Annotation: The article describes the determinative (cause-and-effect) relationships between the goals of training sessions and the results of higher military school cadets as the subject of the research. The structure and logic of goal-setting of training sessions are considered not only as organizational forms, but also as teaching methods with different levels of cognitive and activity orientation. A typology of learning goals and their correlation with competence levels is carried out, a three-level goal-setting structure is proposed (strategic competence, subject-disciplinary, and private-thematic levels). A model of determinative relationships between types of training and learning outcomes (knowledge, skills, competencies) has been developed. The ways of updating the targets of the main types of training sessions in the interests of improving the effectiveness of the educational process are proposed. Contradictions between the requirements of departmental acts and the pedagogical logic of constructing the objectives of training sessions are revealed. It is concluded that high-quality goal setting of training sessions at the level of expected learning outcomes for cadets of the higher military school is an important condition for the effective forming of competencies, knowledge, and skills. The research results are aimed at developing a general theory of goal setting in higher school didactics with their specification in relation to the specifics of military education.

Annotation: The article analyzes the role and content of the digital portfolio in the process of personalizing the educational process of students. The opinions of university students on the need to use their digital portfolio, their involve- ment in creating their own portfolio on various Internet resources were studied. Based on the results of the in- terview and student survey, problematic aspects in this area were identified, which were taken into account when conducting a pilot study on the development of students’ own digital portfolios, based on the characteristics of a personalized approach. As a result, the need was identified to develop a digital portfolio model taking into ac- count personification in education, including the integration of motivational, cognitive and activity components, each of which is considered by the author in the article separately and in interrelation. The findings can serve as a basis for further improvement of a personalized approach to the organization of the educational process in universities and the development of digital portfolios in the context of this approach.

Annotation: Assessing the social integration of students with hearing impairments is an important component of monitoring the effectiveness of the educational model implemented for these students by the university. The study proposes an algorithm for assessing the social integration of hearing impaired students, based on the identification of three key parameters: attitude toward integration (declared level of acceptance of the environment); well-being in the university environment (socio-psychological adaptation); behavioral component (identity – communica- tion – inter action). The algorithm’s parameters are operationalized through specific indicators, allowing for a quantitative assessment of integration processes. A socio-psychological well-being index has been introduced, allowing for a numerical assessment of a student’s degree of adaptation to the university environment. An em- pirical survey-based study was conducted at Bauman Moscow State Technical University, covering both hearing and hard-of-hearing students. The results were processed using linear statistical analysis and multidimensional scaling. The study demonstrated the effectiveness of the university’s approaches to educating hard-of-hearing students in terms of their social integration. A method for calculating the Student Social Well-Being Index at the university is proposed. The work is aimed at developing inclusive education and can serve as a model for the implementation of similar systems for monitoring the social adaptation of students with disabilities.

Annotation: The relevance of the research is due to the fact that the ultra-easy accessibility of information on the Internet devalues information academic activities if its information products are highly consistent with digital arrays, and the information qualities of students will not develop to a greater extent than it does in the process of global digital navigation. Such an understanding dictates the need for a qualitative difference between the university’s educational material and publicly available information and the development of specific ways to optimize it. The purpose of this study is to consider the possibilities of meaningful improvement of the university’s educational program material in the context of the penetration of digital information flows from the global network space into all spheres of life, including academic. The research is based on the analysis of fundamental works and modern publications on the development of digital information culture using methods of information analysis, abstraction and synthesis. The scientific novelty of the research lies in the fact that the problem has been identified and formulated: the development of digital information culture requires not only the forming of competencies in the field of working with digital resources, but also the improvement of the content of educational material as a basic tool for the forming of a student’s intellectual culture. As a result, the author comes to the conclusion that the educational process of universities in digital conditions has an untapped potential from a meaningful point of view against the background of active technological improvement.

Annotation: The article is devoted to an interdisciplinary topic: the impact of digitalization on students’ cognitive abilities, which is considered through the prism of the phenomenon of “digital dementia”. The relevance of the work is due to a fairly high degree of public concern about the negative consequences of the digitalization of society, as well as a relatively low degree of study of the problem in scientific and educational literature. The objectives of the study were to study and analyze the causes of dependence on the use of digital resources in the learning process, as well as to develop approaches to the effective and reasonable use of technological advances for learning a foreign language at a university. In the course of the study, an educational experiment was conducted using an anonymous questionnaire from students of the Financial University under the Government of the Russian Federation, as well as during face- to-face seminars in English. To achieve the goals and objectives of the article, a range of theoretical and empirical methods was used: student survey, observation, as well as generalization and analysis of the empirical data obtained.

Annotation: The article is devoted to the consideration of maps and mapping as a tool for personal development and improving the effectiveness of the educational process. Mapping is considered not only as a method of geographical science, but also as a universal cognitive, creative and interdisciplinary tool applicable in teaching at different levels and in various subject areas. Cartography is considered as a compensator for cognitive deficits of the digital age – a tool that returns students to materialized practices of thinking, spatial perception and creativity. The article expands the pedagogical significance of mapping beyond geography, substantiating its effectiveness in humanitarian, psychologi- cal, artistic and engineering fields. It is shown that working with maps in a variety of ways makes the educational process more attractive and effective. The use of geographical maps and cartographic approaches can help increase motivation in the learning process, aesthetic education, develop spatial thinking and improve concentration.

Annotation: The article examines the problem of the influence of the native language and culture on the acquisition of a foreign language. Attention is focused on the cognitive aspects of interference in the development of academic discourse in English. The causes and conditions of interference are analyzed, including differences in cognitive and communica- tion strategies adopted by native speakers and the studied languages. The main factors influencing the interference process are considered, including differences in language structures, cultural norms, and academic traditions. Linguistic and cultural interference is also considered as a metalinguistic phenomenon that affects the process of mastering English for academic purposes at advanced stages of language learning. Based on the results of the analysis of students’ written works, a detailed classifier of typical interference errors of Russian-English bilinguals in academic discourse is provided. A comprehensive methodological system for overcoming linguistic and cultural interference is proposed, integrated into the disciplines of learning English for academic purposes, a written com- munication workshop, grammar, translation, and project activities. The research is valuable for English language teachers, methodologists and specialists in the field of linguistics, linguodidactics and intercultural communication.

Annotation: The article outlines the experience of developing and implementing an adaptive digital course on the example of the discipline “Business English” for master’s students at a technical university in a blended learning for- mat. The research is driven by the limited class-hour load, the heterogeneity of students’ language proficiency levels, and the decreasing motivation among master’s students in technical fields to learn a foreign language. A structured model of the course was developed on the Moodle platform using the interactive tools of H5P. Testing of the course on a pilot group of master’s students revealed an increase in engagement, greater independence among learners, and a significant improvement in final test results among students who actively interacted with the digital content. The data obtained confirm the effectiveness of the proposed model in compensating for the lack of classroom time, improving the quality of language training, and developing business communication competencies that meet the requirements of the educational program. The presented experience can serve as a methodological foundation for the development of similar digital courses in engineering universities and contributes to the advancement of theoretical and practical approaches to the digitalization of language education in higher education.

Annotation: The article is devoted to the study of a new type of ontology “information spatial ontology”. The article intro- duces the concept of “information ontology” and substantiates the concept of “information spatial ontology” as a kind of epistemic ontology. The ontological transformation is highlighted as a class of procedures for the transformation of information into knowledge. The role of electronic maps as visual models of knowledge (and not just data) is substantiated. The article shows that obtaining an information ontology is possible on the basis of information morphism, ontological information search and semantic correspondence. A generalization is made that all procedures for obtaining ontologies can be called an ontological transformation. In terms of set theory, a conceptual model of the forming of spatial information ontology using spatial information is presented, which defines the principles of building an ontology based on logical consistency. The results obtained expand the methodological foundations of ontological modeling and the scope of application of information spatial ontology in research related to the analysis of complex spatial systems and digital control.

Annotation: The research is aimed at forming a comprehensive view of the problem of assessing reliability as a characteristic of objects in the information field. It is shown that with a full assessment of the reliability of information, there is a need to move from a one-sided approach to a dichotomous approach. It is proposed to evaluate the unreliability of information when assessing the reliability of information. Formal schemes demonstrate that the reliability of information is a measure of proximity to the truth, unreliability of information is a measure of proximity to a false assessment. A methodological scheme for assessing the reliability of information in scientific research in the form of rules is proposed. A variety of types of information is noted, which is associated with the use of different criteria for assessing reliability. It is shown that in many cases there is a multiplicity of confidence estimates and that reliability characterizes a certain confidence interval. The concepts of “plausibility” and “delusion” are highlighted as components of the dialectic of scientific research. The conclusion is formulated that the assessment of reliability includes the analysis of information for reliability, unreliability, plausibility and delusion. The use of a dichotomous approach (reliability ↔ unreliability), as well as the inclusion of the categories “likelihood” and “delusion” allows us to expand the analytical tools for studying this problem.

Annotation: The article is devoted to the theoretical understanding and methodological formulation of the concept of in- formation reliability as an independent interdisciplinary category. It is shown that, unlike technical reliability, information reliability relies on fuzzy, cognitive and semantic characteristics, which makes the problem of its assessment methodologically difficult. An attempt has been made to bring this concept beyond the traditional engineering interpretations, substantiating its applicability to information models, information systems and information processes. A multifactorial structure of information reliability is proposed, including reliability, relevance, recoverability, information quality, and characteristics of the operating environment. The list of significant factors other than technical reliability factors has been expanded. A methodological model of expert assessment is proposed, linked to testing as an information process, which makes it possible to show the practi- cal applicability of theoretical provisions. The results of the study are a generalization for the further forming of a systematic approach to the assessment of information reliability.

Annotation: The article describes one of the most well-known conceptual examples of special relativity, the so-called “twin paradox”, within the context of educational technology. The paradox is interpreted through the sequential ap- plication of Lorentz transformations in a system containing three objects (clocks), thereby circumventing the use of non-inertial reference frames. One object is conventionally stationary, and two move at equal speeds but in opposite directions. All operate in inertial frames. The slowing effect of the stationary clocks manifests itself as a result of the verification (synchronization) of the three events. The use of a virtual clock transfer and the introduction of three objects instead of two clearly demonstrates the key point—the relativity of simultaneity, which is the root of the paradox. This approach can be used to better understand the effects of Einstein’s special relativity, in particular relativistic synchronization, length contraction, and time dilation. This work can be ef- fectively used in the educational process.