48734 2227-8591 14 4 2025 1-132

RAR RUS 8-21 57211786309 Saint Petersburg State University of Civil Aviation named in honor of Air Chief Marshal A. A. Novikov Glazun Marina A. glazun_marina@mail.ru 0009-0004-2334-5199 Grebennikova Juliya Grebennikova.j.k@yandex.ru 0000-0002-0103-1998 St. Petersburg State University of Industrial Technologies and Design Yashkina Elena flips@suitd.ru PROFESSIONALLY ORIENTED ENGLISH LANGUAGE COURSE FOR STUDENTS OF SPECIALTY «ORGANIZATION OF FLIGHT RADIO ENGINEERING SUPPORT» The paper summarizes current experience in the field of English language training for specific purposes. The authors propose main principles of the model of foreign language training for specific purposes, which are considered to be the course basis. The research focuses on the approbation results of the professionally oriented English language course for students of specialty «Organization of flight radio engineering support». The study substantiates the necessity of implementing the developed course into the training process. In addition, the authors identify the factors that should be taken into account when developing a course of English language training for specific purposes. The conducted experimental training revealed the advantages of the professionally oriented textbook «Flight radio-engineering support» developed by the authors for radio engineers compared to the textbook «English for technical universities» intended for general engineers. Finally, the results of the experimental work and the conclusions on the effectiveness of the course implementation in the training process of students are provided. The course of study proposed by the authors can be used as a model for creating courses for foreign language training of students of various specialties taking into account their professional focus. The main research methods were literature analysis, questionnaires, interviews, testing, mathematical processing of the data obtained and pedagogical experiment. Thus, the appropriateness of introducing the professionally oriented English language course is confirmed. 10.57769/2227-8591.14.4.01 FOREIGN LANGUAGE TRAINING PROCESS PROFESSIONALLY ORIENTED TRAINING RADIO TECHNICAL SUPPORT OF FLIGHTS COMPETITIVE SPECIALIST LANGUAGE TRAINING OF STUDENTS https://tmhe.spbstu.ru/article/2025.42.1/ vmp_4_(2025)_glazun_-8-21.pdf

RAR RUS 22-38 Ivanova Nataliya nataliya.ivanova.73@list.ru Klets Tatyana kte63@yandex.ru TEACHING ENGLISH IN NON-LINGUISTIC UNIVERSITY USING CRITICAL THINKING DEVELOPMENT TECHNOLOGY The article is devoted to the problems of developing critical thinking skills and abilities in students majoring in law in order to prepare them for productive professional activity in the context of significant information saturation of modern society. The article reveals the pedagogical potential of the technology for developing critical thinking and substantiates the relevance of its use in social and humanitarian training at the university, since the formation of personal and professional qualities of future lawyers through the development of their critical thinking is an effective factor in increasing the competitiveness of young specialists in the labor market. According to the authors of the article, this technology, being a universal methodological tool for problem-based, communicative-oriented learning, allows optimizing foreign language training of future lawyers, contributing to the development and improvement of both subject competencies and professionally significant universal, meta-subject cognitive, communicative and reflexive skills and abilities that ensure self-control and self-regulation of students' educational activities. The experience of using various strategies of critical thinking development technology to enable students to master the four components of the critical thinking structure (cognitive, analytical, behavioral and personal) is summarized. The effectiveness of organizing English language teaching using the technology of critical thinking development was confirmed during a pedagogical experiment, which allowed the authors to conclude that the integration of elements of critical thinking development technology into the practice of language training in legal fields is a prerequisite for the formation of universal skills and abilities as mandatory components of the competency model of a future employee of the penal system. 10.57769/2227-8591.14.4.02 378.147 FOREIGN LANGUAGE TRAINING LAW STUDENTS CRITICAL THINKING DEVELOPMENT TECHNOLOGY METACOGNITIVE SKILLS UNIVERSAL COMPETENCIES https://tmhe.spbstu.ru/article/2025.42.2/ vmp_4_(2025)_ivanova_-22-38.pdf

RAR RUS 39-54 0000-0001-6107-7106 Sharko Mariia I. ivanova.mi@mail.ru ALGORITHM OF DEVELOPING TECHNIQUES FOR EMOTIONAL INCLUSION OF STUDENTS IN EDUCATIONAL ACTIVITIES Emotional inclusion of students in educational activities in the classroom is considered as one of the ways to solve the urgent problem of increasing the cognitive activity of students and developing their motivation for learning. The purpose of this study is to develop an algorithm for creating techniques for the emotional inclusion of students in educational activities to expand the methodological repertoire and promote the realization of the teacher’s creative potential. The analysis of psychological and pedagogical research on the influence of emotions on thinking activity and creativity made it possible to formulate a working definition of the concept of «methods of emotional inclusion of students in educational activities», which is the novelty of the work. Systematization of information on methods for the formation and development of creative abilities has become the basis for modeling the algorithm for creating techniques for the emotional inclusion of students in educational activities. The algorithm includes a sequence of actions: violation of expectations; formulating a task based on thought operation; determination of training means taking into account the type of thinking; selection of the form of interaction organization taking into account the type of occupation and the students’ characteristics. Organizational and pedagogical conditions include the following: time limit; prohibition on refusal to answer and repetition of what was said; a plurality of solution options; lack of appreciation and ethical compliance. The article discusses the risks, possible ways to overcome them using the techniques under study. The algorithm for creating techniques for the emotional inclusion of students in educational activities and a list of the main organizational and pedagogical conditions for their use determine the practical significance of the study. The examples of emotional students’ inclusion techniques in educational activities may be of interest to teachers. 10.57769/2227-8591.14.4.03 378.147 TECHNIQUES OF EMOTIONAL INCLUSION IN EDUCATIONAL ACTIVITIES CREATIVE TASKS; TECHNIQUES FOR VIOLATING EXPECTATIONS ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS MOTIVATION FOR LEARNING COGNITIVE ACTIVITY https://tmhe.spbstu.ru/article/2025.42.3/ vmp_4_(2025)_sharko_-39-54.pdf

RAR RUS 55-66 57196048735 Peter the Great St. Petersburg Polytechnic University Tsimerman Evgenia Al. evgeniatsimerman@gmail.com IMPLEMENTATION OF CHALLENGE-BASED LEARNING IN FOREIGN LANGUAGE EDUCATION This article is devoted to challenge-based learning – a new trend in education, which is already gaining momentum due to the connection between theory and practice, authenticity, innovation and focus on the formation of universal competencies and soft skills demanded. Revealing the specifics of challenge-based learning, the author demonstrates how it differs from problem-based learning and project-based learning, taking into account such characteristics as participants, purpose, task to be solved, final product, etc. The article presents the structure and describes the stages of challenge-based learning, offers methods and tasks to scaffold students and foster their collaboration at each stage. Some information on the pilot study carried out within the disciplines «Scientific Project Management» (in English), «English as a Foreign Language» and pedagogical internship is briefly presented. The results of the pilot experiments conducted demonstrate that challenge-based learning  is a promising trend for achieving various educational goals. 10.57769/2227-8591.14.4.04 378.147 CHALLENGE-BASED LEARNING COLLABORATION FOREIGN LANGUAGE EDUCATION PROBLEM-BASED LEARNING PROJECT-BASED LEARNING https://tmhe.spbstu.ru/article/2025.42.4/ vmp_4_(2025)_tsimerman_-55-66.pdf

RAR RUS 68-80 0009-0001-1454-3220 Donetsk State University Koliada David david_koliada@mail.ru

24 Universitetskaya; Donetsk, Donetsk People's Republic, 283001, Russia

0000-0003-1926-1633 Donetsk State University Bugaeva Tatiana bugaeva_tatyana@mail.ru

24 Universitetskaya; Donetsk, Donetsk People's Republic, 283001, Russia

APPLICATION OF BUSINESS GAME METHOD AND ARTIFICIAL INTELLIGENCE IN PROFESSIONAL TRAINING OF FUTURE LAWYERS The article examines the relevance of using business games in the formation of professional competencies of law students. It is pointed out that since the court is essentially a competition between the parties, the method of business role-playing is very convenient for an effective system of training future lawyers. An improved form of business game is proposed, in which an inanimate system, artificial intelligence, is used as one or more participants in the game action. The method of conducting such a game is considered both from the perspective of the main players of the court session (judge, secretary, plaintiff, defendant, prosecutor, lawyer, experts, etc.) and from the perspective of the roles of the participants-organizers, including those of moderator, fixer, analyst, active listener, decorator and timekeeper. Special attention is paid to the specifics of using intelligent systems in a business game, and an example of a scenario for such a game is given. The positive role of artificial intelligence, acting as one or more game roles, is formulated:  in particular, it is indicated that it becomes a worthy role model for law students in arguing their own position, a visual template of a dynamic type in the consistent development of argumentation skills, in the correct formation of reasoning algorithms, for effective analysis of case materials. AI also introduces a problematic nature into judicial situations, which forces student players to find unusual, non-trivial solutions and activates their thinking. 10.57769/2227-8591.14.4.05 378.147 BUSINESS GAME ARTIFICIAL INTELLIGENCE PROFESSIONAL COMPETENCIES FUTURE LAWYERS COURT SESSION https://tmhe.spbstu.ru/article/2025.42.5/ vmp_4_(2025)_kolyada_-68-80.pdf

RAR RUS 81-94 0000-0002-9463-8616 Perm National Research Polytechnic University Karpova Yulia yuakarpova@pstu.ru

29 Komsomolsky, Perm, 614990, Russia

0000-0001-8542-0693 Perm National Research Polytechnic University Chervenko Yuliya j.chervenko@yandex.ru

29 Komsomolsky, Perm, 614990, Russia

TEACHING TO ANNOTATE TEXTS ON THE SUBJECT OF ENERGY The article deals with the problems of teaching annotating of scientific and technical texts in Russian and German using the topic «Energy» as an example. The purpose of the study is to develop students' ability to implement semantic compression of text, accurately  identify the main idea and separate the main information from the secondary information. The authors describe the sequence of stages of working with the text from analyzing the title, predicting the content, identifying keywords and lexical-thematic chains to drawing up various types of plans and writing a short annotation using the proposed cliches in two languages. The first stage – title analysis – allows to form a primary idea of the topic and determine its possible development. The next important step is to identify keywords that reflect the subject-thematic content of the text. The subsequent stage is to create a text plan that presents information in a certain order and allows one to see the logical relationship between different parts of the text. The final stage of teaching is the actual composition of the annotation to the text. The article presents the testing of the developed methodology using the example of a Russian-language text on methods of generating electricity and a German-language text «Elektrische Energie». Fragments of students' work at each stage are provided: suggested keywords, types of plans compiled (nominal and question use), and annotation options. The conclusion is made about the high efficiency of the proposed methodology for the development of information and analytical competencies. The materials of the article are of practical value for teachers of foreign languages and translation, as well as students and postgraduates who master the methods of effective work with scientific literature and writing secondary texts. 10.57769/2227-8591.14.4.06 378.147.02 ANNOTATING; ABSTRACT; TITLE; KEYWORDS; PLAN https://tmhe.spbstu.ru/article/2025.42.6/ vmp_4_(2025)_karpova_-81-94.pdf

RAR RUS 95-110 0000-0002-0464-9750 National Research Tomsk State University Soboleva Aleksandra alex.art.tom@gmail.com

36, Lenina, Tomsk, 634050, Russia

0000-0003-1997-1846 National Research Tomsk State University Melnikova Elena elena.melnikova@mail.tsu.ru

36, Lenina, Tomsk, 634050, Russia

USING «SCIENCE SLAM» FORMAT IN DEVELOPING FOREIGN LANGUAGE COMMUNICATION SKILLS OF NATURAL SCIENCE STUDENTS The paper addresses the need for fostering professional foreign language communication skills in students of natural sciences. As an innovative solution, it introduces a methodology that integrates the Science Slam format into language training.  The method is grounded on a synthesis of competency-based, activity-based and contextual approaches. The study outlines a three-stage annual marathon, «Do you even science?», which sequentially engages students through a massive open online course (MOOC), a social media video presentation contest, and a live, in-person Science Slam event in English. Empirical data from the 2024/2025 academic year confirm the method's efficacy. Drawing on the data obtained, a conclusion was made about the high pedagogical potential of the Science Slam format as a linguodidactic tool for developing students’ foreign language communication skills in a professional environment and cross-curricular skills. 10.57769/2227-8591.14.4.07 378.147:811.111 SCIENCE SLAM SCIENTIFIC STAND-UP SCIENCE COMMUNICATION FOREIGN LANGUAGE COMPETENCY PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE SKILLS CROSS-CURRICULAR SKILLS https://tmhe.spbstu.ru/article/2025.42.7/ vmp_4_(2025)_soboleva_-95-110.pdf

RAR RUS 111-126 Plekhanov Russian University of Economics Khovanova Ekaterina hovanova.ev@rea.ru

36, Stremyannyy, Moscow, 117997, Russia

PRACTICE OF CREATING VIRTUAL INFLUENCERS FOR PROMOTION OF SOCIALLY SIGNIFICANT TOPICS AMONG STUDENTS The experience of creating virtual influencers as one of the promising tools of artificial intelligence used in higher education is described in the article. The necessity of integration of such tools into the educational process is noted. The purpose of this article is to analyze the theoretical foundations and substantiate the practical aspects of developing virtual influencers to promote socially significant topics among students. The author conceptualizes virtual influencers as digital characters having social media accounts and communicating with their audience online. The following methods were used in the study: analysis and generalization of scientific and methodological literature on the problem, systematization of pedagogical experience, and surveying students. The article presents an algorithm for creating virtual influencers, consisting of five consecutive stages: setting goals, getting to know the topic, completing tasks, creating a presentation and evaluating the effectiveness of the event. The students' assessment on a 10-point scale before and after the practice demonstrates an increase in their professional capabilities: finding non-standard approaches to solving problems using AI, creating a prompt for generating text and images, verifying data and checking its accuracy, considering ethical aspects and presenting the results of research using AI. The author notes an increase in students' awareness (78% of respondents) about a socially significant topic (healthy lifestyle). The analysis of the reflective questionnaire showed high ratings on a ten-point scale on the parameters: relevance – 9, interest – 9.08, activity – 9.66, practical significance – 8.66 and usefulness to the target audience – 9.34. The presented materials demonstrate the potential of using these digital tools to increase learners' interest in the subjects they are studying. 10.57769/2227-8591.14.4.08 378.147 HIGHER EDUCATION VIRTUAL INFLUENCERS STUDENTS SOCIALLY SIGNIFICANT TOPICS ARTIFICIAL INTELLIGENCE https://tmhe.spbstu.ru/article/2025.42.8/ vmp_4_(2025)_hovanova_-111-126.pdf