Introduction. Modern society is interested in quality education, which is traditionally determined on the basis of the interests of society (state) and the individual. One of the recognized ways to improve the quality of education, including higher education, is the formation of critical thinking. To date, three main approaches to solving the question of what is critical thinking have been formed: philosophical, psychological, pedagogical. Along with this, according to the results of the Delphi study, critical thinking should include such skills as interpreting, analyzing, evaluating, concluding, methodological reasoning, self-checking and self-correction.
Purpose setting. The purpose of the article is to clarify the relationship between how critical thinking is understood and the ways in which it is fostered within higher education.
Methodology and methods of the study. The methods and methodology include historical and philosophical reconstruction of views on upbringing and education from the position of interests of society and personality, comparative analysis of courses on critical thinking in universities in Russia and abroad in correlation with the main approaches.
Results. Specialized courses on critical thinking, as well as courses in which it is formed along with other intellectual skills, are oriented partly on philosophical and psychological approaches to understanding the essence of critical thinking.
Conclusion. However, the results obtained in the framework of the realization of the Delphi study act as the basic for teaching.

Introduction. The peculiarities of international activities of Russian universities in the context of the pandemic consists of many factors, such as the number of foreign students from near or far abroad, the degree of their adaptation, IT skills and equipment, and readiness to switch to distance teaching, the peculiarities of their educational field and practices. Purpose setting. The main objective of the article is to analyze the peculiarities of international activities of Russian universities during the pandemic. Methodology and methods of the study. The materials used in the article present the analysis of semi-structured interviews with rectors, vice-rectors and persons responsible for international activities of the universities. To conduct 17 semi-structured interviews of Novosibirsk universities' representatives for international affairs (or employees in a similar position, for example, heads of international services) we developed a questionnaire. Results. The core of each semi-structured interview are several blocks of discussion of problems: features of activities of the international services of universities during the pandemic; development of quality of education and language training; problems of adaptation and extracurricular activities of foreign students during the pandemic; foreign students' feedback issues during the pandemic; mechanisms and ways to attract foreign students during the pandemic. Conclusion. The obtained results allows us to conclude that there are common problems and specific ones, typical for universities dealing with a specific educational field. We formulated the main conclusions related to the improvement of the activities of international departments in new conditions. The article will be of interest to employees of international departments, teachers working with foreign students, heads of universities.

Introduction. The article shows that the attitude to reproductive assimilation of knowledge, which is often used in education (both at school and at university, although to a lesser extent in the latter), is in principle erroneous, since it is associated with a misconception about the very essence of knowledge. In this case, the thought is directed not at the truth, but at the product of the process of cognition carried out earlier by someone else. Purpose setting. The problem lies in the contradiction between the idea that knowledge is separable from personality, and the fact that truth is comprehended only in the direct experience of personality. Methodology and methods of the study. The phenomenological method is used (to clarify the essence of knowledge as a phenomenon), hermeneutical (to identify the existential source of the phenomenon of knowledge itself), the method of ascent from the abstract to the concrete (when considering the problem of the correlation of historical and logical in cognition). Results. It is shown that the personal principle cannot be removed from the cognitive act, since for the thinker the truth appears only as a form of self-realization of his being. Therefore, a work of culture created by a thinker (text, treatise, etc.) does not act as a means of storing knowledge (from where they could be extracted and made the property of one's own thought), but plays the role of a tool with which the author of this work carried out the act of establishing a direct connection with the true essence of the thing or phenomenon he comprehends. Conclusion. So, the use of reproductive methods in teaching leads not only to the impossibility of educating creators, but even consumers, since in this case the student is not able to fully assimilate the existing knowledge in order to use it effectively.

Introduction. Within the framework of the regulatory guillotine mechanism, the regulatory and legal support of educational legislation is currently being reviewed. The use of such a mechanism makes it possible to revise and update the entire array of legal support in order to solve social issues of vocational education. Purpose setting. Modern educational law follows the path of increasing the number of normative acts regulating educational legal relations, which indicates the casuistry of legal regulation. Updated regulations have a limited validity period, and therefore their significance may be reduced by leveling efforts to take into account professional standards when describing professional competencies. This entails social problems in the area under consideration. Methodology and methods of the study. Theoretical and empirical methods were used in the research process. Legal analogy, legal comparison, legal abstraction were used. Results. The article deals with the problems of formation of professional competencies of students. The necessity of the organic development of educational and public service legislation in terms of the formulation of professional competencies is argued, especially taking into account the change since September 2025 in the nomenclature of training areas, specialties and federal state educational standards. The problems of the lack of continuity of professional competencies of a civil servant, professional standards and a graduate of an educational organization are noted. Conclusion. The most important direction for improving educational legislation is the need to establish its priority in regulating the procedure for entering the civil service and determining professional qualifications. In order to use the provisions on the professional qualifications of a civil servant in the development of educational programs of higher education, it is necessary to amend the educational legislation, as well as develop a system of additional professional education.

Introduction. The ongoing large-scale transformational processes lead to the need to change both the form and content of education as a key resource for social development. One of the most effective mechanisms for regulating social relations can be «soft power». Purpose setting. The relevance is presented from the position of factors consisting of the formal and substantive part of «soft power» and the tools for its implementation through higher education. The problem lies in the existing contradiction between the developed forms of implementation of the educational process and its content in the changed socio-cultural conditions of the transition to the localization of the national education system. The purpose of the work is to identify the instruments of soft influence of Russian education that can be used to normalize international relations in modern conditions. Methodology and methods of the study. The work uses socio-cultural and structural-functional approaches, which made it possible to identify the specifics of the influence of «soft power» in various fields. With the help of the analytical and descriptive method, a generalization of the obtained data was made and promising directions for the development of the national education system were identified from the point of view of the «soft power» tools within the framework of the Russian educational policy. Results. Understanding the context and sphere of influence of «soft power» are the main components that help to effect on the world solely through the dissemination of an attractive image, of values, culture and politics of the country. The formal, state and substantive levels of soft power are singled out. The export of education is considered as a tool of «soft power», which forms an idea of the position of the state on the world stage, as well as in social, cultural and political spaces. It is indicated that the strategic goal of the national higher education is to spread Russian culture and form an attractive positive image of Russia in the international cultural space. Conclusion. Education, being a translator of culture, can act as one of the most effective tools of «soft power», contributing to strengthening the security of the state.

Introduction. The article deals with modern trends related to bodily idealization. Problems of bodily idealization arise in the artistic depiction of the human body. The conceptual basis of the study is the doctrine of systemic inversions in the hierarchy, in this case we are talking about the hierarchy of values. The inversion lies in the fact that in this system subordinate, secondary values that affect the corporeality, and not the spiritual sphere of a person, come out in the first place. As a result, the system adapts to this inversion and takes it for granted. Thus, physicality becomes an essential part of spirituality. Knowledge and understanding of these trends is necessary in the implementation of art education, in which the issues of physicality are touched upon especially often. Problem statement. The role of bodily idealization in art education is considered.An objective anthropological trend is the predominance of gracility. This trend also finds aesthetic expression. The article presents a brief historical overview of the main trends of bodily idealization. Methodology and methods of the study. Features of bodily ideals can be identified by graphical diagnostics. The subjects (schoolchildren aged 15) were asked to depict a human figure. In total, 147 boys and 177 girls from schools in Novosibirsk and the Novosibirsk region participated in the study.The Fisher criterion was used to identify the reliability of the differences. Results. The article presents the results of a psycho-diagnostic study, which shows the wide spread of gracile bodily ideals among adolescents. If we take into account all possible signs of gracility, then more than 50 % of gracile figures were obtained in female subjects, and no more than 10 % in male subjects. As a result of the study, it was determined that the idealization of the human figure as a whole does not depend on the degree of its detail in the image.At the same time, idealization affects mainly the female figure. Conclusions. Both the student and the teacher need a conscious approach to the current trends of bodily idealization. Knowledge of such trends is a necessary component of artistic education.

Introduction. On the territory of the Russian Federation, mentoring is especially popular. However, mentoring activities are often directive in nature: «Do as I do!» Distant relationships develop between managers and subordinates that affect only work areas, while mentoring is about strategic partnership. Here we are talking not only about achieving high results in the professional field (in our case, in a preschool educational organization), but also in the development of special coefficients of intellectual, spiritual and emotional factors in the development of the personality of mentee teachers; special ways of managing a mentor in a preschool educational organization. Purpose setting. The goal is to conduct a comparative analysis of an express survey from a set of questions among the heads of preschool educational organizations to determine the most relevant competencies in mentoring, as well as to identify what internal motives managers and senior educators are guided by when working with mentee teachers. Methodology and methods of the study. As a result of a specially prepared, author's questionnaire for heads of preschool educational organizations, ideas of positive and fruitful interaction between a mentor and mentee-teachers were identified. Results. The problem of transferring accumulated experience is resolved by applying the scientific foundations of mentoring. Among the mentee teachers there are specialists with many years of experience, as well as novice teachers, and each of them has a certain «own» set of professional competencies: the dynamism of novice teachers, coupled with the enormous opportunities for solving the tasks set by teachers based on accumulated experience, with many years of experience working with children and their parents. We tried to monitor the types of mentoring through the prism of professional competencies with a set of necessary skills, which together turn out to be the most significant in the process of managing a preschool educational organization. Also particularly relevant in the study is the research of the process of formation of professional competencies, both for managers and for their wards – mentee teachers. The novelty of the research lies in the development of new approaches and professionally significant competencies for leaders (mentors) and teachers (mentee) of preschool educational organizations. Conclusion. The methodological basis of the longitudinal study was the methods of expert opinion, critical analysis, as well as monitoring the formation of professionally significant competencies of leaders (mentors) of preschool educational organizations. The study presents the results of express survey on the territory of the Russian Federation.

Introduction. The task of stimulating the cognitive interest of medical students in studying the fundamental disciplines of the curriculum, which includes biophysics, seems to be relevant. In the article, the authors present the experience of implementing blended learning in the framework of the study of biophysics by students of the Faculty of Dentistry of the 1st year of the Medical University.
Purpose setting. In order to solve the task, an electronic modular campus course «Fundamentals of Biophysics» was formed on the LMS Moodle platform of NSMU. The main its task is to improve the quality of knowledge and skills of students by increasing motivation and involvement in the study of biophysics, as well as focusing students» attention on the practical importance of studying the discipline for the future dentist.
Methodology and methods of the study. To conduct the study, first-year students of the Faculty of Dentistry were divided into two representative groups: control and experimental. Two parallel courses were implemented on the LMS Moodle platform during the experiment. The structure of the e-course for the control group was formed exclusively using Moodle tools. The set of Moodle tools for the experimental group was supplemented with the help of web 2.0 services, as well as the capabilities of the distance learning system and the iSpringSuite10 course builder. Stimulation of students to work in the classroom and the electronic course was achieved through systematic ratings, virtual rewards.
Results. In a comparative analysis, the results of the innovative training model turned out to be higher.
Conclusion. An analysis of the students» activity, academic performance and the results obtained by 1st year students of the Dental Faculty of Northern State Medical University on the implementation of blended learning in the study of biophysics give reason to introduce them into the educational process. Also to demonstrate more the practical significance of biophysics by using of game elements, involving the dental departments of the university and the departments of specialized practical healthcare. On the basis of the experimental electronic course, it is planned to develop a massive open online course «Fundamentals of Biophysics for Dentists».

Introduction. The relevance of the article is due to the problems of the development of general engineering competence of university graduates. The article talks about the need to form general engineering competence as an integrated system of professional and personal qualities, the result of which is expressed in the willingness of a specialist to solve current and promising engineering tasks.
Purpose setting. The purpose of the study is to identify the key block of professional training of graduates with a general engineering basis.
Methodology and methods of the study. Based on the key role of general engineering competence in the development of technical readiness of the future engineer, the authors analyze the state of its formation in the system of engineering education, on the basis of research of many teachers and scientists. Based on the conducted research, the authors came to the conclusion that the professional and technical potential of a university teacher contributes to the development of general engineering competence.
Results. The results of the study include a description and analysis of the problems associated with the disclosure of the concepts of «professional and technical potential of a university teacher» and «general engineering competence». The idea of the algorithm of level interaction between university teachers and students is revealed, which is a level interaction between university teachers and students, we consider as a system of educational and business relations of professionally active and socially responsible teachers providing high quality professional training of future specialists, on the one hand, and students ready for intellectual activity who want to receive general engineering training, on the other hand. Among the levels shown are «ascent» (the initial stage of the formation of a certain block of general engineering competence); «mastering» (the basic stage) and «implementation» (the final stage). The connecting link of these independent activities is the algorithm of managerial functions, among which: 1 – analysis; 2 – motivation; 3 – planning; 4 – organization; 5 – control; 6 – regulation. Support of students is implemented according to three vectors-interactions: administrative support (according to standards and training programs), methodological support (based on methodological and technological programs) and psychological (individual consultations and assistance in mastering the proposed training and professional education programs).
Conclusion. In the final part of the article, it is said that the problem of research is practice-oriented and allows us to state that the engineering competence of a specialist as an integrated system of professional and personal qualities is expressed as a result of engineering activity, the essence of which is the willingness of a specialist to solve current and promising engineering tasks. The professional and technical potential of high school teachers is a key condition for the development of general engineering competence of students.

Introduction. The article deals with the view both on the background and on development prospects of female academic leadership as a constituent of the widely announced governmental social policy as well as the initiatives for technological excellence promotion.
Purpose setting. The article aims at elaboration of a methodology for female scientists' leadership promotion by implementation of a set of educational activities.
Methodology and methods of study. The article is based on the analytical results of more than 1700 questionnaires by Russian female potential and mature researchers. Analysis of these results prove that there is a need in a specially designed environment for support and promotion of female researchers' career.
Results. It is supposed that this environment should include a consistently built supporting community, free individual consultancy in lifelong learning and career design. Mentoring is another conceptual hub of the environment. It should and must open access to the senior practical experience and also make the participants act as mentors themselves. This article offers a methodology aiming at the reaching the above-mentioned objectives, a step-by-step algorithm for mentoring skills' development.
Conclusion. This set of tools can be comprehensively applied for the pedagogical support of women focused on academic career not just due to the educational and career design practices but also to teaching to fill existing gaps. The set is to implement its motivating function well-grounded by the existing necessity in correction of societal dogma hampering female leadership, including those in the field of science and research.

Introduction. The article discusses the formation of a model of a high quality educational process in a medical university in order to prepare a highly qualified specialist and a versatile educated person.
Purpose setting. The objective of the study was to analyze the process of formation of clinical thinking, intellectual and communicative competencies in the process of preparing future specialists for professional activities in a medical university, based on the use of an integrative approach, assessment of the type of thinking and learning; constitutional features of the student and teacher; semantic differential method.
Methodology and methods of the study. The methodology of the material presented in the article is based on the introduction of a systematic (holistic) approach to study the individual constitutional (mental and physical) characteristics of teachers and medical students in connection with training and further professional activities.
Results. The article analyzes current trends and problematic issues of the educational process in pedagogy and andragogy, due to technological progress, the development of digital technologies, distance types and forms of education, the formation of the so-called «digital generation» of students, requiring the development and implementation of innovative methodological approaches and methods in the educational process training of specialists in medical universities. The necessity of forming not only intellectual and communicative competencies in the process of mastering a profession, but also conceptual and logical schemes of clinical thinking using the method of semantic differential is demonstrated. The role of the constitutional features of the teacher and student in the training of future specialists is shown. The relationship between the professional and personal qualities of a high school teacher and students is illustrated.
Conclusion. The use of an integrative approach greatly contributes to improving the quality of the educational process in the professional training of a future medical specialist.

Introduction. The article is devoted to the application of mnemonics as an effective pedagogical technology in the study of Russian professional medical lexicon by foreign students of medical faculties. The main demand of modern society is the high grade of learning of medical graduates, including foreign ones who has been studying Russian language.
Purpose setting. The author of the article aims to show the positive result of the author's mnemonics technology use as an effective pedagogical technology in teaching medical students from Arab countries, solving the problems of quick memorization and correct reproduction of professional medical terms in Russian (using the example of the text on the discipline «Anatomy»).
Methodology and methods of the study. The methodological basis of the study was the identification of the volume of memorized and reproduced Russian professional medical lexicon by foreign students during the experiment.
Results. Pedagogical technology with mnemonic techniques was introduced by the author in classes with foreign students from Arab countries of 2–4 courses of the Medical Faculty of Ulyanovsk State University, studying in the specialty «General Medicine». Studies conducted with experimental and control groups of students after applying the author's technology showed: the volume of reproduced information in the experimental group is 71 % of the studied amount of information, and in the control group – only 42 %, what indicates the high efficiency of the author's mnemonic pedagogical technology.
Conclusions. The practical significance of the work is in the acceleration of the memorization of medical lexicon by foreign students and can be used in Russian as a foreign language classes at medical faculties of Russian universities.

Introduction. The peculiarities of the professional activity of practical educational psychologists place high demands on systemic analyticity, gnostic flexibility, homeostatic contextuality of the specialist's position.
Purpose setting. The expediency of the means of stimulating the activity of future specialists in the formation of professionally important qualities implies reliance on the understanding of both the essence of the characteristics desired by the professional and the students' ideas about them. Since the system-forming quality of professional positioning and interaction is defined in terms of professional culture, a survey study of the ideas about the professional culture of students receiving the specialty of educational psychologist was conducted.
Methodology and methods of the study. Students of Krasnoyarsk State Pedagogical University named after V.P. Astafyev (N = 151) as survey respondents answered questions that revealed the content of the subjective understanding of the essence of professional culture and the levels of its development, the factors of formation of professional culture in the educational process, as well as the subjective assessment of their own level of development of professional culture and the level of their classmates. Qualitative analysis and descriptive statistics were used to process the obtained data.
Results. Analysis of the survey data showed that students' ideas about professional culture have productive aspects, such as a focus on self-realization and assistance in determining the resource capacity of clients, the value of professional and personal reflection, and deficient ones, the main among which is the lack of a systematic comprehension of the professional situation, insufficient understanding of the significance of interaction with various subjects of the educational process.
Conclusion. Students' ideas are analyzed in relation to a set of key components of professional culture, including: focus on the resource aspects of the individual and situation; systemic vision of the professional situation; possession of means of environmental impact; personal and professional responsibility based on the reflection of the need satisfaction of the subjects of the educational process. The features of training are described, which create conditions for the formation of students' orientation towards the development of the socio-psychological component of professional competence according to the levels: technologically performing, reflexive, professionally constructive.

Introduction. The article is devoted to the problems of development of a training program for computer science teachers in the context of digital transformation of education.
Purpose setting. The author of the article aims to identify the current state of professional development programs for teachers. And also, what competencies need to be improved and what tools are needed for this.
Methodology and methods of the study. The methodological basis of the research was the formation of digital competence of teachers, which is carried out in the process of passing advanced training programs aimed at improving the knowledge, skills and abilities of computer science teachers.
Results. The analysis of information collection is carried out, which shows that the level of digital competence of teachers, the degree of readiness and desire of teachers to use digital tools and services in the educational process suggest the need to develop issues of organizing effective online communication of participants in the educational process. Based on the analysis of the list of relevant digital competencies in the field of education, the author suggests the introduction into the educational process by teachers of the development and design of digital educational resources for the discipline they teach on the platform STEPIK https://stepik.org/.
Conclusion. The practical significance of the work lies in the fact that the proposed online platforms can be used in the drafting of additional professional development programs for teachers.

Introduction. The relevance of this work is related to the attention to the topic of digitalization of the educational and professional space. Digital tools have firmly entered the educational practice, the number of electronic resources filling the educational and professional space is filling. Nevertheless, there is a problem of misalignment between the educational and professional community on the content of training, the relevance of the skills being formed that do not have implementation in further work. The authors believe that an increase in the share of digital tools and digitalized ways of learning both in the space of an educational institution and in the professional development of specialists in the workplace should contribute to the creation of a unified information environment between an educational institution and graduates.
Purpose setting. The purpose of the article is to present a structural and meaningful model of a unified information and educational environment on the example of achieving the goals of environmental training of military specialists (UIEE ET).
Methodology and methods of the study. The methodological basis was scientific statements that the primary task of digital transformation of education lies in the plane of selection and organization of educational content, and not in the technical solution of the issue; the information and educational environment is a means of forming an individualized educational space for the implementation of semantic content not available before. In preparing the article, methods of generalization (pedagogical experience and experience of military specialists), modeling in the course of determining educational strategies were used, and a pedagogical experiment was also conducted, including checking the formation of cognitive, affective and behavioral components of the culture of rational use of resources.
Results. The authors propose a model of a unified information and educational environment for environmental training of military personnel. The conducted empirical research included questioning and solving situational problems by students, teachers, and military personnel. The analysis of the results confirmed the opinion of the authors of the article about the need to create an UIEE ET, which is based on the principles of ecologization of the information and educational environment and integration within the educational and professional space.
Conclusion. As a result of the subject's mastering the totality of environmental conditions, the environmental competence of a specialist is formed, which should be regarded as a corporate educational result. On the basis of theoretical analysis and experimental data, recommendations for the creation of UIEE are made, promising areas of research in this area are identified.

Introduction. Within the framework of the methodology of modern vocational education, the article examines the transformation of communication campaigns of universities to attract applicants after colleges and technical schools.
Purpose setting. The main problem of communication campaigns of higher educational institutions is insufficient attention to narrower segments of applicants, especially college and technical school graduates.
Methodology and methods of the study. It is reasoned that college graduates have different needs and values, hence the focus of attention of the communication campaign should also be different.
Results. After the analysis, some shortcomings in communication campaigns aimed at college graduates become apparent: for example, the lack of a full-fledged communication campaign as such, the lack of information necessary for full enrollment on some college websites, the lack of «college representatives» who visit colleges in person and talk about their college.
Conclusion. Measures were proposed to improve the communication campaign of higher educational institutions to attract applicants entering on the basis of secondary vocational education.

Introduction. The question of what service of academic support should do, what tasks and directions of its work should be considered as priorities, and how to solve its tasks most effectively, remains one of the most important and controversial in the context of the task of improving the quality of education.
Purpose setting. The purpose of the study is to analyze the specifics of the psychological support of education in the context of the implementation of the dual functions of university academic support services for employees and students: 1) assistance in understanding and solving problems and tasks directly related to the quality and process of education; 2) help in understanding and solving the problems of personal, interpersonal and professional development, not directly related to the educational process and its results, but having a significant impact on the overall quality of their life and development (frustrating and creating obstacles, blocking development, etc.).
Methodology and methods of the study. The research method is a theoretical analysis of the specifics of the psychological support of education in the context of the implementation by the academic services of universities of their numerous functions of psychological support for employees and students in the context of the tasks of the educational process and their life in general. The methodological basis of the study is a systematic approach to the analysis of the specifics of the psychological support of education.
Results. Academic support services for education in universities carry out dual functions: 1) the leading function is to help in solving problems directly related to education, its quality, psychological richness, safety, etc.; 2) the tasks of helping the subjects and stakeholders of education in resolving other problems of their personal, interpersonal and professional development.
Conclusion. The problem of the specifics of academic services of psychological support for education continues to be open. Its various solutions form different models of activities of these services, many of which naturally develop as systemic: multi-level and multi-component.

The purpose of the article is to obtain new knowledge about artificial intelligence and to form priorities in the framework of scientific research. Contains a generalization of the experience of intensive development of artificial intelligence technologies. Scientists note that as artificial intelligence develops, its potential in education as a teacher, partner, human-machine system is increasing more and more. In the process of implementing artificial intelligence in education, technological, information, methodological and psychological problems arise. There are no methodological foundations and methodological recommendations for the use of artificial intelligence in education.