In the context of the active integration of generative artificial intelligence models into research and educational practice, prompt engineering is transforming from a technical skill of interacting with AI into an epistemic practice embedded within the logic of scientific inquiry. The article substantiates and presents a typology of prompts based on their functional and structural characteristics, correlated with theoretical and empirical methods of scientific cognition. A two-dimensional typological model is proposed, in which the first dimension relates a prompt to the level of scientific knowledge – either theoretical (analysis, synthesis, induction, deduction, modeling, etc.) or empirical (observation, experimentation, measurement, interpretation), while the second dimension corresponds to the level of cognitive complexity in accordance with the revised Bloom’s taxonomy (ranging from remembering to creating). Empirical observations of the educational and research activities of pedagogy students at Mari State University reveal a direct relationship between prompt structure and the quality of students’ cognitive engagement. The study identifies common errors made by students when formulating ineffective (vulnerable) prompts that enable AI to fully substitute for learners’ cognitive activity. Examples of effective (robust) prompts are provided, aimed at activating analysis, interpretation, reflection, and engagement with one’s own data. Methodological recommendations for constructing scientifically and pedagogically meaningful prompts are presented, including the use of personal experience, methodological dilemmas, and verification procedures. The article concludes by emphasizing the need to reconceptualize prompt engineering – from a technical means of query formulation to a methodological strategy for collaborative cognitive interaction with artificial intelligence.

The article presents the results of the development and implementation of instrumental student support based on generative large language models (LLM) within a digital educational platform (DEP). The problems of this study are caused by the lack of operational methodological feedback in the process of mass programming training, especially at the initial stages of developing practical skills. The proposed solution is to create and integrate a neural network module that aggregates information about a learning task (condition, name, hidden tests, reference solution, etc.) to generate personalized pedagogical prompts aimed at step-by-step comprehension of mistakes made and their independent correction by students without directly giving the correct solution. The article describes in detail the service architecture, the principles of its integration into the task verification system, as well as mechanisms for validating model responses and protecting them from misuse or unfair use. The empirical base of the study includes the results of testing in the framework of intensive specialized shifts (mini-courses) “Kurchatov Codes” conducted for high school students, using quantitative methods of analyzing educational and behavioral data. It is shown that the use of a neural network assistant helps to increase student engagement, reduce cognitive and psychological barriers in finding and correcting mistakes, and leads to a statistically significant reduction in the routine burden on teaching staff while maintaining the pedagogical validity of training.

There are various methods for teaching software development. Each of them involves the use of various tools. The article distinguishes two groups of languages used for teaching programming: educational and general-purpose. Educational languages are languages that were specially developed for educational purposes, for example, Prolog-D. They have a simple and clear syntax, but are limited in capabilities, and subsequent transition to practical development may require additional skills. At the same time, learning general-purpose languages, such as Java, initially provides all the necessary applied skills but may be too difficult for beginners. The article provides a comparative analysis of the advantages and disadvantages of using languages from these groups when mastering the fundamentals of software development. The article briefly describes the idea of a Global programming language, which serves as an intermediate link in translating program text between different languages. The possibility of using a Global language as an entry point for teaching programming is demonstrated. The advantages of this approach are discussed, including: the Global language has a simple and concise syntax due to the specifics of its purpose; a method for visually comparing algorithm implementations in different programming paradigms is provided; it is possible to insert program text in different languages, i. e., to seamlessly transition to the required general-purpose language; and it is possible to run the resulting program on various devices by converting its text to a supported target language. The article provides an example of the problem of determining whether a point belongs to a polygon, the solution code for which is automatically translated from the Global Language into Prolog, C, and Java using the method of universal extended syntax trees. The advantages of using the Global Language as the initial named language are discussed, despite the fact that it can only be used for translating program texts, while another language can be selected as the initial language. Specifically, the Global Language is specifically designed with a laconic and generalized syntax. Such knowledge will help in the future to fully understand the operation of the method of universal extended syntax trees, which will allow, for example, when creating a custom language, to implement translation into the Global Language and vice versa, thereby enabling its rapid integration with various software products. For example, it will be possible to immediately connect and use any ready-made libraries.

The integration of artificial intelligence technologies into the educational process is a promising direction for the informatization of education. The use of generative technologies unlocks new opportunities for personalized learning, automation of methodological processes, and expanded access to educational resources for all stakeholders. This study addresses the task of defining the components of an innovative educational environment for a modern educational organization, in the design and operation of which artificial intelligence technologies are employed. To accomplish this task, general theoretical research methods were used: analysis, synthesis, generalization, classification, literature review, comparative analysis, and system-structural analysis. The application of these methods enabled us to identify the most suitable approach for this study to conceptualizing the educational environment, synthesize the potential of using AI technologies in designing an intellectualized educational eco-environment for an educational organization, and determine the characteristics and features of its key components. Incorporating the findings of this research into the practical work of educational organizations provides educators (primarily managers of schools, colleges, and universities) with the opportunity to effectively and efficiently optimize and modernize educational environments in accordance with contemporary possibilities and needs. The authors consider the advancement of research on integrating artificial intelligence into education and the modernization of the educational process based on the balanced use of generative technologies to be key prerequisites for the informatization of the educational sector and for enhancing the quality of education.

In the context of the digital transformation of Russian education, the search for effective tools for preparing schoolchildren for the Unified State Exam in informatics, integrating traditional and innovative learning methods, is of particular importance. The article analyzes the theoretical and methodological foundations of mobile learning as a relevant area of digital didactics, as well as the practical aspects of using mobile apps in the educational process. The objectives of the study discussed in the article are to substantiate and practically implement approaches to integrating digital mobile learning solutions into preparing schoolchildren for the Unified State Exam in informatics. The research methodology includes an analysis of the theoretical and methodological principles of digital didactics, a comparative study of existing mobile apps and software, and the design and testing of the original educational application “MORE. USE. Informatics”. The practical significance of the study lies in the development of a classification of mobile apps based on various applied criteria (level of interactivity, content type, accessibility, target focus, etc.), as well as the creation of a domestic digital tool aimed at improving the quality and motivation of schoolchildren preparing for the Unified State Exam in informatics. The value of the research is determined by its focus on educators and educational resource developers interested in updating informatics teaching methods. The novelty of this work lies in its integration of personalized learning principles, gamification, and instant feedback into a unified mobile solution that provides comprehensive support to students during exam preparation.

The article is devoted to the development of a concept for a new-generation industrial, scientific, and educational ecosystem integrated with generative artificial intelligence technologies and focused on sustainable management of specialist competencies.
The research objective lies in creating an effective coordination mechanism for university-industry-government collaboration under conditions of accelerated transformation of technological requirements and labour market demands.
The ecosystem is conceptualised as a three-circuit system: the research-educational circuit encompasses universities, departments, laboratories and academic staff; the production circuit incorporates partner enterprises, real industrial projects and their digital twins; the digital circuit establishes the technological foundation, including generative AI, competency databases, analytical services and VR/AR training simulators. This approach ensures resource integration and flexible adaptation of educational processes to production needs.
A mathematical model has been examined to formalize ecosystem dynamics. It reflects changes in resource potential, educational expenditure and specialist training flows, accounting for material, digital, human and intellectual resources. The model enables the
formalisation of management processes and evidence-based decision-making.
Particular attention is devoted to data processing and interpretation within the convergent environment. Generative AI serves as an analytical tool for unstructured information from professional standards, curricula, production processes and digital twins. The
feedback system ensures automatic adjustment of educational content in accordance with current industry requirements.
The practical significance of this research lies in developing a mechanism to overcome traditional barriers between education, science and production through intelligent automation of competency management. Implementation of this concept contributes to
the modernisation of high-technology sectors within the national economy and establishes a sustainable specialist training system.
The proposed framework addresses contemporary challenges in workforce development by leveraging advanced digital technologies to create seamless integration between theoretical knowledge acquisition and practical skill application. Through continuous monitoring and adaptive learning mechanisms, the ecosystem maintains alignment with evolving industrial demands whilst preserving academic rigour and research excellence.

The article analyzes the significance of pedagogical conditions when using the information educational environment (IEE) in general education schools and their role in improving the effectiveness of the educational process. The main aim of the study is to reveal the content of pedagogical conditions, substantiate their significance from a scientific perspective, and identify their impact on the quality of education. The research methodology includes in-depth literature analysis, methods of comparison and synthesis, examination of practical examples, and international experience. The IEE represent a comprehensive system that integrates digital platforms, online resources, software, and information and communication technologies (ICT) to organize the educational process. It is aimed at achieving several key objectives: simplifying access to educational resources, optimizing teachers’ work, increasing the interactivity and personalization of learning, and ensuring inclusivity and flexibility of the educational environment. As a result, key pedagogical conditions for the effective application of the IEE were identified, and an analysis of their impact on the educational process was conducted. The data obtained on the specific features of IEE functioning in different countries made it possible to carry out a systematic interpretation in comparison with the findings of other researchers. The article also presents practical examples from Kyrgyzstan and international experience, examines the benefits, challenges, and prospects of using modern technologies in education, and offers recommendations for their implementation.

The transformation of the higher education system in the digital economy necessitates modernizing approaches to personnel management in educational organizations and forming effective communication mechanisms. The transition to platform employment models and project-based forms of activity organization determines the revision of traditional HR practices and implementation of innovative digital solutions. The study presented in the article aimed to develop a model of integrating digital technologies into the personnel management system of an educational organization based on the analysis of communicative interaction mechanisms and motivational processes in the digital environment. The methodological basis consisted of case analysis of HR technology implementation at the Financial University under the Government of the Russian Federation (sample of 145 administrative and teaching staff members). The study was conducted from January 2023 to November 2025 using structured interviews, surveys, and analysis of documentation. The results of the study demonstrate that the implementation of a digital personnel management platform contributed to a 45.9 % reduction in time spent on administrative procedures, a 38.7 % increase in internal communication efficiency, and a 65.8 % growth in employee satisfaction with the motivation system. The key factor for successful digitalization of HR processes is the formation of a corporate culture of continuous learning with a personnel participation coefficient in digital literacy programs of 0.71. The theoretical significance lies in systematizing approaches to project-based personnel management in the digital educational environment. The practical value is determined by the possibility of applying the developed model to improve management practices in educational organizations.

The article investigates mechanisms for integrating management decisions into the higher education process within the context of digital transformation. The contemporary digital environment necessitates the development and implementation of comprehensive management systems aimed at forming students’ strategic thinking competencies and informed decision-making capabilities under technological uncertainty. The study aims to develop a conceptual model of management decisions for the digital educational environment of the university and identify key factors influencing its implementation effectiveness. The methodological framework employed a comprehensive approach, including analysis of existing digitalization practices in education, systematization of management tools, and expert evaluation of adaptive learning technologies implementation results. The empirical basis included 150 third-year students majoring in 38.03.01 “Economics” at the Financial University under the Government of the Russian Federation during September—December 2025. The study applied content analysis of digital educational platforms, expert interviews with faculty and program directors, and monitoring of academic performance and student engagement indicators. Results demonstrate that implementing management decisions through adaptive technologies contributes to a 28.3% increase in student motivation for specialized knowledge accumulation, a 34.7 % improvement in decision-making quality in educational cases, and a 31.9 % increase in self-efficacy levels. A significant relationship was established between the structuredness of management processes in the educational environment and students’ academic outcomes (r = 0.742, p < 0.001). The theoretical significance lies in expanding understanding of mechanisms for developing management competencies in the digital educational environment. The practical value is determined by the applicability of the developed model for improving educational programs in economics, management, and related disciplines.

The study presented in the article is devoted to the analysis of management mechanisms for formation of information security culture in the digital educational environment of higher educational institutions. Digital transformation actualizes the problem of protecting personal data, ensuring continuity of the educational process under cyber threats, developing staff competencies. The education sector demonstrates high vulnerability due to insufficient staff training. The purpose of the study is to develop an integrated model for managing information security culture based on systematic development of personnel competencies. The methodological basis consisted of an institutional approach to organizational culture, the concept of human resource management in the digital economy, competency-based approach. The empirical base included a survey of 130 employees of educational organizations in Moscow, analysis of regulations of 12 universities, expert interviews with security service heads. Timeframe of the study: January—November 2025. The survey results showed that 74.6 % of respondents are insufficiently aware of information protection, 62.3 % do not possess phishing recognition skills. Model implementation increased information literacy by 41.8 %, reduced incidents by 37.5 %. A correlation was established between information security culture and loyalty to digital transformations (r = 0.71). The theoretical significance of the research lies in the development of concepts for the formation of an information security in the digitalization of education, its practical value lies in improving personnel management and increasing the resilience of educational organizations to cyber threats.

The study addresses the problem of systematic integration of management mechanisms aimed at developing academic motivation in the process of forming digital communication competencies among students of economic specialties. The relevance of the work is determined by the need to develop scientifically grounded approaches to managing the educational process in the context of largescale digital transformation of higher education. The methodological basis of the study is the integration of E. Deci and R. Ryan’s self-determination theory with the concept of organizational commitment. The purpose of the study is to develop and test a model of management impact on the motivational sphere of students through the implementation of adaptive digital tools for intra-organizational communication. The empirical base included 148 undergraduate students majoring in Management and Human Resource Management at the Financial University under the Government of the Russian Federation. A set of diagnostic methods was applied: the adapted Academic Motivation Scale (AMS), the J. Meyer and N. Allen Organizational Commitment Questionnaire, and an original methodology for assessing communicative competence in the digital environment. The results demonstrate a statistically significant increase in intrinsic motivation indicators when implementing a feedback system on the LMS Moodle platform with gamification elements. A positive correlation was found between the level of satisfaction of basic psychological needs and readiness to master digital communication technologies (r = 0.724, p < 0.001). The theoretical significance is determined by expanding understanding of psychological and pedagogical mechanisms of motivational management in the digital educational environment. The practical value is associated with the possibility of using the developed model when designing educational programs in management and human resource management.

The digital transformation of higher education actualizes the development of management mechanisms that integrate learning analytics into the educational process. The study presented in the article is devoted to the design and testing of a management framework based on learning analytics, aimed at improving the effectiveness of mastering mathematical and informatics disciplines by university students. The aim of the study is to substantiate the architecture of the management framework and assess its impact on educational outcomes through a pedagogical experiment. The methodological basis consisted of a systematic approach to the design of educational systems, methods of statistical analysis and expert assessments. The empirical base covers data from 156 students of economic training programs, recorded during the spring semester of 2025. The management framework includes modules for data collection from LMS, progress visualization, predictive analytics, and generation of management recommendations for teachers. The results demonstrate a statistically significant improvement in academic performance: the average score increased from 3.42 to 3.89 (p < 0.01), the proportion of students in the “at-risk” category decreased by 34.2 %. The rate of recommendation usage by teachers was 71.8 %, indicating the demand for the tool. The practical significance lies in the possibility of scaling the proposed architecture to various subject areas, which corresponds to the tasks of digital transformation of Russian higher education.