Headings of the journal
"Educational Resources and Technologies"

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 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: It has been established that the future of higher education organizations is associated with the forming of edu- cational ecosystems. However, the scientific literature has not yet defined either the content of the concept of “educational ecosystem” or the criteria of an educational ecosystem. The purpose of this study is to identify and determine the criteria of educational ecosystems that are currently being formed on the basis of leading universities and global educational centers. To solve this problem, the study uses the method of studying scientific literature (descriptive method, apperception method), conducts a review of official websites, strategies and development programs of the world’s leading universities and educational centers presented on them, summarizes the trends in the development of higher education reflected in analytical reports of international organizations. Based on the results of the study, the criteria of the educational ecosystem were established, reflecting the key areas of activity of educational organizations, which, with the proper “superstructure” of the supporting infrastructure, allow achieving a synergistic effect from such a reorganization. The results obtained contribute to the development of the ecosystem approach in higher education due to a deeper understanding of the etymology of the concept of the educational ecosystem and a clearly defined outline.

Annotation: The article describes the systemic problems of forming the HR brand of higher education institutions in the context of current trends in the labor market and educational services. Attention is focused on the key compo- nents of the HR brand of higher education institutions. The features of competitive selection for the position of a scientific and pedagogical worker in a higher educational institution are highlighted, and a way is proposed to increase the effectiveness of this procedure for the participants of the competition. Experimental studies have been conducted to evaluate students’ ideas about the working conditions of the teaching staff and their preferences as future specialists in the field of education on the basis of the Branch of the private educational institution of higher education “Moscow Witte University” in Ryazan. Based on the results of the survey, the main directions for attracting young scientists and specialists to scientific and pedagogical activities at the university have been identified. The analysis of the causes of professional burnout of scientific and pedagogical staff of universities as one of the factors influencing the HR brand forming for the university is carried out. An approach to the differentiation of the content of teachers’ work is considered, which contributes to improving the effectiveness of their activities. The practical significance of this research is aimed at improving the HR brand of higher edu- cation institutions, which will contribute to creating a positive image of them, attracting graduates to work at universities, and increasing competitiveness in the field of educational services.

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.