Headings of the journal
"Educational Resources and Technologies"

Annotation: The relevance of the topic is due to the fact that the problem of human nature is emerging with renewed vigor at the current stage of development of both Russian society and world civilization, characterized by a high degree of turbulence. The object of the research is the pedagogical and didactic features of teaching a general education philosophy course to students of Russian universities. The subject of the research is the didactically justified construction and effective presentation of the basic philosophical views on human nature to students. The aim of the work is to substantiate an important pedagogical principle, according to which any educational material, through the efforts of the teacher, can be transformed from incomprehensible and confusing to clear and understandable, from uninteresting and dull to engaging and interesting, and from lifeless to vital and relevant. The main research methods include pedagogical observation, analogy, comparative analysis, idealization, and thought experiment. The result of the work is to substantiate the priority of the teacher’s pedagogical efforts, especially in the social sciences and humanities, to transform any educational material into clear, vivid, interesting and practically applicable. The results of the research can be used in the theory and practice of teaching philosophy and other socio-humanitarian courses in a modern higher education institution.

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: The article is devoted to one of the urgent and methodically complex problems of modern higher education – the development of students’ critical thinking. The approach of integrating two scientific platforms is considered: Western structural and descriptive models of critical thinking and the Russian psychological and pedagogical school (activity-based approach, theory of step-by-step formation of mental actions, the concept of developmental learning). The article substantiates a three-component model of critical thinking, constructed according to the logic of a non-linguistic student’s activity with an authentic foreign language professionally oriented text. Based on a comparative analysis of Western structural models and domestic concepts of step-by-step formation of mental actions, it is shown that the activity-based approach acts as an integrating basis. It allows us to transfer the general provisions about critical thinking into the area of methodical design. The proposed model includes cognitive, metacognitive, and dispositional components, each of which is linked to specific types of tasks and observed indicators of textual activity. The double cognitive load, traditionally interpreted as an obstacle, has been reinterpreted as a resource for forced metacognitive reflection.

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.