Headings of the journal
"Educational Resources and Technologies"

Annotation: The purpose of the work is to analyze the evolution of pedagogical ideas of the personality’s information culture concept from information vacuum to the information as an element. The article uses vector analysis that covers both trends in scientific research and socio-informational factors that determine them. In addition, the method of abstraction that allows us to identify the pedagogical essence of the general scientific phenomenon and the method of synthesis as well are used in the work. The latter allows us to identify significant stages in the evolu- tion of understanding information culture as a pedagogically formed quality. Despite the abundance of scientific material dedicated to information culture there is no widespread use of a historical and pedagogical approach to its analysis probably due to the a priori perception of information technology as a contemporary phenom- enon. These considerations determine the relevance and methodological novelty of the work. The author comes to the conclusion that the stages of information culture as pedagogical concept do not completely coincide with the stages of the traditional idea of the four information revolutions, although they correlate with them as for pedagogical knowledge not only the formal availability of a particular technology is important but its mass use on a social level as well.

Annotation: A technique for representing and calculating the orientation of the heliostatic mirror based on vector representations of the directions to the sun and the mirror related to a fixed observation point is presented. Vector representation of directions to the sun and the heliostatic mirror allows us to obtain a description of the mirror orientation that is quite clear and simple in algorithmic implementation of calculations. Operations with vectors are significantly simplified when using a projection in Cartesian coordinates. In addition to expressions for vector transformations of directions, a summary of formulae is given for calculating the position of the sun in a local coordinate system depending on geographic coordinates, date and time. The obtained relationships can be implemented in an algo- rithm for controlling the heliostatic mirror mechanism according to a given time schedule using two independent drives: azimuth and elevation. The developed method for calculating the orientation of the heliostatic mirror based on vector representations can be used in practical problems of monitoring the characteristics of solar radiation.

Annotation: Universities play a crucial role in training young professionals, ensuring their understanding of the goals of sustainable development, such as developing strategic partnerships, respecting and supporting human rights, efficient use of resources, and environmental protection. This list of qualities is formed through the educational process, which shapes the worldview of students. The article provides a brief review of initiatives and best practices in the field of training highly qualified specialists who can make a significant contribution to achieving the Sustainable Development Goals. The key directions for the development of education, scientific and upbring- ing activities of universities in the interests of sustainable development are identified. The concept of a holistic system for training specialists capable of promoting sustainable development goals is proposed. The empirical basis of the study is the reports and materials of the international conference “The Role of Universities in the Implementation of the Sustainable Development Goals”, held in May 2024 at the Belgorod University of Coop- eration, Economics and Law.

Annotation: The article examines the epistemological, ethical, philosophical, cultural and ideological aspects of the develop- ment of artificial intelligence (AI). The work introduces readers to current trends in the development of artificial intelligence systems, as well as the authors’ position on the existential challenges and risks that this technology may pose for humanity. Based on the ideas of the classical rationalist tradition about the unity of a priori (pre- experimental) and a posteriori (experienced) types of knowledge, the authors correlate between the process of hu- man cognition and the functioning of artificial intelligence systems based on self-learning programs. This leads to the conclusion that it is fundamentally impossible for artificial intelligence to go beyond the limits of the originally laid algorithmic model (a priori knowledge) and acquire phenomenal consciousness. Reflecting on one of the most discussed issues (both in popular and scientific literature) about whether AI can surpass and even replace humans themselves, the authors emphasize the uniqueness of existential being and the impossibility of both humans and super-powered AI to solve the fundamental issues of human existence. The article demonstrates that ethical and anthropological issues and problems are based on the fundamental idea of having free will and therefore are not comparable to the problems of AI creating and functioning. The scientific novelty lies in the statement proposed by the authors, according to which in the modern era – the predominance of positivism, scientism and technocratism in the intellectual tradition – the future possibilities of artificial intelligence and related anthropological and so- cial expectations will inevitably remain in the area of algorithmized rational coordinates and, essentially, cannot be moved into the sphere of irrational existential issues. This is where the dialectic of the enormous possibilities and insurmountable limitations of the theory and practice of artificial intelligence finds its adequate expression.

Annotation: The relevance of the topic is determined by the fact that the content of the university academic discipline “Phi- losophy” provides rich opportunities for the realization of not only educational and developmental, but also educational goals of teaching and shaping the worldview of young people, focused not so much on a positivist understanding of knowledge of the world, man, society and history, as on the formulation and search for answers to metaphysical questions. The object of the study is the didactic features of the investigation of problems of con- frontation and polemics of two ideological systems of human life navigation, which represent opposite solutions to the “main issue of philosophy”. The subject of the study is the didactic specifics of students’ acquaintance with the famous Pascal’s wager in the context of ideological searches for personality. The purpose of the work is to substantiate the presentation of Pascal’s wager not as one of the many elements of the history of philosophy covered with the “dust of centuries”, interesting to the present person only as a “monument of antiquity” and therefore completely uninteresting to modern students, but, on the contrary, as always, the actual basis of ideo- logical personal choice. The research methods are abstraction, idealization, thought experiment, comparative analysis, deductively and inductively organized conclusions, conclusions by analogy and empirical generalization. The result of the work and one of its conclusions is the position according to which the content of Pascal’s wager provides in fact a unique didactic opportunity to demonstrate and substantiate the metaphysical asymmetry of the worldview choice between the materialistic, atheistic, evolutionist, scientific and anthropovolutaristic ideological pole of life navigation, on the one hand, and the idealistic, theistic, creationist, anti-scientific and providentialist pole, on the other one. The field of application of the research results is the ideological search for personal- ity, multifaceted educational interactions and didactic strategies in both secondary and higher education. The first part of the article describes the didactic and ideological aspects of students studying the confrontation of materialism and atheism in the general course of philosophy, on the one hand, and philosophical idealism and theism, on the other hand, as two worldview teachings and systems of human life navigation, conditioned by various solutions to the “basic issue of philosophy”.