Headings of the journal
"Educational Resources and Technologies"

Annotation: The article considers the development of a structural organizational and pedagogical model of a university complex for training future teachers in the system of social partnership “Pedagogical University – Preschool Educational Organization” (“PU-PEO”) based on the missions of universities, namely: “Education”, “Sci- ence” and “University and Society”. During of the study, a pedagogical examination was carried out, accord- ing to the results of which the conclusion was made that the system-forming factor of the model is the Moscow International University Rating “The Three University Missions”. The rating is based on three main criteria (missions): education, science, university and society. The use of these criteria ensures the creation of a holistic educational process aimed at socializing the individual and forming the qualities of a highly qualified specialist. The method of group expert assessment was chosen as the leading tool in the study, which makes it possible to algorithmize the procedures for developing the structure and content of the model of the university complex for future teachers training. The scientific novelty of the research results lies in the creation of a model for training future teachers in the social partnership system “PU-PEO”, which at the structural level includes the functions of assessing the quality of the educational process in the context of implementing the university rating “Three missions of the university”, adopted in pedagogical qualimetry. The practical significance of the research results lies in the possibility of using them to improve educational programs and increase the effectiveness of interaction with subjects of social partnership.

Annotation: The article presents the results of a study of the structure of educational motivation of students studying in the psychological and pedagogical area, with varying degrees of expression of their social creativity. In order to implement the study, such psychodiagnostic methods as “Determining the social creativity of a personality” by N.P. Fetiskin and “Studying the motives of students’ learning activities” by A.A. Rean and V.A. Yakunin were used. The single-sample Kolmogorov-Smirnov criterion and the nonparametric U-Mann-Whitney criterion were used as methods of mathematical and statistical analysis. The study involved 42 respondents. In order to achieve the goals of the study, three groups of respondents with different levels of social creativity were identified from the sample. The hypothesis of the existence of statistically significant differences in the structure of educational motivation of respondents with different levels of social creativity was fully confirmed, and the specificity of the structure of educational motivation of each group of respondents was revealed. The results of the study can be used in organizing psychological support for students of psychology departments, as well as in developing relevant courses and disciplines.

Annotation: Assessing the social integration of students with hearing impairments is an important component of monitoring the effectiveness of the educational model implemented for these students by the university. The study proposes an algorithm for assessing the social integration of hearing impaired students, based on the identification of three key parameters: attitude toward integration (declared level of acceptance of the environment); well-being in the university environment (socio-psychological adaptation); behavioral component (identity – communica- tion – inter action). The algorithm’s parameters are operationalized through specific indicators, allowing for a quantitative assessment of integration processes. A socio-psychological well-being index has been introduced, allowing for a numerical assessment of a student’s degree of adaptation to the university environment. An em- pirical survey-based study was conducted at Bauman Moscow State Technical University, covering both hearing and hard-of-hearing students. The results were processed using linear statistical analysis and multidimensional scaling. The study demonstrated the effectiveness of the university’s approaches to educating hard-of-hearing students in terms of their social integration. A method for calculating the Student Social Well-Being Index at the university is proposed. The work is aimed at developing inclusive education and can serve as a model for the implementation of similar systems for monitoring the social adaptation of students with disabilities.

Annotation: The article is devoted to the study of the methodological potential of foreign-language conversation clubs in higher educational institutions. The methodological potential of a foreign-language conversation club is consid- ered as a set of possibilities of this tool to achieve the best results in learning a foreign language. In the course of the research, the structure of the tasks of the conversation club and the competencies that are necessary for the teacher in charge of the club’s work are highlighted. It is noted that in addition to the practical aspect, an important task of the conversation club is to create motivation to better master a foreign language and remove the language barrier. At the structural level, the methodological potential of a foreign-language conversation club is revealed in speech activity and the forming of the necessary linguistic and communicative skills of the participants. An empirical study was conducted on the basis of the “Speak Up!” conversation club of Perm State Humanitarian Pedagogical University. Various forms of meetings are presented, during which students had the opportunity to develop communication skills, speaking, listening, reading and writing skills and also improve lexical, grammatical and pronunciation skills. A reflection of the students’ participation in the work of the “Speak Up!” conversation club was carried out, on the basis of which the directions for improving this method of teaching were determined.

Annotation: The article is devoted to the issues of effective integration of elective social and humanitarian courses into individual educational trajectories of engineering students. The analysis of the practice of implementing a variable model of assimilation of sociological and psychological knowledge by students of technical faculties in connection with the transition of universities to individual educational trajectories is carried out. Various interactive teaching methods are described: brainstorming, emotional intelligence training, case studies, and project assignments. The article shows the specifics of the courses offered, their importance for the development of “soft skills” of an engineer, the features and difficulties of organizing training. A study of the attitude of engineering students to the introduction of alternative non-core courses into the educational process is presented, their advantages and disadvantages are highlighted. It has been revealed that elective courses in psychology and sociology increase students’ personal inter- est and motivation to acquire knowledge that is not directly related to their specialty, but is necessary for successful implementation in the labor market. Based on the results obtained, psychological and pedagogical justifications for the choice of interactive teaching methods as priority tools for improving the effectiveness of new educational strategies are presented. The novelty of the research results lies in the development of theoretical and methodologi- cal provisions on the creation of pedagogical and organizational conditions for the effective integration of elective social and humanitarian courses into the individual educational trajectories of engineering students.