48734 2227-8591 15 1 2026 1-140

RAR RUS 8-25 0000-0001-9811-1961 Ural State Pedagogical University Ezhov Pavel pavelezhov96@mail.ru

28, Kosmonavtov, Yekaterinburg, 620017, Russia.

EXAM AS EDUCATIONAL EVENT: COMPARISON OF NARRATIVE AND DRAMATIZED CASE STUDY FORMATS The article presents the results of an experimental study aimed at bridging the gap between theoretical training and the formation of professional subjectivity in future teachers. The relevance of the work is determined by the reproductive nature of traditional exams, which do not become developmental events. The purpose of the study is to compare the impact of two exam formats (narrative case study presentation and dramatization of a pedagogical case) on the level of student engagement and the nature of their reflective understanding of the professional role as proxy indicators significant for the formation of professional identity. Scientific novelty lies in the operationalization of the principles of the event-narrative approach in relation to the examination procedure and the introduction of the constructs «narrative» and «event-based» formats of the case method. For the first time, a comprehensive toolkit for data triangulation has been developed and tested, including a structured observation protocol, a series of online questionnaires for analyzing cognitive plans, immediate reflection, and delayed effects. The methodology is based on a comparative pedagogical experiment with two independent groups (control, N=13; experimental, N=14). Data processing used methods of mathematical statistics (Mann-Whitney U test) and qualitative content analysis. The results confirmed the hypothesis: the dramatization format statistically significantly outperforms the narrative presentation in key event criteria (emotional atmosphere, expressiveness of non-verbal behavior, presence of improvisation, audience reaction), contributes to a deeper subjective experience of the professional role, and forms a qualitatively different type of preliminary work with the case (specificity, dialogical nature, reflection of personal responsibility). Theoretical significance consists in developing ideas on the design of developmental educational events in higher education. Practical value of the research lies in providing an evidence base and a ready-made technology («exam-dramatization») for transforming formal assessment into a tool that stimulates personal and professional development of a future teacher. 10.57769/2227-8591.15.1.01 378.147:159.923.3 EVENT-NARRATIVE APPROACH TEACHER PROFESSIONAL IDENTITY CASE METHOD EDUCATIONAL EVENT DRAMATIZATION STUDENT ENGAGEMENT PEDAGOGICAL EXPERIMENT https://tmhe.spbstu.ru/article/2026.43.1/ 1__ezhov_-_8-25.pdf

RAR RUS 26-38 0000-0002-6399-5872 Belgorod State Agricultural University Savochkina Irina savochkina_iv@belgau.ru

1, Vavilov str., Maysky, Belgorod region, 308503, Russia

DIGITAL TRANSFORMATION OF COMMUNICATIVE ACTIVITY-BASED APPROACH IN ARTIFICIAL INTELLIGENCE AGE The current stage of generative artificial intelligence (GAI) development necessitates a fundamental reconsideration of classical pedagogical approaches in language didactics. This study focuses on the digital transformation of the communicative activity-based approach (CABA) in the context of teaching Russian as a foreign language (RFL). The research is motivated by the rapid integration of GAI into educational practice, which currently lacks a holistic methodological model tailored to the specificities of RFL instruction, leading to fragmented implementation and unrealized pedagogical potential. The author develops a model of a digital (AI-mediated) CABA by synthesizing the core tenets of the approach, concepts of lifelong learning, and an analysis of international and domestic practices of using GAI in language teaching. The model is presented as a dynamic ecosystem operating according to five interconnected principles: mediated (technologically expanded) activity; dialogicality with a non-human agent; joint-distributed knowledge construction; pedagogical scenario design and mediation; and dual (binary) reflection. A cyclical diagram visualizing the interaction between key agents (student, teacher, AI) and stages of the pedagogical process illustrates the model. The model aims to foster a student's «digital linguistic personality» equipped with advanced prompt-competence and learning autonomy, and to enhance the teacher's pedagogical culture in the context of anthropotechnical synthesis. The results of the study reveal the potential of CABA as a methodological foundation for designing effective pedagogical systems in the era of digital transformation in education. 10.57769/2227-8591.15.1.02 37.018.43:004.8 COMMUNICATIVE ACTIVITY-BASED APPROACH GENERATIVE ARTIFICIAL INTELLIGENCE PROMPT ENGINEERING DIGITAL LINGUISTIC PERSONALITY PEDAGOGICAL DESIGN PROMPT COMPETENCE https://tmhe.spbstu.ru/article/2026.43.2/ 2__savochkina_-_26-38.pdf

RAR RUS 39-55 M-2857-2018 57193694498 0000-0003-1283-2245 Peter the Great St.Petersburg Polytechnic University Khalyapina Liudmila P. lhalapina@bk.ru M-3408-2018 56245378400 0000-0002-9284-5734 Peter the Great St. Petersburg Polytechnic University; St. Petersburg, Russia Almazova Nadezhda METHODOLOGICAL ASPECTS OF ARTIFICIAL INTELLIGENCE INTEGRATION INTO RESEARCH ACTIVITIES OF UNDERGRADUATE AND GRADUATE UNIVERSITY STUDENTS This article presents a comprehensive analysis of the methodological aspects of integrating artificial intelligence (AI) technologies into the educational and research activities of undergraduate and graduate students at higher education institutions. The study draws on a triad of complementary sources: an analytical review of existing scientific publications systematizing the potential and risks of AI, a specialized study devoted to the dialectic influence of neural networks on students’ cognitive development, and the author’s methodological developments in the form of developed and tested cognitive-activity strategies. The methodological framework includes content analysis, comparative and contrastive analysis, and systems analysis, ensuring a thorough analysis of the material. The central focus of the study is a detailed analysis of the dialectical AI influence on the cognitive development of young researchers, identifying and thoroughly characterizing potential benefits, including the development of metacognitive skills, enhanced capacity for complex analysis by reducing cognitive load, and stimulation of interdisciplinary thinking. In contrast, serious risks are systematized: the erosion of fundamental research competencies, the risk of intellectual passivity, the development of an «illusion of competence», and the distortion of knowledge-building processes. Particular attention is paid to the methodological aspects of transforming the educational process in the context of the new digital reality, including the changing roles of teachers and students. Specific recommendations are formulated, including the development of AI literacy as a key competency and the implementation of cognitive-activity strategies aimed at developing research autonomy and critical thinking. The article emphasizes the need to shift the educational paradigm from prohibitive measures to the constructive integration of AI, where the tool is viewed not as a replacement for thinking, but as a means to expand it and optimize the research process in higher education. 10.57769/2227-8591.15.1.03 372.8 ARTIFICIAL INTELLIGENCE ACADEMIC ACTIVITIES STUDENT RESEARCH ACTIVITY COGNITIVE DEFICIT COGNITIVE INVESTMENT METHODOLOGICAL STRATEGIES https://tmhe.spbstu.ru/article/2026.43.3/ 3__halyapina_-_39-55.pdf

RAR RUS 57-73 0009-0008-4374-8496 St.Petersburg State University of Film and Television Guo Hanwen hanwenguo23@gmail.com

13, Pravdy, St. Petersburg, 191119, Russia

Fedotova Nina REALIZATION OF TEACHING PRINCIPLES IN RUSSIAN AS FOREIGN LANGUAGE CLASSES USING ARTIFICIAL INTELLIGENCE TOOLS The article discusses the problem of using the linguistic and didactic potential of artificial intelligence (AI) technologies in teaching Russian as a foreign language (RFL). The relevance of the research is determined by the need of finding ways to optimize the educational process in the context of education digitalization. The purpose of the article is to substantiate the principles of RFL teaching using AI technologies based on theoretical provisions: the principles of interactivity, gamification, rationality, multimodality, individualization, accessibility, communication and the principle of students’ psychological adaptation to AI. These principles should be taken into account when developing tasks created using artificial intelligence tools (Alice, ChatGPT, DeepSeek). The authors prove that the consistent implementation of the proposed teaching principles makes it possible to effectively use the capabilities of AI tools (adaptive platforms, Chatbots and natural language processing systems) to form communicative competence in a foreign language, without replacing the functions of a teacher. Examples of tasks developed using AI (level A1+) are given. 10.57769/2227-8591.15.1.04 378.147:372.881.161.1 TEACHING PRINCIPLES OF LEARNING ARTIFICIAL INTELLIGENCE (AI) ADAPTIVE PLATFORMS CHATBOTS VOICE ASSISTANTS RUSSIAN AS A FOREIGN LANGUAGE LEVEL A1 https://tmhe.spbstu.ru/article/2026.43.4/ 4__go_-_57-73_nov.pdf

RAR RUS 74-88 0000-0002-6569-2736 Pushkin State Russian Language Institute Rubleva Ekaterina EVRubleva@pushkin.institute

6, Akademika Volgina, Moscow, 117485, Russia

National Research University Higher School of Economics Tsiolakaki Anna annatsiolakaki129@gmail.com

20, Myasnitskaya, Moscow, 101000, Russia

INFLUENCE OF CULTURAL CONTEXT ON DEVELOPMENT OF COMMUNICATIVE SKILLS: TV SERIES AS EDUCATIONAL TOOL The article examines the use of authentic video materials, in particular serial discourse, as an effective tool for developing students’ communicative and sociocultural competencies in the context of the competency-based approach to teaching Russian as a foreign language (RFL). Special attention is paid to the role of cultural context and national stereotypes in intercultural communication.  The aim of the study is to describe the Russian cultural context and its reflection in feature films and television series, as well as its influence on the development of communicative skills in students of Russian as a foreign language. The article provides an example of a lesson plan for B1-level students, demonstrating the practical significance of integrating serial content into RFL teaching. The results of the study include identification of foreign speaker reactions to persistent stereotypes about Russia and the Russians (using the series «How I Became Russian» as an example), collective reflection in the course of pedagogical work on fragments of the shown series, and improvement of the students’ communicative competence in verbalizing specific topics of a linguacultural focus. 10.57769/2227-8591.15.1.05 372.881.161.1 SERIAL DISCOURSE SOCIOCULTURAL COMPETENCY COMMUNICATIVE COMPETENCY AUTHENTIC MATERIALS INTERCULTURAL COMMUNICATION STEREOTYPES RUSSIAN AS A FOREIGN LANGUAGE https://tmhe.spbstu.ru/article/2026.43.5/ 5__rubleva_-_74-88.pdf

RAR RUS 90-108 State Marine Technical University Silina Ekaterina K. slnsln-ek@yandex.ru State Marine Technical University Surinova Elena Ark. surielena@ yandex.ru AI POTENTIAL FOR ENGLISH LANGUAGE COURSES IN ENGINEERING MASTER’S DEGREES Generative artificial intelligence (GAI) has become an integral part of the educational process, so the authors attempted to integrate it into the «Foreign Language in Professional Activity» course, designed for master's students in engineering. As a preliminary step, a survey was conducted among students and faculty from graduate departments at the St. Petersburg State Marine Technical University to gain a clearer understanding of the current views on the use of GAI among educational participants. Since it was found that most respondents actively use it for academic purposes, it was used to develop a set of teaching materials, followed by group testing. The results of the experiment allowed for a much broader perspective on the current situation and, overall, to ensure a more successful integration of GAI into the university's educational process. 10.57769/2227-8591.15.1.06 372.881.111.1 GENERATIVE AI MASTER’S DEGREE STUDENTS ENGINEERING ESP COURSE GENERATED STUDY MATERIALS https://tmhe.spbstu.ru/article/2026.43.6/ 6__silina_-_90-108.pdf

RAR RUS 110-120 0000-0001-5822-7281 Nothern State Medical University Geshavets Natalya geshavetsnp@mail.ru

51, Troitsky, Arkhangelsk, 163000, Russia

0000-0002-0538-6753 Nothern State Medical University Leikhter Svetlana sleihter29@gmail.com

51, Troitsky, Arkhangelsk, 163000, Russia

0000-0002-6622-2699 Nothern State Medical University Korobitsyna Elena korobicyna.elena@mail.ru

51, Troitsky, Arkhangelsk, 163000, Russia

EXPERIENCE OF USING QUIZ AS FORM OF ONGOING KNOWLEDGE TESTING Ongoing control of students’ knowledge can be carried out in various forms, including gaming. The article presents the experience of using a quiz game in the discipline «Biochemistry» for students of a medical university. The quiz scenario is presented, which includes the round structure and task examples, as well as an algorithm for assessing students' knowledge. The article presents an analysis of the students’ survey on satisfaction with the quiz use in the educational process, which revealed both the positive and negative sides of conducting ongoing control in a playful way. The team format of the game eliminates the use of ready-made answers and the cheating factor, but does not allow an objective assessment of the individual level of knowledge of each participant. At the same time, this form of knowledge assessment provides quick feedback and makes the learning process more dynamic and interesting, helping to increase students’ motivation. 10.57769/2227-8591.15.1.07 378.147 QUIZ GAMING TECHNOLOGIES CURRENT CONTROL OF KNOWLEDGE STUDENTS MEDICAL UNIVERSITY https://tmhe.spbstu.ru/article/2026.43.7/ 7__geshavets_-_110-120.pdf

RAR RUS 121-133 0000-0001-9098-9323 Siberian Transport University Dyomina Olga demina-23@yandex.ru

191, Dusi Kovalchuk, Novosibirsk, 630049, Russia

0000-0001-8301-9193 Siberian Transport University Loskutova Yulia julialosk8@gmail.com

191, Dusi Kovalchuk, Novosibirsk, 630049, Russia

ORGANIZATION OF SELF-STUDY LEARNING FOR ENGINEERING STUDENTS IN ENGLISH LANGUAGE TEACHING The article discusses some approaches to organizing the cognitive activity in self-study mode when teaching English to engineering students. One of the ways to solve the problem of successful mastery of a foreign language by students of non-linguistic universities is an effective structure and content of learning activities which foster and develop a secondary linguistic personality. The experience of creating an alternative educational environment for engineering profile of education taking into account the joint management of the teaching/learning process by all participants has been considered. The necessity of integrating the educational content of the «foreign language» discipline with the educational content of other academic disciplines in the field of student training for creating a bilingual thesaurus has been emphasized. Authentic professionally oriented texts contribute to forming a secondary linguistic personality and developing the communicative skills for interaction in a professional environment, and if necessary, in cooperation with multinational companies. Attention is drawn to the content and methodological aspect of the educational environment, based on the author's course with motivating learning content. It is noted that an English language teacher should have a sufficient understanding of the students’ future occupation. Special attention is paid to overcoming the negative consequences of language interference, which slows down linguistic meta-awareness formation in developing communicative competence in English. It is proposed to involve students in independent cognitive activity using specially created grammar files that help in developing the declared communicative skills. The influence of the Internet communicative environment on enhancing the efficiency of English language learning and access to professional information has been shown. 10.57769/2227-8591.15.1.08 378.026.7 SELF-STUDY BILINGUAL THESAURUS ENGLISH LANGUAGE COMMUNICATION SKILLS HIGHER EDUCATION ENVIRONMENT COGNITIVE ACTIVITY SECONDARY LANGUAGE PERSONALITY https://tmhe.spbstu.ru/article/2026.43.8/ 8__dyomina_-_121-133.pdf