Headings of the journal
"Educational Resources and Technologies"

Annotation: This article explores the potential for incorporating elements of the Federal Service-Learning Program into the final state assessment of pedagogical university graduates, conducted in the form of final theses. The object of the study is the professionally oriented training of future teachers in a collaborative environment between the university and the school. The subject of the study is approaches to integrating the Service­Learning project into final theses in their respective areas. The article explores the essence of the Service­Learning approach and exam- ines its potential for implementation in the higher education system. The scientific novelty of the study lies in the conceptual justification of the integration of the elements of the “Service Learning” program into the procedure for preparing final theses by teacher education students. A typology of final these areas has been proposed, which defines the basis for the practice of training pedagogical personnel in the context of the “university­school” interaction. The practical significance of the study lies in the development of recommendations for organizing the completion of final theses on the basis of general education organizations that are potential employers.

Annotation: The article addresses the problem of objective competency assessment for information security specialists. The relevance is driven by a shortage of qualified personnel and the necessity to transition from subjective to formalized methods amidst digital transformation. The aim is the development and experimental testing of a methodology based on the application of mathematical methods—specifically, the Analytic Hierarchy Process and fuzzy set theory. The scientific novelty lies in the synthesis of a specialized process-result competency model with quantitative multi-criteria evaluation methods, which minimizes subjectivity and yields an integral numerical indicator of proficiency level. The methodological foundation comprised theoretical analysis, expert survey, and a pedagogical experiment involving the assessment of a group of specialists. The results demonstrate that the proposed mathematical toolkit provides not only comparative ranking of specialists but also precise diagnostics of individual deficits in their professional profile. This establishes a basis for constructing personalized develop- ment pathways. The practical significance of the research lies in the potential for implementing the methodology into processes of certification, career planning, and the forming of individual professional development programs within state and commercial structures.

Annotation: The article analyzes the opportunities and risks of using artificial intelligence (AI) technologies in higher educa- tion. The relevance of the article stems from the difference in cognitive and technological positions regarding AI between teachers and students. For instance, students master digital tools faster, while teachers are more cautious and critical. The results of a sociological survey of students and teachers at the Ural State University of Economics served as the empirical basis of the study. A comparative analysis of the perception and practice of using AI was conducted between two key groups in the educational process: students and teachers. The study identified differences in the purposes for using AI and the readiness to integrate it into the educational process. The study reveals a societal demand for the institutionalization of AI competencies in higher education. The ar- ticle substantiates the need to modernize educational programs, taking into account the growing role of artificial intelligence, and emphasizes the importance of critically assessing the advantages and risks of neural networks for students’ effective knowledge acquisition. The results obtained expand the empirical base of research on the digital transformation of education and can be used in the development of university educational policies.

Annotation: The article is devoted to the analysis of the transformation of linguistic personality in the digital environment. The author identifies the key contradiction of this process: on the one hand, an unprecedented expansion of linguistic resources and competencies; on the other hand, risks of reduction, simplification of norms, and fragmentation of speech behavior. The methodological basis consisted of theoretical analysis of scientific literature, comparative analysis of empirical data from modern research, and the method of conceptual modeling. Based on an interdis- ciplinary analysis of research, it is proven that digitalization leads to a structural shift – the formation of a hybrid linguistic personality and a transition from a hierarchical to a network model of communication. In response to the challenges of degradation in the digital society, a new normative system spontaneously emerges – network etiquette (netiquette), which requires institutional support. The conclusion is made that the future of linguistic culture is linked to the development in language speakers of the ability for conscious navigation between differ- ent communicative registers and responsible use of digital tools.

Annotation: The article examines the implementation of the principle of dialogicity in the framework of the course “Professional pedagogical ethics” for undergraduate students of pedagogical areas. Bridging the gap between knowledge of ethical principles and the ability to act morally in difficult professional situations requires a transition from the monological translation of values to a dialogical way of mastering them. Based on the philosophical anthropol- ogy of M.M. Bakhtin and the cultural and historical psychology of L.S. Vygotsky, the principle of dialogicity is substantiated as an ontological condition for the formation of ethical competence. The work reveals a three-level model of dialogicity, which includes reflexive, communicative, and identification components. Methodological techniques for implementing the principle of dialogic approach in the course of professional pedagogical ethics are considered. The criteria for assessing the formation of ethical competence among students and the charac- teristics of diagnostic tools are presented. The article describes the real and potential difficulties that arise at the stage of introducing the model into the educational process of a pedagogical university. Empirical verifica- tion of the model in a pedagogical university confirmed its effectiveness, and a statistically significant increase in the number of students with a high level of ethical competence was recorded in the experimental group. The real and potential difficulties arising at the stage of implementing the model into the educational process of a pedagogical university are characterized.The results prove that the proposed model provides a transition to the dialogical formation of the value-semantic professional position of the future teacher.