The communicative and aesthetic principle in teaching Russian as a foreign language to international students of technical specialties

The purpose of the publication is to study the state and peculiarities of teaching European studies for students of technical specialties in higher educational institutions of Ukraine, mainly on the example of Lviv Polytechnic National University (hereinafter LPNU), where the Erasmus+ Jean Monnet Chair project “European Studies for Technical Specialties” (hereinafter EUSTS) has been implemented since September 2022. The hypothesis of the presented research is the statement that with the strengthening of the European integration course of Ukraine the demand for knowledge about the European Union and the European integration of Ukraine among students of technical specialties is increasing, and university education is ready to satisfy such a request, applying the latest methods and approaches in the organization of education. The main focus is on clarifying the peculiarities of the formation of European studies in Ukraine; including not only classical, but also technical universities in this process; search for effective mechanisms for implementing knowledge about the EU into the educational process of students of technical specialties. To achieve the specified goals, a number of research methods were used, such as: historical-comparative, periodization, analysis of empirical data, systemic and structural-functional. It has been found that the development of European studies in Ukraine has gone through several stages of its formation. The first lasted from the moment Ukraine regained its state independence in 1991 and was characterized by the presence of limited opportunities in universities to introduce European studies in the conditions of a centralized higher education system. The second stage was marked by the adoption of the Law of Ukraine “On Higher Education” (2014), which, in fact, provided sufficient tools for the development of European studies in Ukrainian universities. Similarly, at that time, the study of the European Union and European integration was formed at Lviv Polytechnic National University, including for students of technical specialties. On the basis of statistical data, it has been concluded that among the students of the National Academy of Sciences, there is a growing interest in the study of academic disciplines related to the EU and the European integration course of Ukraine. To a large extent, this is explained by the current political status of Ukraine as a candidate for EU membership and the strengthening of Ukrainian society’s support for the process of European integration as a result of Russian aggression. Accordingly, a number of educational disciplines have been introduced for students of technical specialties at the level of LPNU in recent years, which form knowledge about the EU and European integration, but only thanks to the implementation of international projects here, mainly the Erasmus+ Jean Monnet programs. This creates prerequisites for the fact that, in the future, separate educational programs in European studies can be developed at the university, which are most expedient to implement at the second (master’s) and third (PhD) educational levels. It is important that they focus on those policies of the EU and European integration directions of Ukraine that are of particular interest to students of technical specialties, for example, EU digital policy, EU energy policy, EU policy in the field of climate, environmental protection, etc. The acquired competences will not only allow the graduates of LPNU to implement European standards and values in their professional activities, but also to more effectively use the EU toolkit in the post-war reconstruction of Ukraine. Also, taking into account the recommendations of the Ministry of Education and Culture of Ukraine and the political situation of the state, it is worth introducing a mandatory educational discipline for all students of technical specialties of Ukrainian universities on the topic of the European Union, its principles, foundations and values, as well as the features of Ukraine’s European integration progress in various areas.

The purpose of the publication is to study the state and peculiarities of teaching European studies for students of technical specialties in higher educational institutions of Ukraine, mainly on the example of Lviv Polytechnic National University (hereinafter LPNU), where the Erasmus+ Jean Monnet Chair project “European Studies for Technical Specialties” (hereinafter EUSTS) has been implemented since September 2022. The hypothesis of the presented research is the statement that with the strengthening of the European integration course of Ukraine the demand for knowledge about the European Union and the European integration of Ukraine among students of technical specialties is increasing, and university education is ready to satisfy such a request, applying the latest methods and approaches in the organization of education. The main focus is on clarifying the peculiarities of the formation of European studies in Ukraine; including not only classical, but also technical universities in this process; search for effective mechanisms for implementing knowledge about the EU into the educational process of students of technical specialties. To achieve the specified goals, a number of research methods were used, such as: historical-comparative, periodization, analysis of empirical data, systemic and structural-functional. It has been found that the development of European studies in Ukraine has gone through several stages of its formation. The first lasted from the moment Ukraine regained its state independence in 1991 and was characterized by the presence of limited opportunities in universities to introduce European studies in the conditions of a centralized higher education system. The second stage was marked by the adoption of the Law of Ukraine “On Higher Education” (2014), which, in fact, provided sufficient tools for the development of European studies in Ukrainian universities. Similarly, at that time, the study of the European Union and European integration was formed at Lviv Polytechnic National University, including for students of technical specialties. On the basis of statistical data, it has been concluded that among the students of the National Academy of Sciences, there is a growing interest in the study of academic disciplines related to the EU and the European integration course of Ukraine. To a large extent, this is explained by the current political status of Ukraine as a candidate for EU membership and the strengthening of Ukrainian society’s support for the process of European integration as a result of Russian aggression. Accordingly, a number of educational disciplines have been introduced for students of technical specialties at the level of LPNU in recent years, which form knowledge about the EU and European integration, but only thanks to the implementation of international projects here, mainly the Erasmus+ Jean Monnet programs. This creates prerequisites for the fact that, in the future, separate educational programs in European studies can be developed at the university, which are most expedient to implement at the second (master’s) and third (PhD) educational levels. It is important that they focus on those policies of the EU and European integration directions of Ukraine that are of particular interest to students of technical specialties, for example, EU digital policy, EU energy policy, EU policy in the field of climate, environmental protection, etc. The acquired competences will not only allow the graduates of LPNU to implement European standards and values in their professional activities, but also to more effectively use the EU toolkit in the post-war reconstruction of Ukraine. Also, taking into account the recommendations of the Ministry of Education and Culture of Ukraine and the political situation of the state, it is worth introducing a mandatory educational discipline for all students of technical specialties of Ukrainian universities on the topic of the European Union, its principles, foundations and values, as well as the features of Ukraine’s European integration progress in various areas.

This article is devoted to the problem of determining the conditions for the formation of foreign language communicative competence of students of technical specialties in the process of learning a foreign language in higher education institutions (hereinafter – HEI). The purpose of the article is to characterize the conditions for the formation of foreign language communicative competence of students of technical specialties in the process of learning a foreign language in a HEI and to reveal the methodological features of ensuring these conditions in practice. To conduct this study, the following research methods were used: analysis of psychological, pedagogical and methodological literature, systematization and generalization of different views on the formation of foreign language communicative competence of technical students in the process of learning a foreign language in a HEI. Results. The article gives a brief description of the concept of «foreign language communicative competence», shows the need for the formation and improvement of foreign language communicative competence in the process of training students of technical specialties in the totality of its components. Based on the analysis of scientific research, which examines different approaches of foreign and Ukrainian researchers in determining the content and conditions for the formation of foreign language communicative competence, the conditions for the formation of foreign language competence of students of technical specialties were characterized and methodological features of their provision in practice were revealed. These conditions are: the continuity of foreign language training at HEIs, which takes into account the multi-level structure of professional training at HEIs (bachelor-master); the professional-practical orientation of foreign language learning for students of technical specialties within the framework of cognitive, activity and emotional-value components of professional training; a combination of competence (target component), communicative (methodical component) and personal-oriented (emotional-value component) approaches to the organization of the process of foreign language training of students of technical specialties; ensuring the information and content coordination of the educational discipline «Foreign language» with the educational disciplines of general professional and professional training; the use of group and individual-group methods of organization of learning, interactive learning methods, adequate to the activity component of the content of foreign language learning and emotional and value attitude to the profession in foreign language classes; the use of strategies for learning a foreign language in order to determine the individual trajectory of the student's educational development, ensuring the possibility of independently choosing the sequence and depth of studying the material. Conclusions. The author makes a conclusion that the implementation of the competency-based approach is becoming a factor in supporting a single educational, professional qualification, cultural and value space, a factor in Ukraine's integration into the global educational space, which opens up wide access to the educational space of the world community for modern Ukrainian students, and makes the problems of teaching foreign languages at a qualitatively new level extremely relevant and requiring detailed research.

The issues of the education quality monitoring at the Siberian State University of Science and Technology are considered, using data on the absolute and qualitative achievements of students of technical and economic specialties, as well as the results of the questionnaire survey of students and teachers for the period 2012-2016. Methods of pedagogical diagnostics and testing, pedagogical observation, conversation, questionnaire, statistical processing of experimental work results and analysis were used. In the process of questioning were involved 644 students of the Mechanical Engineering and Mechatronics Department, 627 students of the Economics Department and 329 teachers. Based on the results of the student questionnaire survey the degree of students satisfaction with the quality of teaching was revealed and the assessment of teachers by the students on the average score was carried out. The dynamics of the degree of students satisfaction with the use of technical means by the teachers in training for three years is analyzed. It is found that with comparable absolute and qualitative academic achievements of students of technical and economic departments, representatives of economic specialties estimate the average score of the teacher lower than representatives of technical specialties. The use of active forms of training by the teacher is estimated by students of economic specialties also lower than by students of technical specialties. Teachers of the technical department evaluate the students higher, because they consider them not as an object of evaluation, but as full partners in joint activity.

The work is devoted to the study of coping behavior strategies depending on the characteristics of creativity in students of different specialties. Purpose of the article. The aim of the study is to identify coping behavior strategies depending on the characteristics of creativity among students of humanitarian and technical specialties. Research methodology and methods. The results of an empirical study carried out on a sample of students of the Saratov National Research State University named after N.G. Chernyshevsky city of Saratov (group 1 – n=50, 18–23 years old, students of humanitarian specialties; group 2 – n=50, 18–23 years old, students of technical specialties) using diagnostic tools: a test for coping behavior of R. Lazarus ( Kryukova, 2007); methodology «Coping behavior in stressful situations» (S. Norman, D. F. Endler, D. A. James, M. I. Parker; adapted version by T. A. Kryukova); COPE stress coping questionnaire (K. Carver, M. Scheyer, J. Weintraub; adaptation by T. O. Gordeeva, E. N. Osin, E. A.Rasskazova, O. A. Sychev, V. Yu. Shevyakhova); Mednik’s verbal creativity test (RAT), adult version, adaptation by A. N. Voronin; test of verbal creativity by J. Guildford; method for diagnosing non–verbal creativity (adaptation of the Guildford and Torrance test, subtest «Completion of figures» by A. N. Voronin). Research results. It was found that there are significant differences between creativity and coping strategies among students of humanitarian and technical specialties, and there is also a significant connection between creativity and coping behavior. Conclusion. The practical significance of the study lies in the possibility of using its results by educational psychologists in the course of practical work with students in the search for new ways of adapting to changing reality and using creativity as a resource that allows constructively coping with stress.

Currently, training of students of any specialty at the university implies the formation of professional competencies. "Linear algebra" is given particular place in this process. After studying this subject students should be able to use the acquired fundamental knowledge in their future professional activities. In addition, students should have the ability to determine general forms and patterns in linear algebra issues. An important role in the process of training specialists is played by the ability to mathematically correctly set science or economic problems, for this it is necessary to have a good understanding of the statements of classical mathematical problems in general. With a high-quality assimilation of the material and a sufficiently good ability to apply it in the required situation, students of technical specialties can plan and carry out pedagogical activities in the future, taking into account the specifics of the subject area in educational organizations. After studying at the university, specialists should be focused on both theoretical and applied activities. The increased requirements for the quality of graduate training are applied to both economic and technical specialties. In this regard, the modular approach to teaching the subject is gaining weight. The ability to develop modules of the same subject that are different in content and complexity for different specialties is of key importance in the training of technical and economic students. Students can immediately work out the practical application of the studied material on examples from their particular specialty, paying sufficient attention to the analysis of various specific nuances without spending too much time on analyzing general examples. The article deals with the issues related to teaching of "Linear algebra" to students of economic and technical specialties of the Chuvash State University, the similarities and differences in the presentation of the material. The main focus is on modern approaches in teaching the discipline and modular approach as well.

Currently, training of students of any specialty at the university implies the formation of professional competencies. "Linear algebra" is given particular place in this process. After studying this subject students should be able to use the acquired fundamental knowledge in their future professional activities. In addition, students should have the ability to determine general forms and patterns in linear algebra issues. An important role in the process of training specialists is played by the ability to mathematically correctly set science or economic problems, for this it is necessary to have a good understanding of the statements of classical mathematical problems in general. With a high-quality assimilation of the material and a sufficiently good ability to apply it in the required situation, students of technical specialties can plan and carry out pedagogical activities in the future, taking into account the specifics of the subject area in educational organizations. After studying at the university, specialists should be focused on both theoretical and applied activities. The increased requirements for the quality of graduate training are applied to both economic and technical specialties. In this regard, the modular approach to teaching the subject is gaining weight. The ability to develop modules of the same subject that are different in content and complexity for different specialties is of key importance in the training of technical and economic students. Students can immediately work out the practical application of the studied material on examples from their particular specialty, paying sufficient attention to the analysis of various specific nuances without spending too much time on analyzing general examples. The article deals with the issues related to teaching of "Linear algebra" to students of economic and technical specialties of the Chuvash State University, the similarities and differences in the presentation of the material. The main focus is on modern approaches in teaching the discipline and modular approach as well.

Problem formulation. Formulation of the problem. The relevance of research on this topic is determined by a number of factors, among which the leading place is occupied by: globalization – the English language is becoming important in the field of technology and science. Knowledge of the English language is a necessary condition for a successful career in international companies, at scientific conferences, when publishing scientific articles; disadvantages of traditional methods – traditional methods of teaching English do not always give the desired result, do not form skills necessary for communication in the professional sphere; the need for innovation – there is a need to develop and implement innovative methods; means; technologies for the formation of English communicative competence of students of technical specialties; advantages of innovative means – innovative means make the learning process more interesting, motivated, effective. The purpose of the article is to identify and characterize innovative means of forming the English communicative competence of students of technical specialties. Materials and methods. To achieve the goal of the research, a wide range of theoretical methods were used, including the analysis of scientific-methodical and psychological-pedagogical literature, as well as the study of documentation related to the research topic. Results of the research. Implementation of the communicative teaching method is an important component of a modern foreign language program for students of technical specialties. The goal of learning a foreign language is not only the professional training of four interrelated types of language activities (reading, writing, listening and speaking), but also the development of the ability to use a foreign language to express one’s thoughts. During training, the formation of English communicative competence of students of technical specialties is to use innovative tools in the learning process, using which students can independently solve communicative tasks with the help of a foreign language, for example, modeling professional communication situations or looking for solutions by reading scientific literature. To achieve this, innovative teaching tools are used and incentives are created for the formation of English communicative competence of students of technical specialties.

The article examines the fact that in modern state standards of higher education, from a number of areas of training of students of technical specialties, mastering a foreign language is presented at once in two competences. At the same time, if previously the goal of foreign language learning in higher education institutions was the formation of foreign language communicative competence and all components in the social, everyday and sociocultural spheres of communication, then modern state standards of higher education also emphasize the formation of communicative competence in the professional sphere of communication. It was found that such an expansion of the spheres of using a foreign language as a means of communication contributed to the designation of the formation of professional foreign language communicative competence as one of the main goals of teaching a professional foreign language to students of technical specialties. At the same time, scientists have not yet reached a consensus regarding the structure and component composition of professional foreign language communicative competence. The history of the issue is considered, the structure and component composition of the professional foreign language communicative competence of students of technical specialties is proposed. Structurally, students' professional foreign language communicative competence includes two components: foreign language communicative and professional. Foreign language communicative consists of five sub-competencies: linguistic, language, socio-cultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific field of professional activity and professional activities of specialists in a specific field of training. It has been investigated that this component will largely determine the content of training components of foreign language communicative competence, adding professionally-oriented subject content to the training process, which reflects the specialty of specialists in the technical field. In addition, it was established that as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The content of these components is described in detail in the work.

The article highlights the importance of foreign language communicative competence in determining the competitiveness of a modern specialist. Competitiveness is determined not only by high qualification in the professional field, knowledge and skills, the ability to use them flexibly, initiative, communication skills, creative activity, readiness for continuous self-development, but also, to a greater extent, by the willingness to solve professional tasks in a foreign language communication. The scientific and pedagogical literature devoted to the improvement of educational processes, basic principles of national scientific and methodological aspects of specialist competence formation in the information society; peculiarities of implementation of competence approach in foreign language education; integration of educational and communication strategies into the learning of a foreign language at different levels of education; existing approaches to the teaching of a professional foreign language in the higher education system and research on the problem of language training of specialists was analyzed. The analysis of foreign language teaching aids for students of technical specialties and specialists is carried out. The requirements for the selection of educational scientific authentic material are considered, taking into account the linguistic nature and logic of building a course of study in a particular science. Based on the experience of working in a technical higher educational establishment, a comparative analysis of approaches to teaching a foreign language to students of technical specialties and specialists with high professional qualification was carried out. The sequence and procedure for conducting classes for teaching specialists with high professional training in a foreign language in their specialty are described. It was concluded that teaching a foreign language can be viewed as a means of transferring socially and professionally significant information to specialists, practicing the skills of using foreign sources in their professional activities, preparing a specialist for lifelong education.

The purpose of this article is to find out the influence of ICT on educational achievements of students of technical specialties in studying foreign languages on the example of the National Technical University of Ukraine "Kyiv Polytechnic Institute named after Sikorsky", National Polytechnic University of Ukraine "Lviv Polytechnics", National Technical University of Ukraine "Kharkiv Polytechnic Institute", Gdańsk University of Technology, Warsaw University of Technology and University of Wrocław. Methods: abstracting, theoretical analysis, synthesis, induction, deduction, observation, measurement, comparison, questionnaire description and generalization. It was found that ICT significantly influence on learning achievements of technical students in foreign languages. For foreign language skills, 95% of Ukrainian students and 98% of Polish students reported using ICTs such as electronic guides and dictionaries, multimedia technologies, project work on the Internet, electronic mail, social networks, blogs, online resources for communication and mobile applications.

The article is devoted to the modern methodology of content-language integrated learning. The advantages and disadvantages in the formation of foreign language communicative competence in students of technical specialties using the methods of integrated learning are noted. The expediency of replacing the traditional form of teaching with content-language integrated learning is characterized. The article analyzes the possibilities of CLIL-technology as the means of improving the professional competence component in the educational process of higher education. It is emphasized that the methodology of content-language integrated teaching (CLIL) contributes to the improvement and systematization of previously acquired knowledge of English and technical disciplines, growth of individual academic level, deepening of practical skills of students. The instructional techniques with the use of CLIL-technology of student preparation for using in the educational process of a higher educational institution for students of technical specialties are described. It is emphasized that due to the rational organization of educational process students are able to solve professional problems.

The article is devoted to the realization of the idea of content and language integrated learning in the system of higher professional education and analysis of new concepts and approaches developed in methodological sphere, taking into account their influence on students motivation to learn a foreign language, since motivation is one of the most influential individual factors. The intensification of educational activity has always been one of the primary objectives of learning in general and, in particular, the teaching foreign languages to students of non-linguistic specialties. There are three most common integrated content-language approaches: ESP (English for special purposes); CLIL (Content and language integrated learning); EMI (English as Medium of Instruction).The author considers examples of approaches and models emerging in the Russian higher school for establishing interdisciplinary connections in the teaching of professional disciplines and foreign languages and evaluates their effectiveness in terms of enhancing the study of a foreign language by students of technical specialties.

Relevance. Intercultural communicative competence is a priority component of the process of learning a foreign language. At the moment, the question of improving the quality of such skills among foreign students is relevant. This is due to the fact that their ability and success in using a foreign language during education depends on the level of development of their multicultural communicative competence.Purpose. Therefore, the aim of the scientific work was to evaluate the results of the dissemination of knowledge about Kazakh culture, traditions and customs in Kazakh language classes among foreign students.Methodology. The article uses various methods of scientific research, in particular, analysis, synthesis, survey.Results. As a result, it was possible to characterize the level of intercultural communication of first-year foreign medical students who attended additional Kazakh language classes at Khoja Ahmet Yassawi International Kazakh-Turkish University. It was established that their indicators were quite high. It was proven that such approach could stimulate students' interest in language learning and development of their competence. In addition, the development and spread of intercultural competence among students is positively reflected not only on their educational and professional activities, but also on personal development.Conclusions. This indicates that such a vector contributes to the development of a successful educational environment in a higher educational institution. The practical value of the work lies in the fact that its results can be used in the formation of methodological materials for training foreign students and developing their knowledge of the Kazakh language.

The study is devoted to the analysis of the psychological characteristics of graduate students of technical specialties on the example of Satbayev University. The relevance of this research is due to the rapid development of technology and the increasing role of technical specialties in the modern world, which creates new challenges and requirements for the educational process in technical universities. The purpose of the study is to identify the key psychological characteristics of graduate students, which will allow them to better understand their needs and expectations, as well as contribute to the formation of a more effective and adapted educational process. The study revealed a variety of factors influencing the educational and professional trajectories of graduate students, including social, personal and internal motives. The results facilitate a deeper comprehension of the psychological traits and requirements of students, thereby aiding in the formulation of customized strategies for their education and development. Both quantitative and qualitative research methods, including questionnaires, were used in the course of the work. The main sample of the study covered more than 180 graduate students of various technical specialties at Satbayev University. The analysis of the questionnaire data, including demographic parameters, motivation for choosing an educational institution and specialty, as well as value orientations and hobbies of graduate students, was carried out.The results obtained canbe used to develop individualized approaches to learning, career management and student support, as well as to improve the quality of education in technical universities.