PEDAGOGICAL EXPERIENCE
The article examines the principles of implementing a propaedeutic informatics course in the context of digital transformation in education. Through an analysis of the historical development of the course from the 1980s to the present, key trends shaping its current state are identified. Particular attention is given to the period of 2010–2024, marked by a shift from a subject-oriented approach to fostering interdisciplinary competencies, including foundational digital literacy, critical and algorithmic thinking, and the integration of digital technologies across disciplines. The central outcome of the study is the development of a conceptual framework based on five interconnected principles: immersion, loyalty, adaptation, preservation, and comprehensive consideration. The immersion principle ensures age-appropriate learning tasks by leveraging zones of proximal development and gamification. The loyalty principle focuses on cultivating digital ethics and information culture. The adaptation and preservation principles address the gradual introduction of digital tools while accounting for students’ cognitive and physiological needs, as well as mitigating potential risks. The principle of comprehensive consideration promotes systemic thinking through multifaceted analysis of information processes. Methodologically, the study employs systematic literature reviews, empirical case studies, expert interviews, and multi-stage testing of proposed teaching strategies. The results are presented as a structured framework comprising problem-oriented, theoretical, content-based, and practical components. Special emphasis is placed on integrating these principles into teacher training programs and developing corresponding instructional materials. This research contributes to advancing early informatics education by offering evidence-based approaches to curriculum design in the digital era. Future research directions include evaluating the efficacy of these principles, adapting methodologies for inclusive and multilingual settings, and creating diagnostic tools to assess primary school students’ digital competencies.
The article addresses the issue of integrating AI-driven digital tools into the process of foreign language education at a law school, in response to the challenges of modern society associated with globalization and the pervasive penetration of computer technologies.
The purpose of the article is to analyze the current situation with the use of AI tools in teaching and learning legal English.
The primary methods of scientific research employed in this study included: selection and analysis of publications relevant to the research issue, classification of AI tools applicable in teaching legal English, analysis of practical work on integrating AI tools in teaching English at a law school, and surveys of teachers and students regarding the effectiveness of using these tools in the educational process. The issues of teaching and learning legal English in the context of the development and widespread use of AI tools are examined. The classification of publicly available AI tools that can be used to teach legal English is presented, taking into account the main types of educational activities they can support and enhance. The possibilities and areas of application of AI tools in teaching legal English are revealed, the factors contributing to their successful implementation are identified, the risks and obstacles associated with the integration of such tools into the educational process are outlined, and the professional competencies required of teachers for successful integration of advanced digital tools in teaching legal English are highlighted. In conclusion, it is asserted that the integration of AI tools into teaching and learning legal English is a multifaceted phenomenon that reflects the ongoing evolution of both digital technologies themselves and the development of theories and practices for utilizing these technologies for teaching a foreign language in the professional training of future lawyers.
In the context of the digital transformation of education, the development of tutor-teachers’ digital competence is of particular importance, as it ensures their readiness to support individual educational trajectories in a digital environment. The article explores the impact of massive open online courses (MOOCs) on the development of the instrumental and activity component of digital competence among future tutor-teachers. As part of the research, an online course “Digital competence of the tutor-teacher” was developed, and piloted among students of the School of Pedagogy, Psychology, and Sociology at Siberian Federal University. The course includes both theoretical and practice oriented educational modules aimed at mastering digital tools relevant to professional tutoring activities. Within the course, students study the use of office software, cloud storage services, data visualization programs, gamification platforms, and more. The assessment of changes in the instrumental and activity component of digital competence was conducted using the international SELFIE for Teachers methodology. Statistical analysis revealed significant differences between the control and experimental groups after completing the course, which confirms its effectiveness. The results support the conclusion that MOOCs can serve as an effective tool for developing applied digital skills in future educators. The findings of the study may be used in the development of professional development courses for relevant specialists.
Since Russia’s transition to a market economy and the emergence of large businesses, Russian company leaders have gradually come to understand the need to manage not only material and human resources, but also financial ones. Budgeting is an effective tool that allows you to effectively manage the company’s key resources for innovative business development. Due to the availability of the results of theoretical research in the field of budgeting published by foreign publications and information on the successful application of budgeting theory in practice, interest in this phenomenon has sharply increased in Russia. In this regard, the need for training young specialists capable of coping with the tasks of budget formation and management has increased markedly.
The purpose of the article is to propose a methodology for teaching students how to work with a modern automated budgeting system within the framework of the discipline “Automated management systems”.
The theoretical and methodological basis of the study was scientific and educational literature on budgeting, financial accounting and the theory of systematic and step-by-step formation of mental actions and concepts developed by P. Ya. Galperin, N. F. Talyzina, M. N. Shardakov. The following methods were used in the course of the study: inductive and deductive methods, methods of analysis of economic phenomena, case method. The results of the study showed that the problem of automation of budgeting in the practical activities of Russian companies is quite acute. One of the main reasons is the shortage of specialists who have the skills to work professionally with automated budgeting systems. The article contains methodological recommendations for teaching students the professional use of an ERP system for budgeting and financial planning. The methodology proposed by the author will be useful for both university teachers and specialists involved in the implementation of budgeting systems and their management. Considering the great interest in financial planning and budgeting in neighboring countries, as well as the prevalence of 1C software products in their territories, the methodological recommendations formulated by the author may be in demand by teachers not only in Russia, but also in Belarus, Uzbekistan, Tajikistan, etc.
The scientific novelty of the research consists in the development of methodological recommendations for training the effective use of the 1C:ERP Enterprise Management 2 system for the formation of budgets of various levels and their management.
The article presents a methodology of creativity development based on mastering the ways of generating ideas and their visualisation with the help of neural networks.
The relevance of the work is conditioned by the introduction of computer image generation technologies in digital communications, changes in the structure of professional skills and the need to master new technologies within the framework of ICT learning.
The aim of the article is to describe the order of conducting a practical lesson on working with generative neural networks, with special attention paid to the development of divergent thinking and application of heuristic methods in the era of artificial intelligence development.
The article describes spheres of neurography application and problems of its dissemination, systematises modern approaches to creativity development. The methodology of visualisation of creative ideas using neural networks is presented, which implies the following sequence of work on the project: generation of ideas using heuristic methods, verbalisation of ideas through writing text queries, visualisation of ideas using generative neural networks, creation of design layout in a graphic editor.
The novelty of the study lies in the analysis of the possibilities of using neural network image generation technologies in pedagogical practice and their implementation in the process of creativity development for the formation of actual skills of project activity within the framework of ICT learning.
The article is illustrated with examples of student works. The presented set of tasks can be applied in practical ICT classes and in project activities of students and pupils. The article is addressed to media educators, students conducting project activities, as well as specialists using the possibilities of image generation in neural networks in communication projects.
PEDAGOGICAL ASSESSMENTS AND TESTS
Global informatization of the modern world affects many spheres of human activity, including education. New trends in the use of various technical devices and electronic resources are widely introduced into the educational process of secondary educational institutions. Since the modern generation of children enthusiastically uses mobile phones and personal computers, teachers need to take this factor into account to increase the active involvement of schoolchildren in the educational process. The article describes a pedagogical experiment aimed at studying the preparation of future informatics teachers to form cognitive interest of schoolchildren in the academic discipline using computer educational games. Various diagnostics, methods and statistical criteria were used to measure, evaluate and analyze the four components of training students in the pedagogical direction identified by the authors of the article. Based on the results of the study, it can be concluded that the levels of development of the motivational, cognitive and personal components of training future teachers differ statistically significantly at the beginning and after the completion of the pedagogical experiment. It should be noted that the activity component of future teachers’ training is at an average level and was diagnosed only once during the experimental work.
INFORMATIZATION OF EDUCATION
Predicting academic success is one of the most critical tasks in learning analytics. Solving this problem enables educational institutions to identify students struggling with their studies in a timely manner and apply appropriate pedagogical support and interventions. For predictive models to remain effective in the long term after being integrated into the educational process, it is essential to regularly monitor data shift within these models. This helps detect changes in the distribution of educational data that could lead to decreased forecasting accuracy and affect the interpretation of predictions.
The article presents a methodology for analyzing data shift in academic performance forecasting models using Shapley values, incorporating a two-stage monitoring approach. In the first stage (during the educational process), while the forecasting model is predicting academic success, changes in predictor contributions to the final forecast are identified. In the second stage (after exams), when prediction accuracy can be evaluated, shifts in predictor contributions to the model’s loss function are analyzed. This approach enables the detection of different types of data shifts. Based on the analysis results, an educational institution can make timely decisions regarding model adjustments, retraining, or replacement. The proposed methodology was tested on models from the academic performance forecasting service Pythia, developed at Siberian Federal University. After the service was integrated into the educational process, forecasting on new data was already conducted over four academic semesters, revealing a decline in prediction accuracy. Through monitoring, several predictors responsible for covariate or concept shifts within the ensemble models were identified. As a result, recommendations for model adjustments were proposed.
The article is devoted to the development of a new algorithm for integrated distributed information systems, which should ensure the selection of authors of scientific and educational-methodical literature and the literature itself, taking into account the emotional and psychological characteristics of the system users based on the ideas of academic genealogy. The need to create such an algorithm is due to the fact that the currently actively developing process of transition to an information society, observed in various spheres of society, leads to quite strong changes in the field of economics, employment of the population, education, information systems for providing information. While the core of these transformations is the use of information and educational digital platforms that are adaptive to the emotional and psychological characteristics of students. The key factor that determines their success is the algorithm for selecting scientific and educational-methodical literature, taking into account the individual characteristics of students. Educational and methodological information is usually formed on the basis of new scientific results obtained during the implementation of dissertation research, while the volume of materials used in them is steadily growing according to a law close to exponential. Accordingly, the requirements for integrated distributed information systems (electronic library systems) that support the educational process are sharply increasing, which requires the creation of a fundamentally new algorithm. The article lists limitations and recommendations for the practical implementation of the algorithm proposed in the work.
The article explores modern approaches to optimizing routing and data caching in content delivery networks (CDNs) for educational systems using domestic software, specifically 1C:Enterprise Service Bus (1C:ESB). The focus is on addressing the challenge of increased network load due to the growing number of users accessing distance learning platforms. A routing algorithm inspired by ant colony behavior is proposed, enabling dynamic adaptation of content delivery paths based on current network conditions. Experimental results demonstrate a reduction in content delivery time by up to 25 % compared to traditional static routing methods. In addition, the article presents a developed caching method based on fuzzy logic, which effectively accounts for uncertainty and variability in user demand. Digital content is classified according to popularity levels, and caching decisions are made based on this classification. The experimental evaluation shows that this method can improve CDN performance by up to 30 %, while also reducing excessive load on network nodes. The obtained results confirm the effectiveness of the proposed solutions and their applicability to the development of high-performance, scalable, and intelligent content delivery systems under real-world conditions. The use of domestically developed software ensures technological sovereignty and better alignment with the specific needs of the educational infrastructure.
ISSN 2658-7769 (Online)