Headings of the journal
"Educational Resources and Technologies"

Annotation: The relevance of the topic is related to the general dehumanization of modern education, both secondary and higher, largely due to its digitalization. The object of the research is the theory and practice of teaching phi- losophy as a discipline of the federal educational component in higher education institutions. The subject of the research is the didactic features of studying the main issues, problems and ideas of anthropology as a branch of philosophical knowledge. The purpose of the work is to provide a pedagogical justification for the statement that when presenting educational material, it is possible to make any meaningful depth clear, as well as vice versa, to confuse and obscure even simple issues and ideas. The research methods are deductive and inductive reasoning, analogy, idealization, thought experiment, comparative analysis and pedagogical observation. The result of the work is substantiation of the simplicity, clarity and vitality of the material taught to students as the main means of achieving educational, developmental and educational learning goals. The results of the research can be ap- plied in the field of theory and practice of teaching philosophy and other social and humanitarian disciplines in higher education institutions.

Annotation: The article proposes a new approach for assessing the area of dynamic or hard-to-reach territories on the Earth’s surface. Such areas are difficult or impossible to identify using ground-based measurements due to changing conditions. The cause of such areas may be flooding, wind erosion, coastal abrasion, and emissions of harmful substances. Formally, the area calculation model employs the Monte Carlo method and a specialized division of areal zones. However, the key distinction of the proposed approach is that the area is determined not by the absolute number of random points, but by the proportional ratio of point counts between the reference image and the target area. The areas are described using digital models derived fr om unmanned aerial vehicle (UAV) imagery, which enables the delineation of area boundaries. An additional condition is the introduction of a reference object with a known area. Comparing the target area with the reference makes it possible to derive proportions from the images, which are then used to estimate the actual area. The results show that proportional convergence outperforms the convergence of discrete areas in terms of both absolute and relative error. When a reference object of known area is available, full-scale geometric surface reconstruction becomes unnecessary. The proposed concept of relative measurement through a reference object may be particularly useful in cases wh ere geometric image registration is challenging, yet the target area and the reference can still be reliably identified.

Annotation: The article describes the determinative (cause-and-effect) relationships between the goals of training sessions and the results of higher military school cadets as the subject of the research. The structure and logic of goal-setting of training sessions are considered not only as organizational forms, but also as teaching methods with different levels of cognitive and activity orientation. A typology of learning goals and their correlation with competence levels is carried out, a three-level goal-setting structure is proposed (strategic competence, subject-disciplinary, and private-thematic levels). A model of determinative relationships between types of training and learning outcomes (knowledge, skills, competencies) has been developed. The ways of updating the targets of the main types of training sessions in the interests of improving the effectiveness of the educational process are proposed. Contradictions between the requirements of departmental acts and the pedagogical logic of constructing the objectives of training sessions are revealed. It is concluded that high-quality goal setting of training sessions at the level of expected learning outcomes for cadets of the higher military school is an important condition for the effective forming of competencies, knowledge, and skills. The research results are aimed at developing a general theory of goal setting in higher school didactics with their specification in relation to the specifics of military education.

Annotation: The individualization of learning has led to the need to take into account and apply cognitive factors in education. This article examines novel forms and methods for implementing the technological functions of cognitive learning within a digital information-educational environment. A new characteristic of learning, called “engagement”, is considered, which is associated with the need to use cognitive methods. The role of cognitive technologies in adaptive learning is revealed. It is noted that cognitive technologies are becoming more important in blended learning. The difference in the realization of cognitive functions in an electronic and natural educational environ- ment is methodologically explained. A concept of cognitive educational communicativistics is proposed, which allows for a systematic view of cognitive technologies not only as a tool for the digitalization of education but also for fostering a new pedagogical mindset. The basic principles of creating a new interdisciplinary field link- ing cognitive processes and communication in the educational environment are considered. The prerequisites for the training of future teachers who are ready for the introduction and application of cognitive technologies are highlighted and substantiated. The concept of communicativistics opens up opportunities for a systematic understanding of the role of cognitive technologies in modern education and can serve as a methodological basis for further research.

Annotation: It has been established that the future of higher education organizations is associated with the forming of edu- cational ecosystems. However, the scientific literature has not yet defined either the content of the concept of “educational ecosystem” or the criteria of an educational ecosystem. The purpose of this study is to identify and determine the criteria of educational ecosystems that are currently being formed on the basis of leading universities and global educational centers. To solve this problem, the study uses the method of studying scientific literature (descriptive method, apperception method), conducts a review of official websites, strategies and development programs of the world’s leading universities and educational centers presented on them, summarizes the trends in the development of higher education reflected in analytical reports of international organizations. Based on the results of the study, the criteria of the educational ecosystem were established, reflecting the key areas of activity of educational organizations, which, with the proper “superstructure” of the supporting infrastructure, allow achieving a synergistic effect from such a reorganization. The results obtained contribute to the development of the ecosystem approach in higher education due to a deeper understanding of the etymology of the concept of the educational ecosystem and a clearly defined outline.