Headings of the journal
"Educational Resources and Technologies"

Annotation: The article analyzes the problems faced by students of generation Z in the forming of foreign language reading competence. Theoretical approaches to the problem of forming a culture of reading in a foreign language are summarized. As a way to involve students of generation Z in reading activities, a student-centered individual reading program in English is offered, aimed at forming a reading culture for 1st–2nd year students of the uni- versity. The three-stage educational model of critical thinking development technology (challenge – comprehen- sion – reflection) is used to organize students’ activities related to individual reading during the semester. The methodology of competence-based educational practices aimed at the forming of students’ autonomy through active and interactive methods is used to enhance the learning potential of the program. The results of the study confirm the effectiveness of the proposed methodology, which promotes the intellectual and emotional immer- sion of students in an independently selected authentic work of art and the forming of motivation to read in the process of active communication about what they have read.

Annotation: The article reveals the specifics of the socio-humanitarian expertise of future education in the context of the NBICS revolution (nano-, bio-, info-, cognitive and sociotechnologies) and the development of metatechnology of artificial intelligence. Social and humanitarian expertise of this type reveals the existential and eschatological dimensions of techno-innovations. The probabilistic nature of the results of social and humanitarian expertise is due to the fact that experts rely not on facts, but on archetypes, models, scenarios that allow identifying emerging trends and are the basis for decision-making in conditions of uncertainty, polyvariability, and nonlinearity of the future. The work compares the main scenarios of the future of education – techno-optimism and techno-pessimism. The importance of social and humanitarian expertise as a foresight of anthropological and educational risks generated by the autonomous development of artificial intelligence and its possible transformation into a subject of cognition is substantiated. The key risks are associated with the onset of the post-human era, threatening the existence of natural intelligence, and the destruction of education as an anthropological space.

Annotation: The article examines the specificities of education in the educational organization of the Ministry of Internal Af- fairs of the Russian Federation. The main characteristics of the socio-educational environment of an educational organization are highlighted: value orientations, interaction of environmental subjects, realization of personal needs. The conditions influencing the formation of the socio-educational environment of the educational organization of the Ministry of Internal Affairs of Russia are considered: the inclusion of students in educational and professional activities with the realization of the educational potential of academic disciplines and the subject environment of faculties; identification of interests and abilities of cadets, organization of creative activities, cultural, educational and sports activities; information support of educational work. The necessity of information and educational activi- ties of course supervisors, officers of departments and teachers in the development of critical thinking, as well as on countering the negative influence of the media on students, is substantiated. The scientific novelty of the study is to substantiate the need for organizational and methodological filling of the socio-educational environment of the educational organization of the Ministry of Internal Affairs of Russia with interactive forms of educational work involving interpersonal communication, cooperation and interaction. The results of the study have practical value for the command and teaching staff of the educational organization of the Ministry of Internal Affairs of Russia and can be applied to improve the quality of professional education of police officers.

Annotation: The article analyzes the effectiveness of team competitive events within the framework of project-based learning. The subject of research is the organizational and methodological aspects of hackathons and ideaathons in the context of higher education. The study is based on the experience of preparation and implementation of such events at Akmulla Bashkir State Pedagogical University. Definitions are given, types, formats of organization and holding of competitive events in the field of information technology are considered. Examples of tasks and winning projects are presented. Factors influencing the quality of hackathons and ideaathons, as well as their relationship with expected results are investigated. The results of monitoring the satisfaction of participants of hackathons and ideaathons based on a survey and questionnaire are presented. Options for increasing motivation and attracting potential participants are proposed. The impact of such events on the forming and development of students’ universal and professional competencies is analyzed. The issue of including hackathons and ideaathons in the educational process of universities is discussed.

Annotation: Digital technologies have long and firmly entered our lives, but recently the emphasis of their application has been shifting. The object of research in this article is digital education, and the subject is the scenarios of using digital technologies within it. The article describes the results of the study of the learning process using digital and information technologies. The main directions of their effective use in the educational sphere are outlined, negative aspects of quick access to digital information for students are noted. The process is considered from the point of view of educational environment and application of digital and information technologies. The scenarios of using digital technologies in the educational process are presented: face-to-face training with the use of digital tools and technologies, distance learning, blended learning. The analysis of practical application of the scenarios is given, the assessment of positive and negative experience of using digital technologies in professional activity is given, including on the basis of questionnaire survey of teachers of the Republic of Bashkortostan.