48734 2227-8591 15 2 2026 1-154

RAR RUS 8-27 0000-0002-5295-117X National Research Tomsk State University Obdalova Olga O.Obdalova@mail.tsu.ru

36, Lenina, Tomsk, 634050, Russia

National Research Tomsk State University Levashkina Zoya zoyalev@mail.tsu.ru

36, Lenina, Tomsk, 634050, Russia

ORAL FOREIGN LANGUAGE DISCOURSE: EXPERIENCE OF IMPLEMENTING NARRATIVE-COMMUNICATIVE TEACHING TECHNOLOGY This article presents the results of a pilot study on the development and approbation of Narrative-Communicative Technology (NCT) in teaching students’ oral foreign language speech. The relevance of the research is determined by the search for effective methods capable of overcoming communicative and psychological barriers, as well as stimulating students’ speech activity in the classroom setting. Particular attention is paid to the methodological foundation of the technology, which synthesizes the potential of the narrative approach with the principles of communicative language teaching. The stages of its implementation are described – from thematic-motivational selection to the practical creation and presentation of a narrative product. The article highlights practical aspects of integrating the technology into the educational process, including methods for enhancing speech activity and developing narrative competence. The rationale underlying the key features of Narrative-Communicative Technology is provided. The methodological framework of the empirical part comprised experimental training employing a set of research methods: testing, surveys, pedagogical observation, audio recording of spontaneous speech followed by content analysis. The findings confirm the comprehensive impact of Narrative-Communicative Technology on oral foreign language discourse. Qualitative improvement in lexical skills and listening comprehension, as well as the development of the ability to produce spontaneous extended utterances, was recorded. A marked decrease in foreign language anxiety was recorded, reflecting a psychologically safe classroom environment and a greater willingness to communicate spontaneously. The data obtained allow concluding the high methodological efficacy and practical value of Narrative-Communicative Technology for developing spontaneous oral speech and creating a motivating educational environment. The study is exploratory in nature and outlines prospects for the wider technology adoption in educational settings. 10.57769/2227-8591.15.2.01 37.016:81 EDUCATIONAL TECHNOLOGY; PEDAGOGICAL TECHNOLOGY; ORAL FOREIGN LANGUAGE SPEECH; NARRATIVE-COMMUNICATIVE TECHNOLOGY (NCT); SPONTANEOUS SPEECH https://tmhe.spbstu.ru/article/2026.44.1/ 1__obdalova_levashkina_-8-27.pdf

RAR RUS 28-50 0000-0002-1312-5676 National Research Tomsk State University Nadezhdina Elena nadezhdina_elena_tsu@mail.ru

36, Lenina, Tomsk, 634050, Russia

0000-0001-8972-2779 National Research Tomsk State University Medvedeva Larisa lg.medvedeva@mail.ru

36, Lenina, Tomsk, 634050, Russia

0000-0001-5907-6155 National Research Tomsk State University Shtern Olga ovstern@mail.tsu.ru

36, Lenina, Tomsk, 634050, Russia

TRANSFORMATION OF CONTINUING PROFESSIONAL EDUCATION SYSTEM IN DIGITAL LANGUAGE ENVIRONMENT The ongoing transformation of the continuing professional development (CPD) system in the Russian Federation, driven by digitalization, globalization, and the revision of educational standards, holds particular significance in the field of language education. The study aims to conduct an analytical review of the current state of CPD program implementation in order to develop a comprehensive methodological model for their design. This model integrates competence-based, ecosystem, and adaptive approaches to ensure flexibility, practical relevance, and personalization of professional learning pathways. The research methodology encompasses analysis of regulatory documents, statistical data, international frameworks (CEFR Companion Volume, DigCompEdu), and systematic synthesis of best practices in EdTech and adult education. Findings indicate that the proportion of educators completing CPD programs has risen from 58% to 74% over the past three years, with more than 60% of foreign language teachers stating the acquisition of digital tools as their primary motivation for professional development. A critical gap has been identified between regulatory expectations and the actual level of teachers’ digital maturity, highlighting the need for comprehensive modernization of the pedagogical paradigm. The article proposes a seven-stage design model: educational needs diagnosis, formulation of goals and learning outcomes, content development, selection of methods and technologies, creation of educational and methodological support, program implementation, multi-level effectiveness assessment (including delayed evaluation). Special emphasis is placed on the role of educational ecosystems and strategic partnerships with employers and EdTech companies. The main conclusion is that CPD effectiveness in language education is achieved through the integration of methodological reflection and technological innovation within a dynamic, adaptive, and iterative design model. 10.57769/2227-8591.15.2.02 374.1 CONTINUING PROFESSIONAL DEVELOPMENT LANGUAGE EDUCATION METHODOLOGICAL MODEL COMPETENCE-BASED APPROACH DIGITAL TRANSFORMATION MICRO-QUALIFICATIONS EDUCATIONAL ECOSYSTEM. https://tmhe.spbstu.ru/article/2026.44.2/ 2__nadezhdina__soavt_-28-50.pdf

RAR RUS 51-63 0000-0002-4816-101X Southwest State University Semenova Lyudmila semenovala2026@mail.ru

50 Let Oktyabrya, Kursk, 305040, Russia

COMPARISON OF HUMANITARIAN EDUCATION IN PROFESSIONAL TRAINING OF ENGINEERS IN RUSSIA AND ABROAD The article provides a comparative analysis of the structure and content of humanitarian education in Russia and abroad, as well as the post-university stage of continuing education. This allowed the author not only to identify the features of each system, but also to propose a solution to the problem in combination of fundamental blocks (mathematics, physics, philosophy of technology) with applied modules related to relevant industry cases, including interdisciplinary projects where humanitarian knowledge (literature, ethics, sociology, design thinking) is used to solve engineering problems. The relevance of the topic is due to the objective need to modernize engineering education in Russia in the context of a global technological challenge and the transition to the «Engineer 4.0» model. Comparison with foreign practices makes it possible to identify effective mechanisms for maintaining the continuity of humanitarian knowledge, which is necessary for the formation of a holistic, ethically responsible and creative personality of an engineer capable of ensuring the technological sovereignty of the country. The author provides examples of the humanitarian and engineering knowledge integration in the Russian system of engineering training and abroad. Continuity and succession are presented not as organizational principles, but as the substantive foundations of modern engineering education, ensuring its integrity and adaptability.  The purpose of the study is to identify conceptual differences and points of contact in approaches to the humanitarian training of engineers in Russia and leading foreign countries in order to substantiate the need to modernize domestic educational paradigms. The author comes to the conclusion that the solution of the problem is a combination of fundamental blocks (mathematics, physics, philosophy of technology) with applied modules related to relevant industry cases, the inclusion of interdisciplinary projects where humanitarian knowledge (literature, ethics, sociology, design thinking) is used to solve engineering problems. 10.57769/2227-8591.15.2.03 377 CONTINUING EDUCATION CONTINUITY INTEGRATION OF ENGINEERING AND HUMANITARIAN KNOWLEDGE INTEGRATIVE EDUCATION PROFESSIONAL TRAINING OF ENGINEERS https://tmhe.spbstu.ru/article/2026.44.3/ 3__semenova_-51-63.pdf

RAR RUS 65-78 Derzhavin Tambov State University Gracheva Anna gracheva@tsutmb.ru

33, Internatsionalnaya, Tambov, 392000, Russia

0009-0009-0208-9954 Southern Federal University Overchenko Elena eoverchenko@sfedu.ru

B. Sadovaya, Rostov-on-Don, 344006, Russia

MASTERING SKILLS OF COMPOSING PROMPTS AS ELEMENT OF MODERN DIDACTICS IN TEACHING FOREIGN LANGUAGES The integration of digital technologies, and particularly artificial intelligence (AI), into the process of foreign language teaching, has opened up new opportunities for teachers and students. Proper use of AI instruments makes the educational process more engaging and varied, while also significantly reducing the time spent on preparing teaching materials. Studying the capabilities and limitations of AI instruments is a relevant area of research in the field of foreign language teaching. This article examines the potential of using AI instruments to organize the educational process and provides methodological recommendations for foreign language teachers on using AI technologies to solve these problems. The research emphasizes that, it is necessary that learners possess the skills to write a promt, i.e. a command that defines the task that the neural network needs to reconstruct in order to effectively utilize artificial intelligence tools. Three strategies have been identified and developed which help work with prompts correctly, saving user’s time on query composition and obtaining the highest-quality results from the neural network. Prompt composition using these three strategies was tested on the Yandex GPT and Perplexity AI neural networks. Generated prompts with the use of these strategies, as well as the neural network's results, are presented and analyzed, highlighting the strengths and weaknesses of the neural network's results. 10.57769/2227-8591.15.2.04 372.881 ARTIFICIAL INTELLIGENCE NEURAL NETWORKS TEACHING FOREIGN LANGUAGES STRATEGY PROMPT https://tmhe.spbstu.ru/article/2026.44.4/ 4__gracheva_overchenko_-65-78.pdf

RAR RUS 79-97 0000-0001-8560-7036 Perm State Humanitarian Pedagogical University Datsun Nataliya datsun_nn@pspu.ru

24, Sibirskaya, Perm, 614990, Russia

0000-0001-9971-7674 St. Petersburg State University of Architecture and Civil Engineering Urazaeva Liliya lurazaeva@lan.spbgasu.ru

2nd Krasnoarmeiskaya, St. Petersburg, 190005, Russia

TRAINING FUTURE IT SPECIALISTS IN CREATING USE-CASE DIAGRAMS WITHIN PROJECT-BASED APPROACH The object of the study is teaching students majoring in information technology to create use case diagrams with a high level of detail during the period from 2016–2017 to 2023–2024 academic years. The research is motivated by the need to improve the quality of information system modeling and eliminate defects in use case diagrams, which is critical for the professional training of IT specialists. The methodology includes the development of a teaching technique for creating use case diagrams and its testing with the categorization of defect types and analysis of their prevalence. The study is based on an analysis of 438 graphical models containing 6060 identified defects. We have developed a teaching technique of model creation that includes a two-dimensional typology of defects.  The first dimension is the models quality, for which criteria are considered at the top layer: completeness, redundancy, and correctness. We proposed a second dimension of defect severity: critical, major, minor defects.  An increase in the effectiveness of model creation training using the developed technique is demonstrated. The defect number in the use case diagrams (UCD) is practiced as an indicator of training objectives achievement. The defects are of a sustainable nature, while their density depends on the modeling mode and the didactic materials used. The proposed methodology can be applied to other types of diagrams when teaching information systems modeling. 10.57769/2227-8591.15.2.05 376.147:004.052.4 HIGHER EDUCATION TEACHING TECHNIQUE PROJECT-BASED APPROACH OBJECT-ORIENTED ANALYSIS AND DESIGN DISCIPLINES USE CASE DIAGRAMS WITH A HIGH LEVEL OF DETAIL DEFECTS https://tmhe.spbstu.ru/article/2026.44.5/ 5__datsun__urazaeva_-79-97.pdf

REV RUS 99-119 0000-0003-3044-3518 Peter the Great St. Petersburg Polytechnic University Zhazhkov Viacheslav zhazhkov@spbstu.ru

29, Politechnicheskaya, St.Petersburg, 195251, Russia

0000-0002-3746-6387 Peter the Great St. Petersburg Polytechnic University Molodtsov Dmitry molodtsov_dv@spbstu.ru

29, Politechnicheskaya, St.Petersburg, 195251, Russia

0009-0008-5616-019X Peter the Great St. Petersburg Polytechnic University Shavva Andrey shavva_aa@spbstu.ru

29, Politechnicheskaya, St.Petersburg, 195251, Russia

SPECIFICS OF TEACHING «ENGINEERING GRAPHICS» COURSE IN DIGITAL DESIGN ERA The article presents a critical analysis of the content of the «Engineering Graphics» course in technical universities and substantiates the need for its fundamental transformation amid the rapid development of digital technologies. It is shown that the traditional approach, drawing on the early and in-depth study of descriptive geometry involving manual drafting, enters into irreconcilable conflict with the demands of modern industry and the cognitive characteristics of the new generation of students. This contradiction results in reduced motivation, knowledge formalization, and its subsequent loss due to the absence of any connection with real engineering practice. The article proposes discipline reorientation toward the practical mastery of three-dimensional and information modeling within modern computer-aided design systems. It is argued that the theoretical foundations of descriptive geometry, including its more complex sections, should be studied not in isolation but on a modular basis, within the context of solving specific practical tasks in digital environment. Particular attention is paid to the evolution of educational materials, with the demonstrated priority of video lectures and MOODLE-based courses enabling instructors to update content promptly and better address the needs of contemporary students. The authors examine the strategic revival of the school subject «Drawing» at a modern level through the integration of digital design and 3D printing. This approach will ensure continuity between secondary and higher education, substantially reduce the burden on universities in delivering basic skills training, and cultivate a genuine interest in engineering creativity among schoolchildren.  The article presents specific practical results from the updating of the discipline and concludes that the proposed transformation not only eliminates the lag of teaching methodology behind technological reality but also lays a solid foundation for the integration of artificial intelligence technologies into the educational process and the future professional activities of engineers. 10.57769/2227-8591.15.2.06 378.147:744:004.9 ENGINEERING GRAPHICS DESCRIPTIVE GEOMETRY CAD BIM 3D MODELING ENGINEERING EDUCATION SPATIAL THINKING DIGITAL DESIGN https://tmhe.spbstu.ru/article/2026.44.6/ 6__zhazhkov__soavt_-99-119.pdf

RAR RUS 120-130 0000-0003-2997-0214 Peter the Great St. Petersburg Polytechnic University Leonova Natalia leonova_na@spbstu.ru

29, Politechnicheskaya, St.Petersburg, 195251, Russia

FORMATION OF ANTHROPOCENTRIC RESPONSIBILITY OF FUTURE ENGINEER IN TECHNICAL UNIVERSITY LABORATORY PRACTICE The article reveals the importance of anthropocentric responsibility of a future engineer in the digital economy. It is shown that most of the man-made disasters that occur in the modern world are caused by the lack of necessary professional knowledge and skills among engineering specialists. A graduate of a technical university should have not only engineering knowledge and competencies, but also be aware of the responsibility for their actions and decisions. Anthropocentric responsibility should be formed in the educational process. Any production processes are based on physical laws and patterns. Therefore, the physics course has the necessary potential for the formation of professional knowledge, competencies, and anthropocentric responsibility. Within the framework of the laboratory workshop, time can be allocated for reflection, in which it is necessary to emphasize anthropocentric responsibility. The article presents an algorithm for implementing reflection on the example of experimental laboratory work. 10.57769/2227-8591.15.2.07 37.02 ANTHROPOCENTRIC RESPONSIBILITY REFLECTION LABORATORY PRACTICE ENGINEERING PHYSICS COURSE https://tmhe.spbstu.ru/article/2026.44.7/ 7__leonova_-120-130.pdf

RAR RUS 131-148 0000-0002-5096-337X Samara Federal Research Center of the Russian Academy of Sciences Tagirova Nailya tag-nailya@yandex.ru

3А, Studencheskiy, Samara, 443001, Russia

0000-0001-5202-3202 Samara State University of Economics Sumburova Elena elena-sumburova@yandex.ru

141, Sovetskoy Armiy, Samara, 443090, Russia.

EXPERIENCE OF TEACHING DISCIPLINE «HISTORY OF RUSSIA IN THE XX CENTURY» TO STUDENTS OF NON-HISTORICAL SPECIALTIES One of the tasks of modern higher education is to simultaneously provide students with the necessary minimum of humanitarian and social knowledge, which can serve as a guide or a kind of navigator in solving various life tasks. In the past, during the Soviet era, this task was solved by teaching a block of social disciplines, which had an ideological basis. They simultaneously formed the moral framework and subsequently largely determined the format of the highest category specialist behavior. In modern conditions of the changing educational paradigm and new technological challenges such as  digitalization of public life,  active use of artificial intelligence, increasing complexity of intergenerational dialogue, insignificant presence of ideological disciplines and training courses in curricula, the knowledge of history in various aspects is of the greatest importance. At the same time, the historical vision contributes to the formation of future competencies among highly qualified specialists. The authors summarize their experience of teaching the history of the twentieth-century Russia at practical classes with students of non-historical majors. The article presents the results of the students’ sociological survey, on the basis of which the author's pedagogical technology was built, combining elements of rational and sensory perception of the historical past, as well as the use of the new means of nurturing historical consciousness, including the use of artificial intelligence. Drawing on this technology, a package of practical tasks for the implementation of this goal was developed and tested in 2024–2025. The article presents the main components of these tasks, the results of their testing in the student audience of two higher educational institutions in Samara. In conclusion, the authors' final reflections on the qualities of a teacher-tutor able to direct students to the practice of self-knowledge through history are presented. 10.57769/2227-8591.15.2.08 372.893 HISTORICAL EDUCATION AT UNIVERSITY STUDYING HISTORY OF RUSSIA IN 20TH CENTURY STUDENT MOTIVATION ARTIFICIAL INTELLIGENCE IN EDUCATIONAL PROCESS PEDAGOGICAL TECHNOLOGIES PROFESSIONAL COMPETENCIES COMPETENCY OF THE FUTURE https://tmhe.spbstu.ru/article/2026.44.8/ 8__tagirova_sumburova_-131-148.pdf