Annotation: The article is devoted to the development of a unified system of indicators for the analysis and assessment of the level of information culture of students in the digital space. The article focuses on the need to move from assessing individual digital skills to a comprehensive analysis of information culture as an integral characteristic of a person. In the course of the research, the systematization of domestic and foreign approaches to understanding information culture in modern conditions was carried out, the basic components of information culture in the digital environment (technological, ethical, legal, communicative) were identified. A hierarchical structure of evaluation criteria has been developed. A model for aggregating indicators through a system of weighting coefficients is proposed. A distinction has been made between professional and supra-professional levels of information culture. An approach to the creation of a single criterion space is proposed, which allows integrating various aspects of the information culture of students into a common assessment system. The practical implementation of the unified system of indicators is shown using the example of students in the pedagogical field of training. The proposed system of indicators can be used in the development of educational programs in various areas of training, in procedures for monitoring the information culture of students in a digital environment, and in the development of diagnostic materials.

Annotation: The article examines the integration of artificial intelligence technologies into the research and project-based activities of master’s students. AI is interpreted as an automated cognitive toolset that requires the systematization of its functional spectrum to ensure balanced application. The conceptual foundation of the study rests on the categories of “scientific autonomy” and “academic subjectivity,” which are introduced into pedagogical discourse. The phenomenon of the virtualization of consciousness is explored, with a focus on the induced changes in the cognitive domain. The risks of cognitive outsourcing, attention fragmentation, and the contextual conditioning of consciousness are identified as factors that erode the researcher’s competencies. It is demonstrated that the weakening of natural cognitive skills leads to the deformation of competency structures, understood as a holistic system of the master’s student’s research, digital, and methodological competencies. An approach to preserving students’ scientific autonomy is conceptualized through the development of a new type of academic subjectivity within professional education. This approach to safeguarding research autonomy aims to achieve a systemic balance within competency structures and is grounded in the coordinated transformation of diverse competencies along a unified trajectory: from the technical execution of tasks toward the reflective management of cognitive tools.

Annotation: The research is driven by dynamic changes in the technological sphere, the rapid development of digital technologies, and the constant emergence of new tools and approaches in the field of programming, information security, data analysis, and processing. It is proved that the formation of individual educational trajectories of future IT specialists requires the development of scientific and methodological foundations for the implementation of advanced training. The definition of the individual educational trajectory of a future IT specialist as a self- organizing adaptive system is proposed, which sets a new conceptual level of understanding of the educational trajectory in higher school didactics. A holistic methodological model of individual educational trajectory has been developed based on the synthesis of system-activity, competence-based, convergent, technological and personalized approaches. The role and place of each approach and the synergetic effect of their interaction in the training of IT specialists are revealed. The inclusion of artificial intelligence technologies as an element of the methodological model of personalized learning is proposed. The results of the research may be in demand in the elaboration and development of digital educational ecosystems, the organization of tutor support and personalized education in universities.

Annotation: The article considers the problem of increasing the effectiveness of professional training of cadets in educational institutions of higher education of the Ministry of Emergency Situations of Russia through the use of modern educa- tional technologies. The relevance of the research is due to the increasing complexity of the professional tasks facing future fire and rescue specialists, the need to develop not only solid theoretical knowledge, but also stable practical skills, readiness to make decisions in conditions of uncertainty, time constraints and increased responsibility. The purpose of the article is to theoretically substantiate and develop a model for the integrated use of modern educa- tional technologies in the training of cadets of universities of the Ministry of Emergency Situations of Russia. The methodological framework comprised competency-based, activity-based, practice-oriented, and systems approaches. The article uses methods of analyzing scientific and pedagogical literature, generalizing educational practice, peda- gogical modeling, comparative analysis of the possibilities of various learning technologies, and expert assessment of their applicability to departmental education tasks. The scientific novelty of the research lies in the development of a model for the integrated application of modern educational technologies in universities of the Russian Ministry of Emergency Situations, which includes targeted, content-technological, organizational-pedagogical, evaluative- diagnostic, and reflexive-correctional components. In contrast to the description of individual technologies, the proposed model considers them as an interconnected system focused on the step-by-step formation of cadets’ profes- sional competencies: from mastering the theoretical foundations and analyzing learning situations to completing complex professionally oriented tasks and evaluating the quality of decisions made. The scientific significance of the results consists in clarifying the pedagogical conditions for the effective use of modern educational technologies in a departmental university, determining their didactic functions and comparative capabilities in relation to the train- ing of cadets of the Ministry of Emergency Situations of Russia. The practical significance of the research lies in the possibility of using the proposed model in the design of training sessions, the development of business games, cases, simulation tasks, digital simulators and criteria for assessing the formation of professional competencies of cadets.

Annotation: The relevance of the topic is due to the fact that the problem of human nature is emerging with renewed vigor at the current stage of development of both Russian society and world civilization, characterized by a high degree of turbulence. The object of the research is the pedagogical and didactic features of teaching a general education philosophy course to students of Russian universities. The subject of the research is the didactically justified construction and effective presentation of the basic philosophical views on human nature to students. The aim of the work is to substantiate an important pedagogical principle, according to which any educational material, through the efforts of the teacher, can be transformed from incomprehensible and confusing to clear and understandable, from uninteresting and dull to engaging and interesting, and from lifeless to vital and relevant. The main research methods include pedagogical observation, analogy, comparative analysis, idealization, and thought experiment. The result of the work is to substantiate the priority of the teacher’s pedagogical efforts, especially in the social sciences and humanities, to transform any educational material into clear, vivid, interesting and practically applicable. The results of the research can be used in the theory and practice of teaching philosophy and other socio-humanitarian courses in a modern higher education institution.

Annotation: The article is devoted to one of the urgent and methodically complex problems of modern higher education – the development of students’ critical thinking. The approach of integrating two scientific platforms is considered: Western structural and descriptive models of critical thinking and the Russian psychological and pedagogical school (activity-based approach, theory of step-by-step formation of mental actions, the concept of developmental learning). The article substantiates a three-component model of critical thinking, constructed according to the logic of a non-linguistic student’s activity with an authentic foreign language professionally oriented text. Based on a comparative analysis of Western structural models and domestic concepts of step-by-step formation of mental actions, it is shown that the activity-based approach acts as an integrating basis. It allows us to transfer the general provisions about critical thinking into the area of methodical design. The proposed model includes cognitive, metacognitive, and dispositional components, each of which is linked to specific types of tasks and observed indicators of textual activity. The double cognitive load, traditionally interpreted as an obstacle, has been reinterpreted as a resource for forced metacognitive reflection.

Annotation: A new type of specialist has appeared in the education system – an adviser to the director for educational work and interaction with public organizations, tasked with organizing the educational process by transmitting tra- ditional values in the modern context of Russian societal development. The solution to this problem depends on the availability of a highly developed value-semantic sphere among the advisers themselves. However, a survey of advisers on upbringing during refresher courses showed that they had difficulty interpreting traditional values and identifying indicators of their manifestation. In this regard, the author’s methodology for the interiorization of traditional values was developed, consisting of 5 stages: clarifying – an expanded list of traditional values was compiled; design – indicators of their manifestation were identified; reflexive – analysis of one’s own activities in the context of values, improvisational – mastering new behavior in the process of socio-improvisation and role–playing games, psychological-resource -search for internal and external resources to implement new behaviors. A list of working methods has been compiled for each stage. The effectiveness of the methodology was assessed using D. Kirkpatrick’s 4-level model. The conducted diagnostics showed its effectiveness and the possibility of its recommendation for broad distribution.

Annotation: The relevance of the topic is determined by the role and significance of teaching formal logic to students in social sciences and humanities. The object of the study is the theoretical and practical problems of teaching a general logic course in higher education. The subject of the study comprises the typical didactic and psychological difficulties that arise when mastering the core topics of the course: from operations with concepts and the analysis of judgments to the construction of inferences and argumentation. The aim of the study is to examine the causes of these difficulties, including the specific nature of humanistic thinking (polysemy, contextuality, reliance on content), as well as the gap between the abstract formalism of logical structures and real-life speech practices. The research methods include pedagogical observation, which allows for the identification of real difficulties in the learning process; content analysis of students’ work as a basis for verifying hypotheses about typical “weak points” in mastering the course; and analysis and synthesis of scientific literature aimed at collecting proven methodological solutions. The scientific novelty of the study lies in the fact that, based on a synthesis of classical teaching methods (definition through genus and species, Euler circles, the logical square) and recent international approaches (argument mapping, contextualization, integration with Explicable Artificial Intelligence), it proposes ways to overcome the aforementioned difficulties. One of the main conclusions of the work is the substantiation of the argument mapping method as an effective tool for visualizing the structure of reasoning and for bridging logical theory with the practice of analyzing real-world texts (political speeches, legal documents, journalism). The area of application of the research results encompasses the theory and practice of teaching logic, philosophy, critical thinking, and argumentation theory within the system of contemporary Russian higher education.

Annotation: The relevance of this study stems from the need to improve the accuracy and reproducibility of automated vertebral heart score (VHS) calculation in small companion animals. One of the key factors affecting the quality of anatomical structure segmentation is the low contrast of original radiographs, particularly in the regions of the thoracic vertebrae and the cardiac silhouette. This article proposes an adaptive digital image processing algorithm that combines local contrast enhancement, morphological extraction of bony structures, and nonlinear edge-preserving noise suppression. The algorithm is designed for use at two stages of the model lifecycle: during dataset preparation for expert annotation, and as a preprocessing step prior to inference of a trained computer vision model. The method description includes mathematical formalization of the components, justification for parameter selection, and the architecture of the algorithmic pipeline. Experimental validation of the developed algorithm’s effectiveness was conducted, including a comparison of annotation quality and the performance of models trained on original versus processed images.