Headings of the journal
"Educational Resources and Technologies"

Annotation: The article is devoted to the specifics of using dialogue as a form of teaching a foreign language to students of technical universities. The relevance of the article is determined by the urgent need to develop effective approaches to teaching a foreign language to students of technical specialties in order to develop students’ competence in written and oral communication in a foreign language in the professional field. Currently, the level of “read- ing and translating with a dictionary” can no longer be considered an independent didactic task, which has traditionally been central in the training of engineers, taking into account the saturation of technical texts with professional terminology, which dictates the development of not only new approaches, but also didactic values. The scientific significance of the work lies in the justification of the need to actively include dialog forms in the training of engineers based on the analysis and generalization of pedagogical experience, both local author’s and presented in a number of reviewed scientific publications. As an advantage of using dialogue techniques in language teaching, the subjectivity of teaching a student a foreign language is put forward as opposed to its objectivity as it is in other approaches, when the student remains a passive recipient of information received in a ready-made form. The understanding of the use of dialogue as a method of teaching a foreign language is car- ried out in relation to the specific features of the areas of training, which determines the practical significance of the study, which consists in the possibility of applying the presented task in the practice of teaching a foreign language.

Annotation: The article examines the ecolinguistic aspect of foreign language teaching process to students of different cat- egories. The purpose of this article is to define and describe linguoecological risks in the paradigm of language education. The characteristics of such linguoecological risks as language modification, language nihilism, loss of the national language originality are presented, and the negative consequences that may result from ignoring them in foreign language teaching process are also presented. The authors emphasize that in the context of glo- balization and the English language dominance, the problem of preserving linguistic identity becomes especially significant. The linguoecological risks which arise in teaching foreign language process are a topical issue in modern language education and require a comprehensive approach to be studied taking into account cultural and sociolinguistic factors. The article attempts to clarify the concept of “linguoecological risk”, and also presents an interpretation of linguoecological risks in linguodidactic coordinates and provides specific examples of their functioning in the educational process. This study emphasizes the importance of studying linguoecological risks as a priority task for teachers and government agencies involved in language policy. It will help to preserve the national language and ensure harmonious coexistence of different cultures in the context of globalization.

Annotation: The study of issues of theoretical perception of ethnocultural identity problems contributes to the effective solution of harmonious intercultural interaction formation in a multiethnic society. The article examines the socio-psychological aspects of young people’s ethnocultural identity development from the perspective of M. Sherif and D. Campbell’s research, representatives of the behaviorist direction. The applied study concept provides focusing on behavioral models of human life, since ethnocultural identity is realized in social actions. Based on the results of the study, the conclusion is formulated that the use of technological techniques implemented in the educational process and cultural and leisure activities aimed at maintaining the culture and traditions of an ethnic group makes it possible to update such areas of young people’s mental life as cognitive, affective and behavioral. These areas activation is fundamental for young people’s ethnocultural identity formation. The studied views and assessments of ethnocultural identity are qualified on their qualitative reasons by means of the conceptual analysis method. Based on the synthesis of the considered particular concepts, elements of the general concept of building harmonious intercultural interaction in a multi-ethnic society are highlighted.

Annotation: The article considers the application of telegram channel as a didactic means of digitalizing learning, which is dictated by the increasing role of mobile applications in society and the opportunities they can provide – interactivity, accessibility, speed of information ex-change, and receiving feedback. The meth- odology of this study is based on the concept of person-alized learning and some elements of the digital transformation strategy of education. The differ-entiation method as a tool for identifying the didactic and educational essence in the digital ser-vices used, a survey, and a pedagogical experiment were used as investigation methods. During the study the possibilities of using online services for educational purposes were analyzed. A ho-listic didactic solution for using the telegram channel for teaching biology at school has been de-veloped. Possible prospects of its use are shown, including at an in-depth level, and a set of func-tional tools is justified. An example of a learning channel for studying biology in the 9th grade is demonstrated, the author’s experience of using the service is summarized, confirming the im-provement of the accessibility and personalization of learning. The prospects for further develop-ment of educational technology using the telegram channel are proposed. The practical applica-bility of the research results is ensured by the possibility of replicating positive experience: for example, the creation of personal teacher channels based on the proposed approaches.

Annotation: The subject of the study is the possibilities of the discipline “Psychology and Pedagogy” in the forming of uni- versal competencies among cadets of military universities. The aim of the research is to ask what content and results of the study of the discipline will meet the requirements of regulatory legal documents, the realization by cadets of their internal potential and the formation of general psychological and pedagogical competence. The research uses methods of pedagogical design, forecasting and programming of the discipline’s educational material. The research methodology is based on competence-based and personal-activity approaches. The article actualizes as the main idea and main conclusion the importance of mastering discipline in the holistic personal and professional development of a cadet as a future officer. It is proved that the content of the discipline develops such universal competencies as “Systemic and critical thinking”, “Teamwork and leadership”, “Self-organization and self-development”, “Inclusive competence”. Unlike other articles that are similar in subject, an integrated and holistic approach to the forming of universal competencies among students in higher education in the dis- cipline “Psychology and Pedagogy” is recommended. The author’s recommendations on the results of training in the development of universal competencies by cadets are proposed, the pedagogical conditions for effective programming of the study of the discipline “Psychology and Pedagogy” are substantiated. The scope of the article is not limited to military universities, it is of interest to the organizers of psychological and pedagogical education in higher and secondary vocational education.