Annotation: The individualization of learning has led to the need to take into account and apply cognitive factors in education. This article examines novel forms and methods for implementing the technological functions of cognitive learning within a digital information-educational environment. A new characteristic of learning, called “engagement”, is considered, which is associated with the need to use cognitive methods. The role of cognitive technologies in adaptive learning is revealed. It is noted that cognitive technologies are becoming more important in blended learning. The difference in the realization of cognitive functions in an electronic and natural educational environ- ment is methodologically explained. A concept of cognitive educational communicativistics is proposed, which allows for a systematic view of cognitive technologies not only as a tool for the digitalization of education but also for fostering a new pedagogical mindset. The basic principles of creating a new interdisciplinary field link- ing cognitive processes and communication in the educational environment are considered. The prerequisites for the training of future teachers who are ready for the introduction and application of cognitive technologies are highlighted and substantiated. The concept of communicativistics opens up opportunities for a systematic understanding of the role of cognitive technologies in modern education and can serve as a methodological basis for further research.

Annotation: The article is devoted to the problem of development of economic culture of students. The subject of the study is the pedagogical conditions for the development of economic culture of students of a professional educational organization. Three interrelated approaches are used – systemic, competence and activity-based during the theo- retical and methodological analysis of the process of development of economic culture of students. This is due to the semantics of the basic term “economic culture”, considered in the article as a set of elements: economic knowledge, practical skills and abilities; moral and economic orientation of the individual; ways of organizing activities; norms regulating human behavior in society. Pedagogical observations of the authors show that in pro- fessional educational organizations, the economic culture of students is not developing effectively enough, lagging behind modern socio-economic realities. The resolution of this contradiction is possible through the creation of the necessary pedagogical conditions in the educational organization that ensure effective control of this process. The scientific and practical significance of the research lies in the systematization of pedagogical conditions for the effective development of economic culture, including a set of pedagogical measures structured by the authors into three groups: informative, organizational, methodological and socio-personal. The proposed system of peda- gogical conditions will contribute to efficiency in improving the level of economic culture of future specialists.

Annotation: The article is devoted to the study of the methodological potential of foreign-language conversation clubs in higher educational institutions. The methodological potential of a foreign-language conversation club is consid- ered as a set of possibilities of this tool to achieve the best results in learning a foreign language. In the course of the research, the structure of the tasks of the conversation club and the competencies that are necessary for the teacher in charge of the club’s work are highlighted. It is noted that in addition to the practical aspect, an important task of the conversation club is to create motivation to better master a foreign language and remove the language barrier. At the structural level, the methodological potential of a foreign-language conversation club is revealed in speech activity and the forming of the necessary linguistic and communicative skills of the participants. An empirical study was conducted on the basis of the “Speak Up!” conversation club of Perm State Humanitarian Pedagogical University. Various forms of meetings are presented, during which students had the opportunity to develop communication skills, speaking, listening, reading and writing skills and also improve lexical, grammatical and pronunciation skills. A reflection of the students’ participation in the work of the “Speak Up!” conversation club was carried out, on the basis of which the directions for improving this method of teaching were determined.

Annotation: The article presents the results of a theoretical review and an empirical study of students’ ambition and desire for power. These phenomena are traditionally considered in personality psychology and social psychology. However, their operationalization and empirical verification are limited and fragmented. The purpose of the study was to identify differences in the expression of power orientation among students with different self-esteem of ambition. The empirical base of the study included 102 students from three universities (aged 18–23). The method “Self- assessment of ambition” (O.V. Barsukova) and test of social and psychological attitudes of the individual in the motivational-need sphere (O.F. Potemkina) were used. The results showed that a majority of students (62.75 %) described themselves as ambitious. The analysis revealed that power motivation is significantly higher among ambitious students compared to their non-ambitious peers, although in both groups it remains within the low range. The novelty of this research lies in correlating self-assessed ambition with the level of power motivation, which provides a clearer understanding of the structure of motivational sphere in young adults at the student age. The research results can be used in practical psychology when developing programs for psychological support of students, and in personnel and management practices.

Annotation: The article is devoted to researching the potential of generative artificial intelligence models in teaching cal- culus to students in IT degree programs. The relevance of the work is driven by the need to automate teachers’ routine tasks, personalize learning, and reduce cognitive load while maintaining the quality of education. The article outlines a methodology for applying generative models to teaching calculus, which ensures a balance between automation and the development of students’ analytical thinking. A systematization of the areas for us- ing generative artificial intelligence in teaching calculus is provided. A specific case study on the application of generative models in calculus education is considered; a system of prompts was developed and tested in teach- ing practice. An empirical study employing a survey was conducted, involving 69 first-year students majoring in “Fundamental Informatics”. The results showed that the student experience of using generative networks in studying calculus is represented by the following activities: solving problems with step-by-step explanations (67 %), checking their own solutions (62 %), preparing for exams and tests (52 %), explaining theoretical ma- terial (57 %), and generating examples and problems for practice (34 %). Both advantages and challenges of using generative models in education are noted. It is concluded that generative models are advisable for use not only as an auxiliary tool for students but also as a resource for teachers. The results obtained can be used in developing educational technologies for mathematical disciplines and methodological approaches for the correct application of artificial intelligence in learning.

Annotation: The article presents the key aspects of professional education that meet modern challenges. The evolution of the concept of “professional education” from an applied understanding in the middle of the 20th century to modern compe-tence-oriented approaches is demonstrated. It is noted that professional education goes beyond the process of forming narrow-profile knowledge and competencies and affects the moral, cultural and civic components of a personality, ensuring its adaptation to a socio-cultural and professional environment. The professional ed-ucation of a future engineering teacher is considered as an integrative process combining engineering and pedagogical competencies. The structure of the com-ponents of professional upbringing has been developed, which are linked into a single system, which allows them to be considered as complementary qualities of a professionally educated person. The results of the research can be applied in the development of educational programs for teacher training in engineering and technical universities, in the sys-tem of advanced training and retraining. The developed structure of the compo-nents of professional upbringing can serve as a basis for designing educational work programs, as well as for creating diagnostic tools for assessing the formation of professionally significant qualities in students.