Headings of the journal
"Educational Resources and Technologies"

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.

Annotation: This article examines the problem of soft skills deficits among master’s students in engineering disciplines in the context of project-based learning. The research focuses on the nature and causes of difficulties in implementing student projects. The empirical basis of the study is an analysis of survey results from master’s students in engi- neering disciplines at the Russian Technological University who completed a project work as part of the course “Agile Project Management”. The study confirms that the main barriers to project work are not technical but organizational ones, manifesting themselves in poor time management and a lack of soft skills. An insufficient level of proficiency in project management tools was revealed, despite students’ awareness of their potential practical value. An analysis of their motivational profile and career orientation revealed a latent interest in project management among most master’s students. Recommendations are offered for strengthening the practice of developing specific soft skills in management and assessing not only project results but also the quality of team processes. The importance of interaction with industrial partners and the development of interdisciplinary pro- jects is highlighted. The obtained research results can contribute to the improvement of educational programs for technical specialties aimed at developing and nurturing the soft competencies of modern engineers by increasing the effectiveness of project-based learning.

Annotation: The article justifies the methodological and organizational conditions for using business games in the profes- sional training of future fire protection specialists. The article discusses the types of business games (simulation, organizational-activity, and role-playing games), the stages of designing and conducting a lesson, and the typical difficulties of implementation (scripting, teacher preparation, resource provision, and results evaluation). This article presents the results of testing the business game at the Ural Institute of State Fire Service of EMERCOM of Russia. It proposes criteria for evaluating students’ actions (decision efficiency, tactical soundness, quality of team interaction, and reflection) and shows how the indicators changed as a result of the lesson. The article concludes that integrating business games into tactical, specialized, and managerial training is advisable, pro- vided the described conditions are met. The study aims to substantiate the methodological and organizational conditions for using business games in firefighters’ professional training and to present the results of testing the game in a university setting. Methodology and research methods: the study was conducted within the framework of competence-based and activity-based approaches, drawing on the ideas of practice-oriented and simulation- based learning. The methods of theoretical analysis and generalization of scientific sources, modeling (designing a business game scenario), pedagogical observation, expert assessment of students’ actions, analysis of the results of tasks before/after the game, questionnaires/reflective sheets (if available) were used. The empirical part was implemented on the basis of the Ural Institute of State Fire Service of EMERCOM of Russia.

Annotation: This article explores the integration of project-based learning with elements of industrial development in IT, aimed at bridging the gap between graduates’ theoretical knowledge and employer requirements. Key components of industrial integration are highlighted, including real projects, industry roles and processes, the use of an indus- trial technology stack, mentoring, and tracking. The article proposes integrating project-based learning with elements of industrial development, such as Git, CI/CD, and cross-review. It also examines the author’s model of a practice-oriented course in IT, which shifts the focus from passive theoretical acquisition to “learning by doing”, simulating real work processes in a learning environment. An empirical study of the model’s effectiveness was conducted at MEPHI University. This proven principle for constructing a thematic structure for disciplines in the IT field can be applied to the development of other courses.

Annotation: The article is devoted to the problem of professionally oriented English language teaching based on media projects. The media project is considered as an effective tool for the forming of a student’s foreign language communicative competence in combination with the development of direct professional competencies. The article provides examples of projects that are used in the practice of teaching English to students of the training area 42.03.01 Advertising and public relations. The empirical study was based on a survey of students at Nizhny Novgorod Dobrolyubov State Linguistic University regarding the effectiveness of a media project. The authors of the article conclude that the digital media project promotes the natural integration of all the skills needed by a PR specialist with knowledge of a foreign language. The implementation of such projects allows students to master the tools of the 21st century, develop critical thinking, as well as increase motivation and engagement and turn the process of learning a foreign language into active creativity.