Headings of the journal
"Educational Resources and Technologies"

Annotation: The relevance of the topic is related to the decline in the overall quality level of modern domestic higher educa- tion and, especially, its socio-humanitarian component, in which philosophy is the leading discipline studied by students of all universities, regardless of the area and profile of training. The object of the study is the pedagogi- cal features of teaching philosophy in higher education institutions. The subject of the research is the didactic specifics of studying the structure of philosophical knowledge. The purpose of the work is to substantiate the pedagogical maxim, according to which the degree of effectiveness of both secondary and higher education can be significantly increased provided the simplicity, clarity and vitality of the material offered to students. The research methods are pedagogical observation, comparative analysis, the formal logical method of dividing concepts, the classical method of defining concepts, deduction, induction and analogy, idealization and thought experiment. The result of the work is the substantiation and demonstration of the didactic possibility of trans- forming educational material in the educational process from complex, incomprehensible and uninteresting to simple, understandable and interesting. The field of application of the research results is the theory and practice of teaching social and humanitarian disciplines in higher education institutions.

Annotation: The article examines the specificities of education in the educational organization of the Ministry of Internal Af- fairs of the Russian Federation. The main characteristics of the socio-educational environment of an educational organization are highlighted: value orientations, interaction of environmental subjects, realization of personal needs. The conditions influencing the formation of the socio-educational environment of the educational organization of the Ministry of Internal Affairs of Russia are considered: the inclusion of students in educational and professional activities with the realization of the educational potential of academic disciplines and the subject environment of faculties; identification of interests and abilities of cadets, organization of creative activities, cultural, educational and sports activities; information support of educational work. The necessity of information and educational activi- ties of course supervisors, officers of departments and teachers in the development of critical thinking, as well as on countering the negative influence of the media on students, is substantiated. The scientific novelty of the study is to substantiate the need for organizational and methodological filling of the socio-educational environment of the educational organization of the Ministry of Internal Affairs of Russia with interactive forms of educational work involving interpersonal communication, cooperation and interaction. The results of the study have practical value for the command and teaching staff of the educational organization of the Ministry of Internal Affairs of Russia and can be applied to improve the quality of professional education of police officers.

Annotation: The article analyzes the effectiveness of team competitive events within the framework of project-based learning. The subject of research is the organizational and methodological aspects of hackathons and ideaathons in the context of higher education. The study is based on the experience of preparation and implementation of such events at Akmulla Bashkir State Pedagogical University. Definitions are given, types, formats of organization and holding of competitive events in the field of information technology are considered. Examples of tasks and winning projects are presented. Factors influencing the quality of hackathons and ideaathons, as well as their relationship with expected results are investigated. The results of monitoring the satisfaction of participants of hackathons and ideaathons based on a survey and questionnaire are presented. Options for increasing motivation and attracting potential participants are proposed. The impact of such events on the forming and development of students’ universal and professional competencies is analyzed. The issue of including hackathons and ideaathons in the educational process of universities is discussed.

Annotation: Digital technologies have long and firmly entered our lives, but recently the emphasis of their application has been shifting. The object of research in this article is digital education, and the subject is the scenarios of using digital technologies within it. The article describes the results of the study of the learning process using digital and information technologies. The main directions of their effective use in the educational sphere are outlined, negative aspects of quick access to digital information for students are noted. The process is considered from the point of view of educational environment and application of digital and information technologies. The scenarios of using digital technologies in the educational process are presented: face-to-face training with the use of digital tools and technologies, distance learning, blended learning. The analysis of practical application of the scenarios is given, the assessment of positive and negative experience of using digital technologies in professional activity is given, including on the basis of questionnaire survey of teachers of the Republic of Bashkortostan.

Annotation: The most important strategic task of the Russian higher education system is to train personnel for the needs of the digital stage of development. Despite the popularity of information professions and the growing demand for IT education, Russia is experiencing a significant shortage of IT specialists of various levels of training. The study identified the main institutional and competent imbalances in the IT training system, which made it possible to identify a set of factors that have a cumulative effect that has accumulated over a number of previous years and prove the inflexibility and low responsiveness of Russian academic educational institutions to the urgent re- quirements of systemic digitalization. It is concluded that the non-use of the potential of Russian universities, the inability of the education system to adapt as quickly as possible to the new digital reality in terms of increasing the training of demanded IT specialists, the separation from the needs of real practice leads to a deceleration in the processes of information transformation and objectively casts doubt on the achievement of Russia’s digital maturity in the medium term.