Headings of the journal
"Educational Resources and Technologies"

Annotation: The object of research is students’ digital information culture development, and the subject is the pedagogi- cal conditions of its efficiency. The main purpose of the work, namely, the disclosure of these conditions and the mechanisms of their influence on the information development of personality in the digital age, is achieved by solving the following tasks: 1) substantiation of the importance of pedagogical conditions as factors and at the same time a component of the process under consideration; 2) analysis of interpreta- tions and understandings of the category “pedagogical conditions” in modern scientific and pedagogical discourse; 3) grouping of pedagogical conditions, taking into account the specifics of the educational activity under consideration; 4) disclosure and substantiation of the mechanism of influence of the studied conditions as a factor in the development of students’ personality. Special emphasis is made on the content and intellectual conditionality of information activities. As a result, the author comes to the conclusion that the conditions under consideration are of informative, organizational, methodological, and socio- personal nature, which correlates with the understanding of digital information culture as an integrative quality. The novelty of the work consists in the disclosure of pedagogical conditions at the level of very specific empirical situations, taking into account the specifics of the educational activities of students of the digital age.

Annotation: The article examines theoretical approaches to the definition of the concept of “labor potential” and various interpretations of this term. It also characterizes vocational education as a fundamental component of human labor potential. It is shown that the key factor influencing a person’s labor potential is his professional self- determination, formed at the stage of education. Based on the results of sociological research among students of Vologda State University, the features of students’ professional self-determination and their work behavior were determined. The main methods of research on this topic were a questionnaire survey, interviews with experts and focus groups. As a result of the analysis, the problem of insufficient professional self-determination of students was identified, which further affects the state of the labor market due to the undeveloped labor potential of the employee. In conclusion, the implementation of the concept of continuing education and the system of career guidance networking is presented as one of the solutions to the problem of undeveloped human labor potential.

Annotation: The article describes the development of digital information culture as a pedagogical process at the level of principles is considered as an object of the study. The purpose of the study is to review the relevant principles with a meaningful justification of their applicability, taking into account the specifics of information activities. The main objectives of the study are the differentiation of didactic and educational principles, as well as general and particular principles, with the identification of their interrelation on this basis. The relevance of the work is due to an increase in the share of information activity in the context of digitalization, and the novelty is the filling of the gap in the study of digital issues at a purely theoretical level using an analytical approach as opposed to the traditionally accepted ostensive one, which is specific for the practical works of a methodological nature. As a result of the research, the author concludes about the merging of the didactic and educational planes in the prism of information culture at the level of principles as pedagogical units of a high order, as well as about the validity of particular principles originating from the general provisions of theoretical pedagogy with a meaning- ful clarification towards the specifics of digital information activity.

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.