Headings of the journal
"Educational Resources and Technologies"

Annotation: The article is devoted to the development and empirical testing of a formalized methodology for analysis and assessment of CRM system development options in the context of changing business processes. The methodology is based on the integration of multi-criteria analysis and key performance indicator (KPI) monitoring methods. In order to select alternatives for the development of a CRM system, a combination of AHP–TOPSIS methods is used, which allows us to considerate the diverse technological, economic, organizational, managerial, and stra- tegic criteria with control over the consistency of expert assessments. During the study, a system of criteria was formed and refined, metrics for the effectiveness of the system reconfiguration procedure and validation criteria (expert agreement, stability of ranking to weight changes, KPI dynamics after implementation) were defined. An empirical test of the developed methodology was conducted based on the AmoCRM information system in a small/medium-sized business. The results of the empirical test showed a statistically significant improvement in key KPIs. The research results confirm the effectiveness of the proposed methodology and its applicability for improving the validity of decisions on the development of CRM systems.

Annotation: Modern microservice applications generate a significant amount of telemetry data necessary to ensure the observability and rapid diagnosis of incidents. However, full tracing of all requests becomes economically impractical due to the overhead of collecting, storing, and processing information. The article discusses methods of adaptive sampling of distributed tracing, which allow dynamically adjusting the amount of data collected depending on the current state of the system and query characteristics. The architecture of the tracing system is proposed, which includes a compo- nent of self-learning selection of traceable queries based on the analysis of metrics and query features. An algorithm is presented that combines system and behavioral criteria for evaluating the significance of queries. Experimental modeling has shown that the proposed approach can cover up to 90 % of abnormal cases while reducing the volume of telemetry by more than six times compared to the full collection. The results demonstrate the promise of adaptive sampling for increasing the efficiency of observability in microservice systems without increasing infrastructure load.

Annotation: The relevance of the topic is related to the general dehumanization of modern education, both secondary and higher, largely due to its digitalization. The object of the research is the theory and practice of teaching phi- losophy as a discipline of the federal educational component in higher education institutions. The subject of the research is the didactic features of studying the main issues, problems and ideas of anthropology as a branch of philosophical knowledge. The purpose of the work is to provide a pedagogical justification for the statement that when presenting educational material, it is possible to make any meaningful depth clear, as well as vice versa, to confuse and obscure even simple issues and ideas. The research methods are deductive and inductive reasoning, analogy, idealization, thought experiment, comparative analysis and pedagogical observation. The result of the work is substantiation of the simplicity, clarity and vitality of the material taught to students as the main means of achieving educational, developmental and educational learning goals. The results of the research can be ap- plied in the field of theory and practice of teaching philosophy and other social and humanitarian disciplines in higher education institutions.

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.