The relevance of the study is determined by the search for effective methods and techniques for teaching phraseological units to foreign students. Foreigners’ failure to understand phraseological units leads to a “communication barrier” and culture shock.

   Students must understand not only the literal, but also the contextual and figurative meaning, which is essential for reading original literary texts. Traditional textbooks offer a list of phraseological units out of context, which is ineffective for their assimilation.

   The purpose of our article is to describe the practical implementation of teaching Russian phraseological units to foreign students using literary works.

   The study used the method of analyzing literary texts, the comparative method, and the method of pedagogical observation. For the first time, teaching the use of phraseological units is carried out using regional fairy tales by the contemporary Yakut writer Valentin Egorov. The authors propose a methodological system for working with fairy tales: “How the Yakut Frost competed with the visiting Frost,” “The Secret of Lake Labynkyr,” and “The Little Mammoth Yuka,” tested in a group of Chinese bachelor’s degree students. The choice of works is determined by the degree to which they reflect the regional component. The stages of conducting lessons on studying 18 phraseological units using this literary material are described. Adapted texts of the Egorov’s fairy tales were developed for foreign students with Russian language proficiency at levels A2–B1. The most effective methods for teaching phraseological units and their use in speech are proposed. The results of a scientific experiment based on incoming and final control data are presented. In conclusion, the authors come to the conclusion about the expediency and effectiveness of implementing an integrated approach in teaching phraseological units to a foreign audience, which makes it possible to improve reading skills, expand vocabulary, deepen their linguistic knowledge, develop socio-cultural competence, analytical and critical thinking, speech and intercultural skills of students.

   The article examines the issue of the development of listening skills of law students in the context of globalized professional activity.

   The relevance of the study is substantiated: growing requirements for the level of language proficiency of specialists necessitate the ability to understand oral foreign speech in real professional situations.

   The aim of the research is to develop and substantiate a set of exercises for developing listening skills and methods for working with them, which can be easily integrated into modern courses at non-linguistic universities.

   The proposed study is based on differentiated and competency-based approaches to foreign language teaching. As a result, a three-stage set of exercises is proposed as the first stage of working with audio material: pre-listening (the work to remove lexical and grammatical difficulties and cognitive load, and to overcome the communication barrier), while-listening (extracting the necessary information, gradually moving from a general understanding of the audio material to a detailed one), and post-listening (consolidation of understanding, integrating with reading and writing skills). The second stage involves working with the studied audio fragment using digital technologies to alter the sound, pace, and accent of speech, and to create background noise. The essence of this two-stage approach is to familiarize students with the diversity of the English language and simulating communicative situations that closely resemble future professional activities.

   The practical significance lies in the flexibility and adaptability of the exercises to different levels of learner proficiency, as well as the possibility of easy integration with current university curricula.

   Prospects for further research include analyzing the interaction of communication in online discourse with overcoming communicative and psychological barriers in foreign language communication, as well as adapting the approach to other specialties.

   The relevance of this research topic lies in the need for modern people to quickly evaluate information and effectively use arguments when making decisions.

   These qualities are embodied in a personality trait known as critical thinking. Critical thinking is applicable to any task, as it is not based on specific knowledge. Critical thinking is a key human competency that integrates reflective, analytical, and evaluative aspects.

   The aim of this study was to assess the critical thinking skills of university students.

   To achieve this goal, a survey was conducted among 22 law school graduates from a university in Omsk. The anonymity of the testing process ensured the rights of the participants. The test consists of twelve tasks of varying difficulty. It was developed by staff at the Moscow Institute of Open Education. Students were given tasks to complete within twenty minutes. One point was awarded for completing a task correctly. Failure to complete a task resulted in zero points. The primary data were analyzed using the additive method and the latent variable method. The computational results showed that two students demonstrated a high level of critical thinking. It was found that, despite the relatively low difficulty of the test tasks, the remaining students’ critical thinking skills were insufficiently high. Therefore, the institution’s faculty should focus on improving their efforts to develop students’ critical thinking. This requires the use of a variety of teaching methods. Therefore, two graduates with high critical thinking scores could be recommended for employment at a prestigious firm.

   The relevance of the study is determined by the need for a methodologically sound organization of textual material for level C1 (TORFL-III), since existing textbooks are generally limited to one or two stylistic varieties of texts, which does not allow students to develop the ability to switch between different styles and compare ways of presenting the same topic in different genres.

   The research problem lies in the absence of clear methodological recommendations for structuring multi-style texts within a single lesson or thematic unit at an advanced stage of learning.

   The aim of the study was to develop and substantiate methods for structuring multi-style texts in a Russian as a foreign language lesson for level C1.

   The research methods included theoretical analysis of linguodidactic and methodological literature, comparative analysis of existing textbooks, and modeling in developing a hierarchical lesson structure. The results of the study include: identification and systematization of linguodidactic requirements for texts at level C1 (authenticity, volume of 400–1000 words, presence of implicit information and subtext, conceptual and cultural richness, compliance with the principle of problem-based learning, presence of linguocultural and intercultural components); substantiation of the need to include texts of five stylistic varieties (official-business, popular science, journalistic, interview, literary) in one thematic unit; development of a hierarchical model for structuring multi-style texts, comprising five stages arranged in order of increasing interpretive complexity; creation of a three-level task system that provides cross-cutting work with texts of different styles; compilation of a detailed list of specific texts for five thematic units (“Cultural Heritage,” “Science and Technology,” “Russian Society,” “Ecology,” “Art and Literature”) and sources of authentic texts with annotations.

   The main conclusion of the study is that hierarchical structuring of multi-style texts with a gradual increase in interpretive load contributes to the formation of students’ ability to perform intertextual analysis, which is a key competence for level C1.

   The article analyzes the role of the Russian language in Vietnam over the years.

   The main goal is to show how the Russian language has influenced the development of education in this country.

   The article discusses the role of each stage of teaching Russian to Vietnamese students in Soviet and Russian universities, from the 1920^s to the present. The enduring role of the Russian language in the development of political and social life in Vietnam is shown. The role of international cooperation between Vietnamese and Russian universities in the development of modern education is revealed: the significance of the international scientific and practical conference “Russian World of Asia”, initiated by the Department of Russian as a Foreign Language, Faculty of Philology, North-Eastern Federal University named after M.K. Ammosov, in popularizing the Russian language in the countries of the Asia-Pacific region, in particular, in Vietnam, at the site of the Hanoi University of Entrepreneurship and Technology is shown; the contribution of Vietnamese specialists to the development of the educational system and the popularization of the Russian language in Vietnam is shown. This article analyzes current challenges in teaching Russian to Vietnamese students, including native language interference, Vietnamese students’ acquisition of Russian grammar, and the development of coherent oral communication. It also examines educational and methodological literature created by national specialists in teaching Russian to Vietnamese schoolchildren and students. It also explores the role of modern digital technologies, which offer new opportunities for teaching Russian in the absence of a natural language environment. This is facilitated by the use of video materials, online platforms, electronic dictionaries, educational apps, and video conferencing, as well as by watching news, films, and podcasts on educational channels in Russian. Distance learning, participation in online lectures by Russian teachers, international seminars, and joint educational projects are becoming increasingly important.

   In the context of digitalization and internationalization of higher education, educational presentations have become one of the key tools for delivering academic content. For international students studying in a Russian-language educational environment, visually designed materials play a particularly important role, as they help reduce language barriers and support comprehension of learning content. However, teaching practice demonstrates that many educational presentations are created without considering principles of pedagogical design and cognitive characteristics of information perception, which leads to increased cognitive load and reduced learning effectiveness.

   The purpose of this study was to identify common visual design errors in educational presentations used in teaching international students and to develop methodological recommendations for their visual optimization.

   The research was based on theoretical analysis of scientific publications in pedagogy, instructional design, and cognitive psychology, as well as generalization of pedagogical experience in working with international students in higher education institutions. The results of the study revealed typical visual design errors, including excessive textual density, lack of visual hierarchy, irrational use of graphic elements, typographic violations, and excessive use of animation effects. The necessity of a systematic approach to visual design of educational materials, taking into account didactic goals and cognitive capabilities of learners, is substantiated.

   The practical significance of the study lies in the development of methodological recommendations aimed at reducing cognitive load and improving the accessibility of educational content for international students.

   The findings can be applied in higher education teaching practice, as well as in the development of digital educational resources and professional development programs for university instructors.

   The article is devoted to the theoretical understanding and practical justification of the pedagogical design of the Russian language lesson in a translingual educational environment typical of modern universities in Kyrgyzstan.

   Russian studies at the Faculty of Russian Philology of the Arabaev Kyrgyz State University, where students speak several languages (Kyrgyz, Russian, Uzbek, Tajik, etc.) and actively use them in educational communication, are given special attention.

   The paper analyzes the key approaches underlying the effective design of a Russian language lesson in a multilingual space: a translingual approach, a communicative-activity approach, and culturally oriented learning.

  The importance of taking into account the language repertoire of students, flexible transition between languages, the use of interlanguage comparisons and code-mixing as a didactic tool, rather than an obstacle, is emphasized.

   The work examines methodological tools that contribute to the formation of linguistic flexibility, the development of intercultural communication skills and increase motivation to learn Russian as a non-native language. Among them are multimodal assignments, problem-oriented projects, digital platforms, interactive practices based on students’ speech experience in different languages. Based on the experience of teachers of the Faculty of Russian Philology, practical lesson models are presented: translingual warm-ups, working with texts through the comparison of language structures, group project activities using different languages, tasks for the development of critical thinking and reflection on language choice. The principles of pedagogical design that ensure the adaptation of the educational process to the multicultural and multilingual composition of the audience are described: variability, inclusiveness, individualization, cultural sensitivity and integration of digital tools. Thus, the article demonstrates how a thoughtful pedagogical design of the lesson allows not only to improve the quality of teaching Russian as a non-native language, but also to support the natural multilingualism of students, turning it into a resource for personal and academic development.

   This article examines the role of creative self-expression in reducing delinquent potential in adolescents. The analysis draws on the fundamental contributions of Russian scholars such as E.V. Zmanovskaya, who developed a socio-psychological approach to delinquency prevention; S.A. Kulakov, who studied its psychosomatic aspects; and Yu.A. Kleiberg, who proposed a comprehensive classification of deviations. Along with Russian researchers, foreign scholars, including E. Kretschmer, T. Hirschi (control theory), and E. Sutherland (differential association theory), have also made significant contributions to our understanding of delinquency. However, despite extensive research, the potential of creative self-expression as a targeted factor in reducing delinquency remains understudied. The aim of the study was to determine the delinquent potential of adolescents aged 14–16; identify its relationship with personality traits and a tendency toward deviant behavior; and identify factors that contribute to the development of delinquent tendencies, followed by the development of preventive recommendations. The study methodology included a preparatory phase, collection, and comprehensive analysis of empirical data. The study was conducted at the I. M.Yakovlev Pokrovsk Secondary School No. 1 with instructional and professional development program in Khangalassky District. During the preparatory phase, the necessary permissions were obtained from the school administration and the ethics committee, as well as informed consent from parents (legal guardians) and the adolescents themselves. The sample consisted of 60 students in grades 8–9 (aged 14–16). Data collection was conducted in groups in familiar locations, ensuring complete anonymity through a coding system. A detailed briefing was conducted before each stage. Data processing and analysis included both quantitative and qualitative methods. Based on the findings, a preventive program aimed at reducing delinquent potential in adolescents was developed and tested.

   A special emphasis in the program is placed on the integration of creative expression methods presented in four modules: “Sakha Art”, “Musical and vocal creativity”, “Theatrical skills” and “Dance creativity”.

   The expected results of the program include: formation of new interests and useful leisure skills; improvement of self-awareness, self-esteem and self-regulation skills.; improving emotional state, reducing anxiety and aggression, and most importantly reducing the risk of developing delinquent behavior.

   The article examines the issue of the artistic and philosophical interpretation of the spiritual crisis of personality in the literature of the era of globalization.

   The focus is on the transformation of traditional ideas about man, the meaning of life, moral values and spiritual ideals in the context of technogenic civilization, mass culture and consumer thinking.

   It considers how the phenomenon of the “new man” finds artistic expression in modern Uzbek literature and how this image reveals a personality losing its inner integrity, spiritual support, historical memory and moral responsibility. On the material of Ulugbek Hamdam’s poem “Yangi inson” (“The New Man”), the author analyzes depersonalization, alienation from one’s own “I”, the substitution of spiritual needs by material desires, and the dependence of man on the external environment and consumer culture. The image of the “new man” is interpreted not only as a fictional character, but also as
a philosophical and aesthetic model of modern crisis consciousness. The symbolic oppositions of the inner and outer world, spirituality and physicality, self-knowledge and consumption, personality and the crowd are revealed.

   The conclusion substantiates that modern literature, addressing the problem of the spiritual crisis of personality, actualizes the necessity for a person to return to the inner world, moral memory, cultural roots and spiritual self awareness.

   This article explores the historical and philosophical evolution of the concepts of civic identity and patriotism, including concepts from antiquity and the Renaissance, the ideas of Enlightenment thinkers, German classical philosophy, the Russian philosophical tradition, and contemporary debates on constitutional patriotism.

   The relevance of the research topic is determined by the crisis of civic identity in the modern world caused by globalization, growing cultural diversity, and geopolitical instability.

   In modern conditions, the problem of finding foundations for civic solidarity and patriotic loyalty has become particularly acute, which requires turning to the historical and philosophical experience of understanding them.

   Statement of the problem: how has the understanding of civic identity and patriotism evolved in the history of philosophical thought, and which elements of this tradition remain relevant for contemporary discussions on ways to integrate diverse communities.

   The purpose of the study is to trace the dialectic development of the concepts of civic identity and patriotism from antiquity to the present day and to substantiate a dialogical model of their synthesis.

   Research methods: the principle of historicism, the dialectical method, and a comparative analysis of philosophical concepts.

   Results: Three stages of evolution are identified: from direct identification with the polis in antiquity through a rational and critical understanding of civic duty in modern philosophy to contemporary attempts to synthesize the universal and the particular; the need to overcome the extremes of abstract universalism and closed particularism is demonstrated.

   Key findings: the most promising is the dialogical model of civic identity, synthesizing universal legal principles (constitutional patriotism) with cultural and historical specificity and open to ongoing dialogue between various identities in the public space.