Introduction. In the large-scale transformational change context, the shift in priorities in Russia's international relations towards countries in Asia, the CIS, the Middle East, and Africa is creating new challenges and opportunities for policultural education.

Purpose setting. The relevance of the topic is determined by the changing processes of intercultural communication in the modern social context. The problem lies in the existing contradiction between the Russian policultural education ability to act as a tool for developing intercultural dialogue and the realization of this opportunity. The study purpose is to identify the Russian policultural education tools, that can be used to normalize international relations in the current context.

Methodology and methods of the study. The study uses philosophical and systemic-genetic approaches. Аnalytical method summarized the obtained data and promise areas for the domestic policultural education development within the framework of the intercultural dialogue are identified.

Results. Maintaining a foundation of scientific truth and the social significance of disseminated knowledge at the core of Russian higher education allows it to remain relevant not only within the domestic educational space but also beyond. This makes it possible to establish Russian educational structures in friendly countries, taking into account the specific national cultural characteristics of all participants in educational interactions.

Conclusion. The identified specific features and identified key areas for the Russian policultural education development will enable it to serve as an effective mechanism for international cooperation in line with Russia's strategic interests.

Introduction. The article examines a comprehensive consideration of the topic of applying large language models in the training of future officers, covering both theoretical foundations and practical aspects of applying knowledge about artificial intelligence that allow for self-organization of the process of forming professional qualities of modern military personnel preparing to fulfill their duty in complex conditions of rapidly changing operational situations.

Purpose setting. The research is aimed at solving the problem of determining the theoretical foundations of professional training of military personnel, as well as identifying the features of transformation of requirements for military-professional competencies in the context of digitization of the military sphere. The current stage of human development is characterized by rapid progress in the field of information technologies and artificial intelligence, which has a revolutionary impact on all spheres of social life, including the military domain. The emergence and active development of large language models (LLMs) represents one of the most significant technological breakthroughs of the last decade, opening new horizons for transforming military education systems and professional training of the Armed Forces.

Methodology and methods of the study. This research is based on an interdisciplinary approach that integrates achievements of military pedagogy, psychology, sociology, and other human sciences, as revealed in the works of I.A. Alyokhin, A.V. Barabanshchikov, O.Yu. Efremov, V.P. Masyagin, T. G. Mukhina, S.N. Sorokoumova, B.T. Tukhvatullin, and others. We used a comparative experiment in control and experimental groups of cadets. The effectiveness of applying large language models was determined based on the following criteria for evaluating professional qualities: analytical abilities; speed of operational decision-making; quality of tactical planning; adaptability to new conditions; work with information flows; team interaction; technological culture. Military-professional activity is characterized by a number of specific features that distinguish it from civilian professions.

Results. This research developed a scientifically grounded concept for forming professional qualities of modern military personnel under conditions of applying large language models and determined effective methods for integrating AI technologies into the military-professional education system.

Conclusion. Prospects for developing military specialist training using AI require a comprehensive approach that combines technological innovations with fundamental principles of military education. The success of this transformation depends on the ability of military organizations to adapt to the rapidly changing technological landscape while preserving the core values of professional military service.

Introduction. One of the features of the current stage of development is the widespread use of digital technologies, which are being actively introduced into all spheres of public life. Education is of particular importance, since in this sphere the development of digital technologies has led to the emergence of new teaching methods, including distance learning. The need to conduct classes in a distance format, due to various factors, has prompted teachers around the world to study the possibilities and features of this approach to teaching more closely. Purpose setting. Since distance learning courses do not always generate interest and response from students, teachers and online course developers set a goal to identify what motivates students most to study on a distance learning server, what arouses their greatest interest and desire to learn.

Methodology and methods of the study. The following methods were used in this study: observation, quantitative calculation, comparative analysis, generalisation, synthesis and experiment.

Results. The authors of this article encountered problems dealing with students in a distance learning format, teaching foreign languages to students of different levels at Reshetnev Siberian State University of Science and Technology. To better understand current trends in this area, they studied international and domestic experience with the aim of adapting it to their own needs and the needs of their students. In order to better understand the needs and characteristics of the participants in the educational process, the authors conducted a survey among the students of technical specialities. The results obtained were analysed and summarised. They will be used to create motivating tasks and foreign language courses on the distance learning server.

Conclusion. The study allowed formulating a number of conclusions about the benefits of practical application of distance learning and finding effective methods and approaches for engaging students in the learning process.

Introduction. The abandonment of the Bologna system was one of the stages in the creation of the National Model of Higher Education, but has not yet led to the modernization of the competency-based approach, which, in its current form, is considered methodologically destructive, if not toxic, by some in the expert community.

Purpose setting. To achieve this goal, a survey was conducted among law students at the Siberian University of Consumer Cooperatives (SibUPC) and the Siberian Institute of Management of the Russian Presidential Academy of National Economy and Public Administration (SIU RANEPA) as part of the research project «The Influence of the Academic Environment on the Dynamics of Student Subjectivity». A random quota sample of 45 respondents from four student groups participated in the survey and interviews, representing at least 40 % of the total number of junior students in this educational profile. We believe that examining students' opinions and analyzing their judgments is of particular research interest and will help us understand the causes of «competency-based» disruptions.

Methodology and methods of the study. The study utilized traditional methods of sociological research among faculty and students (content analysis, questionnaires, interviews, etc.), a structural-functional approach, a pedagogical experiment, and comparative and retrospective analysis. The empirical basis was a sociological analysis of law students' opinions, revealing objective value judgments.

Results. This paper analyzes the impact of the academic environment on the development of positive student agency. Students' expectations of the educational process, preferred forms of classes and extracurricular activities, and their interests and motivations in the context of the actual application of traditional and competency-based educational models were considered. The influence of the competency-based approach on the substantive content of the educational process was examined, primarily in the context of the pedagogical positions of not so many teachers, but rather taking into account the opinions and judgments of modern students. Critical aspects of students' understanding of the competencies necessary for successful academic and professional growth were updated. It was shown that, given the polarized attitudes toward the competency-based educational model on the part of the expert community and teachers, students' attitudes toward it are highly abstract and uncertain.

Conclusion. First, students demonstrated an extremely low level of problem understanding: the majority of respondents were unable to provide a clear definition of the «competency-based approach.» This indicates that this concept, despite its declared importance for modern education, is either insufficiently or incorrectly applied in curricula, or is explained in a manner that does not facilitate student understanding. Secondly, only a fifth of respondents attempted to explain the essence of the competency-based approach, limiting it to the conditions for developing students' learning skills and as a method aimed at the practical application of knowledge. Thirdly, a lack of awareness of the importance of a competency-oriented approach was revealed in the respondents’ responses, with a predominance of «vague» formulations, which suggests that such an approach is unlikely to be effective.

Introduction. The contradiction between the formal recognition of the importance of the principles of professional ethics and the lack of a model for its internalization by the future head of a choreographic collective has been revealed.

Purpose setting. It is necessary to substantiate and model the process of implementing the principles of professional ethics as the system-forming core of the professional worldview.

Methodology and methods of the study. The research is based on systemic, axiological, and personal-activity approaches, using theoretical methods.

Results. The article reveals the essence and structure of the professional worldview of a future choreography team leader, identifies the principles of professional ethics, and models their relationship with the structural elements of the worldview.

Conclusion. The principles of professional ethics are structured, a model of their internalization is developed, and the necessity of forming a professional worldview with an ethical core is substantiated.

Introduction. Transnational student mobility is an integral part of the academic and economic spheres, which necessitates the study of its development trends.

Purpose setting. The relevance of the topic is due to the increasing transnational geographical and digital student mobility in a globalizing world. The aim of the study is to identify trends in geographical and digital transnational student mobility in higher education, as well as to identify problems associated with these forms of mobility.

Methodology and methods of the study. The article uses statistical data on transnational student mobility in higher education from the UNESCO Institute for Statistics and «Project Atlas». The article presents and analyzes a number of official state decrees and inter-state conventions in the field of transnational higher education. A comparative analysis of scientific articles on the topic of modern transnational student mobility in higher education is also conducted.

Results. Between 1975 and 2024, the number of students enrolled in higher education institutions outside their home country increased from 800,000 to 6.9 million people. Currently, there is a shift in the political paradigm of a unipolar Western-centric world order due to the rapid economic growth of several «Global South» countries, which leads to the formation of new global academic centers. Mass digitalization, as well as the COVID-19 pandemic, have led to the development of online higher education, which reinforces the trends of transnational student mobility. Countries such as India and China are examples of successful creation of extensive state digital infrastructure for the implementation of online learning, as well as for the dissemination of digital and general education literacy among their citizens.

Conclusion. The study identified the origins and current trends of transnational student mobility, as well as a number of problems for both in-person and digital transnational higher education. The results obtained can be used for making management decisions.

Introduction. The article, from the perspective of social philosophy, analyzes the anthropological foundations of the traditional education model, challenged by the introduction of artificial intelligence into the modern educational space. Based on the classical dichotomy of the «sacred» and the «profane» (É. Durkheim, M. Eliade), education is considered as a ritual of initiation, where the teacher-mediator guides the student from fragmentary knowledge to systemic understanding.

Purpose setting. The key to identifying the deep-seated causes of the crisis in education was the analysis of the current state of the pedagogical ethos, conditioned by the desacralization of knowledge and the authority of the teacher in the digital age, as well as the development of specific strategies for restoring the sacred status of education.

Methodology and methods of the study. Conceptual analysis, supplemented by theories of simulacra (J. Baudrillard) and instrumental reason (J. Habermas), allows us to reveal the essence of the crisis: AI, by monopolizing access to information and simulating educational rituals (e.g., writing papers), desacralizes knowledge and profanes the role of the teacher to that of a controller of formal procedures.

Results. As a result of the research, three strategies for renewing the pedagogical ethos are proposed: 1) transformation of the teacher's role into that of a «discourse master,» focusing on meaningmaking through dialogue (M. Bakhtin, H.‑G. Gadamer) and problem-based learning; 2) re-sacralization of cognition by emphasizing personal intellectual effort and project-based activity within the framework of constructivism (J. Piaget, L. Vygotsky); 3) de-sacralization of AI, treating it as a tool for developing critical thinking (B. Latour, M. Heidegger).

Conclusion. The challenge posed by AI creates a historic opportunity to return education to its original meaning as a path of personal transformation through dialogue and intellectual effort within a new digital ecosystem.

Introduction. Hotel service specialists are particularly in demand in today's labor market. In the rapidly growing hospitality industry, where competition is fierce and customer demands are constantly evolving, employees are required to possess not only professional knowledge but also strong personal qualities. Success in this field depends on employees' ability to communicate effectively, demonstrate empathy, be creative, and manage their emotions – so-called «soft skills» – 21st-century skills. The relevance of this study stems from the key role of the task-based approach in developing 21st-century competencies in undergraduate students majoring in hotel service.

Purpose setting. The purpose of the study is to develop and describe professionally oriented tasks that facilitate the development of «soft skills»in future bachelor's degree students majoring in hotel service while learning a foreign language.

Methodology and methods of the study. The primary method of the empirical study was a survey of employers to determine the importance of criteria when hiring new hotel service employees.

Results. The study revealed that professionally oriented tasks, simulating real-life situations in hotel service, require the comprehensive application of knowledge and skills. They also contribute to the development of personal qualities and soft skills in students: the ability to critically evaluate information, generate innovative solutions, clearly express their thoughts, collaborate productively, confidently use digital tools, and quickly adapt to new challenges.

Conclusion. The introduction of professionally oriented tasks into the educational process ensures the development and advancement of 21st-century skills in future Bachelor of Hotel Service students, which are in demand in modern practice and determine the success of a hospitality industry professional's career.

Introduction. The relevance of the problem of preserving the professional potential of older teachers (55 years and older) is due to the accelerated digital transformation of the education system against the backdrop of the demographic aging of the workforce of schools, colleges, and universities in Russia. Digital literacy is becoming a critical factor in professional effectiveness, while technostress and digital barriers create the risk of early exit of specialists from the profession.

Purpose setting. The aim of the study is to conduct a systematic analysis of the impact of the level of digital competence, including the mastery of artificial intelligence (AI) tools, on the preservation and realization of the professional potential of older teachers.

Methodology and methodology of the study. The main method used is content analysis and comparative analysis of 48 scientific publications from 2018–2026 from international (Scopus, Web of Science) and Russian (eLIBRARY.RU, CyberLeninka) databases.

Results. The study revealed a strong positive correlation between developed digital competencies and indicators of professional well-being: increased job satisfaction (r ≈ 0.36–0.42) and a 25–35 % reduction in technostress. The use of adaptive AI platforms and generative models has been shown to improve the digital literacy of this category of teachers by 28–45 % over 3–6 months. Key barriers include widespread technophobia (55–65 % of respondents), a shortage of adapted educational programs (age-specific programs were considered in only 12–18 % of cases), and a lack of systematic technical support.

Conclusion. The results substantiate the need to develop and implement targeted programs to enhance digital competence (based on the «Digital Teacher 55+» model), introduce digital tutoring, and establish regional methodological centers. The study confirms the strategic importance of the state policy of inclusive digitalization for preserving the human resources potential of the country's education system.

Introduction. The widespread adoption of generative neural network services in higher education creates a gap between the actual use of technologies by humanities students and the lack of systematic methodological training for their application in professional activities.

Problem statement. The aim of the study is to develop and empirically validate methodological principles for teaching students of humanities majors artificial intelligence and machine learning technologies based on content difficulty differentiation and the «service bridge» model.

Methodology and research methods. The substantiation of the methodological principles: «service bridge», practical orientation, critical, systematic approach, collaborative approach, is based on a pedagogical experiment conducted on the basis of Novosibirsk State Technical University (NSTU). Sample contains a students from five academic groups. A cycle of eight practical classes was implemented with a sequential transition from low‑threshold AI services (Gamma AI, Kandinsky, Stable Audio) to neural network modification in Google Colab. Data collection methods: point‑rating assessment of works (scale 0–5), content analysis of reporting documentation. Data processing: descriptive statistics, comparative analysis of academic performance indicators.

Results. The average score for eight practical works was 4.72 out of 5.00, the share of failures was 4.23 % (21 cases out of 496 person‑works). Maximum success was recorded for work 8 «AI services for multimodal materials» (M = 4.92; n = 2), minimum – for work 3 «Computer vision systems» (M = 4.56; n = 3) and work 6 «AI services for image processing» (M = 4.57; n = 3). No statistically significant differences were found between non‑programming tasks (M = 4.73) and tasks with code elements (M=4.71). Content analysis of reports showed a predominance of methodological errors (47 %) over technical (31 %) and analytical (22 %) errors. The largest number of failures (n = 4) is associated with work 5, which included 12 subtasks. The «service bridge» model ensures effective formation of digital competencies in AI among humanities students. The main difficulties are caused by tasks in computer vision and image generation, which requires additional methodological support. The absence of a programming barrier in the presence of code templates and team‑based work confirms the possibility of including Colab elements in the training of linguists.

Introduction. The article presents a theoretical analysis of the category «professional culture» as key for modern pedagogy of vocational education. Purpose setting. The purpose of the study is to systematize the main scientific approaches to defining the essence, identifying the structure and functions of a specialist's professional culture.

Methodology and methods of the study. The methodological basis was systemic, personality-activity and cultural approaches, which made it possible to consider the phenomenon in its integrity and dynamics.

Results. Based on a comparative analysis of domestic and foreign studies, the concept of professional culture is clarified as an integrative personal formation that synthesizes acquired norms, values, knowledge and methods of activity that ensure high quality and social efficiency of professional work. The component structure of professional culture is detailed, including axiological, cognitive, technological (activity) and personal-creative components. The main functions of professional culture are revealed: adaptive-regulatory, developmental, identification and meaning-forming.

Conclusion. It is concluded that the value-normative (axiological) component acts as a system-forming core that determines the direction and ethical boundaries of professional activity. The results of the analysis create a theoretical foundation for designing pedagogical models for the formation of professional culture in the context of specific professional areas.

Introduction. In the process of digitalization, the qualification requirements and areas of activity for agricultural specialists are changing, and consequently the content of their training. In these new conditions, the labor market requires agricultural specialists who are proficient in foreign languages. The updated training content calls for the inclusion of professionally oriented interactive forms of teaching a foreign language into professional education in accordance with the training topics. For delivering digital content, it is advisable to use online teaching formats.

Purpose setting. The objectives of the article are to examine digital tools aimed at agricultural sector professionals for the purpose of teaching foreign languages to these specialists, as well as to propose professionally oriented interactive forms of foreign language teaching based on these tools.

Methodology and methods of study. In the course of the study, a method of theoretical analysis of pedagogical and methodological literature on the problem of using professionally oriented interactive forms of teaching foreign languages to agricultural specialists was employed, as well as a professionally oriented approach to foreign language teaching, which provides for the formation in students of the ability to communicate in a foreign language within specific professional, business, scientific spheres and situations.

Results. In teaching foreign languages to agricultural specialists, it is advisable to use digital methods and technologies, in particular professionally oriented online learning platforms, agricultural demonstrations, virtual demonstrations, farminars, cookinars, gardinars, and virtual reality programs. These digital tools can supplement professionally oriented training.

Conclusion. The article shows that, as a result of the use of digital technologies, new knowledge requirements arise for students in agricultural study programs. Innovative and diverse measures are necessary to meet the growing educational demands of the agricultural sector. The digital forms of learning presented in the article supplement classical teaching and have the right to exist in the education system of the future. In the future, teaching videos and programs for conveying knowledge in the field of agriculture will be used more intensively in class.

Introduction. Digital transformation is currently not only the primary driver of qualitative changes in economic life, but also a prerequisite for the successful operation of economic entities in a competitive environment. Effective communication helps to build a positive image, increase audience loyalty and achieve the organisation’s strategic goals.

Purpose setting. However, an objective assessment of results requires a scientifically sound methodology that allows not only for recording the current state but also for forecasting development trends.

Methodology and methods of the study. This article presents an original methodology developed by the author. This methodology implements a systematic approach to the quantitative assessment of the level of information support using a points-based rating system.

Results. The methodology is based on a binary expert assessment of web content relating to a specific characteristic of a particular area of activity of the economic entity under study, followed by the aggregation of the scores obtained and their subsequent interpretation using a final integrated assessment.

Conclusion. The paper substantiates the theoretical significance of information support and the practical relevance of the methodology developed by the author, proposes the idea of using the methodology as a pedagogical tool within the framework of practical classes, and develops practical recommendations for economic entities.

Introduction. Modern society is undergoing a digital transformation unprecedented in both scale and speed, affecting all spheres of human activity – from the economy and politics to culture and education. In a context where artificial intelligence is taking on an increasing share of routine cognitive tasks, and information flows are becoming avalanche-like, particular value is attributed to qualities traditionally associated with the humanities.

Purpose setting. This study seeks to answer why the development of students’ humanitarian thinking can enhance cognitive engagement specifically through the widespread use of digital educational resources.

Methodology and methods of the study. The study employs methods of systematic analysis of scientific and pedagogical literature, comparison of promising educational practices, pedagogical modeling, and a systems approach that considers the digitalization of education as a holistic phenomenon

Results. 1. A methodology for developing students’ humanitarian thinking has been developed and substantiated through the systematic use of three key types of digital tools: interactive platforms and multimedia technologies; gamification and simulation of humanitarian situations; and artificial intelligence tools and adaptive learning systems. 2. The theoretical foundations for using digital tools in humanities education have been systematized. 3. The pedagogical potential of each of the three groups of digital tools has been characterized in relation to the development of humanitarian thinking. 4. Practical methodological recommendations have been developed for educators using digitalization to foster a humanitarian style of thinking in learners. 5. Limitations and risks of digital approaches requiring special pedagogical attention have been identified.

Conclusion. The study identifies three approaches to developing humanitarian thinking through digital technologies – interactive platforms and multimedia technologies, gamification and simulation of humanitarian situations, and artificial intelligence with adaptive learning systems – which should not be seen as mutually exclusive.

Introduction. Modern pedagogical approaches focus on the development of creative potential. The use of sand animation for the development of musical-creative abilities in younger schoolchildren is currently poorly studied, and therefore this study is practical and theoretical in nature. This article examines the importance of the emotional criterion in the development of musical-creative abilities of younger schoolchildren in teaching sand animation during extracurricular activities.

Purpose setting. The aim is to study the influence of emotional criteria in the development of musical-creative abilities of younger schoolchildren through sand animation. Attention is focused on the development of empathy, imaginative memory, and emotional attitude to visual (artistic) activities.

Methodology and methods of the study. Various general scientific research methods were used in the work, among them the analysis of scientific literature, observation, systematization, generalization played an important role.

Results. The results obtained confirm that sand animation makes it possible to develop musical-creative abilities in younger schoolchildren, to assess the levels of which various criteria are used, including emotional criteria including: empathy, imaginative memory, emotional attitude to visual (artistic) activities.

Conclusion. The results obtained indicate that well-organized sand animation classes can increase the level of empathy, imaginative memory, emotional attitude to visual (artistic) activities and generally improve the level of musical-creative abilities among younger schoolchildren.

Introduction. The article is devoted to the philosophical understanding of childhood infrastructure. At the same time, the authors go beyond traditional approaches and form the problem of the boundaries of a child's existential experience.

Purpose setting. The discourse of the research field is international education. Since this is a very extensive volume, the methodological limitation of its consideration is defined by the authors as a spatial-environmental approach.

Methodology and methods of the study. The chosen methodology involves the analysis of Russian and foreign psychologists and philosophers, sociologists and cultural scientists devoted to the metaphysics of childhood, its spatial architecture, as well as the translation of the values of internationalism.

Results. The development of the spatial and environmental approach in international education, presented as a shift in its meaning from the verbal translation of values to the existential experience of an individually constructed space, opens up new opportunities for international education and upbringing.

The article examines the potential of initiative budgeting (IB) as a comprehensive tool combining educational practice and a mechanism for the formation of civic identity and financial culture of youth. The relevance of the research is determined by the strategic objectives of improving financial literacy and strengthening the civic consciousness of the younger generation. The author analyzes the current state of information security, including its youth (IIB), school (SHKIB) and student (StIB) formats, in the context of their integration into the education system and youth policy. Special attention is paid to the role of the IIB in overcoming social passivity, developing project competencies and creating conditions for involving young people in managing the educational environment. Based on the analysis of statistical data, the regulatory framework and regional practices, the key problems of the IIB development (personnel, financial, methodological) have been identified and scenarios for their solution (inertial, innovative, intensive) have been proposed. According to the results of the study, the IIB contributes not only to the formation of project competencies of students and schoolchildren, but also becomes a catalyst for their personal growth and civic maturity.