Comfortable Educational Environment Research Articles

Ценностно-смысловая основа педагогической деятельности: сравнительный анализ отношения педагогов и учащихся педагогических классов

The relevance of the research subject is determined by the tendency to implement the axiological approach in education to ensure the creation of a single space for the training of pedagogical personnel. This places a special importance on the issue of establishing a correlation between value expectations from the teaching profession. The aim of the study is to determine the value foundations of pedagogical activity as seen by teachers and learners. The sample of the study comprised 61 pedagogical class pupils and 425 teachers. The adopted methods involved the operationalization of the existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of explicating and updating values laid down by the educational and professional standards and adapt the MUSTtest for diagnosing values-goals. The results show that learners are mainly selffocused, while teachers give attention to creating conditions for their professional activity. The major values of the teachers include the ability to implement an individual approach to the child and knowledge of developmental technologies. The latter prioritizes knowledge of characteristics and technologies for creating a safe and comfortable educational environment. Teachers and learners attach an approximately equal significance to all values, but they set different personal meaning into them.

Ценностно-смысловая основа педагогической деятельности: сравнительный анализ отношения педагогов и учащихся педагогических классов

The relevance of the research is justified by the tendency to implement the axiological approach in education in the context of the need to construct a single space for the training of pedagogical personnel, therefore the question of the value-semantic expectations from the teaching profession is important. The purpose of the work is to determine the teachers and pupil’s value-semantic foundations of pedagogical activity. Sample of the study: 61 pupils of teacher classes, 425 teachers. Methods: operationalization of existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of values, laid down by educational and professional standards and adapt the MUST-test (for diagnosing values for purposes). Results: pupils are focused mainly on themselves, and teachers are focused on creating conditions for their activities. The system-forming values of the first — the ability to implement an individual approach to the child and knowledge of developing technologies, and the second-knowledge of the characteristics and technologies for creating a safe and comfortable educational environment. Diagnosed the tendency for teachers to replace the actual values with the declared. Teachers and pupils have approximately equal values-relationships aimed at the educational environment and professional activity, but values whose goal is the child occupy lower places in the rating. In both groups all values are expressed approximately equally, but they put different personal meaning into them.

PROFESSOR’S PERSONALITY IMAGE DESIGN IN THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY

The article is devoted to the role of design in the educational environment of the university. To this end, the essence of design as an artistic and creative activity aimed at improving the human environment is revealed. These are various types of design (interior design, ergodesign, ecodesign, photo design, art design, etc.) that affect all areas of human life. In the context of modernization of education, the search for modern resources has intensified, which provide effective design and construction of educational space and are primarily related to the arrangement of a harmonious and comfortable educational environment, its aesthetics, ergonomics and ecology. The analysis of the concept of design from the standpoint of personal and image approaches made it possible to distinguish the concepts of “image design” and “pedagogical design”, at the intersection of which the problem of image design of the individual was actualized. Image design arose as a consequence of the impact of design on the personal sphere of man (his appearance, social and subject environment, professional activities and behavior, etc.), and pedagogical design directly affected the field of education. In particular, pedagogical design provides the development of innovative content of the educational environment and teaching aids, characterized by pedagogical efficiency, methodological adequacy and expediency. The purpose of this scientific research is focused on the professor’s personality. The concept of “image-design of the professor’s personality” is formulated and presented as a personal-professional education. The image design of the professor’s personality is revealed through the prism of pedagogical design and considered within the educational environment of the university. The connection between image design and the professional image of the professor and his appearance, which in the educational environment acquires signs of professional appearance and significantly affects the assessment of professional activity. Possibilities of improving the professional appearance of a professor through the means of social design of appearance are offered. For this purpose, the concept of “image-closing” is used, the main tool of which is chosen clothing design, and the accompanying tools are ethnodesign and ecodesign.

Государственная политика в вопросах обеспечения психологической безопасности в дошкольном детстве

The article is devoted to the study of psychological safety in education, which the Federal State Educational Standard of Preschool Education defines as one of the most important tasks: “protecting and strengthening the health of pupils through the integration of educational areas, creating conditions for a psychologically safe educational environment.” The article discusses in detail the issues of ways to ensure psychological security in preschool educational institutions, as well as state policy in this matter. The conception of the Russian citizen personality’s development and upbringing in the field of education was developed in accordance with the Constitution of the Russian Federation, the Federal Education Law, based on the annual messages of the President to the Federal Assembly of the Russian Federation. The conception is the methodological basis for the development and implementation of the General Education Federal State Educational Standard. Its purpose is education, socio-pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent Russian citizen. Modernization of the education system in Russia is directly related to the introduction of new Federal State Educational Standards of the third generation, naturally brings up an issue of the factors and conditions which are necessary for the successful implementation of this goal. It is undoubted that the personality development, success of the educational process takes place in the conditions of psychological comfort and safety of the educational organization environment. The state policy in the field of preschool education is aimed at creating conditions for balanced and complete physical and mental preschool children’s development, preserving and strengthening children’s health. The object of the study is the subjective feeling of psychological comfort and safety which is necessary to preserve the «mental health and integrity of the individual», it is important for all participants in the educational environment. The subject of the study is the importance and aspects of psychological safety of the educational environment in ensuring the quality of the educational process in a preschool educational establishment. The used methods: analysis and generalization of scientific and methodological literature, pedagogical observation, content analysis, questionnaires, methods of mathematical statistics. The assessment of the kindergartens’ educational environment types has been carried out according to the methodology of V.A. Yasvin, who proposed to assess the quality of any educational establishment environment by modality, breadth, intensity, awareness, generality. The author has used the questionnaire «Psychological diagnostics of the educational environment safety» as the main diagnostic tools (methodology of I.A. Baev). Therefore, the article’s purpose is to create (support) a psychologically safe and comfortable educational environment of an educational establishment for the development of preschool education

СМЫСЛЫ ПСИХОЛОГИЧЕСКОЙ КОМФОРТНОСТИ ОБРАЗОВАНИЯ И МОДЕЛИ ЕЕ ФОРМИРОВАНИЯ В СОВРЕМЕННОЙ СЕЛЬСКОЙ ШКОЛЕ

The state of modern society is characterized as psychologically overstrained. In this situation, the need for upbringing in the education system of a psychologically healthy person is actualized, possessing antifragility, socially tempered and ready to cope with negative psychological experiences caused by uncertainty and rapid changes in the surrounding reality. In this regard, the school has a social order for the implementation of the mission of psychological support and support of a growing person, which is additional to the three traditional functions. One of the fundamental conditions for the performance of the new function by the school is the psychological comfort of education while ensuring the continuous development of the personality. The purpose of the article is to identify the specifics of solving this problem for rural school, which has fundamental differences from the educational organization of a metropolis, associated with high variability of the characteristics of the educational process in such schools, their traditional features and, at the same time, the influence of new global processes. The basis of the methodological foundation is the humanistic paradigm of education, among the basic methods we will single out the content analysis of the concepts «psychological comfort of education», «psychologically comfortable educational environment ina rural school», theoretical modeling of the phenomenon of psychologically comfortable educational environment and its formation in rural school. Psychological and pedagogical interpretations of the psychological comfort of education, its objective, subjective and objective-subjective aspects are highlighted. Within the framework of the psychological approach, the essence of the phenomenon under study is revealed through a person's inner sense of himself in a system of conditions, circumstances and opportunities; within the boundaries of pedagogical — psychological comfort of education is represented as a set of parameters, qualities, characteristics of the external environment of the subject. These ideas are associated with the concept of educational environment, which is built through the joint development of its interacting components. The objective aspect just emphasizes the objective-material basis of the phenomenon, the subjective — mental processes, states, personality qualities, the objective-subjective — has a socio-communicative nature and characterizes the processes of relations between the subjects of the educational process of rural school, taking into account its specifics. Two results of the formation of psychologically comfortable environment in which the educational process takes place are identified — direct and indirect; the introduction of the principle of psychological comfort into pedagogy is substantiated. The scientific novelty of the research is determined by highlighting the dual meanings of the integrative essence of the psychological comfort of education, explaining the possibility of personality development for all subjects of the educational environment and proposing fundamental ideas for constructing models for the formation of psychologically comfortable educational environment in rural school.

Digital transformation of the educational and methodological support of the railway university

A full-fledged transformation is impossible without the use of new didactic approaches and without the creation of a qualitatively new educational and methodological support. This is due to the peculiarities of the modern student. Modern students were born and grew up in an information-saturated world and they are dominated by clip thinking, which is focused on processing information in short portions. Based on this, the problem of developing such training programs that would be aimed at independent work, based on game methods of presenting information, would take into account the psychophysiological features of perception, processing and storage of information by a modern person becomes urgent.To solve this problem, the authors analyzed the results of cognitive psychology research, conducted a self-analysis of the experience of developing and implementing three-dimensional interactive training programs in the educational process.The paper reveals the problems and disadvantages of traditional ways of presenting information. Examples of the implementation of interactive training applications are shown. The method of organizing a distributed distance learning system is presented.The conducted research allowed us to outline ways to modernize educational and methodological support by using interactive applications, mobile learning, resource allocation, introduction of modern digital solutions and creation of a comfortable educational environment.

PECULIARITIES OF PREPARING OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS TO SCHOOL

The development of inclusive education in Ukraine is gaining momentum. Mechanisms for organizing a comfortable educational environment in educational institutions are being actively developed in recent years. The issue of developing effective strategies, methods, techniques for inclusive education in educational institutions is acuted. New approaches to education and upbringing of children with different types of educational difficulties, activation of their potential, development of their individual capabilities, satisfaction of their needs and interests; technologies of successful integration of children with special educational needs into the educational space of secondary school, etc. are developed. It has been proved by foreign researchers that the properly organized preparation of children with special educational needs for schooling in preschool institutions facilitates the process of adaptation and improves the process of learning. Therefore, the article actualizes and characterizes the peculiarities of preparing a child with special educational needs to study in general secondary education. Based on the analysis of a number of scientific papers published in the public domain Google Scholar, it has been identified a number of features that should be considered when preparing a child with special needs for school studying. Among them: 1) the development and implementation in the institution of preschool education: the individual educational program of preparation of a child with special needs for schooling, taking into account the individual characteristics of each child; individual development program taking into account the recommendations proposed by the Inclusive Resource Center in the conclusion on the comprehensive assessment of child development; individual curriculum for working with a child with special educational needs, which contains information about the list of services need to be provided to the child, adaptations and/or modifications necessary for the child; 2) development of pedagogical workers’ professional competencies necessary for working with children with special educational needs; 3) ensuring the effectiveness of the process of psychological support of a child with special educational needs in preparation for school.

Pedagogical management of resolving conflict situations in educational institution

The pedagogical process in an educational institution is determined by the interaction of individuals. Therefore, the decisive factor in the professional development of a teacher is the ability to act as a subject of pedagogical activity and build dialogical interaction with other subjects. Dialogical interpersonal interaction is a prerequisite for the efficient pedagogical activity in an educational institution. In the process of mastering dialogical skills, the professional development of a teacher is ensured. A significant part of the teacher’s professional competencies is associated with interpersonal communications, which focus our attention on the role of dialogical interaction in the professional development of a teacher. Pedagogical competencies are aimed at the implementation of professional activities and the ability to build competent dialogical interaction in the educational process. The optimal result of dialogical interactions is the mastering by the teacher of a certain set of knowledge, professional skills, and personal characteristics, which, in our opinion, could be considered as the criteria of professional growth. We believe that optimization of dialogical interaction between participants in educational relations requires special attention. In the educational institution, it is necessary to pay more attention to the implementation of the communicative potential of the individual, creating a comfortable educational environment for two-way communication. The communicative mobility of all subjects of interaction should be developed at pedagogical councils, training sessions, and parent-teacher meetings with the participation of a school psychologist.

Humanitarization of University Training by Means of Mediation: Problem Statement

The article examines the problem of humanitarization of educational activities at the university by means of using mediation for conflict resolution, and the creation of a psychologically comfortable educational environment, ensuring social and emotional security of the individual. The purpose of the study is to identify and substantiate humanitarian potential of mediation as a psychological and pedagogical phenomenon that initiates cooperation of the actors of the educational process to prevent and resolve conflicts in training and professional activity. Such cooperation and interiorization of culture of mediation contribute to the students’ personal and professional development. The authors analyze and identify the essential characteristic features of interrelationship of mediation and humanitarization as an integrative phenomenon contributing to the development of university cultural and educational environment. The research outcomes lay the ground for developing a model and describing organizational and pedagogical conditions for humanitarization of the university activity by means of mediation. This article presents a survey analysis carried out among students and teachers of Siberian Federal University. The purpose of the survey is to study the state and identify the prospects of humanitarization, implement the institution of mediation at the university, assess students’ and teachers’ interest in humanitarization and mediation, and the opportunities of their integration

ОРГАНІЗАЦІЯ ІНКЛЮЗИВНОЇ ОСВІТИ У ВІТЧИЗНЯНОМУ ПРОСТОРІ

The article examines organizational issues of the inclusive education implementation in Ukraine. The level of the society civilized development depends on its attitude to humans as the highest value based on respect, tolerance, a sympathetic treatment of everyone, and especially of people with special needs. The study argues that inclusion in Ukraine is being implemented in accordance with the international standards and universal values. Emphasis is placed on the «child-centered» education system, where a holistic approach dominates. It ensures the realization of equal rights and opportunities for everyone and provides equal access to quality education. The main terms for the strategy development from institutionalization to inclusion are: ensuring the right and possibility to choose an educational institution and curriculum according to child’s individual characteristics; implementing children’s achievement stimulation in various fields of activity; ensuring their socio-pedagogical protection, recognition of their rights and freedoms; inclusive competence of the scientific and pedagogical workers and applicants. Inclusive higher education ought to be developed on the principles of dialogue in the framework of partnership pedagogy, subject-subject relationships within a healthy educational environment, and the principles of coexistence, mutual sovereignty, free co-development, unity, and decision-making. The article provides scientifically-grounded information about the main components of teacher training necessary for working with students with special educational needs (motivational, cognitive, creative, activity-based), the principles of teachers’ activity aimed at ensuring the effectiveness of the correctional and developmental measures. The emphasis is laid on the analysis of the system of correctional, preventive, and developmental tasks, unity of diagnosis and corrective measures, corrective methods, the set of psychological influence methods, taking into account the age and individual characteristics of students, and active involvement of the immediate social environment. Among the most important issues highlighted in the article are the problems occurring during the organization of inclusive education and its support. The study findings substantiate the significance of the preventive measures system helping to increase the efficiency of the corrective work during the inclusive education implementation at higher education institutions. An inclusive model of educational space implies a comprehensive approach that includes a system of educational services, namely an adaptation of curricula and plans, physical environment, innovative teaching methods and forms, use of the existing social resources, the involvement of parents, and cooperation with specialists to provide qualified services to people with special educational needs, and creating a comfortable educational environment. The main idea of the inclusive approach to education is that it is not the individual, who should adapt to social or social-economic relations, but society should create suitable conditions to meet the special needs of each and every individual.

Эффективность реализации педагогических условий развития интереса к профессиональной подготовке в вузе у будущих архитекторов на современном этапе

Presented is the research, aimed at development and theoretical justification of a set of pedagogical conditions for the development of interest in the professional training of future architects at the present time. The scientific novelty of the research consists in determining the complex of pedagogical conditions for the development of interest in professional training in higher education; in clarifying the content of the concepts “professional architectural activity”, “interest in professional architectural training” and “emotionally comfortable educational environment”.

Competence-based model for modernization of higher library education: Ukraine’s experience

Transition of higher library education in Ukraine from the qualification to competence-based model is characterized. The three-level system, i.e. “Bachelor – Master – Doctor of Philosophy”, being implemented within the new integrated program of study “Information, Librarianship and Archivistics” is reviewed. The competence-based approach was applied in the processes of development and approval of higher education standards for the program “Information, Librari-anship and Archivistics” for the first (bachelor's), second (master's) and third (educational and scientific) levels. The authors emphasized that the systematic ap-proach to selecting essential competences for the program was applied. The experience of developing the program for Ph.D. candidates in this subject area with the focus on cooperation with the applicants and their future employers, individu-al capabilities, their scientific and educational potential, and self-motivation, is discussed. The need for the quality management system based on monitoring and continuing review of the content and structure of educational programs, is sub-stantiated. Among these criteria are: projecting and objectives of educational program, its structure and content; forms and methods of education, its availability; monitoring and assessing learning outcomes; quality of human resources; comfortable educational environment and its material and technical resources; domestic education quality assurance system; transparency and publicity of educational programs.

Digital educational environment as a factor of military professional training of future officers

The safety and comfort of the digital educational environment in the professional training of future officers are interdependent parameters determining the psychological impact on both individuals and groups. For the development of a safe and comfortable educational environment, it is required to determine how the educational environment affects the personality, as well as how the personality determines the educational environment in higher education. The educational environment is a combination of material factors, interpersonal relations and specially organized psychological and pedagogical conditions for the development of a personality. The essence of the educational environment is represented as the interaction of its subsystems (local educational environments) and the creation of sustainable structure characteristic of a particular educational institution or educational system as a whole, which, on the one hand, influence the subjects of the educational environment, and on the other, are formed by them. The development of the educational environment is determined by both structural changes, such as changes in concepts, regulations and management, and personal changes in the participants of the educational process, in particular teachers and students. In practice, the educational environment consists of many local educational environments, which coexist, influencing each other.

ПЕДАГОГІЧНІ УМОВИ РОЗВИТКУ ПІДПРИЄМНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МАГІСТРІВ З ФІЗИЧНОЇ КУЛЬТУРИ І СПОРТУ

Актуальність: Якісна підготовка магістрів з фізичної культури і спорту до підприємницької діяльності зумовлена потребами суспільства у створенні мережі спортивно-оздоровчих закладів, доступних для широких верств населення, діяльність яких спрямована на збереження здоров’я людей. У статті розкриваються педагогічні умови розвитку підприємницької компетентності майбутніх магістрів з фізичної культури і спорту (ФКіС). Розвиток підприємницької компетентності майбутніх магістрів з фізичної культури і спорту зумовлений створенням у ЗВО відповідного освітньо-розвивального середовища, яке інтегрує процеси професійної підготовки в галузі фізичної культури і спорту та підготовки до підприємницької діяльності. Мета: проаналізувати існуючі педагогічні умови для розвитку підприємницької компетентності у вітчизняних ЗВО і зокрема у закладах з підготовки фахівців із фізичної культури і спорту (ФКіС). Обгрунтувати доцільність їх упровадження в закладах вищої освіти. Методи: для вирішення поставлених завдань використовували теоретичний аналіз, узагальнення даних науково-методичної літератури. Також було проведено експертне оцінювання обставин, які впливають на рівень професійної підготовки майбутніх магістрів з ФКіС і рейтингової оцінки педагогічних умов розвитку підприємницької компетентності, що найчастіше зустрічаються в наукових дослідженнях та методичних рекомендаціях вітчизняних і зарубіжних педагогів. Результати: за результатами проведеного експертного оцінювання обставин, що впливають на рівень професійної підготовки майбутніх магістрів з ФКіС, було визначено наступні педагогічні умови розвитку в них підприємницької компетентності: залучення студентів магістратури до розроблення планів підприємницької діяльності; відпрацювання навичок створення бізнес-проектів; стимулювання позитивної мотивації до розвитку підприємницької компетентності майбутніх магістрів з ФКіС у процесі професійної підготовки; запровадження курсу «Підприємницька діяльність у галузі фізичної культури і спорту» до змісту професійної підготовки майбутніх магістрів із фізичної культури і спорту; застосування технологій імітаційно-рольового навчання в межах реалізації персоналізованої освіти та тенденцій практико-орієнтованого навчання. Висновки: визначено основні умови успішного розвитку підприємницької компетентності (залучення магістрантів до цілепокладання і планування спільної та індивідуальної освітньої діяльності; використання форм організації творчої та проєктної діяльності; організація взаємодії із суб'єктами успішної підприємницької діяльності; створення психологічно комфортного освітнього середовища для ознайомлення із сучасними спортивними підприємствами та організаціями); обгрунтовано найбільш ефективні форми й засоби формування підприємницької компетентності у майбутніх магістрів ФКіС (розроблення планів підприємницької діяльності, створення бізнес-проєктів і стартапів; використання ділових ігор; застосування проблемного та проєктного навчання; активізація позааудиторної діяльності студентів на базі бізнес-центрів, консультаційних центрів, центрів кар’єри).

ФОРМИРОВАНИЕ ИНФОРМАЦИОННОЙ КУЛЬТУРЫ КУРСАНТОВ ВОЕННОГО ВУЗА ПРИ ОБУЧЕНИИ ФИЗИКЕ

The article considers the conditions for the formation of information culture of cadets of a military educational institution in the process of teaching physics, which contribute to improving the efficiency of the educational process. The author outlined various approaches to the concept of "information culture": philosophical, informational and cultural. From the point of view of these approaches the definition of the information culture of the individual is given. The author identifies and describes the main components of the information culture of the individual. Based on this, the pedagogical conditions for the formation of information culture of cadets are formulated: the motivation of cadets to master information culture in the process of active cognitive activity in the study of physics, associated with the projection of educational tasks for the future profession; the use of problem-based learning that promotes the development of consciousness through the resolution of cognitive problems containing contradictions; the creation of a comfortable information and educational environment.

КОНЦЕПТУАЛЬНЫЕ ИДЕИ, ПОДХОДЫ, ПРИНЦИПЫ ФОРМИРОВАНИЯ ПСИХОЛОГИЧЕСКИ КОМФОРТНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В СЕЛЬСКОЙ ШКОЛЕ

The problem of the educational environment as a fundamental unit of the educational system has always worried scientists, teachers and practitioners. Currently, this phenomenon is considered as pedagogical reality that allows developing subjectivity, creative abilities of students and their self-realization. For rural schools, the problem of creating such psychologically comfortable and at the same time safe educational environment in science has not been solved until now. The relevance of this scientific task reinforces the need to understand the changes taking place in rural schools caused by the pandemic and the forced transition to mixed education. Objective: to determine the methodological basis in the form of reference concepts for the formation of psychologically comfortable educational environment in rural school. Objectives of the study: a) formulation of the main ideas that lead to the identification of methodological approaches necessary for the formation of a psychologically comfortable educational environment; b) concretization of the essence of the selected approaches through the construction of principles as general guidelines for the implementation of appropriate pedagogical activities in order to solve the identified problem. Methods: remote brainstorming, analysis of the results of scientific research on similar issues; theoretical modeling. Result: The result is the formulated 4 ideas-concepts, revealed in more detail through 6 methodological approaches and 18 principles, which can serve as leading guidelines for the implementation of the process of forming psychologically comfortable educational environment in rural school.

DESIGN OF THE DISTANCE LEARNING MODEL IN SECONDARY SCHOOLS OF THE REPUBLIC OF KAZAKHSTAN

The article discusses a comprehensive model of distance learning in secondary schools of the Republic of Kazakhstan, based on the creation of quality educational content in accordance with the basic requirements of updated education content; distance format of technologies for the criterion assessment of educational achievements of students; psychological and pedagogical support of students in the conditions of distance learning; technical equipment of students in the conditions of preschool.The results were obtained through a sociological study to monitor the status and diagnosis of psychological and pedagogical problems in the educational process of secondary schools in the Zhambylregion. The presented model of education in the conditions of DLT is based on the development of modern infrastructure for the development of modern digital and comfortable educational environment; design of the educational process based on the segmentation of the school contingent; application of criterion assessment technology; creation of digital educational resources; development of educational resources for teachers; creation of educational programs for teachers in the region. The implementation of the proposed training model will make it possible to create an educational space providing for the individualisation of educational trajectories and favourable conditions for interaction between students and teachers, productive learning of curricula, achievement of meta-subject results and improvement of information competence among schoolchildren.

Educational trajectories of school graduates of the Russian industrial region

Introduction. The relevance of the research is accounted by the need to analyse the educational transition of youth from secondary schools to the tertiary education system and to develop a set of measures to encourage the majority of young people to stay in the region of residence and to aim at obtaining skills demanded by the local and regional labour market.The aim of the present research is to identify the educational plans of school graduates and the peculiarities of young people entering into a region’s higher education system. As indicators, the authors consider the availability of education and young people migration at the stage of transition from secondary education to higher education.The problematic situation consists in youth migration from the regions of residence to continue education in major university centers. It leads to a systemic change in the regions’ demographic situation and to the outflow of the most capable regional school leavers.Materials and research methods. The article is based on the data of the sociological study “Comprehensive Analysis of the Education System of the Kemerovo Region” conducted by the authors. A specially developed questionnaire using Google Forms platform was employed to interview the school graduates (787 ninth graders, 338 eleventh graders) and their parents (520 people). The survey covered 18 schools located in all types of settlements. At the stage of data analysis in the SPSS 25 functional environment, primary data were processed and the results were presented using descriptive statistics methods; an in-depth analysis of empirical information was carried out using multidimensional methods of analytical statistics, including the Pearson’s χ2 significance test, the procedures of factor, correlation and regression analysis (p < 0.001).Research results and scientific novelty. Long-range plans of secondary school graduates in the industrial region of Russia were identified; the motives in favour of their choice were studied; and the factors influencing this choice were revealed. As possible measures to overcome the outflow of young people from the regions, the authors propose to consider targeted training, the work with talented youth, the organisation of interaction at the level of “employer – school – university”, the various forms of network interaction of universities, as well as the modern forms of attracting students to the comfortable educational environment of the university, creating conditions not only for learning, but also for leisure, self-development, implementation of continuing education.Practical significance. The research results should be of use to specialists engaged in education studies and young people migration attitudes analysis, in labour market in Russia’s regions, to education management and regional administration officials. The research tools can be used in analysing educational migration and professional trajectories of secondary school graduates in Russia. The study is scheduled to be extended to other RF regions that are most troubled in terms of education migration, aiming to suggest possible ways to optimise this process there.

Организация процесса профессионально-ориентированного обучения иностранному языку в неязыковом вузе в рамках многоуровневого подхода

The paper justifies the necessity to introduce integrated thematically organized textbooks and proves efficiency of the synthetic multilevel and competence-based approach to foreign language teaching at non-linguistic higher school. The article examines problems of organizing professionally oriented foreign language teaching on the basis of the multilevel approach. Scientific originality of the study includes development and approbation of the methodology based on the synthesis of multilevel and competence-based approaches to teaching professional foreign language taking into account not only the academic aspect, but also psychologically comfortable educational environment. The obtained results indicate that the methodology based on the synthesis of multilevel and competence-based approaches to teaching professional English language to non-linguistic students significantly saves time and intensifies processes such as perception, assimilation and motivation.

Creating a Psychologically Comfortable Educational Environment as a Factor of Successful Academic Program Acquisition by Technical University Students

The paper analyses two psychological and pedagogical concepts, namely, the need- informational theory of emotions and the self-determination theory. These theories are focused on the priority of the students' activity. Thus, the educational process should create opportunities for a student to predict a result of his/her activity and to give it a predominant status. It is also necessary to develop an environment intended to demonstrate independence and creativity, focus on positive emotions and a need for self-respect, as well as to maintain an acceptable level of anxiety. The target criterion is to provide a psychologically comfortable educational environment. From this perspective, we described and analysed our experience of a transdisciplinary approach to teaching the Russian Language and Business Communication course, as well as to the blended learning technique for teaching the Informatics and Information Technology in Radioelectronics and the Mathematical Analysis courses. The former case demonstrated a qualitative effect of mini-research tasks performed by the students. As for the latter case, we carried out several experiments that detected a significant difference of the examination scores with higher grades and lower anxiety level in the experimental groups (as compared to the control ones).