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| 1151 | Elderly education is related to the development of the national aging cause, which is a clear requirement and hope put forward by the national level for the grass-roots open university to do a good job in elderly education. As an important part of the lifelong education system, the vigorous development of high-quality education for the elderly and the guarantee of the right of the elderly to enjoy the same level of education are important paths for the development and improvement of the lifelong education system, and an important measure for actively coping with the aging of society. Ideally, an “education system that serves lifelong learning for all” should be an organic whole with a clear hierarchy, an appropriate structure, and an orderly articulation, integrating family education, school education, and social education. Internally, various forms of education are integrated and linked, and all kinds of educational resources are openly shared, which not only meets the learning needs of groups of different ages, but also forms a strong educational synergy to serve society; externally, this system can interact and coordinate with the development of the times, adjusting its internal structure in accordance with the changes in social needs, and thus maintaining a constant momentum of development and forming a virtuous circle. With the deepening of aging and the continuous promotion of market education, elderly education has emerged as a new industry. The university for the elderly is used as a handhold to reform the traditional way of education for the elderly, realise multi-dimensional and diversified teaching, establish effective and reliable long-term connections, and create a friendly atmosphere of love, respect and care for the elderly by all people. Forming a new business pattern of linkage and collaborative innovation of various departments, realising a sense of joy, a sense of security and a sense of worthiness for the elderly, while extending the service development of the elderly education industry, and enhancing the sustained, effective and healthy development of China’s elderly care industry. Keywords: New Era, Elderly Education, Characteristics, Path of Development | 189 | |||||
| 1152 | This study develops an integrative framework to advance individualized foreign language instruction through incorporation of digital technologies. As online platforms and adaptive learning systems proliferate, new opportunities emerge to tailor teaching to individual learner needs. However, prior research reveals gaps in existing assessment capabilities, and grounding in language acquisition theory. Many tools target only limited skills in isolation. An original conceptual model is proposed to address these limitations synthesizing adaptive sequencing, multidimensional evaluation, instructor guidance, and established pedagogical principles into a comprehensive system. A literature review analyzes prior empirical findings, frameworks, and best practices. The proposed model incorporates these insights around key elements: 1) adaptive learning platforms that adjust content based on ongoing diagnostics; 2) multifaceted assessment of linguistic and communicative competencies; 3) instructor access to analytics dashboards and customization tools; 4) overarching language acquisition theory and goals. This creates a cycle of personalized instruction, human-AI collaboration, and continuous improvement. Significance includes providing researchers an integrative framework to guide future innovation and empirical testing. For practitioners, it offers a roadmap to harness technologies for more effective language education accessible to all learners. Recommendations are presented for interdisciplinary research and purposeful implementation. This pioneering model establishes theoretical foundations for the next generation of equitable, empowering personalized language learning systems. Keywords: personalized learning, adaptive learning systems, intelligent tutoring systems, computer-assisted language learning, language assessment, educational technology | 187 | |||||
| 1153 | Successful implementation of joint international educational programs requires foreign students to have a high level of proficiency in the Russian language not so much in the social and social-cultural, but in the educational and scientific sphere of communication. Consequently, there is a request for the creation of professionally oriented highly specialized training tools. For students of the Joint Engineering Institute, created jointly by Peter the Great St. Petersburg Polytechnic University and Jiangsu Pedagogical University, teachers of the Center for Russian as a Foreign Language of the Higher School of International Educational Programs have developed textbooks on the language of the specialty in each field of training. “Russian as a foreign language. The language of the specialty. Design” is a textbook developed for Chinese students of the Joint Engineering Institute of the Industrial Design training area. The structure of this textbook includes such lexical topics as “Introduction to Design”, “Basic concepts of Composition”, “Color Science”, “Descriptive geometry” and “Engineering Graphics”. Color science is one of the basic disciplines of the general professional cycle for the direction “Design”. An innovative system of exercises based on authentic texts in the specialty “Color Science” allows Chinese students to prepare for third-year studies in Russia outside the language environment. Keywords: Russian as a foreign language, specialty language, color studies, the first certification level of Russian language proficiency, joint educational program | 185 | |||||
| 1154 | On the basis of works of domestic scientists (art historians, teachers, IT-specialists) the main tasks of modern design education, aimed at training a competent, creative graduate able to apply ethnocultural material in the professional sphere, including by means of digital technologies, are considered. The study is based on the mechanisms of introducing the material of traditional Russian costume into the content component of training future designers. An important confirmation of the significance of including the material of traditional Russian costume in design education is the quality and novelty of project developments and the effectiveness of students’ projects participation in competition and exhibition activities. In the course of the study was proved the high efficiency of using the material of traditional Russian costume in modern design education in the formation of professional competencies aimed at improving the future specialist, and universal, contributing to the education of the individual in the traditions of their culture. The high level of students’ mastering the material of traditional Russian costume was indicated by the growth of the number of completed projects of ethno-style clothing collections, which is a successful use of the material of traditional Russian costume in modern design education. Keywords: traditional Russian costume, costume design, design education, source of creativity, project, digital technologies in design | 185 | |||||
| 1155 | Globalization processes in modern times are characterized by high intensity and versatility. The primary elements of globalization are the people inhabiting the planet. Among students, intercultural exchange is especially intense and complex. A big problem for students is combining efforts to develop intercultural competence with mastering the main educational program at an educational institution. The purpose of this study is to determine the essence and characteristics of psychological factors in the development of intercultural competence of foreign students. The scientific novelty of the work lies in considering and proposing the use of an integrated approach to stimulating the development of intercultural competencies, which requires simultaneously maintaining interest in a new culture, motivation to get to know it and, at the same time, recognition of the uniqueness of the socio-cultural experience of foreign students, providing them opportunities to show off your personality. A separate task is to suppress the formation of small ethnic groups in cases when belonging to such a group interferes with the student’s process of acculturation in a new environment. In general, the formation of intercultural competence does not come down to specific actions, but requires comprehensive provision of psychological comfort in a new environment. On the one hand, students are faced with academic pressure, on the other hand, the new environment poses challenges and raises questions for students. The success of developing intercultural competence depends equally on several subjects – first of all, on foreign students themselves, as independent individuals and people belonging to their own culture, on the staff of the educational institution and its students, as well as on society as a whole, as a broader environment into which the international student arrives. Keywords: globalization, intercultural competence, social interaction, intercultural exchange, cultural identity, sociocultural adaptation, acculturation | 182 | |||||
| 1156 | The work discusses a wide range of issues related to the development, evaluation and use of text-books in the Russian Federation. The relevance of the research is due to the attention of the state and society to the task of creating a unified educational space, taking into account national priorities and ideas about childhood safety, which is emphasized in Federal Law No. 371. The purpose of the research is to study the issue of compliance of textbooks for general education institutions and vocational education institutions with safety requirements, content relevance, ideological and value compliance with national priorities. The article pays attention to domestic and foreign research, methodological materials on textbooks that undergo periodic examination in accordance with national education reform programs. A review of the literature revealed that in foreign studies of the content of textbooks, the aspect related to childhood safety is practically not updated; in the domestic normative and methodological field it has been introduced, but has not been sufficiently studied. The research method is the analysis of expert opinions, carried out based on the results of a seminar with the participation of more than 50 specialists with experience in evaluating modern textbooks. Based on the generalization and conceptualization of the opinions of the seminar participants, current and controversial issues of examination of modern textbooks for schools and secondary vocational education are identified. 1. The role of textbooks in the educational process, assessment of their content and methodological equipment from the point of view of compliance with the idea of unifying educational standards and programs in the country. 2. Issues of coordinating the content of educational materials between different subjects. 3. The task of ensuring that the content of textbooks is accessible to students’ understanding. 4. Possibilities of electronic versions of textbooks and integration of interactive elements into printed versions to improve learning efficiency. 5. Problems related to compliance with child safety requirements, including limiting access to information that is unreliable or promotes destructive values. The results of the study are an important resource for the work of teachers, methodologists, scientists and legislators, as they contain an objective analysis of the problems of textbook development and recommendations for improving the quality and efficiency of educational resources in Russia. Keywords: textbook, examination, educational policy, common educational space, childhood safety | 74 | |||||
| 1157 | The necessity of filling educational programs of pedagogical directions and training profiles at the university with interdisciplinary content in the logic of the implementation of the new national project “Personnel” is actualized. The interdisciplinary nature of the natural sciences and humanities disciplines taught at the pedagogical University is shown in accordance with the principles of integration and complexity of a single interdisciplinary interaction space that removes the usual restrictions (barriers). The purpose of the study is to rethink the essence of the concept of “interdisciplinarity” using the example of teaching natural science disciplines at a pedagogical university. The principle of integration determines the formation of students’ understanding of the meaning of studying each discipline in relation to others: that is, due to which one academic discipline penetrates into another, mutually enriching each other. The principle of complexity ensures the dissemination of an interdisciplinary approach to the entire educational process at a pedagogical university. The interdisciplinary content of natural science disciplines is considered through the compilation of integration and systematizing tables, comparison of scales, writing essays, solving situational problems that are effectively used in higher pedagogical education. The use of such methods and forms allows university students to go beyond the narrow limits of individual disciplines, integrate and demonstrate a comprehensive view of the world, based on the unity and interrelation of man, nature, science and art. It is concluded that interdisciplinarity is the process of combining two or more disciplinary fields (their approaches, theories, methods of analysis, etc.) in a single space of interdisciplinary interaction. The key role in the implementation of this approach is played by the personal and professional profile of a higher school teacher who has the appropriate skills and shares the significant values of the organization. Keywords: interdisciplinarity, natural science and humanities, principles of integration and complexity, pedagogical education, higher education | 73 | |||||
| 1158 | The transformations taking place in modern society make the content of any professional activity more and more complicated every year, which leads to changes in the business environment of the organization and, above all, in interpersonal communication and relationships between its employees. Formation of effective communication and interaction skills is an important and necessary condition for the development of each employee of the organization today. Those employees who can develop emotional intelligence at a high level, i.e. learn to regulate their emotional states, understand the emotions and feelings of the people around them and focus on them in the process of interaction, will be able to effectively achieve their goals and be successful in their field of activity. The authors suggested that: 1) representatives of different types of professions have their own characteristics of emotional intelligence, 2) the specifics of a person’s professional activity will influence the nature of the connections between indicators of emotional intelligence and self-attitude. The study was conducted on the basis of centers providing psychological assistance, design agencies and companies in the field of promoting modern information technologies in Belgorod. The Emotional Intelligence Questionnaire by K. Barchard (adapted by G.G. Knyazev et al.) and the Self-Attitude Test Questionnaire by V.V. Stolin and S.R. Panteleev were used as diagnostic tools. 32 psychologists engaged in private practice, 27 interior designers creating design projects for residential and office premises, and 34 IT-specialists developing and implementing software products participated in the testing. The data obtained during the study and their analysis allowed us to conclude that the level of development of emotional intelligence and almost all its indicators prevails among psychologists. It was established that the nature of the relationships between the indicators of emotional intelligence and self-attitude is influenced by the specifics of the professional activity of each sample under consideration. Keywords: emotional intelligence, self-attitude, psychologists, interior designers, IT-specialists, expressiveness, empathy, compassion, auto-sympathy, self-interest, self-acceptance, self-blame | 72 | |||||
| 1159 | The article considers the problem of choosing forms of midterm assessment in a university that are adequate to the tasks of higher education at the present stage, primarily taking into account the competence approach. The need to take into account such factors and learning outcomes as professional suitability and motivation of graduates of pedagogical specialties is indicated. It is noted that there is a lack of specialized literature on the problems of intermediate assessment, especially in history. The author describes his own experience of conducting midterm assessment in basic historical disciplines – the history of the Middle Ages and the modern history of Asian and African countries – in the form of written analytical work. The methodology of preparation for writing this work is disclosed, the principles of formulating questions for examination tickets are explained. The described experience is analyzed from the point of view of its role in the formation of professional knowledge, skills and abilities of history students. The potential possibility of developing functional literacy in students, namely reading literacy and global competence, is shown using the proposed methodology. A brief critical analysis of the described methodology of midterm assessment is given in comparison with examples available in pedagogical literature. Keywords: general history, methods of teaching history, midterm assessment, functional literacy, global competence, history of the Middle Ages, Modern history of the countries of Asia and Africa | 71 | |||||
| 1160 | The article describes the results of the analysis of the studies of the value-semantic foundations of training future teachers. Value guidelines and value-semantic orientations act as value-semantic foundations of training future teachers. Value guidelines are key concepts that are the basis for setting goals and choosing activities. Value-semantic orientations are part of the personality structure, which includes personal meanings, motives, and interests. Value-semantic orientations determine the direction of an individual’s activity and become a determinant of its development. The value-semantic orientations of a teacher are related to his professional activity. It is important that the value system that the teacher transmits to the future generation depends on them. The authors present the results of a review of dissertation research and peer-reviewed scientific publications over the past three years (2022-2024). It has been revealed that the research is aimed at identifying the value of specific parts of the educational process, at applying the value-semantic approach to describe educational practices, at describing the conditions for the formation of students’ value attitudes to something. A large number of scientific papers are devoted to the value-semantic orientations of teachers and students in the context of continuous pedagogical education. Questions remain open about how the same unified value-semantic foundations of pedagogical education should be implemented in the context of a single educational space. Keywords: value guidelines, value orientations, value-semantic orientations, future teachers, values of pedagogical activity | 71 | |||||
| 1161 | The article systematizes the key characteristics of a modern rural school and the specific conditions of its activities. It describes the specific features of a rural teacher’s pedagogical activity. It presents the content of individual pedagogical difficulties of teachers in this group of general education organizations: selection of educational material for work on “non-core” disciplines, integration of educational material, psychology of pedagogical communication in mixed-age groups, a system of effective methods, techniques and means of teaching in small classes, design and implementation of individual educational routes, techniques for self-organization of a teacher’s activity, self-analysis of difficulties in professional activity, etc. The article presents the key competencies (communicative, design, reflexive), the corresponding components of the content of the activity (integrative-methodological component, informational-cognitive, personality-developing, reflexive-communicative), and the leading principles of training a teacher in a small rural school. Individual routes for advanced training, including variable models, are substantiated. Keywords: small school, rural school teacher, features of the professional activity of a rural school teacher, communicative competence of a rural school teacher, design competence of a rural school teacher | 69 | |||||
| 1162 | A question is being considered that reveals the connection between child-parental relations and the psychological well-being of teenage children. It has been shown that psychological well-being is a complex personal construct, including several important personal factors that affect the successful or problematic passage of the crisis stage in development. The description of psychological well-being and its main components are given - autonomy, self-acceptance, environmental management, personal growth, self-acceptance, the presence of a goal in life. The results of an empirical study are presented, which made it possible to determine the factors affecting the psychological well-being of an adolescent and determine the styles of parental interaction that contribute to its manifestation. It is shown that insufficient attention from parents, low levels of emotional support, a combination of authoritarian and indifferent leadership style negatively affect the psychological well-being of a teenager. Adolescents with a high level of psychological well-being are brought up in families with a predominance of an authoritative style of interaction. Additionally, it was revealed that the most significant features of family relationships that have a positive impact on the psychological well-being of a teenager are: emotional closeness, acceptance, cooperation, consent, consistency of upbringing and satisfaction with relationships. Research materials can be useful to psychologists working with families raising adolescents Keywords: child-parent relations, styles of family upbringing, psychological well-being of adolescents | 69 | |||||
| 1163 | The work is devoted to the analysis of trends in the development of teacher education in Russia. By means of historical and pedagogical analysis the leading world and Russian trends in the development of higher education (global, current and prospective) are systematized. The paper describes some directions of development of modern pedagogical education (integration of technologies, competency-based approach, interdisciplinarity, individualization, professional development of teachers, quality assessment of education, reforming higher teacher education, development of networking, support for innovative educational programs, emotional and social learning, pedagogy using generative artificial intelligence, sustainable development, becoming a digital ecosystem, transdisciplinarity) and pedagogical university including the processes of regionalization of teacher education; formation of a digital eco-environment of a teacher training university; development of its technosphere; formation of poly-network educational associations on the basis of a teacher training university; development of a system of continuous teacher education; use of participative, personalized models of support for participants of the process in a teacher training university; management of training and professional development of teaching staff, including in the field of social partnership organization; updating the content of teacher education; development of a system of continuous teacher education; development of a system of professional development of teacher education in a teacher training university. Keywords: trends, directions of development of higher education, directions of development of pedagogical education, modern pedagogical education, pedagogical university | 67 | |||||
| 1164 | The pedagogical category “development” is understood as the core framework of the system of software and methodological support for preschool education (PE), giving it humanistic aspiration, value-semantic conditioning and functional diversity. The research problem is characterized by the contradiction between the continuously increasing complexity of the category “development” in the texts of software and methodological support presented to the teacher and his lack of the necessary ideas about the principles and methods of their transformation into practical activities. The specificity of the semantic contextual analysis of the category “development” is revealed. The periodization of software and methodological support for EB over the past 60 years has made it possible to establish a pattern of objectively occurring changes in the field of development and reproduction of its content. The content of the category “development” is represented by a set of semantic contexts: about development as a mechanism of PE; general development of preschool children (personality, psyche, physical, spiritual and moral, etc.); about development in different types of activities; on the development of the content and system of additional education; on professional and pedagogical development; about the conditions and factors for the implementation of the development category; on the diagnosis of developmental education. A statistically significant increase in the degree of saturation with the semantic content of the category “development” was established in all contexts, starting from the second period, mainly under the influence of the created “Concept of preschool education” (1989), which laid the foundation for the transition to personality-oriented education and its increase in the modern period functioning. The context about the professional development of a teacher has intensified only in the modern period. From the standpoint of an in-depth analysis of the semantic contexts of the category “development”, which define the software and methodological support for the content of preschool education (educational standards, first of all), there is a noticeable tendency to strengthen generalizing meanings and reduce specifications of a descriptive nature, which are left to teachers and educators. It is advisable to consider the structure of semantic contexts of the “development” category as an invariant of the organization and design of software and methodological support for the content of preschool education. The work was carried out on a large volume of scientific and practical material of the textual reality of scientific and subject-methodological knowledge about PE. Keywords: сategory, context, support, program and methodological, development, meaning | 66 | |||||
| 1165 | The study provides an overview of domestic and foreign scientific work in the field of firefighter training over the past 20 years (2004–2024). The relevance of the review of modern research in the field of professional training of firefighters in Russia and abroad is justified by the fact that generalization of its results is important for determining further vectors of development in the field of this training. The purpose of the study is to analyze modern research in the field of firefighter training in Russia and abroad, summarizing its key similarities and differences. It has been established that there are significant similarities in its organization in Russia and abroad. One of the significant differences is the disparity between the practical and theoretical aspects of such training (in Russia more attention is paid to theory, while abroad – to practice). Foreign publications often publish articles on the use of modern technologies (for example, simulation, digital) and health protection in firefighter training. Domestic publications actively discuss ways to improve the organizational and methodological base in this training. Both groups of studies demonstrate compliance with modern world trends in the development of vocational education and a focus on modernizing and improving this training. Keywords: research on the training of firefighters, training of firefighters in Russia, training of firefighters abroad, firefighters, State Fire Service of the Ministry of Emergency Situations of Russia, fire safety, pedagogical technologies | 66 | |||||
| 1166 | The case method is an innovative approach to translation education, and the creation of a case corpus for this purpose is a crucial task for enhancing the effectiveness of learning. In the context of the absence of a case corpus for Russian language training and the lack of ideological and political translation education based on cases, this study explores the establishment of a Chinese-Russian translation precedent base using the book “Xi Jinping: The Governance of China” as a case study. This work delves into the elements of the case and the technologies involved in creating a corpus. It is revealed that when developing a case corpus based on textual material, it is essential to incorporate moral education throughout the entire process of writing cases and teaching translation. This approach aims to achieve an alignment with ideological and political principles, enhancing the overall impact of the course. Analyzing the intricacies of the case method, the study emphasizes the importance of ethical considerations in the translation process. It contends that weaving ethical education into translation training is essential for fostering an understanding of the ideological and political nuances inherent in translation work. In summary, the creation of a Chinese-Russian translation precedent base through the case method, particularly using “Xi Jinping: The Governance of China”, underscores the need for an ethical and ideological framework throughout the educational process, ensuring a comprehensive and effective approach to translation learning. Keywords: Xi Jinping: The Governance of China, case corpus building, translation learning | 64 | |||||
| 1167 | The article presents the results of psychosemantic analysis of academic motivation in university students majoring in psychology and pedagogy. The study was conducted on a sample of 145 students studying in the first and fourth years of the Institute of Pedagogy and Psychology of Education of the Moscow City Pedagogical University, majoring in Psychological and Pedagogical Education. The study used the methodology for studying the motives of educational activity (A. A. Rean, V. A. Yakunin, I. V. Tikhomirova) and the universal semantic differential, which made it possible to identify the emotional connotation and personal significance of educational motives. The differences in the structure of educational motives of successful and unsuccessful students studying in the initial and final years are shown. The leading motives for junior students in psychology and pedagogy reflect the reduced personal significance of learning. The most important motives are those of employment, which reflects the pragmatic nature of choosing a field of study. First-year students with higher academic performance demonstrate a more differentiated motivation structure than students with lower academic performance, which is the basis for their success in learning. The structure of the leading motives of the fourth-year students includes professionally oriented motives, which reflects a higher readiness for professional activity than in the first-year students. The comparative analysis of academic motivation was carried out, which showed a flattening of the motivational structure in successful students and differentiation of learning motives in unsuccessful students. The identified phenomena reflect the different contribution of motivation as a regulatory factor in ensuring educational activity and the influence of cultural and socio-economic factors on the learning process of students studying in psychological and pedagogical specialties. Keywords: academic motivation, learning motive, educational activity, dynamics of academic motivation, university students, psychosemantic analysis | 64 | |||||
| 1168 | Professional identity is the key to successful work and the most effective use of the potential of a psychologist. The purpose of the study is to study the relationship between professional identity and creativity among psychology students. The methodological basis of the study was the work of domestic psychologists on professional identity: L. B. Schneider, E. P. Ermolaeva, D. I. Zavalishina, A. V. Ebicha, A. A. Azbel and others. In the empirical study, a set of psychological techniques was used: E. Torrance’s creativity technique; method of verbal creativity S. Mednik, method of studying professional identity statuses A. A. Azbel, test to determine the professional personality type of J. Holland. The empirical sample consisted of 80 students of the Faculty of Psychology of NSPU aged from 18 to 21 years, of whom 70 were girls and 10 boys. The results of the study showed: the majority of psychology students demonstrate a formed professional identity and a crisis in choosing a professional identity; relate primarily to social and artistic professional personality types. The relationships between professional identity status and creativity have been identified. Conclusions. The more pronounced the formed status of professional identity, the higher the ability of students to put forward ideas that differ from the obvious, well-known, generally accepted, banal or firmly established, and openness to new things. As a way to overcome the identity crisis for psychology students, it is proposed to introduce forms of learning into the educational process that promote the development of creativity and pay attention to practical training. Keywords: screen reading, digital reading continuum, modifications to reading, monocode text, hypertext, text comprehension, teenagers, gender and age professional identity, professional personality type, creativity differences | 64 | |||||
| 1169 | The issue of forming new stereotypes of professional pedagogical activity is considered, which can replace negative and outdated ones that destructively affect the results of the work of rural teachers, which, in comparison with urban ones, is complicated by the peculiarities of the functioning of an educational organization in rural areas. The thesis is proven that the multifunctional activity of a rural teacher contributes to the formation of special stereotypes, primarily related to the organization of the educational process (including the importance of small schools and their restructuring, the use of network mechanisms, the design and implementation of individual educational routes, etc.). Among such ideas, formed in the 60-90s among teachers of rural schools (primarily small ones), are the firm belief of some teachers and administrators about the “second-class” nature of employees of this group of educational organizations and the low quality of their activities. A historical and pedagogical analysis of the concepts of “stereotypes”, “attitudes”, “preconceptions”, “prejudice” in the professional pedagogical activities of rural teachers was carried out. Based on comparative characteristics, common and distinctive features of the listed psychological phenomena have been identified that can be used when working to form stereotypes of professional pedagogical activity. Keywords: professional pedagogical activity, stereotypes, attitudes, prejudices, preconceptions, rural teachers | 62 | |||||
| 1170 | The adaptation process is a stressful reaction that activates adaptation to changes in the environment. The success of the adaptation process of freshmen is manifested in the results of educational ac tivities, the field of social interaction, indicators of physical and mental health. Disorders of psychological adaptation manifests itself in a decrease in indicators of physical functioning and psychological well-being. Health indicators and their changes can be considered as an indicator of the success of the adaptive process, and the application of appropriate diagnostic tools can be considered as a compact method of comprehensive assessment of adaptation, including physiological and psychological aspects. The aim of the study is to monitor the psychological adaptation of first-year students through health indicators (physical and psychological). In 2023, 276 1st year students of a pedagogical university, including 22 underaged, took part in the study. The sex and age composition of the sample: 240 girls, 36 boys (17-22 years old). In 2024 – 178 students, including 9 underaged. The sex and age composition of the sample: (17-21 years old) 145 girls, 33 boys (17-21 years old). Toolkit used: SF-36 testing – Quality of Life Questionnaire. The data showed that most of the scales in the sample correspond to the average values in the population or exceed the population indicators, there were no statistically significant differences between the average values in the sample and in the population. Analysis of individual results made it possible to identify students who need psychological assistance. Individual work with them confirms the informativeness and validity of the diagnostic tool used, which makes it possible to identify the manifestations of disorders of psychological adaptation and specify the targets of psychological work. Keywords: psychological adaptation, student, first year, health | 61 | |||||
| 1171 | The article examines the role of pedagogical innovation competitions as a mechanism for supporting and accompanying digital initiatives of teachers in the context of digitalization of education. Using the example of the Competition for Innovation in Education, the key areas of digital projects aimed at transforming educational practice are analyzed. The main categories of presented projects are identified, among which interactive educational platforms and blended learning technologies dominate. A significant part of the projects is aimed at complementing traditional educational methods through digitalization. Methods for accelerating innovative projects are considered, as well as their contribution to the professional development of teachers and the formation of an innovative educational community. The theoretical significance of the article is to expand the understanding of the mechanisms for supporting digital transformation in education and the role of competitions in the development of design thinking and an innovative culture among teachers. The article shows how innovation competitions stimulate the implementation of grassroots educational innovations, provide support in the form of resources and expertise, and also form an ecosystem of interaction between participants. Keywords: digitalization of education, educational innovation competitions, innovative projects, interactive educational platforms, pedagogical innovations, innovation competitions, project acceleration, design thinking | 56 | |||||