The article describes the organisation of a study that contributed to examining the issue of developing mathematical concepts in older preschool children through engaging materials, which meets the challenges of modern education. The paper reveals an algorithm for the development of mathematical concepts in preschool age from the perspective of a psychological and pedagogical problem. It addresses the significance of using engaging materials in fostering mathematical concepts among preschool children and analyses the methods and techniques for applying such materials to develop mathematical concepts in older preschoolers within a kindergarten setting. Within the framework of the conducted pedagogical experiment, the initial level of mathematical concept development in older preschoolers is described, and the components forming the structure of mathematical concepts developed in preschool age are analysed. A comparative analysis of the results obtained from the experimental and control groups of respondents was carried out. The formative stage is described step by step: it involved designing and implementing a set of activities aimed at developing mathematical concepts in older preschool children with the inclusion of engaging materials; this is reflected in two stages of the experiment. The final control stage of the experiment was intended to identify the dynamics in the development of mathematical concepts by comparing the results of the control and experimental groups. Based on the findings of the study, an analysis of the obtained data was performed, which allowed the authors to confirm the hypothesis formulated at the outset of the research. The research problem is determined by the difficulties children face in understanding mathematical concepts due to their limited abstract thinking, challenges in grasping the meaning of numbers and the sequence of numerical operations, the lack of clear indicators of mathematical development, and the disorganised intellectual experience typical of preschool children.

This article analyzes key aspects of career guidance and the social and psychological adaptation of students during the transition from school to vocational education. Particular attention is paid to how comprehensive support of the process influences successful integration of children with disabilities and chronic illnesses into society. An analysis of the literature and research results revealed that career guidance for adolescents with disabilities involves a combination of measures (diagnosis, consultations, and testing) aimed at selecting an accessible profession based on the nature of the disability, individual characteristics, and labor market requirements. The primary goal is successful socialization, rehabilitation, and employment, not simply choosing a career. As an example, the article provides a portion of the conclusions of a career guidance consultation at a department of the Yaroslavl State Medical University. 940 adolescents with various health conditions were examined and recommended professions and educational institutions where they could obtain these professions. According to the authors, career guidance for adolescents with health problems is one of the stages of medical, psychological, pedagogical, social, and occupational rehabilitation, allowing them to choose a worthy profession and determine its successful implementation in adult life. The findings demonstrate that targeted, comprehensive career guidance for adolescents with disabilities facilitates social and occupational adaptation, informed career choices that match their abilities, and successful social integration. Comprehensive work also includes educating parents and helping them avoid overprotection or unrealistic expectations, which facilitates a harmonious career path for their children.

This article is dedicated to the current issues of teaching Russian in Kazakhstan. In particular, the authors look at the topic of Kazakhstani school textbook studies and the ethnomethodological opportunities of the course ‘Methods of Teaching Russian,’ which is taught at a pedagogical university in Kazakhstan. The aim of the article is to present systematized information about what Kazakhstani linguomethodology is currently focused on, and what innovations are being introduced into the practice of school textbook studies and university ethnomethodology.The study used both theoretical methods (analyzing scientific literature, comparative analysis of key terms, modeling the educational process) and empirical-experimental methods (analyzing current Russian language textbooks, pedagogical observation of the methodological actions of future language teachers, surveying school teachers, using specific methods and techniques in university classes on the discipline ‘Methods of Teaching Russian,’ and processing the results of teacher surveys).The authors analyze, based on a review of scientific literature, the content of key terms: textbook, ethnomethodology, and point out the achievements of Kazakh linguomethodology in the field of school textbook studies and ethnomethodology. The article presents the didactic possibilities and characteristics of the current Russian language textbook for 9th-grade students in schools with Russian-language instruction, which has a clearly communicative and activity-based focus. The authors of the article look at the features of a digital textbook based on their own experience developing a digital Russian language textbook for that grade. The article also presents the results of a survey of Russian language and literature teachers at School- Gymnasium No. 8 in Almaty about the prospects for school textbooks and what the Russian language textbook of the future might be like. The authors share their specific experience in applying ethnomethodical principles based on the native language and cultural dialogue.In conclusion, there is a statement about the prospects of the school textbook, as well as the fact that taking into account the ethno-methodological features of this subject ultimately contributes to the effective formation and development of the professionalcommunicative competence of future Russian language and literature teachers in Kazakhstani schools.

The article is devoted to the development of a linguodidactic model that ensures the implementation of Russian educational standards in the general education system of the Lao People’s Democratic Republic. The relevance of the study is due to the return of the Russian language to Lao public schools after nearly a thirty‑year break and the plans to open a Russian‑Lao school in Vientiane. The aim of the work is to create a scientifically grounded mechanism for the organic integration of Russian standards into Laos’s national educational tradition without disrupting established pedagogical practices. The article defines the object and subject of the study and formulates a hypothesis that includes five conditions for an effective model: thorough methodological and cultural adaptation of educational materials, a set of pedagogical technologies (subject‑language integrated learning, game‑based technologies, creation of a language environment), the formation of a language‑based educational and upbringing environment, and professional interaction between Russian and Lao educators, the system of monitoring and evaluating results. Based on the analysis of works on linguodidactic modeling, bilingual education, neuro‑linguodidactics, and the dialogue of cultures, the conceptual foundations of the model have been identified: acculturation and the dialogue of cultures, continuity, adaptability, and taking into account the specifics of bilingualism. The goal, objectives, methodological approaches (competence‑based, communicative‑activity‑based, intercultural, subject‑language integrated learning, logical‑structural) and the system of teaching principles, grouped into six areas, are described. The structure of the model is presented, including six interrelated blocks: methodological, content‑based, procedural, cultural, bilingual/communicative, and diagnostic/adaptive. Pedagogical technologies, methodological techniques of “soft inclusion”, organizational forms of work, criteria and methods for assessing effectiveness are identified. It is substantiated that the model ensures a balance between Russian standards and the ethnocultural specifics of Laos by relying on the principle of syncretism, bilingual, and ethno‑oriented approaches. The model has the potential to be scaled up to different age and professional groups and can serve as a methodological basis for developing training courses, teacher professional development programs, and teaching and methodological materials for teaching Russian as a foreign language to a Lao audience.

The article examines the use of generative artificial intelligence to automatically create test-item banks from university lecture materials and convert them into Moodle XML. The study aims to assess the suitability of DeepSeek and the Perplexity hybrid platform for producing pedagogically meaningful and technically valid test materials importable into Moodle. The empirical material comprised eleven lectures from the course Infographics and Visualization in Education. DeepSeek processed seven lectures and generated 70 items, whereas Perplexity processed four lectures and generated 40 items. The analysis addressed item-type diversity, cognitive level, wording dependent on the context of a particular lecture, XML syntax, answer-weight settings, and the implementation of Cloze items. The findings show that both systems can substantially reduce the time needed to create a question bank, although their outputs require expert review. Fact-oriented items accounted for 70% of the DeepSeek sample and 90% of the Perplexity sample, producing an overall proportion of 77.3%. The DeepSeek-generated files contained errors involving fraction values, decimal separators, the structure of answer and text tags, and the content of the name tag. The Perplexity files were imported without detected syntax errors; however, they emphasized factual recall, included context-dependent references to lecture materials, and offered limited acceptance of alternative correct answers in Cloze tasks. The study concludes that technical diversity in item formats does not automatically ensure cognitive diversity. Effective use of generative AI therefore requires detailed prompts, automated XML validation, deliberate distribution of tasks across Bloom’s taxonomy levels, and subsequent pedagogical and psychometric evaluation.

The integration of digital language resources into the practice of teaching Russian as a foreign language (RFL) opens up new opportunities for developing linguocultural competence in foreign students. The National Corpus of the Russian Language (NCRL) is a unique repository of authentic texts of various genres and styles, but its didactic potential in studying cultural concepts remains insufficiently explored. The problem lies in the absence of methodologically grounded approaches to using the NCRL and related corpus tools (AntConc, Sketch Engine, OpenCorpora) for systematic work with key concepts of Russian culture in a foreign-language audience. The aim of the article is to develop and experimentally verify a methodology for using corpus technologies in studying the concept of HAPPINESS by foreign students at level B2. The research methods include theoretical analysis of scientific literature on conceptology and RFL methodology, corpus analysis (frequency, collocational, contextual), pedagogical experiment with 58 students, questionnaires, and statistical data processing (Student’s t-test, Cohen’s coefficient). The results showed a statistically significant advantage of the experimental group trained according to the author’s methodology using corpus technologies over the control group following the traditional program: the final increase was 34.4 points versus 14.5 (t(56) = 11.42, p < 0.001, d = 3.04). The most pronounced effect was recorded in the formation of corpus-information skills (an increase of 11.9 points) and linguocultural competence (an increase of 8.7 points). The conclusions confirm that the systematic use of corpus technologies ensures a deep understanding of cultural concepts, the development of research skills, and sustained motivation to learn RFL. The proposed methodology can be implemented in curricula for Russian as a foreign language at level B2.

The relevance of this study stems from the increasing pressure exerted on schools by the external environment (stricter oversight, parental demands, and market mechanisms in education), which necessitates the search for new management tools. However, the mechanical transfer of corporate models to the educational sphere often leads to a conflict of values. Consequently, there is an urgent need for a theoretical rationale regarding the limits and methods of adapting business approaches without undermining the school’s pedagogical mission. The study aims to provide a theoretical justification for the feasibility and specific nature of adapting business methods to the management of a general education institution, while identifying criteria for their relevance to the school environment. The research objectives are: 1) to analyze scientific literature and existing management practices regarding the use of business tools in education; 2) to identify the internal and external prerequisites for introducing business methods into school management; 3) to develop and substantiate a system of criteria (characteristics) for the adaptability of business methods to schools; and 4) to define the principles and limitations of transforming business approaches, taking into account the social nature of educational organizations. Methods of theoretical analysis and synthesis were employed to identify the essential characteristics of business methods and project them onto school management; a comparative method was used to identify similarities and differences between the management of commercial and educational organizations; ...a modeling method used to construct a system of prerequisites and criteria for adaptation. No empirical research was conducted; the conclusions are based on a logical synthesis of existing theoretical and practical data. Results obtained: internal prerequisites (need for resource optimization, increased managerial workload) and external prerequisites (regulatory requirements, social mandates) for the application of business tools were identified; three key characteristics of the method’s adaptability were substantiated: informational-managerial (alignment with school data collection and processing cycles), administrative-organizational (compatibility with the school’s management structure), and socio-pedagogical relevance (alignment with educational and developmental goals); it was demonstrated that while the direct adoption of business approaches is not feasible, their substantive transformation can enhance management efficiency, provided that pedagogical principles are observed and the school’s humanistic orientation is preserved. Research prospects: further development of practical mechanisms for adapting specific business tools (project management, lean production, KPI systems) to school operations; development of criteria for evaluating the effectiveness of their implementation; and empirical validation of the proposed theoretical models in actual educational institutions.

During the transformation of economic relations and growing financial uncertainty, the study of social representations and monetary attitudes of student youth acquires particular significance. The purpose of this study is to provide a theoretical analysis of these constructs, supplemented by the materials of a pilot study conducted in Yakutsk. The objectives of the study included: studying theoretical approaches to understanding money as a social institution; analysing modern research on attitudes towards money among young people; and conducting a pilot survey. The study involved 40 students from Yakutsk aged 17 to 23 years. A set of methods was used: the method of free associations and open questions; the Klontz Monetary Attitudes Questionnaire (adapted by D.A. Bayazitova and T.A. Lapshova) on four scales: “Money Avoidance”, “Money as Status”, “Money Worship”, “Money Concern”. Content analysis, descriptive statistics and the Mann-Whitney U-test were used for data processing. It was found that the most significant attitudes for the surveyed students are “money as status” and “money worship”. The most common association with money is “freedom” (32.5%). Statistically significant differences were found on the “money concern” scale in the pilot sample between students with and without part-time employment: unemployed students demonstrate a higher level of financial anxiety. The hypothesis on the studied sample was partially confirmed: significant differences were found only on the “money concern” scale. The obtained data are preliminary. The practical significance lies in developing targeted financial education programs and psychological support for students. Promising areas for further research include conducting longitudinal and cross-cultural studies, developing culture-specific diagnostic tools, and studying the influence of the digital economy on financial behavior.

Generative artificial intelligence (AI) is increasingly used to produce advertising images, yet consumer responses depend not only on the use of AI but also on what the image depicts and on the audience; the role of the ad’s social context and of consumer decision-making styles is underexplored. The aim was to examine how the social context of an ad image (a person versus a product only) and its origin (AI-generated versus traditional) relate to ad evaluations among consumers with different decision-making styles. Materials and methods: an online survey of 150 respondents (mostly aged 18–26); styles were measured with the Consumer Style Inventory adapted by O. I. Patosha and N. V. Antonova; four ads of a fictitious chocolate brand (AIgenerated/ real × product/person) were rated on attitude, trust, purchase intention and perceived authenticity (Wilcoxon test, Spearman correlations). Results: product-only ads were rated higher than ads with a person regardless of origin; in the “person” pair the AI image outperformed the photograph on all measures, in the “product” pair the real photo scored higher on trust and authenticity; only 24% recognised the real image with a person. The “brand, novelty and fashion”, “recreational shopping” and “quality-conscious” styles were positively related to product ads, including AI-generated ones; “brand loyalty” – to ads with a person regardless of origin; “impulsiveness” and “price-conscious” – negatively to images with a person. Social context is thus no less important than image origin. The findings can inform targeted advertising with generative AI; experimental and cross-cultural studies are needed.

This article analyzes the problem of managing cultural diversity in modern multiethnic societies, that is becoming particularly acute in the context of globalization, intensive migration, and the growth of ethnic pluralism. The author examines the evolution of theoretical approaches – from classical multiculturalism, focused on preserving cultural boundaries, to interculturalism, emphasizing interaction and dialogue, as well as to the Russian concept of polyculturalism and the new paradigm of «cultural diversity management», that shifts the focus from conflict to cooperation and adaptation mechanisms. The article substantiates the need for a multi-level model of integration policy, including the macrolevel (government legislation, antidiscrimination measures, political representation, and institutional frameworks), the mesolevel (regional and municipal practices, the creation of public spaces for dialogue, the adaptation of social services), and the microlevel (civil society institutions, interpersonal interaction, digital platforms that form new communication channels). Particular attention is paid to the Russian context. The study reveals a shift in conflicts from the vertical « center-regions» plane to the horizontal plane of intergroup relations in cities, that requires new approaches to urban policy. Key issues include the tension between the recognition of cultural differences and social justice, the lack of coordination between levels of government, hidden assimilation under the guise of cultural sensitivity. Based on a comparative analysis of international experience and Russian practices, philosophical foundations for effective integration are formulated, based on dialogic universalism, mutual recognition, and the transformation of cultural differences from a barrier into a resource for social development. A conclusion is drawn about the potential of a cultural diversity management concept focused on cooperation, civic participation, and institutional flexibility, opening up opportunities for developing adaptive integration strategies in the context of today’s “superdiversity”.