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RAR RUS 8-24 C-7641-2019 55840257400 0000-0002-1703-2119 Kalashnikov Izhevsk State Technical University; Izhevsk, Russia Krylov Eduard 649526@mail.ru Foreign language as a tool for engineering students’ cognitive development Engineering has always been challenging, but because of numerous operational options, big amount of data processed, and the numerous links between the technology and society, it is getting even more complex today. Thus, it's crucial for engineers to acquire aspects of reflective practice. The author believes that the following four major issues prevent today’s engineering students from obtaining necessary skills and attributes. These include information overload; «do as I do»-based teaching strategies, pattern-based and stereotypical learning activities; low levels of professional writing and oral communication among students; and low emotional intelligence and volitional personality traits among engineering students. A foreign language, as a discipline at technical university, is rarely seen as a way to overcome these difficulties. Foreign language teachers emphasize teaching communication within the basic types and registers of language, but they often give little attention to the «engineering register» of language, or the content of speech. On the other hand, engineering students often view learning a foreign language as a pointless waste of time because, firstly, they don't see any personal advantage and, secondly, they don't believe they can become good at languages. As a result of poor motivation, the second reason comes after the first. But given the strong relationships and inseparability of thought and speech, communication and cognitive processes, the author believes that learning a foreign language has enormous potential for personal development. This article suggests certain elements of pedagogy, which can promote engineering students’ cognitive development in foreign language classes. engineering students cognitive development reflection foreign language problematization emotional intelligence active learning https://tmhe.spbstu.ru/article/2024.35.1/ 01_Krylov.pdf

RAR RUS 25-42 0009-0001-6301-7761 Skazochkina Tatyana tanyaskaz@mail.ru 0000-0002-9809-0512 Kreer Michael MYKreer@fa.ru The role of the new format teacher in preparing human resource potential of the state A teacher should be an expert forming the human resource potential through diagnostic tests, methodological maps and educational routes of the students. The analysis of the current results ensures continuous consultation of prospective specialists in accordance with the needs of the society. The problem of the lack of the comprehensive relationship between the education system and career guidance is considered. The purpose of the paper is to show the importance of the «new model» teacher’s role in implementing the state human resource policy. The key role of the teacher is a key factor of the career guidance system within the socio-economic development of the state. Creation of the «new model» teacher is accompanied by certain requirements within the framework of the state human resources policy. As long as these requirements are met, such elements as the education system, human resources and the economy of the country are likely to interact and be interrelated in a cyclical way: the teacher makes a direct contribution to the development of the state as an educationalist, and an indirect contribution training future professional human resources; a well-qualified specialist makes the contribution to a certain professional sphere; the state benefits from the contribution made by a qualified specialist and, in turn, provides comprehensive support to the teacher to develop most socially significant professions. Provided that it is done, the state obtains the «new model» teacher, possessing a number of competences: diagnostic competence, evaluation and assessment competence, career guidance competence, as well as being an administrator of the educational process. human resources state policy career guidance the «new model» teacher evaluation and assessment competency diagnostics https://tmhe.spbstu.ru/article/2024.35.2/ 02_Skazochkina%2C-Kreer.pdf

RAR RUS 44-61 0000-0002-9320-519X. Zulyar Raksana raksana-m@yandex.ru Interactive technologies in teaching political science in higher education The article is devoted to the use of interactive technologies in the educational process of the university, taking into account the ongoing transformation of the educational system. The relevance of the research is determined by the increased demands to graduates who are supposed to be ready for professional activity. They must be active, self-motivated, and able to navigate the latest information technologies. The purpose of the article is to analyze existing ideas on the meaning and methods of interactive technologies and describe certain interactive tasks that the author uses in his teaching practice in a modified form. The author relied on the theory of symbolic interactionism in the context of social interaction and pedagogical research of game activity in learning based on an activity-based approach. The examples of the use of interactive technologies in various areas of professional training by Russian and foreign specialists are given. The advantages of using interactive technologies in teaching at universities are also shown, with an emphasis on political science with a focus on acquiring competences. The conducted research has revealed a new perspective on the use of interactive technologies associated with the rapid development of artificial intelligence and its introduction into the educational process. teaching methods in higher education institutions education political science interactive technologies university teaching socialization artificial intelligence https://tmhe.spbstu.ru/article/2024.35.3/ 03_Zulyar.pdf

UNK RUS 62-74 0009-0009-1522-5652 Chepinskaya Marina mg1121984@mail.ru Interactive media text in teaching russian as a foreign language The article presents the author's digital project in the form of media text including linguistic and ethnocultural content designed for the advanced level foreign students who are actively interested in the Russian language, Russian everyday culture and Russian gastronomic culture. Due to the scientific literature analysis, meaningful and qualitative assessment of experimental data obtained from the group of Chinese students, the main characteristics of the digital educational environment as an effective Russian as a foreign language learning tool were determined. The foreign students’ intercultural communicative competence formation tool and interactive educational platform «Gourmet trip through the time» were considered. The content of the latter reflects the principle of the interconnected teaching of language and culture. The hypothesis on the effectiveness of its use in the educational process was advanced as well. digital educational environment educational interactive media text russian as a foreign language teaching language and culture intercultural communicative competence language environment extralinguistic environment https://tmhe.spbstu.ru/article/2024.35.4/ 04_Chepinskaya.pdf

RAR RUS 76-90 Peter the Great St.Petersburg Polytechnic University Tokareva Elena Yu. alenuska2@mail.ru Comparative analysis of methods of teaching Spanish in a multilingual environment The main purpose of this study was to compare two teaching methods, multilingual and English as Medium of Instruction (EMI), and to identify which educational model leads to higher student engagement and Spanish communicative competence outcomes. Our study involved two groups of third year undergraduate students of Peter the Great St. Petersburg Polytechnic University. In the experimental group, a multilingual method was implemented. In the control group, the EMI method was used. To measure the communicative competence of the Spanish language, the results of the final examination in Spanish (listening, reading, writing, speaking) were taken. Student engagement levels were measured using the three most common dimensions identified by researchers (behavioral, emotional, and cognitive engagement). Paired samples of Student's t-tests were performed to analyze descriptive statistics. According to the results of this study, all the advanced hypotheses were confirmed, as a result of which it was revealed that the students of both groups (experimental and control) improved their knowledge of the Spanish language. However, it is important to note that students studying in the multilingual group showed higher results in reading and speaking. Based on the results of the engagement, it can be concluded that students in the experimental group showed a higher level of emotional and cognitive engagement, which explains the results in Spanish language proficiency. engagement multilingualism communicative competence spanish international educational programs https://tmhe.spbstu.ru/article/2024.35.5/ 05_Tokareva.pdf

RAR RUS 92-98 0009-0006-9409-0597 Budzilo Elena info@dstu.education 0009-0001-5071-8286 Zbitskaya Valentina info@dstu.education 0009-0008-9436-5508 Nikolaeva Elena info@dstu.education Methodology of scientific-pedagogical practice for students majoring in 08.04.01 «Construction» This article proposes a methodology for conducting scientific and pedagogical practice of masters with the development of technological maps of classes, which is performed directly by students of the master's program «Urban Construction and Agriculture» in accordance with the structure and orientation of practical classes in the disciplines studied during the practice. This technique allows master trainees to offer their directions in the structure of conducting training sessions, which contributes to improving the level of professional training of masters and forms highly qualified future heads of departments and teachers who possess advanced methods of organizing the educational process. The main criteria for conducting scientific and pedagogical practice and the main ways of forming technological maps of classes are considered. Their development contributes to the correct and meaningful way of transferring information, as well as to the in-depth study of the disciplines. technological map of the lesson scientific-pedagogical practice professional training of masters methodological material engineering support of training sessions https://tmhe.spbstu.ru/article/2024.35.6/ 06_Budzilo%2C-Zbitskaya%2C-Nikolaeva.pdf

RAR RUS 99-115 0000-0002-4790-5419 Nam Tatiana nam_ta@spbstu.ru 0000-0002-9898-3521 Smirnov Maksim smirnov_mv2@spbstu.ru Socially significant technologies in professional education with «Service Learning» project as example The issues of socially significant technologies integration in the educational process of universities, the nature and characteristics of socially significant practices are considered. Socially significant technologies in education offer a large number of opportunities for the development and improvement of the education system. They make learning more accessible, interactive and personalized. The article analyzes the possibilities of the «Service Learning» technology for improving the level of well-being, quality of life in society, development of hard and soft skills of young people, formation of values, personal qualities and disclosure of creative abilities. The university is an educational center promoting the development of pro-bono and intellectual areas of volunteerism with both educational and social potential. The authors investigate the most relevant forms of Service Learning project implementation. In particular, the example of the project «All-Russian Online School of Media Volunteers» provides the structural analysis of this technology. The project is successfully implemented on the basis of the «Dobro.Center» at Peter the Great St. Petersburg polytechnic University within the framework of intersectoral cooperation and social franchise of the Association of Volunteer Centers operating with the support of the Ministry of Science and Higher Education of the Russian Federation. Online learning is becoming increasingly popular in modern education. It allows students from different regions and countries to receive quality education regardless of their geographical location. Online platforms offer a wide range of courses and programs that students can study at their convenience. Through online learning, students can self-organize their education overcoming geographical and social barriers. In general, the socially relevant technologies of online learning and service learning presented in this article have a synergistic effect in vocational education. 10.57769/2227-8591.12.1.07 378.1 service learning professional education socially significant technologies intellectual volunteering mediavolunteering https://tmhe.spbstu.ru/article/2024.35.7/ 07_Nam%2C-Smirnov.pdf

RAR RUS 117-129 0009-0005-2721-4695 Galliamova Amina gallyamova.ar@edu.spbstu.ru 0009-0004-5664-5227 Karacheva Ekaterina karacheva.ea@edu.spbstu.ru Personal and professional qualities of a modern foreign language teacher as a key factor in humanistic education The article addresses the question of the necessary personal and professional qualities of a foreign-language teacher in the era of increasing emphasis on the humanization of education. The authors analyze contemporary research into this topic, identify common qualities of a competent teacher, as well as those specifically required for a foreign-language instructor. The article presents the results of the survey aimed at studying the opinions of students majoring in pedagogy on the professional and personally significant qualities of a teacher. A comparative analysis is provided in this article, examining the understanding of the qualities essential for an educator in the works of contemporary researchers and surveyed students of pedagogical sphere. The conclusion emphasizes the integrative nature of certain characteristics and underscores the necessity for a teacher to combine both professional and personal qualities for effective educational activities based on a humanistic approach. 10.57769/2227-8591.12.1.08 372.881.1 foreign language teacher qualities professional qualities personal qualities role of the teacher humanism humanistic approach https://tmhe.spbstu.ru/article/2024.35.8/ 08_Galliamova%2C-Karacheva.pdf

MIS RUS 130-130 Editorial staff of the "Teaching Methodology in Higher Education" scientific journal voprosy_metodiki@spbstu.ru In the next issue Announcement of articles planned for publication in the next issue. announcement https://tmhe.spbstu.ru/article/2024.35.9/ 09_v-sleduyushchem-vipuske.pdf