Headings of the journal
"Educational Resources and Technologies"

Annotation: The article presents a model of using didactic games in the process of teaching chemistry to medical students in order to improve the effectiveness of mastering this discipline by future physicians. The author notes and justifies the relevance of using didactic games in higher education. In order to expose the pedagogical potential of didactic games, a systematization of didactic games has been developed for the entire period of mastering chemistry disciplines by medical students. The systematization is based on the dominant didactic goal and the nature of students’ activities. Particular emphasis is placed on the methodological principles of developing and implementing didactic games: consideration of the specifics of higher education, systematic application, prac- tice-oriented approach, and the organic inclusion of chemical experiments. The author notes that the results of applying the model will be most successful if didactic games are used systematically in the educational process and have appropriate methodological content: practice-oriented tasks and the use of various types of chemical experiments. The validity of the proposed model is demonstrated.

Annotation: Currently, the pace of transformation in the vocational education system does not always correspond to the growth of innovative processes in the economy, which requires the search for new methods and approaches to learning. An integrative approach in professional training is one of the effective tools that allows us to combine theoretical knowledge with practical experience. The article systematizes the existing ideas about integration in the educational process and presents the historical dynamics of the integrative approach. Various aspects of integration are highlighted: interdisciplinary integration of educational content; integration of theoretical and practical training; integration of educational technologies; integration of professional competencies. Con- sideration of the history of the emergence and development of the integration approach in education made it possible to identify trends in the application of an integrative approach to training managers: a) the didactic direction (integration of lectures and practical classes, development of integrated training courses); b) the informational direction (integration of training sessions with the base of additional education); c) the social direction (integration of first-year students, international students and students with disabilities in new com- munities for them); d) organizational direction (integration of learning with practice, creation of integrated educational complexes). Proposals have been made to expand the use of the integration approach in didactic and organizational areas. The completed systematization of ideas about integration in the educational process may be of interest to researchers of higher education pedagogy and to specialists involved in the development of educational programs.

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: This article analyzes the relationship between publication activity of applicants to doctoral programs and the likelihood of their successful on-time thesis defence. The issue of empirically verifying publication background as a predictor of successful thesis defense is underrepresented in the Russian scientific literature, making this research topic relevant. This empirical study was conducted using data from the doctoral program at the Mos- cow Technical University of Communications and Informatics (MTUCI) and the Russian Science Citation Index (RSCI), a national bibliographic database. Bibliometric indicators of 121 postgraduate students were collected based on the initial data on those enrolled in postgraduate studies in 2017–2020 and those who graduated in 2021–2024. The analysis of the generated dataset confirms the correlation between the bibliometric indicators of doctoral program applicants and the probability of their successful on-time thesis defence. During the study, a methodology was developed for the integrated assessment of postgraduate students’ publication background. The research addresses the important and methodologically significant issue of assessing predictors of academic success in the training of highly qualified personnel.

Annotation: The article discusses the integration of artificial intelligence (AI) technologies into project-based foreign language learning exemplified in students of non-linguistic faculties. In the context of digitalization and globalization, project-based learning is seen as a key method to overcome low student motivation being a hands-on approach, according to which a foreign language functions as a tool for solving real-life professional tasks. Based on theo- retical analysis and empirical research, it has been proven that AI technologies act as a catalyst and infrastructure solution that optimizes each stage of the project: from idea generation and scenario personalization to research facilitation, language support, and assessment criteria development. The article presents guidelines for teaching a foreign language to students pursuing a bachelor`s degree in Management (38.03.02) based on this approach, including a step-by-step algorithm of actions for teachers and students. Specific interactive methods and digital tools are proposed for each stage. Particular attention is paid to the system of comprehensive project assessment with an emphasis on linguistic and professional competencies. The authors conclude that the conscious use of AI transforms the ecosystem of project activities, increasing its efficiency and personalization. At the same time, the role of the teacher evolves from a controller to a tutor of the process and an expert in the integration of digital tools. The successful implementation of AI-supported project-based learning contributes to the development of undergraduates` competitive skills and their readiness for professional challenges.