The Digital Footprint of a Future Teacher: Awareness Diagnostics and Self-Assessment of Professional Qualities

The article, based on the analysis of scientific sources and the results of author’s own research, considers the problem of professional training in general and highlights the features of professional training of future teachers of mathematics in particular. It has been established that today there is a wide range of research on the solution of above-mentioned problematic issue, in particular, there is no ambiguity regarding the definition of the professional training of the future teacher. Ukrainian scientists consider professional training as: a purposeful process; a system of corresponding measures; a system of professional training; the goal and result of activity; the acquisition of professional education, as a set of special knowledge, abilities and skills already acquired by a person, as well as a personal achievement on the way to the formation of readiness for the realization of personality in the future professional activity. It was found that the essence of the concept of "professional training of a teacher" should be specified by the peculiarities of pedagogical activity, thus the differences in subject specialization should be accounted for, and, among the priority tasks of professional training, the formation of professional competence in future mathematics teachers is defined. The analysis carried out made it possible to formulate the following: the professional training of a future teacher of mathematics is a purposeful, specially organized educational process that ensures the achievement of the appropriate level of pedagogical and mathematical (subject) knowledge, abilities, skills, as well as the development of personal qualities of future specialists with the aim of forming in them a professional competence. In the structure of professional competence of future teachers of mathematics, key, basic and specialized subject competences, as well as mathematical, methodical, communicative, informational and psychological-pedagogical components are highlighted. It is substantiated that only a high level of development of each component can ensure the formation of professional competence of future specialists. It has been established that due to the modernization processes in education, special importance is now attached to methodical competence, which includes the teacher's assimilation of new methodical and pedagogical ideas, approaches to teaching mathematics. However, at present, all aspects of the problem cannot be considered to have been finally solved. Prospects for further research are outlined in the development of theoretical and methodological foundations of professional training of future teachers of mathematics in the conditions of graduate education.

Introduction & Background15.5% of all UK households are food insecure; either unable to afford to eat, skipping meals or reducing meal sizes despite being hungry. Drivers of food insecurity include both access to and affordability of food, with those most in need often left unable to access healthy and affordable food. Taking a place-based approach to understand the drivers of food insecurity allows for targeted support from government, third sector and private organisations to mitigate growing food insecurity in the UK.
 Objectives & ApproachThis research presents the methodology for the co-production and construction of the Priority Places for Food Index (PPFI) and supporting dashboard, co-designed by the Consumer Data Research Centre (CDRC) and consumer champions Which? in response to the 'cost-of-living crisis'.
 The PPFI equally weights measures of access to affordable food and indicators of barriers to affording food across seven domains; Proximity to supermarket retail facilities, Accessibility of supermarket retail facilities, Access to online deliveries, Proximity to non-supermarket food provision, Socio-economic barriers, Fuel Poverty and Family Food for support. The PPFI uses open data combing traditional census data metrics, with government data (e.g., Healthy start voucher and free-school meals uptake), digital footprints data (web-scraped delivery addresses and food bank item request data) and scaled-survey data (fuel poverty, propensity to shop online).
 Relevance to Digital FootprintsDigital footprint data can complement traditional data sources to provide a more nuanced view of health inequalities. These data are typically less timely to collect than traditional data collection methods (census, survey) allowing a more reactive response to emergent issues such as the cost-of-living crisis.
 ResultsThe PPFI interactive map and underlying data have been published via the CDRC https://priorityplaces.cdrc.ac.uk/.
 Conclusions & ImplicationsWe demonstrate the value of data linkage across individual and population level data to provide localised insight into food insecurity and identify where digital footprints data can improve gaps in the current evidence base. We also reflect on the value of co-production and stakeholder engagement in creating a policy ready interactive map which has facilitated the lobbying of targeted practical support and policy change to address food insecurity.

Introduction & BackgroundIt has been estimated that over 9 million people in the UK feel lonely either often or all the time. Loneliness is difficult to measure due to its latent nature and associated stigma. This work demonstrates the application of transformer-based natural language processing (NLP) to model themes of loneliness and identify potential proxy terms for loneliness within digital footprint data on Kooth, a digital mental health platform (DMHP). Kooth provides access to an online community of peers, a team of experienced counsellors, and a group of emotional well-being practitioners. The study aims to derive insight into themes related to the elicitation of loneliness by Kooth service users (SUs). Objectives & ApproachThis research aims to demonstrate how transformer-based topic modelling can be combined with digital footprint data from DMHPs to identify direct and indirect elicitations of loneliness. While previous research has evaluated the automated inference of loneliness, this work has typically been limited to social media platform analysis, and such studies rarely translate to improvements in mental health practice. By focusing on loneliness elicitation within a digital mental health forum, this study provides a nuanced understanding of how SUs express loneliness concerns, and these findings can directly inform and enhance service delivery, advancing beyond traditional social media-based loneliness analysis. Relevance to Digital FootprintsThe data comprised forum posts (n=140,027) from Kooth SUs (n=22,631). On the Kooth platform, SUs are labelled with ‘presenting issues’ - discrete categories of mental health concerns elicited either through one-on-one text-based therapeutic sessions or via forum posts. ResultsBased on the ’loneliness’ presenting issue, the dataset was divided into ‘lonely’ (n=19,720) and ‘non-lonely’ (n=120,307) posts. Initial proxy terms for loneliness were developed through consultations with practitioners identifying key concepts such as ‘feeling unheard,’ ‘feeling withdrawn,’ and ‘friendship.’ These terms informed the subsequent transformer-based topic modelling analysis, which identified additional themes that were characteristic of posts from users with loneliness as a presenting issue. Conclusions & ImplicationsThis analysis of digital mental health footprint data extends previous forum data research approaches while deepening our understanding of loneliness-associated language patterns. The transformer-based modelling approach enables the evaluation of a considerable volume of data faster than manual review processes while crucially creating a meaningful bridge between research and practice, delivering actionable insights that can directly inform therapeutic interventions.

Ever since the late 1990s, China has experienced explosive growth in consumer lending, especially in short-term consumer loans, among which, the growth rate of non-bank lending has surpassed bank lending due to the development in financial technology. On the other hand, China does not have a universal credit scoring and registration system that can guide lenders during the processes of credit evaluation and risk control, for example, an individual’s bank credit records are not available for online lenders to see and vice versa. Given this context, the purpose of this paper is three-fold. First, we explore if and how alternative digital footprint data can be utilized to assess borrower’s creditworthiness. Then, we perform a comparative analysis of machine learning methods for the canonical problem of credit default prediction. Finally, we analyze, from an institutional point of view, the necessity of establishing a viable and nationally universal credit registration and scoring system utilizing online digital footprints, so that more people in China can have better access to the consumption loan market. Two different types of digital footprint data are utilized to match with bank’s loan default records. Each separately captures distinct dimensions of a person’s characteristics, such as his shopping patterns and certain aspects of his personality or inferred demographics revealed by social media features like profile image and nickname. We find both datasets can generate either acceptable or excellent prediction results, and different types of data tend to complement each other to get better performances. Typically, the traditional types of data banks normally use like income, occupation, and credit history, update over longer cycles, hence they can’t reflect more immediate changes, like the financial status changes caused by business crisis; whereas digital footprints can update daily, weekly, or monthly, thus capable of providing a more comprehensive profile of the borrower’s credit capabilities and risks. From the empirical and quantitative examination, we believe digital footprints can become an alternative information source for creditworthiness assessment, because of their near-universal data coverage, and because they can by and large resolve the thin-file issue, due to the fact that digital footprints come in much larger volume and higher frequency.

Введение. Холистический подход в образовании рассматривается учеными и педагогами-практиками как один их перспективных путей развития разносторонне развитой личности. В настоящее время он обнаруживает свой педагогический потенциал на фоне других современных подходов, помогая преодолеть некоторую степень их атомистичности. Цель данной статьи состоит в определении сущности холистического подхода к профессиональной подготовке будущего учителя иностранного языка и целостному развитию его личности. Материалы и методы. Основным методом исследования является анализ и обобщение лингвистической и психолого-педагогической литературы по проблемам профессиональной подготовки учителя иностранного языка в педагогическом вузе, применения холистического подхода, развития целостной личности будущего учителя иностранного языка. Кроме того, статья опирается на анализ и интерпретацию собственного опыта работы автора в парадигме холистического образования, нацеленного на развитие разносторонне развитой профессиональной личности учителя иностранного языка. Результаты. В статье уточнены понятие и сущность холистического подхода применительно к разностороннему развитию личности будущего учителя иностранного языка, выделены ее основные компоненты. Описаны теоретические принципы холистической педагогической системы, определены методические аспекты, а также организационные формы и методы холистического обучения в процессе подготовки учителя иностранного языка. Обсуждение. Холистический подход представляет собой не отдельный метод обучения, а, скорее всего, вписывается в современную тенденцию общих культурных изменений, имеющих целью демократизацию и гуманизацию образования. Целостное обучение иностранным языкам в рамках профессиональной педагогический подготовки обеспечивает самоактуализацию вторичной языковой личности будущего учителя иностранного языка, развитой в интеллектуальном, коммуникативном, культурном, творческом и т. д. аспектах. Заключение. Холистический подход к профессиональной подготовке будущего учителя предопределяет динамически развивающуюся образовательную парадигму, особенно актуальную в контексте иноязычного педагогического образования. Современные требования к учителю иностранного языка могут быть удовлетворены только на пути целостного решения всего комплекса профессиональных задач, оптимального использования педагогического инструментария и возможностей целостной иноязычной образовательной среды. Ключевые слова: холистический подход; будущий учитель иностранного языка; иноязычное образование; профессиональная подготовка учителя иностранного языка; демократизация образования; гуманизация образования; разносторонне развитая личность; языковая личность; вторичная языковая личность; педвуз. Основные положения: – целостную профессиональную подготовку будущего учителя иностранного языка следует осуществлять на основе холистического подхода, в результате применения холистического подхода происходит не только разностороннее развитие, но и целостное развитие вторичной языковой (коммуникативной) личности будущего учителя иностранного языка; – суверенизация современного образовательного процесса диктует расширение составляющих холистического подхода, включая гражданско-патриотический, профессиональный, коммуникативный. Introduction. The holistic approach to education has been repeatedly considered by scientists and practicing teachers as one of the promising ways of developing a well-rounded personality. Currently, it reveals its pedagogical potential against the background of other modern approaches, helping to overcome a certain degree of their atomism. The purpose of this article is to determine the essence of the holistic approach to the professional training of future foreign language teachers and the holistic development of their personality. Materials and methods. The main research method is the analysis and generalization of linguistic, psychological and pedagogical literature on the problems of professional training of foreign language teachers in a pedagogical university, the use of a holistic approach, and the development of a holistic personality of a future foreign language teacher. In addition, the article is based on the analysis and interpretation of the authors' own experience in the paradigm of holistic education aimed at developing a well-rounded professional personality of a foreign language teacher. Results. The article clarifies the concept and essence of the holistic approach in relation to the well-rounded development of the personality of a future foreign language teacher, highlights its main components. The theoretical principles of the holistic pedagogical system are described, methodological aspects are defined, as well as organizational forms and methods of holistic training in the process of training a foreign language teacher. Discussion. The holistic approach is not a separate teaching method, but, most likely, fits into the modern trend of general cultural changes aimed at democratization and humanization of education. Holistic teaching of foreign languages within the framework of professional pedagogical training ensures self-actualization of the secondary linguistic personality of the future foreign language teacher, developed in intellectual, communicative, cultural, creative, etc. aspects. Conclusion. A holistic approach to the professional training of future teachers predetermines a dynamically developing educational paradigm, which is especially relevant in the context of foreign language pedagogical education. Modern requirements for a foreign language teacher can be met only through a holistic solution to the entire range of professional tasks, optimal use of pedagogical tools and the possibilities of a holistic foreign language educational environment. Keywords: Holistic approach; Future foreign language teacher; Foreign language education; Professional training of a foreign language teacher; Democratization of education; Humanization of education; Well-rounded personality; Linguistic personality; Secondary linguistic personality; Pedagogical University. Highlights: Efficient professional training of future foreign language teachers should be carried out on the basis of a holistic approach; As a result of applying the holistic approach, both the diversified development of the professional personality and the holistic development of the secondary linguistic (communicative) personality of the future foreign language teacher take place.

The relevance of the study is conditioned by the increasing requirements for the quality of psychological and specialised training of modern primary school teachers, as well as the need to increase the level of their professional competences in the context of current changes in secondary education. The main purpose of this study is an objective analysis of the features of psychological and pedagogical training of future primary school teachers, carried out to determine the most effective and currently available methods of professional training of future teachers in higher educational institutions. The leading approach in this study was a combination of methods of system analysis of the training of future primary school teachers in the system of higher education and analytical research of modern methods of improving the psychological stability of future teachers and the development of their professional competences. The results of this study indicate the importance of the subject matter, the need to find new opportunities for pedagogical skills and psychological stability of future primary school teachers in the context of trends in the modern education system and in terms of prospects for its further effective development. The results and conclusions of this study are of great practical importance both for the compilers of curricula responsible for the final quality of professional training of future primary school teachers, and for teachers of higher education institutions who conduct classes on pedagogical and psychological training of these professionals and pedagogical university students that have chosen a specialty related to teaching in primary school

As part of the research, a retrospective analysis of scientific developments on various aspects of professional training of future teachers was made. The state of development of theoretical and methodological bases of professional training of future teachers of physical culture in General and professional readiness for the formation of Patriotic values in particular was revealed. Research in the field of organizing the process of Patriotic education of children and young students, both national and foreign experts, was highlighted.The main goal was to study the theoretical and methodological foundations of developing a system of professional training of future physical culture teachers to form Patriotic values of students in a modern educational institution. Important issues of professional training of future teachers was highlighted. The importance of using modern newest technologies, methods, and educational innovations was proved, using the accumulated national and foreign experience in training a professional. The importance of forming professional competencies of future physical culture teachers was revealed. According to the results of the study, it has been established that recently the interest of national and foreign scientists has only increased in the context of improving the process of forming the professional readiness of future teachers for teaching activities in today's conditions. As part of the scientific search, we have found that in foreign literature in the context of professional training of future teachers, as well as improving the professional activities of teachers-practitioners, scientific developments on the use of information technologies are carried out using Facebook for the professional development of teachers and students of pedagogical specialties. By identifying the state of development of theoretical and methodological foundations of professional training of future physical culture teachers in General and professional readiness to form Patriotic values in particular, it is established that the scientific achievements of modern national and foreign teachers are mainly focused on such problems as: search for new forms and methods of training in the preparation of future teachers of physical culture in the context of educational reform and increasing requirements for relevant specialists (L. Nikiforova); improving and modernizing the content of professional training of students of physical culture in the conditions of European Integration of national education (P. dzhurinsky, S. Burdyuzha); improving the process of training future specialists in physical culture with the help of innovative approaches and its humanization (R. Akhmetov, V. Shaversky); orientation of the content of professional training of future teachers of physical culture and the use of various forms and methods of training in the field of formation of their readiness to educate physically, mentally, spiritually and socially healthy citizens of Ukraine (L. Sushchenko); development of conceptual provisions for training future specialists in the field of physical culture and sports (N. Stepanchenko); research on the level of confidence and self-efficacy of physical education teachers (E. Öncü); adaptation processes of future physical culture teachers in real conditions of teaching physical culture in secondary education institutions (W. Zayed, M. Zguira, N. Souissi, N. Bali);problems of self-regulation of future teachers of physical culture (S. Kudin) and others.

The article analyses the state of modern research on professional training of future primary school teachers to form students' skills to work with a graphic editor. The study uses scientific methods of analysis, synthesis, and comparison to identify the state of modern research on this topic. The authors analyse the views of leading Ukrainian scientists and Ukrainian and foreign founding teachers on the professional training of future teachers. The study highlights the basic definitions of training and vocational training. The content of the concepts of training and professional training is specified. The graphic editor as a component of information and communication competence is described by the authors. Some peculiarities and differences of pupils’ and students’ usage of the graphic editor in primary school are mentioned in the article. The authors describe the main stages of studying the graphic editor by primary school students and analyse the works of outstanding scientists on the professional training of future primary school teachers for students to study the graphic editor. The main mistakes of teachers in studying the graphic editor by students are described, and the further prospects of studying the researched problem is determined. As a result, it is outlined that the works of domestic and foreign scientists are mainly focused on the history of the concepts but not on the disclosure of the main features of training. It is determined that the professional training of future teachers has been studied quite widely, but there are many aspects of training, in particular, the preparation of future teachers for the use of graphic editors by students has not been studied enough.
 Keywords: training, professional training, professional training of future teacher, professional skills, pedagogical activity, primary school, formation of skills, computer graphics, graphic editor.

Introduction & BackgroundSupermarket sales data are an exciting and promising type of digital footprint, or smart, data. Their scale and timeliness offer great potential to understand a variety of wicked problems from obesity to climate change. However, like many digital footprint data they do not come research ready and can require subject matter expertise (nutrition) to prepare. Objectives & ApproachWe outline the data sources and preprocessing stages required to use digital footprint data from 4 large UK retailers to evaluate the impacts of the high in fat, sugar and salt (HFSS) legislation which came into force in England on 1 October 2022. To undertake this evaluation, we first needed to establish the HFSS status of all food and drink products that were sold 18 months pre- and 12 months post-introduction of the legislation. To do this, we obtained daily food and drink purchase records from the 4 UK retailers which included a stock keeping unit identifier, product names and quantity of food purchases. We then obtained food and drink product (nutrition) data from several sources, including retailers’ own-brand data and the third-party commercial data provider, Brandbank, which provided both own-brand and branded data. Product data comprised back-of-pack nutrition information, fruit, vegetable and nut %, product weight, HFSS information (if available), packaging type, Nutrient Profile Model scores. Where available, historic product data from 2020-2024 were obtained to establish any changes to products through reformulation. Data from available sources were aggregated to calculate the HFSS status of all products sold across the 4 retailers. These data were then linked back to sales data to calculate the proportion of HFSS products sold daily in the 4 retailers pre- and post-implementation. Relevance to Digital FootprintsOur work outlines the data sources and preprocessing stages required to be able to use digital footprints of food purchases to facilitate the evaluation of the legislation. Conclusions & ImplicationsThere are several critical stages required to use digital footprint data for research purposes. This work highlights the need for universally available product data, including historic product data, to enable timely evaluations of public health legislation. Funding StatementThis research was funded through the Transforming the UK Food System for Healthy People and a Healthy Environment SPF Programme, delivered by UKRI, in partnership with the Global Food Security Programme, BBSRC, ESRC, MRC, NERC, Defra, DHSC, OHID, Innovate UK and FSA. The DIO Food project is linked to grant award BB/W018021/1 and additionally funded by IGD.

Relevance. Higher education is designed to transfer to the student the knowledge, skills, and abilities in a particular field, promote the formation of humanistic values, broaden the student’s horizons, develop his/her ability to make creative solutions, and practice self-study. Professional training of future biology teachers shifts the focus to upbringing, developmental functions of education, the formation of a future teacher's personality, his/her holistic spiritual and moral development, high psychological stability, and readiness for the profession. Purpose. The study aimed to develop and substantiate the professional training of future teachers when studying pedagogical, methodological, and natural disciplines in pedagogical universities to promote the development of cognitive and professional interest of graduates, the formation of deep and persisting knowledge, and activate their professional self-determination. Methodology. We have identified the main directions for the formation of professional qualities of students in the upbringing and training process and during production practice (visits to the best schools; conducting lectures, practical and laboratory classes with the elements of profiling; the use of professional literature, elective courses, etc.). Results. Professional training of future biology teachers allows the subject of activity to reach the level that is legally required and sufficient for pedagogical activity. Conclusions. A 21st-century teacher should possess the following qualities: reflectivity in thinking and practical activity; tolerance; affection, love, tenderness; interest in technology and digital information; global awareness.

Purpose of research. The purpose of the paper is to describe the possibilities of including tasks for the design, development, use and experimental evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science for the development of their subject-methodical readiness. The formation and development of subject-methodical readiness is the main goal of professional training of future lecturers at a pedagogical university. The process of creating “inverted” educational resources requires from their author quite serious subject and methodological training. Potentially, the inclusion of tasks for the design, development, expertise, practical use and evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science can create conditions conducive to the formation of competencies of future teachers to create a comprehensive educational process in a digital environment. Since, on the one hand, in such didactic means, the educational content should be presented systematized and structured, have logic and hierarchical connections. On the other hand, the problematic issues included in the resources should reflect specific subject educational results in accordance with a given taxonomic model in the curriculum.Materials and methods. Based on the analysis of theoretical and methodological sources, the article substantiates the relevance of the problem of finding new ways and means of implementing additional subject training in mathematics and computer science for both schoolchildren and future teachers in the context of digitalization of education. The analysis of examples of “inverted” educational resources, which are the results of the implementation of project tasks by undergraduate students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev, is presented. Through theoretical and methodological substantiation, the main possibilities of including tasks for working with such resources at different stages of professional training of future teachers of mathematics and computer science at a pedagogical university are synthesized.Results. In this study, the problems related to the possibility of including “inverted” educational resources as digital didactic tools in the training programs of future teachers of mathematics and computer science were updated. The authors’ position on the issue of the purpose of such teaching tools in the context of the digitalization of education is presented and substantiated. Examples of the results of the implementation of project tasks by senior students during the 2021-2022 academic year were demonstrated. The key didactic and information technology features, possible tools for creating “inverted” educational resources are given. The definition of the subject-methodical readiness of the future teacher of mathematics and computer science as an essential component of professional readiness is concretized. The possibilities of strengthening subject-methodical training by including tasks for work with “inverted” educational resources are described: analytical – in junior courses when mastering disciplines related to the use of digital technologies in education; project – in the middle courses when mastering methodological disciplines; experimental and expert - in the senior courses when passing industrial (pedagogical) practice and mastering the final disciplines of the professional educational program of higher pedagogical education.Conclusion. On a final note, the results and conclusions obtained in the paper are summarized; the key positions of the authors on the inclusion of “inverted” educational resources in the professional training of future teachers of mathematics and computer science are given. The materials of the article may be of interest to lecturers of pedagogical universities who train future teachers, representatives of schools cooperating with organizations of higher pedagogical education, researchers in the field of digitalization and digital transformation of education.

Introduction & BackgroundShopping Trolley Secrets was an interactive public engagement space that took place at We The Curious Science Centre (WTC) aimed at fostering meaningful conversations and gathering feedback on shopping data use for health research. There are a number of ways the space facilitated this communication, including a postcard writing station (written feedback), interactive polls (iPad survey and string board survey), interactive shopping experience activities and in-person discussions (meet the researcher events). Objectives & ApproachThis paper aims to provide a case study for public engagement in digital footprint data research. The paper outlines the processes undertaken in the design and implementation of the project as well as reflections from staff at both University of Bristol Digital Footprints Lab and WTC on impacts this initiative has had on their approach to public engagement in research going forward. Relevance to Digital FootprintsThis paper is relevant to Digital Footprints as public engagement has been identified as a key aspect in increasing social acceptability in the use of digital footprint data for research. Innovative approaches to public engagement are important to share with the digital footprint community so learnings can be applied to future work in this area. ResultsThis paper outlines barriers and facilitators encountered by the research team at University of Bristol and staff at WTC. The process of conceptualising and undertaking the events are outlined in detail along with reflections on the process from staff from both organisations. The impacts of the public engagement activities on our work are also laid out including funding opportunities and a shopping data visualisation tool. Conclusions & ImplicationsThis paper has implications for future research in the digital footprints space, it highlights the benefits of innovative public engagement in digital footprints research to both research staff, corporate partners and for public good.

BackgroundLinking digital footprint data into longitudinal population studies (LPS) presents an opportunity to enrich our understanding of how digitally captured behaviours relate to health traits and disease. However, this linkage introduces significant methodological challenges that require systematic exploration.ObjectivesTo develop a robust framework for successful digital footprint linkage into LPS, informed by discussions from a workshop from the Digital Footprints Conference 2024.MethodsWe propose a structured, four-stage framework to facilitate successful linkage of digital footprint data into LPS: (1) understand participant expectations and acceptability; (2) collect and link the data; (3) evaluate properties of the data; and (4) ensure secure and ethical access for research. This framework addresses the key methodological challenges identified at each stage, discussed through the lens of two LPS case studies: the Avon Longitudinal Study of Parents and Children and Generation Scotland.ResultsKey methodological challenges identified include privacy and confidentiality concerns, reliance on third-party platforms, data quality issues like missing data and measurement error. We also emphasize the role of trusted research environments and synthetic datasets in enabling secure, privacy-sensitive data sharing for research.ConclusionsWhile the linkage digital footprint data to LPS remains in early stages, our framework provides a methodological foundation for overcoming current challenges. Through iterative refinement of these methods there is significant potential to advance population-level insights into health and wellbeing.

The article examines in detail the problem of assessing the involvement of first-year students in the educational process and the degree of assimilation of knowledge using digital technologies that make it possible to obtain a student’s digital footprint. The purpose of the article is to present the technology for obtaining digital footprint data when teaching first-year students at Yaroslavl State Technical University in the discipline “Information Systems Architecture” in the MS Teams environment and to show options for performing digital footprint analysis. Methodology. The formation of digital footprint data was carried out in the process of lecture surveys, work on laboratory assignments and passing an exam. To obtain a digital footprint, information systems MS Teams, MS Excel, MS Forms were used. Data obtained in the MS Teams environment was subjected to pre-processing, cleaning, merging tables, and adding (deleting) attributes. The generated tables were analyzed using classification and cluster analysis to search for non-trivial knowledge. Cluster analysis allows us to identify groups of students who successfully complete lecture and exam testing and those who have difficulties completing test tasks. The analysis allows us to identify the level of complexity of tasks and allows for their adjustment. A comparison of the success of completing tasks during the lecture course and in the exam gives an idea of the students’ ability to prepare for participation in testing and the ability to memorize large volumes of complex scientific and technical information.

In the article, the author reveals the relevance of the problem of teaching classical dance in the professional training of future choreography teachers. A set of didactic conditions for teaching classical dance in the system of professional training of future teachers of choreography was determined: strengthening the cognitive interest of choreographer students in classical dance; visualization of methods of teaching classical dance in the system of professional training of future teachers of choreography; creation of modern educational and methodological support for the independent work of future teachers of choreography. A didactic model of classical dance teaching in the professional training of future choreography teachers was developed, which is presented as a set of three blocks (methodological-target, content-technological and control-evaluative).