The article considers the concepts of “gamification” and “educational”, the essence of these digital-born technologies, their role in increasing the cognitive activity of students, substantiated the relevance of their application in the educational process. The results of the study of the use of gamification as a new way of organizing the educational process are presented.

The article analyzes the system of teaching the Russian language in China, identifies topical problems associated with the need to update the content and approaches to the indicated problem, examines the relationship between traditional and innovative teaching systems in the PRC. Shown is the practice of using modern technologies for teaching Russian as a foreign language at the Kyrgyz National University. Balasagyn and at the North-Eastern Federal University named after M.K. Ammosov. Specific examples of the use of digital technologies on the material of educational material presentations in the Kyrgyz audience are revealed. The data on the implementation of innovative technologies at the Department of RFL of the Faculty of Philology of NEFU in the process of teaching Russian language to foreign students, in particular, a joint double degree program with Heilongjiang Eastern University (PRC) in the specialty “Philology”, the author’s method of teaching RFL based on the material of literary text is presented a new model of teaching in the master’s program “Russian language +”.

The implementation of the synergetic approach as the basis of a holistic, evolutionary-synergistic worldview of students corresponds to the mission of the university in the broad theoretical training of graduates. The discovery made in synergetics on the study of universal mechanisms for the development of complex open systems of different nature and scale, their ability to self-organization, has spread in various fields of knowledge and fields of activity, including the education system. The article reveals the essence of the synergetic approach in teaching students, analyzes the development of the problem of introducing a synergetic approach in the training of future teachers, presents the experience of its synergetic approach at different levels of teacher training: cognitive, didactic, and methodical. In the article, the authors highlight the reasons for the gradual introduction of a synergetic approach to the practice of teaching, including the disciplinary structure of higher education, the insufficient introduction of the categorical apparatus of synergetics in the basic professional training of students, the underestimation of the ideological significance of synergetics for the formation of a modern scientific picture of the world, the weak development of measurement methods in the field of research of interdisciplinary integration of knowledge. Meanwhile, the mastery of synergetic ideas by teachers and the use of a synergetic approach will allow them to broadcast, transmit to new generations of students an understanding of the methodology of systemic world-view in the conditions of knowledge growth for their successful adaptation in today’s complex, unstable and dynamic world. The article reflects the experience of introducing a synergistic approach in training natural science students at three Russian universities.

The article deals with the problems of linguistic support in the context of professionally oriented teaching of the Russian language to international medical students at the M. K. Ammosov North-Eastern Federal University (NEFU). Attention to the Russian language as an international language of communication, an instrument of communication and study is a reflection of the interest of people in many countries to understand not only its phenomenon, but also the uniqueness of Russia, as well as its regions with their unique history, traditions, customs. Today, more than 400 foreigners study at the NEFU, most of them - at the Institute of Medicine. These are young people who have come not only from neighboring countries, but also from far abroad; and as a rule, they do not speak Russian. This situation has led to the need to address the issue of high-quality teaching of the Russian language, starting with pre-university training at the Faculty of Continuing Education and Career Guidance (hereinafter referred to as FDOP) and ending with work with students, undergraduates, and graduate students. Thus, we are talking about creating a system for teaching Russian to international students based on the joint work of philologists and medical professors. The purpose of our research was to develop a methodological system of step-by-step training in professionally oriented vocabulary of international medical students using effective technologies. The research was based on the conceptual provisions on the importance of professional training of international medical students in the higher education system of the Russian Federation. This project was aimed at studying the problem of the formation of professionally oriented vocabulary in international medical students. The successful conduct of the experiment was facilitated by the appeal to methodological research of famous Russian scholars, the purposeful search for effective forms, techniques and methods of teaching international medical students. The experiment showed that the search for effective ways, forms, methods of teaching international medical students is associated with the creation of a methodological system for the gradual formation of professionally oriented vocabulary.

The article discusses the experience of using distance technologies in teaching students the Phthisiology course. For conducting lectures and practical classes in a distance format, the Moodle and Zoom system are the priority platforms for the lecturer’s interaction with the students. Difficulties in the distance learning arose when various models of practical training began, in particular, examining a patient. This task a self-study assignment, and students sent video files where they demonstrated their practical skills. Also, on each topic, an analysis of complex clinical cases was carried out in order to develop clinical thinking in the students. The traditional White Camomile Action was held in the online format with the support of the Student Development Department of the university. The students gave lectures on the prevention of tuberculosis in the online format for 1-2 year students of different departments of the university. From April to May 2021, 5th year students of the Institute of Medicine from the departments of General Medicine and Pediatrics took part in a massive open online course developed by the Northern State Medical University, Arkhangelsk, “Fundamentals of Phthisiopulmonology”. At the end of the training, students received certificates of completion of the course.

The article discusses the problem of introducing international programs for assessing the knowledge of students in educational institutions of Uzbekistan into practice. The analysis of international programs that determine the quality and level of education, which are widely used as a criterion for further improving the quality of education in different countries, is carried out. The relevance of this topic is undoubtedly due to the growing interest of educational institutions in Uzbekistan in a new monitoring system for assessing the quality of education, based on identification and comparison with international assessment programs. The purpose of our study is to show the positive aspects of the international PISA program - a system for assessing literacy and competence to improve the educational process in schools in Uzbekistan. Global social, economic and ideological changes in the life of the Uzbek society entail changes in the field of education. In this regard, on November 12, 2018, an agreement was reached between the state inspection for quality control of education under the Cabinet of Ministers of the Republic of Uzbekistan and the international organization for cooperation and development to participate in the international program for assessing knowledge and students. One of such international programs is the PISA program - a system for assessing the literacy and competence of 15-year-old students, carried out every 3 years by the international organization for economic cooperation and development. The term PISA has only recently entered the national education system of Uzbekistan. Research on the implementation of this program was carried out in stages. First, in the process of completing the test tasks, the knowledge of 4th grade students were tested, the test materials were summarized and analyzed, and on the basis of this, factors were identified that had a negative impact on the success of students in learning. After that, on the basis of the state inspection for quality control of education under the Cabinet of Ministers of the Republic of Uzbekistan, a national center for conducting international research in the field of assessing the quality of education was created. During the research of the PISA program, it is possible to compare and contrast the changes taking place in the education system of the PISA member states, make strategic decisions in the field of education and, in turn, find practical answers to questions about whether the level of knowledge provided in schools of the Republic of Uzbekistan, a worthy service for student youth to find their way into adulthood.

The article deals with the issues related to the definition of the main personal and professional qualities that an ideal instructor of the future should possess. The relevance of the article is caused by the fact that there are currently no clear ideas on these issues. Currently available ideas about the ideal university instructor differ significantly, because they are considered from different points of view. Based on the study of the works of Russian authors, it is shown what qualities, in the opinion of students and instructors, the ideal instructor should have. In order to form the image of the ideal instructor of the future, the authors of the article conducted a survey of students and instructors of a number of Russian universities, which reflected the personal and professional qualities that, from their point of view, the ideal instructor should have in the future. The results of the study can be used by young university instructors who want to achieve excellence in the teaching profession, as well as university graduates who want to devote themselves to the profession of an instructor of higher education.

The content of the concept of “environmental literacy”, formulated by various authors, has significant differences, both in essence and in the stage of its formation. Based on the approaches of B.S. Gershunsky to the stages of the effectiveness of education, we are of the opinion that environmental literacy is the initial stage in the formation of environmental culture, the process of which takes place in communication with the geographical environment. The purpose of the study was to identify the peculiarities of teachers’ carrying out practical work on regional geography, aimed at the formation of environmental literacy. The study involved members of the republic’s informal association of teachers of geography. The respondents’ answers testified to the inappropriate position of regional geography in the education system: slightly over a quarter (26.9%) of teachers teach the geography of Yakutia as a separate course; 76.5% - as a topic within the Geography of Russia course. Despite the fact that 92.3% of the teachers are confident that practical work contributes to the formation of environmental literacy, it is carried out only by 58.4% of the respondents. The respondents, on the whole, rated the results of their activities low: 70.1% evaluated the level of students’ mastery of environmental literacy as average; and a fifth of them - below average. Consequently, geography teachers should pay more attention to conducting environmentally oriented practical work to increase the level of environmental literacy of their students.

The article deals with the topical issue of the methodology of teaching biology at schools. The authors provide a justification for the need to instill biological concepts through the use of a modeling method in the classroom. According to the authors, modeling contributes to the systematic assimilation of complex biological concepts that are included in the content of the school biology course. The role of the concepts of “flower” and “fetus” in the formation of a holistic biological picture is emphasized. By the example of the above concepts, students develop anatomical, morphological, physiological, systematic, and ecological concepts. In the theoretical part of the article, the etymology of the concepts “model” and “modeling” is presented, and the advantages of the modeling method in the classroom are also indicated. The content aspect of the sixth grade course is revealed and the main requirements for its assimilation by students are highlighted. The methodological features of the application of the modeling method are reflected in the approximate description of the lesson, where the stages of intellectual and creative activity of students in the biology lesson are given. This type of task can be given as extracurricular independent work, where students have time and other opportunities, and a control task at the generalizing stage of mastering the educational material. The variability of the application of the modeling method is not only in the forms of organization of the educational process, but also in the materials used. So, in addition to plasticine, the authors suggest the use of salted dough and polymer clay, which gives the teacher an additional opportunity to use the finished product as a visual means of teaching in the future. To get feedback, the teacher highlights the stage of presentation of models, where, in addition to the structure of organs, students tell their varieties and functions. To test the effectiveness of the proposed methodology, the authors conducted a pedagogical experiment for three years. At the ascertaining stage of the experiment, the general state of the research problem was revealed by means of a questionnaire, the selection of the concepts under consideration was made, the initial level of students ‘ knowledge was determined. At the training stage of the experiment, the teaching methodology was implemented on the basis of general education institutions. At the final stage of the experiment, the final section was carried out and the results of the study were processed. The article provides a general conclusion about the feasibility of using the modeling method in the classroom for the development of biological concepts.

In connection with the implementation of current innovations in Russian education, professional training needs new forms. The purpose of the article is to consider the practice of enhancing professional development and professional training of students of educational institutions of secondary vocational education, taking into account the peculiarities of the Sakha Republic (Yakutia). The characteristic of the concept of “professional development of students” is given. This definition examines a personality neoformation, the development of professionally significant personality traits, which ensure the formation of the value-based attitude towards the acquired profession and the attitude towards obtaining it. The practice of the system of secondary vocational education in Yakutia in general, and republic’s educational institutions in particular, is presented. The experience of educational organizations of vocational education of the Sakha Republic (Yakutia) in the professional development of students is demonstrated.

The article describes the experience of relations between educational organizations of foreign countries that are members of such associations as consortia. The main methods of systematizing and generalizing content in this work were: an analysis of scholarly and theoretical literature, a review of the world university practices, a study of the directions of development of European higher educational institutions. In higher education, a consortium is an association for the purpose of cooperation of several educational institutions or industrial enterprises that carry out educational, scientific and multidisciplinary functions. To clarify the structure of the consortium, the types of partnerships of world universities and colleges were considered. The key objectives of the consortia are to improve the quality of training graduates, to train young scholars and researchers, to integrate pedagogical experience and develop material, technical, research and literary bases.

The article reveals the features of creating a university’s educational environment focused on the implementation of the Sustainable Development Goals. The case of the North-Eastern Federal University shows the mechanisms of a high-tech academic environment formation as an open innovative sociocultural ecosystem. The key trend in the development of the established university campus is its integration into the urban environment. The article briefly overviews the basic principles and mechanisms of the implementation of the high-tech campus development program in accordance with the Assessment System for Sustainable Campus; it also clarifies the features of research and educational clusters formation. The article gives the results of a predictive assessment of the impact of spatial solutions for the university campuses development on the formation of a new generation of professionals.

Within the framework of the RFBR project “Cognitive models and algorithms for the formation of digital competence of a teacher in the context of digitalization of general education” (2020-2021), a series of scholarly and methodological seminars were held in the Republic of Kazakhstan in order to present the results of implementing the second stage of the RFBR project in 2021 and study international practices in the digital transformation of schools, the development of digital competencies of teachers. The article presents the results of the research work carried out using the methods of sociological research: interviewing, observation, study of documents of educational organizations and regulatory legal acts reflecting the state educational policy of Kazakhstan.

In connection with the implementation of current innovations in the education of the Russian Federation - the introduction of digital educational technologies, the article considers the problem of the influence of digital communications on the formation and development of cognitive processes in general and mnemonic processes in particular among adolescents of generation Z in the information society. Changes in the structure of mnemonic processes in adolescents 12-13 years old have been analyzed. Diagnostic methods for studying attention, short-term and long-term memory of adolescents are described and their choice is substantiated. An empirical study of the features of the formation of personality mnemonic processes in the digital environment is presented on the example of 12-13 years old adolescents of generation Z. The concepts of “mnemonic processes” are considered, the psychological characteristics of these personality processes of a generation Z adolescent in the digital environment are described, a comparative analysis of the features of short-term and long-term memory is carried out adolescents of two cultural periods using the methods of mathematical statistics Mann-Whitney U-test, Student’s t-test. A quantitative analysis of the study of the features of mnemonic processes in adolescents of the digital generation has been carried out. This work will reflect the specifics of the formation of mnemonic processes in adolescents of the digital generation for the development of psychological, pedagogical and pedagogical science and practice, including in the field of teaching and upbringing methods.

The article examines the relationship between the type of eating behavior and coping strategies. The interest in this phenomenon is due to its widespread occurrence. The aim of the empirical study was to study the relationship between eating behavior and various coping strategies. The following methods were used: Golan Eating Behavior Questionnaire, Lazarus’ Coping Behavior Questionnaire. The object of the research was the students of NEFU (n = 70). As a result of the study, data were obtained on the severity of types of eating behavior (emotiogenic and external types of eating behavior), as well as their relationship with coping strategies. Significant links were revealed between the types of eating behavior and coping strategies: the restrictive type of eating behavior correlates with the coping strategies “confrontation”, “seeking social support”, “taking responsibility” and “planning”; emotiogenic type of eating behavior correlates with coping strategies “confrontation”, “distancing”, “flight”, external type of eating behavior correlates with coping strategies “taking responsibility”, “flight”, “planning”

The aim of the article is a theoretical analysis of the problem of virtual ethnicity and the representation of ethnic groups in virtual reality. The goals, opportunities, positive and negative consequences of communication of ethnic groups on the Internet are analyzed. Modern information technologies allow not only trying various social roles, constructing your personal identity, but also preserving and constructing your ethnic identity, creating an image of your ethnic group. Virtual ethnic identity is a continuation of real identity, and virtual communities help to preserve and maintain the unity of groups, real ethnic identity in the context of migration, perform the functions of unification and delimitation. support, information. The use of amplifying transmission of the Internet allows you to use the possibilities of remote work from anywhere in the world. For people being far from their native land, information technologies help to maintain communication with relatives, friends, be involved in all events in their home land, communicate in their native language. The current level of development of information technology gives a sense of identity in the face of constant changes. The Internet can also be a way to overcome the stress of acculturation. At the same time, used for the migration patterns of behavior of their ethnic group, it can serve as a role model, migration attitudes. The impact of being involved in virtual ethnic groups, the intensity of the use of Internet resources on migration attitudes and acculturation strategies is a little explored field for research.

In addition to the two main missions of any university, educational and scientific, at the present time, much is written about the third mission of the university, by which different authors understand economic, innovative, cultural activities, mentoring, continuous humanitarian education, etc. The article considers the functioning of the university and the university as a stakeholder company, as a center for innovative, technological and social transformation of the regions of the Russian Federation, as a driver of economic growth. It also highlights the culture-creative function of the university in the space of regional culture and the network university as a model of modern interactions between regional universities and multi-user management for regional development. A methodology and different types of assessments are being developed for the third mission of universities. It is advisable to divide the various third missions of the university into separate blocks. First of all, this is the economic block, the importance of which is due to the fact that many universities in modern conditions have to earn money, or create endowments and rely on them. Another important block is innovative, which implies the creation of techno-parks. There are examples of the efficient operation of such parks. The third is cultural and educational. Currently, much attention is paid to lifelong education in the humanities, primarily free, in which millions of people around the world are involved. In modern conditions, for the development of the university’s third mission, it is advisable to rely on the relationship between the three general scientific pictures of the world. At the same time, the change in ideas about ontology, epistemology and methodology in classical, non-classical and post-non-classical science and philosophy is of particular importance. On the other hand, the rapid development of hermeneutics, phenomenology, semiotics, which began in the humanities sphere, covers all new spheres of scientific disciplines, acquiring a universal character. This corresponds to the main tasks facing the modern mankind. It is the totality of natural science and humanitarian methodological approaches in the context of philosophy, since it is focused on the ultimate foundations of science and culture that can most effectively contribute to their solution.

The hermeneutic approach to the study of Alexander Blok is considered. We used a parallel-sequential consideration of two hermeneutic triangles: classical (author - text - reader) and universal. Through his creativity, Blok expressed the essence of the Russian spirit of that time. He managed to connect subtle lyrics with a high civic feeling and love for the Motherland. Blok floated in a single stream with the country, focusing only on his poetic intuition, both sensual and intellectual. The golden age of Russian culture impresses with its deep “echelon” culture. We can name several dozens of writers and poets who demonstrated the highest skill and were capable of making up the national glory of their country. Also, there were many composers and artists who had a huge impact on the world culture. The Silver Age of Russian culture began in the 1890s and continued for almost two decades of the 20th century. Like during the Golden Age, a multifaceted culture was formed there: poetry, literature, painting, music. The theater, which became a symbol of this time, can be especially distinguished: the Diaghilev Seasons in Paris, the Moscow Art Theater in Moscow. Here Russian philosophy acquired its complete forms. Some authors believed that that time corresponds to the third era in the revival of the world culture. The first among them was undoubtedly the Italian Renaissance (Risorgimento), which originated in Florence; the second was the German Renaissance of the 18th century, which gave the world great writers and philosophers, from Kant to Hegel, and raised the Age of Enlightenment to an unprecedented height of spirit. It is quite possible that such third era could have been the final stage of the Golden and Silver Ages of the Russian culture, had it not been interrupted by the 1917 revolution. During that era of the Silver Age, much remained unrevealed until the end, but influenced the Russian culture throughout the 20th century, although these processes often took place latently, contrary to the basic principles of the totalitarian system. That is why the outstanding works of the Soviet era are closely related to global trends.

The events of the last third of the 20th century became a turning point in the history of Russia. Perestroika, followed by a sharp turn towards a market economy, affected the entire spiritual and material culture of the country, significant parts of which also acquired their own statehood. The humanity as a whole is approaching the collapse of the consumer society, in which regular global problems constantly arise due to the crisis of the basic ideological ideas underlying the objectivist paradigms of the last centuries, which was reflected in the studies of Ortega y Gasset at the beginning of the century. The work establishes the fundamental closeness of the fundamental ideological premises in the Ortega y Gasset’s philosophy and in the plot-play paradigm, which consists in the fact that the main task of philosophy in the both concepts is defined as a search for a holistic picture of the world, organically related to its author. This approach is becoming more and more relevant due to the disastrous consequences of superficial “objectivist” methodology for nature and society. The solution to this global problem is the long-overdue transition to the “philosophy of life”, the language of which should not be limited only to “theoretical concepts”, but rely on the means of science, art, religion, spiritual practices, and personal experience. In the both concepts, the irreducibility of the philosophy of the Whole to the scholarly models of reality is stated. One of the essential results of this reflexive analysis of the Ortega y Gasset’s position on the subject of philosophy was the discovery of a contradiction in his picture of the world, when criticizing the mystical philosophy, he “forgets” the deep truth he himself discovered about personal experience and understanding of life “without the right of transmission.”