Headings of the journal
"Educational Resources and Technologies"

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.

Annotation: The article is devoted to the analysis and generalization of the experience of advanced training for labor (tech- nology) teachers in robotics in the context of updating the content of technological education and introducing a modular approach to the school subject “Labor (technology)”. The article analyzes and summarizes a sig- nificant amount of empirical data on advanced training courses for teachers in robotics. The study developed an advanced training course for teachers, which was used as the basis for a pedagogical experiment. Based on the summarized experience, a methodology for conducting advanced training courses for labor (technology) teachers was developed and tested, which allows for the structuring of the training program for real educational organizations. Methodological recommendations have been developed for conducting advanced training for labor (technology) teachers in robotics. As one of the empirical sources of data, the study used the author’s long-term personal participation in advanced training courses on robotics, both as a student (between 2016 and 2023) and as a teacher (2025). The research results can be used in the development of advanced training courses for labor (technology) teachers and their self-training, followed by teaching robotics to students.

Annotation: A new type of specialist has appeared in the education system – an adviser to the director for educational work and interaction with public organizations, tasked with organizing the educational process by transmitting tra- ditional values in the modern context of Russian societal development. The solution to this problem depends on the availability of a highly developed value-semantic sphere among the advisers themselves. However, a survey of advisers on upbringing during refresher courses showed that they had difficulty interpreting traditional values and identifying indicators of their manifestation. In this regard, the author’s methodology for the interiorization of traditional values was developed, consisting of 5 stages: clarifying – an expanded list of traditional values was compiled; design – indicators of their manifestation were identified; reflexive – analysis of one’s own activities in the context of values, improvisational – mastering new behavior in the process of socio-improvisation and role–playing games, psychological-resource -search for internal and external resources to implement new behaviors. A list of working methods has been compiled for each stage. The effectiveness of the methodology was assessed using D. Kirkpatrick’s 4-level model. The conducted diagnostics showed its effectiveness and the possibility of its recommendation for broad distribution.

Annotation: The article presents a method for the automated preparation of technical specifications and related documenta- tion for automated systems in accordance with state standard 34. The proposed method combines text generation using large language models, supplemented by information search in verified sources, and a formal validation module that includes verification of completeness, consistency, traceability, and coverage of information security requirements. The method is adapted to the Russian regulatory framework and is focused on the use of domes- tic language models. During the experiment, four modes of operation were compared: manual preparation, generation without source search, using search without a validator, and the full proposed process. The results show a reduction in draft preparation time by up to 90%, an increase in section completeness by up to 98%, and a significant reduction in the number of typical errors. A quality assessment protocol is proposed, and an analysis of typical errors is provided. The method reduces labor costs and risks associated with incomplete and contradictory requirements.

Annotation: The article touches upon the current problem of developing comprehension skills for special lectures in English among philology students. Despite having a high general level of language proficiency, students face significant difficulties in understanding authentic academic discourse due to its specific lexical, syntactic, and discursive features. The study aims to assess linguistics students’ current comprehension skills for specialized English- language lectures and to develop a methodological task package for improving these skills. The subject of the study is the process of teaching comprehension of specialized English-language lectures to students of language universities. The conducted empirical research revealed problematic areas in the development of a range of specific comprehension skills for lectures on linguistic topics in English, stemming from linguistic and socio- cultural difficulties inherent in the spoken text. Based on the diagnostic results that identified typical deficits in comprehension skills, a methodological task package was developed to foster these skills. The article emphasizes the necessity of a systematic, strategy-based approach to teaching academic comprehension, which goes beyond general language training.