As a discourse, the article analyzes the research of modern scholars on the problem of value formation in modern Russia, taking into account the realities of the time, geopolitical changes and transformational processes that affect the value foundations of youth. The experience of educational and educational organizations of the Sakha Republic (Yakutia) on the preservation and development of the value foundations of family and family education, such as: the republican family championship dedicated to the Year of Family and Childhood; choral activities revealing the identity of the Russian yamschik coachmen culture; social assistance and psychological and pedagogical support for nomadic families; experience of ethnopedagogic education and interaction is presented with a family of schools in Yakutsk; a set of measures aimed at supporting, advising, and strengthening young student families of the Teacher Training Institute of the M.K. Ammosov North-Eastern Federal University. The author focuses on the fact that it is the younger generation that represents the future development of the country in the context of preserving cultural and national identity, which is based on spiritual, moral and moral values. In this connection, an empirical study was conducted on the study of family values among the NEFU students. The survey (questionnaire) was attended by students of pedagogical fields, in the number of 220 respondents. The results of the study revealed: a positive attitude towards the institution of the family, preference for a legally registered marriage, the optimal age for starting a family, the planned number of children, the priority of family values among students such as: love, health, education, mutual assistance and mutual respect, hard work and responsibility, justice and honesty, respect for elders and family traditions.

The article discusses the issue of developing students’ cognitive universal educational skills through the use of geoinformation systems in geography lessons. In today’s information-rich environment, students must be able to organize their learning and self-study independently. Therefore, one of the main goals of modern education is to develop universal (meta-disciplinary) skills, which form the basis for learning abilities. Based on this, the goal of the study is to develop a methodology for promoting cognitive universal skills in geography classes using GIS (Geographic Information Systems) technologies. The example used is the topic «Africa» for seventh-grade students.

The article discusses the linguistic and cultural approaches to the study of Russian as a foreign language, using the example of universities in the Republic of Karelia, such as the Petrozavodsk State University and the A. K. Glazunov Petrozavodsk State Conservatory. The authors emphasize the importance of studying the symbolic space of Karelia in order to introduce foreign students to the local culture. They recommend considering state symbols, such as the coat of arms, flag, and anthem, as well as natural attractions, such as bears, mosquitos, cloudberries, the Kivach Waterfall, and other cultural aspects such as cuisine, souvenirs, music, folklore, literature, and famous personalities. The examples of tasks presented in the article (for the level of Russian language proficiency A2-B1) on the topics «State symbols of the Republic of Karelia», «Kalitki», «Kantele» were tested by the authors in classes at universities and constitute the scientific novelty of the study. In addition, the article provides a brief overview of educational literature on Russian as a foreign language, in which the Republic of Karelia is mentioned. The history and culture of Russia, in the diversity of national traditions of its regions, become close and understandable to foreign students, including through understanding the inextricable connection of various symbols, both modern and those with an ancient history. Such work in classes on Russian as a foreign language significantly broadens the horizons of students, increases interest in national culture and the study of the Russian language, activates cognitive activity, helps to cope with the difficulties of adaptation, making the world and society understandable.

The article presents some fragments of the results from the analysis of historical and pedagogical sources of Chinese authors on the problem of moral education of the younger generation. This made it possible to determine the foundations of moral education in China and the influence of Soviet pedagogy on this process. The article reviews the opinions of Chinese scholars on the definition of the goal, objectives, content of moral education, and the composition of moral qualities of Chinese youth. The ideas, practices and concepts of Soviet teachers, used for many decades by Chinese teachers, which influenced the sustainability of the moral education of Chinese youth, are also revealed. Based on the results of the study of the process of moral education of the younger generation, we identified the methods of educating students in Chinese pedagogy that have a great impact on the integration of education and upbringing, ensuring a positive effect on the formation of moral qualities of young people. The purpose of the study is to substantiate and reveal approaches and ideas for the formation of the theory and practice of moral education in Chinese pedagogy based on the analysis of academic literature. Materials and methods of research: a theoretical analysis of pedagogical literature, documents on the problems of education in China, the methods of systematization, analysis, synthesis, and generalization.

The article is devoted to a theoretical analysis of the formation of linguistic traditions in the field of Russian studies in the Sakha Republic (Yakutia) in the context of describing scholarly research, the formation of scientific schools, and the return from scientific oblivion of the names of researchers who have made a great theoretical contribution. It describes the historical path of organization and formation of the first department of Russian language and Russian literature at the Yakut Pedagogical Institute in 1935 – 50s, presents the first heads of the department who stood at the origins of the formation of scientific schools and directions in the field of Russian philology. The article examines the university traditions laid down by a brilliant galaxy of first teachers who created favorable conditions for the development of university philological science, their works, distinguished by a high level of academicism, the desire to study regional features, the dynamics of Russian-Yakut linguistic and literary ties, the interaction of the Russian language and the languages of peoples Yakutia, attract dialect material, develop university philological science, laid the foundations for future scientific schools of the Faculty of Philology. The period of formation of the Department of Russian Language and Literature at the YSPI in the history of higher philological education in Yakutia is of particular importance, is characterized by the achievements of the Soviet philological school, and requires scrupulous study and further research.

The article is devoted to the description of the main general didactic teaching methods that ensure the mastery of an educational subject and stimulate the educational activities of foreign students by introducing various online services in the classroom that can increase the effectiveness of the educational process . The article examines the relevance of using various online services in the process of implementing general didactic teaching methods and contributing to the expansion of the teacher’s didactic tools in the lessons of Russian as a foreign language. The author suggests considering the use of online learning resources Quizlet, LearningApps, Simpleclass, Storyjumer, Renderforest, Supa, StoryboardThat, Plickers, Wordwall.net , Excalidraw in the lesson. Having considered the possibilities of their use, the author comes to the conclusion that these online services help the teacher to intensify the educational process by introducing the use of various interactive content in which the assimilation of educational material is characterized by a certain set of methodological techniques and forms of work in the lesson.

The relevance of the study is associated with the need to improve the methodology of teaching Russian to Chinese students in connection with the expansion of trade contacts between Russia and China and modern trends in education. The novelty of the work lies in the lack of research on the use of artificial intelligence in the process of teaching Russian to Chinese students. The purpose of the work is to consider the theoretical foundations of teaching Russian to Chinese students using artificial intelligence technologies, such as a description of general and specific didactic principles of teaching, an assessment of cultural and technical barriers in this pedagogical process, an indication of the specifics of using chatbots in teaching Russian and the importance of correctly formulating requests to the chatbot (prompts). The article presents the results of a survey of Chinese students of the Institute of Foreign Languages, Changchun Polytechnic University, which revealed factors that contribute to increasing motivation for learning foreign languages in general and the Russian language in particular and determined the role of modern teaching methods, in particular the use of chatbots. The problem of using chatbots capable of supporting a pedagogical experiment in Russian and Chinese is indicated. It primarily consists in the absence of such chatbots that can be used to implement high-quality written and oral communication in the process of teaching Chinese students Russian. The specifics of the model of teaching Chinese students Russian based on a polymodal and intercultural approach are determined. It is noted that the fundamental rules for formulating prompts considered in publications and on websites are general didactic. Of the specific didactic principles of formulating prompts, it is proposed to consider the principle of improving the linguistic competence of Chinese students in the field of the Russian language. It is revealed that the most problematic in using the prompt engineering method in teaching Russian to Chinese students is the formulation of prompts taking into account the specifics of lexical and cultural material.

The article discusses the issue of developing the skills and actions of students in emergency situations in educational organizations. One of the modern, technological and effective solutions for developing the skills of action in such situations are immersive simulators. Immersive simulators are implemented both on stationary PCs and in VR systems. With the advent of new and more accessible virtual reality systems, immersive simulators are gaining popularity in education. Versions of immersive simulators for personal computers are gaining popularity. Practicing the necessary skills in immersive simulators allows you to create an absolutely safe learning environment. Students can practice the necessary skills without risk to their lives and make decisions in various emergency situations. This type of training allows consistent and algorithmically thoughtful performance of the necessary actions, increases the level of a person’s training in critical situations, improves reaction and helps to preserve life. Based on the list of emergency situations, an immersive simulator was developed to teach students how to respond to emergency situations in educational institutions. The process of developing an immersive simulator in the Unity environment using the ProBuilder tool is disclosed. A system of criteria for recording the results of training on an immersive simulator were developed. An experiment on the use of the developed immersive simulator as a means of practicing skills and actions in emergency situations is described. The results confirming its effectiveness are presented. Ways for its further improvement and expansion of functional capabilities are proposed.

Abstract. In modern didactic science, it is noted that the formation of communicative competence in students studying a foreign language is impossible without the formation of sociocultural, linguocultural and country studies competences. In this regard, at all stages of teaching there is a need to refer to texts containing linguocultural information, which certainly include texts about Russian composers. Materials on the biography of Russian composers and their work allow students to expand their knowledge of Russian history, to understand Russian culture, to form a positive image of Russia and its people. Thus, texts about Russian composers perform the function of cultural adaptation. It should also be noted the high linguodidactic potential of such texts, i.e. the possibility of their use in the study of lexical and grammatical topics in Russian as a foreign language classes. The form of work with such texts is shown on the example of a text about the Pyotr Tchaikovsky Museum in the town of Klin. The variants of tasks aimed at practising and consolidation of vocabulary, separate topics of Russian grammar and development of various types of speech activity are described.

The information component of human culture as a whole is of crucial importance in the modern world. Lifelong learning in a digital educational environment becomes a condition for personal development. An important form of learning in the information society is online learning, where the interaction of the educational process subjects is carried out online. The understudied theory of learning in the digital environment and the practice of implementing online learning need the research in this area. Particular difficulties arise in online learning of sciences, such as chemistry. The practical part of the article describes an example of systematic planning of lessons in organic chemistry. Thematic planning of lessons in the section «Nitrogen-containing organic compounds. Polymer chemistry» is presented in a traditional faceto-face format and using distance learning. The lessons are organized based on the pedagogical technology of «flipped classroom».

The objective of the study is to provide a brief overview of the forms and means of career guidance in medical specialties. The objectives of the study were: to study the technologies and formats of modern career guidance, including the principles of educational career guidance; a brief analysis of career guidance practices of medical educational institutions (medical classes, pre-universities, small medical academies, scientific and practical conferences, olympiads, competitions, courses, research, club activities, etc.). The hypothesis of the study is the assumption that the activation and updated forms of specialized medical orientation and pre-professional training will contribute to the early identification of schoolchildren’s professional interest and orientation towards medicine, and will form their readiness to study at a professional educational institution. Research methods: study of scientific and pedagogical literature and Internet resources, generalization, survey of schoolchildren.

The article is a list and analysis of the methods of applying artificial intelligence in the system of teaching Russian to foreigners in such aspects as speaking, reading, writing and listening. The relevance of the article is determined by two factors: the steady expansion of the areas of AI use, including the educational process, as well as the functional adaptability of neural networks in the aspect of studying a foreign language. The purpose of the article is to describe AI programs suitable for the pedagogical process, the strengths and weaknesses of their application. To achieve the research result, such methods as content analysis, discourse and correlation analysis, as well as an empirical approach and modeling were implemented. As a result, the authors come to the conclusion about the effectiveness of the practice of using neural networks in teaching Russian as a foreign language, especially in groups where the language level is B1 and above. A distinctive feature of the study is the great attention paid to the independent work of students, the formation of correct skills for using neural networks in the educational process, ways to increase motivation for learning through AI, including through the use of non-text data processing programs. The authors pay special attention to ChatGPT 3.5 as the most popular neural network among students, due to its relevant content, ease of use and affordability. The article provides examples of texts created by this program, their detailed linguistic analysis is carried out in the context of pedagogical practice; the algorithm for using ChatGPT 3.5 in the process of preparing a monologue, retelling and summarizing a text, and communicating in official and unofficial registers of communication is described in detail. In addition to this program, Duolingo, Learn Russian, Memrise, SONIX and Google Cloud Speech-to-Text are also considered, which are most useful in training such aspects of Russian as a foreign language as listening, phonetics and grammar. In conclusion, the authors point to the prospects for the development of methods for teaching Russian as a foreign language based on AI, primarily in the context of working with Russian vocabulary.

Based on an expert evaluation of the ESG policy of the North-Eastern Federal University (NEFU), the article shows the strategies of Russian universities to achieve sustainable development goals. Based on a comparative analysis with the management practices of leading universities in the country and the world, it is shown that the concept of sustainable development of territories occupies a leading place in the theoretical and value foundations of institutional transformations in the higher education system. The article presents an overview of modern research in the field of description, evaluation and scaling of the best educational practices, an analysis of transformations in the educational and scientific activities of universities in Russia, the countries of Northern Europe and North America. Based on a comparative analysis, an expert evaluation of new university management practices is given. The NEFU’s experience allows revealing the main mechanisms and tools for localizing the ESG agenda at a university located in the north of Russia, taking into account spatial and social factors when making decisions on the implementation of sustainable development goals and principles. Based on the description of management practices, recommendations are given on their scaling in the higher education system.

The article explores the theoretical foundations of rhizomatic learning as one of the promising directions in contemporary philosophy of education. Particular attention is given to its relevance in the context of changing global realities, as reflected in the concepts of BANI, SHIVA, and TACI, as well as the transformation of epistemological and didactic approaches. The principles of the rhizome as a methodological basis for learning are revealed in the context of poststructuralism and postmodern philosophy. The work highlights the key characteristics of rhizomatic learning, its connection to the concept of nomadology, and potential applications in educational practices. Challenges in adapting this model to contemporary issues of uncertainty and complexity in the modern world are discussed.

The article discusse the issues of teaching the subject of chemistry, its role and place in the curriculum in secondary vocational educational institutions, in particular, a ballet school (college). Chemistry as a general education discipline in the curriculum of vocational schools is compulsory; it is studied in almost all specialties and directions; the number of hours taught depends on the specifics of the direction and specialty. The course of chemistry in secondary vocational education is considered by scientists and methodologists [A. Derkach et al.] as: theoretical, performing a general educational function, aimed at developing theoretical knowledge necessary for understanding the chemical nature of processes related to future professional activity, ensuring continuity of education throughout life; applied, special, aimed at developing applied knowledge and skills.

The article presents the results of an empirical study of gender stereotypes of eighth-grade schoolchildren studying in single-gender and co-educational classes. The following set of methods was used: the questionnaire «I am a woman / a man» by Ozhigova to determine the cognitive component of gender identity in the structure of personality development, which allows studying not only personality traits, but also the degree of susceptibility to gender stereotypes; the gender role questionnaire by Bem, which helps to identify the degree of androgyny, masculinity, and femininity of a personality. The sample examined revealed a difference in the stereotypes of male / female adolescents studying in single-gender and co-educational classes at school. This fact may indicate a sharper distinction between gender characteristics in 14-16-year-old schoolchildren studying in a gender-homogeneous group and that they have clearer ideas about the different sexes, their social functions and characteristics. Schoolchildren studying in classes with mixed education have more androgynous gender role stereotypes. And, conversely, teenagers studying in classes with single-gender education have more pronounced gender role stereotypes: boys are more masculine, girls are more feminine. The article provides recommendations and outlines the prospects for research, in particular, the study of the relationship between the content of stereotypes and ideas about the gender roles of parents, significant adults, the motivation of parents to choose one or another form of education for a child, that is, the inclusion in the analysis of a broader context of socialization (family, immediate environment, media, in particular the Internet).

The article considers the problem of subjective resourcefulness as a prerequisite for the formation of frustration tolerance and a holistic personality in a situation of uncertainty. The authors analyze various aspects of this problem, relying on theoretical research and empirical data. The paper presents the results of the analysis, which can be useful for understanding the mechanisms of formation of frustration tolerance, development of subjectivity and formation of a holistic personality. The results of the study of the designated problem were used as the basis not only for a separate theoretical concept in psychology, but also as a starting point for a whole range of practice-oriented studies of the characteristics of personality adaptation mechanisms. The authors come to the conclusion that the main driving force behind the formation and development of frustration tolerance is the internal work of the individual on himself. The key qualities and skills that the subject needs to work on are self-analysis skills, the ability to self-regulate and selfcontrol. Of particular importance is also the ability to develop rational decisions in a situation of emotional instability. In addition to the stages, the studied process of forming a holistic personality in a situation of uncertainty in the context of subjective resourcefulness includes the following aspects: communication skills, the process of developing self-awareness, the ability to self-control and self-regulate, the formation of adequate self-esteem and a positive attitude towards oneself, and a developed decision-making skill. In conclusion of the article, the authors come to the conclusion that subjective resourcefulness is an important condition for the formation of a holistic personality in a situation of uncertainty, and also contributes to the formation of an active subjective position in a person. 

The article compares the content of representations of the educational environment comfort in the university. The educational environment is considered as a psychological space with a three-component structure. A thesis is introduced about the dependence of the structure and content of the psychological space on the subject. The educational environment is understood as a tool for the development of the student and its cause. One of the essential parameters of the educational space is comfort. Psychological comfort of the educational space means that all participants in the educational process have the opportunity to live in the most favorable rhythm for them, corresponding to individual characteristics and needs. The comparison is carried out in groups of students: first-year students starting their studies, and final-year students (4th or 5th, depending on the educational program and terms of its mastering). The article presents the results of an empirical study conducted to compare the representations of psychological comfort in the university space by students of the North-Eastern State University studying in different years. It is assumed that differences in the content of representations reflecting the structuring of psychological space are due to different significance of environmental elements for different groups of students, the specifics of their activities and subjective experience. The study is conducted using a private semantic differential. The content of the obtained universals is compared. Similarities in the assessment of the educational space are revealed, showing a general positive assessment of the university by students as a comfortable space. Characteristics of space common to group subjects associated with the implementation of the main educational function of the university are recorded. Differences in the content of representations of students of different courses are also established, recording a different meaning of educational activities for these groups of subjects. The prospects of the study are outlined.

Aesthetics is a special area of philosophy and science, where many questions arise, primarily methodological ones. Controversial issues of the methodology of aesthetics were considered in the New Time by outstanding philosophers. On this basis, the authors explore the limits of the possibilities of aesthetic methodology, the main provisions and conclusions of the preliminary consideration of the problem. The authors formulate the contours of the methodology of aesthetics, which boil down to identifying its boundaries and basic principles. The methodology should be synthetic, including different methods and approaches that are not combined all at once, but are used separately in certain circumstances for specific tasks. However, they can constitute separate stages of ascent to the solution of the problem under consideration, or be within the boundaries in which their own separate method is used. Nevertheless, these methods constitute a single whole, due to the consonance of rhythms, their general synergy. Of great importance can be the two-chambered methodological approach, which should separate the creative process and the essential core of the work from its research and interpretation. The latter can be both rational and based on various forms of «empathy», compassion, use the developed approaches and techniques of hermeneutics and phenomenology. The key problem in aesthetic methodology is the problem of aesthetic value, which should be considered as based on a set of rhythms that link the methods used into a single whole. They correspond to various rhythms based on the «interval method» of the humanities (each interval has its own approach). This also corresponds to the relative value of individual works, which can weaken or increase over time. 

Intercultural communication is a complex process involving the interaction of people of different cultural backgrounds who have different beliefs, values and behavioral norms. Despite the advantages associated with the exchange of cultural experiences, such communication often faces problems associated with a lack of trust between communicators. The purpose of this article is to study the concept of trust in intercultural communication as its problem area, as well as to study issues related to trust that contribute to a deeper understanding of its construction. This article examines trust through the lens of social capital, as its fundamental element, and through its connection with self-disclosure, that plays an important role in building trust. The article shows that trust maintains social order and ensures longterm social connections. Disclosure plays a critical role in developing and maintaining relationships and increasing the success of communication. This paper concludes that trust promotes cooperation among group members, maintains social order, and ensures profitable long-term exchanges. Disclosure that can also be seen as a sign of trust plays a critical role in developing and maintaining relationships and increasing the success of communication, as well as helping to establish trust and reduce the negative consequences of mistrust in intercultural communication. Further research in this area could contribute to the development of methods and approaches that promote trust and reduce the negative consequences of mistrust in intercultural communication.

The article is devoted to defining the specifics of philosophy in the new realities of scientific development. It is substantiated that the scientific side of philosophy lies in the development of the methodology of scientific knowledge, and the ideological position in axiological problems. Philosophical researching is the systematization of different processes: natural, social, and cultural. The aim of the article is to identify the influence of modern philosophy for development of science and social processes. In modern conditions of scientific development, globalization, the role of philosophy is significant. The methodological basis of the study was made up of comparative-analytical, systemic approaches, with the help of which the role and features of philosophical knowledge were identified and the analysis of the relationship between science and philosophy was carried out. Philosophy is closely connected with practical life and is aimed at understanding the current problems of being, complex systems, where a solution to complex interdisciplinary problems is required. Philosophical analysis expands the boundaries of vision of the problem, acts as a universal tool of knowledge. New approaches to research appear, the importance of analytical, rationalistic approaches, including the sphere of ethical and cultural content, increases. One of the promising areas is the development of synthetic philosophy, in the world of digital revolution, the more changes in the world, the more philosophy is needed. Philosophy still acts as an intermediary between sciences, people, as ancient Greek philosophy once began with an analysis of the structure of the world, with the search for answers to questions of social existence and knowledge, which are especially important today when human capabilities begin to threaten man himself. We have also been operating with philosophical categories for millennia, such as cause, system, structure, movement, probability, space, time, etc. The fundamental part of any science is directly related to philosophy.