. The results of this work are specific recommendations of how to use information technologies in teaching Chinese students more effectively. Conclusion. None of the teaching methods is the best or universal, some are simply more appropriate or acceptable in a particular situation. To choose the right one it is needed to take into account the mentality of Chinese students.