The article considers universal design as a factor of successful teaching of the Russian language in universities of the Kyrgyz Republic. The relevance of the research is determined by the need to adapt educational programs to modern requirements of inclusivity, variability and accessibility. In the context of multilingualism and cultural diversity in Kyrgyzstan, it is important to develop methods that take into account the individual educational needs of students. The purpose of the study is to determine the role of universal design in teaching Russian and to offer methodological recommendations for its implementation in the educational process. The paper analyzes the theoretical and methodological foundations of universal design, the specifics of teaching Russian in universities in Kyrgyzstan, and the existing barriers to learning. Special attention is paid to the practical aspects of implementing the principles of universal design, including the use of digital technologies, adaptive educational materials and interactive methods. The results of the study show that the introduction of universal design helps to increase the accessibility and effectiveness of learning, develop students’ communicative competencies and create a comfortable educational environment. The conclusions emphasize the need to modernize educational programs and improve the skills of teachers for the successful application of universal design in the higher education system. The practical significance of the research lies in the development of pedagogical solutions that can be used to improve the teaching methods of the Russian language in universities of the Kyrgyz Republic, taking into account modern educational standards.

This study is devoted to examining the effects of the psychological phenomenon of “cognitive bias” for the purpose of manipulating the consciousness of language learners to optimize the process of its acquisition. Hypothesis. It is assumed that accounting for typical thinking errors can not only anticipate potential difficulties in acquiring a foreign language but also serve as a catalyst for this process when creating special methodological conditions. The hypothesis is based on the assertion that all people without exception tend to experience certain “automatic thoughts” in specific situations. The purpose of the article is to identify those effects of cognitive biases that can have a positive impact on the process of mastering a foreign language and to describe the specifics of their activation in foreign language classes, relying on the principles of methodological and linguodidactic sciences. Materials and methods. The theoretical basis primarily consists of results from psychological studies in the field of cognitive biases and their popular effects. The empirical level is represented by a synthesis of results from existing psychological studies and the extrapolation of theoretical psychological knowledge to the field of methodology and linguodidactics for modeling the process of foreign language learning. Results. The results of the article hold value for research in the psychology of cognitive processes, the psychology of foreign language learning, applied methodological studies within the cognitive approach to foreign language learning, as well as for the practical pedagogical activities of foreign language teachers. Conclusions. For the first time, it is shown how potential thinking errors cannot hinder but act as catalysts in the process of mastering a foreign language when certain conditions are created for their activation.

The aim of the article is to substantiate the effectiveness of using individual methods and techniques in the process of teaching literature that activate the creative imagination of the digital generation of secondary school students. Based on the theoretical work of educators, psychologists, and methodologists, this study explores key issues in the targeted development of students’ creative abilities in literary education. This experimental study substantiates and develops the idea of integrating creative, reproducing-creative, and creative-reproducing literature assignments through the development of a “Literary Calendar” in the 6th grade of the S. P. Barashkov Kachikatsy Secondary School in Khangalassky District, Sakha Republic (Yakutia). It is noted that the use of a system of various activities in literature lessons creates conditions for enhancing students’ creative potential when analyzing a work of art. As an example, this article examines the creation of a comic strip based on N. S. Leskov’s “Lefty,” where students were able to demonstrate not only the triumph of Russian ingenuity but also the author’s deeply troubling insights into the ignorance of such a creatively gifted Russian people. The authors present research findings, based on methods developed by G. S. Altshuller, E. P. Torrens, and E. E. Tunik, demonstrating an increase in the proportion of students with a high level of imagination from 0% to 10%, those with an average level from 78,5% to 90%, and a decrease in those with a low level (from 21,5% to 0%). A rationale is provided for the use of techniques such as graphic guides, mnemonic tables, infographics, comic book creation, book trailers, and others in literature lessons to develop students’ imaginations.

The objective of the study was to demonstrate the capabilities of the RuLingva platform for selecting and modifying texts for teaching Russian as a foreign language (RFL) using Russian folk songs as an example. The study included 107 Russian folk songs, comprising 10,517 word forms. The study included the following algorithms: collecting research material and ranking songs by thematic cycles; creating a corpus of Russian folk songs; determining the FRGL readability index, the TTR lexical diversity index, the language level according to the Common European Framework of Reference for Languages (CEFR), and the number of occurrences of cultural code units in Russian folk songs. The study revealed that Russian folk songs are presented in the process of teaching RFL as an original educational text, a fact of foreign language culture, suitable for educational communication and possessing a symbolic function. The RuLingva linguistic analyzer allows one to determine the complexity of a text and its correspondence to the level of knowledge of students, as well as to optimize teaching materials for specific groups of students and provides an assessment of progress in the form of developed tests for assessing vocabulary. This program can be useful for teachers and developers of assessment and measurement materials (AMMs) and is applicable to Russian-language educational texts.

Meta-subject competencies, such as self-organization and self-regulation of student learning, are becoming key in modern education. The aim of this study was to model the student learning process and its components. A comparative analysis of the concepts of self-organization and self-regulation, identifying their similarities and differences in key aspects, was conducted within the framework of the research topic. A survey of students in Omsk and Bishkek was conducted to develop the models. Respondents’ rights were protected by the anonymity of the survey procedure. A cognitive Student Learning Activity Model was developed using a cognitive approach. This cognitive approach incorporated expert methods, graph theory, and other methods. An analysis of scientific data showed that self-organization creates a framework for learning activity. Self-regulation, in turn, ensures the subject’s cognitive activity within this framework. This approach allows students to flexibly respond to emerging difficulties. Student self-assessments of selforganization differ by 6–7% between the samples of Russian and Kyrgyz students. These differences may be due to differences in mentalities and educational systems. The results of the simplicial analysis revealed that the implicit factors influencing student learning are the “assessment” and “control” factors of educational procedures. These factors are elements of self-regulation of learning. The simplices with the largest number of elements, the “psychological maturity” and “reflection” factors of the student, are also elements of selfregulation of learning. Experts advise educators to consider these factors in educational activities and the rationale for management decisions.

The relevance of the study is determined by the need to overcome the key contradiction of mass online education between information transmission technologies and the pedagogical task of developing professional competencies that require critical thinking and the ability to work in non-standard situations. Based on an examination of traditional and activity-design approaches, it is argued that the strategic goal of higher education in training specialists to work under conditions of uncertainty can only be achieved through the deliberate design of an interactive educational environment. Such an environment should stimulate intellectual inquiry, critical discussion, the resolution of professionally-oriented cases, and reflection. The aim of the study was the development and experimental testing of a set of learning tasks that implement the competence construction model in the digital environment of an online university, using the discipline “Fundamentals of Family Law” as an example. The conducted pedagogical experiment was based on the method of expert evaluation of completed works and statistical data processing using Student’s t-test to determine the significance of differences. The main results confirmed that in the experimental group, which performed tasks on creating mind maps and collaborative digital guides, a significant qualitative growth was revealed, especially in the ability to create a complete intellectual product (transition from an average to a high level, p<0.001). The dynamics in the control group, which studied under the traditional model, were less pronounced. The conclusions indicate that the purposeful design of educational activities, where the digital environment acts as a space for creating, not consuming content, is a key condition for the formation of professional competence. The prospects of the research are related to the adaptation of the proposed model of tasks for other practice-oriented disciplines in the system of online higher education.

This article continues research into the implementation of the Sustainable Development Concept at universities in the northern regions of the world. It aims to evaluate and critically reflect on the experience of universities in the state of Alaska, USA, for the subsequent adaptation of successful practices in the process of university transformation in the Arctic zone of the Russian Federation. The educational policies of leading Alaska universities – the University of Alaska Fairbanks, the University of Alaska Anchorage, and the University of Alaska Southeast – are examined. Based on a review of medium-term planning documents, educational programs, and analytical materials, the strategic goals, principles, and areas of transformation in the educational activities of American universities are revealed in the context of intensive changes in nature and society. It is proven that the concept of sustainable development serves as the foundation for managing the development of North American universities and defines their mission, goals, and strategies. This position is reflected in the programmatic development goals of universities. Comprehensive indicators of student success are clarified, including 100% student participation in research activities, an increase in the number of students receiving prestigious national and international scholarships, etc. Based on the comparative assessment, several key principles were formulated for disseminating best practices in the design of new Russian Arctic university models. These include high adaptability to the educational landscape; flexible learning formats; integration of indigenous knowledge and experience into the academic agenda; and positioning universities as significant actors in international Arctic cooperation. It is demonstrated that adapting best practices from Alaskan universities’ educational policies to the activities of Russian Arctic universities can enhance their contribution to the sustainable development of the North and the Arctic and strengthen their human resources, scientific, technical, and innovative potential for development.

The integration of digital tools into the educational process is a key trend in modern pedagogics. However, their effectiveness requires a careful empirical analysis, particularly in the context of teaching the humanities. This study aims to comparatively assess the impact of digital technologies on educational outcomes in the Russian language and literature in parallel seventh grades (7A and 7B) of a secondary comprehensive school. The goal of the study was to identify the advantages and disadvantages of digital methods compared to traditional approaches. The study was conducted throughout the academic year using quantitative and qualitative methods, including the performance analysis, tests, student surveys, and observation of the educational process. The results revealed a statistically significant increase in academic performance in Grade 7A, where digital tools (interactive textbooks, online tests, and educational platforms) were actively used, compared to Grade 7B, where instruction was conducted using traditional methods. Furthermore, an analysis of the qualitative data revealed increased interest in the subject and student engagement in Grade 7A. However, observational studies revealed potential risks associated with excessive use of digital technologies, such as decreased attention span and dependence on technology in some students. These findings demonstrate the potential of using digital tools in teaching Russian language and literature, provided they are properly supported by methodological guidance and tailored to the individual needs of students. This opens new opportunities for further research in digital didactics and the development of effective educational strategies.

This study addresses topics related to secondary education and its importance in shaping educational frameworks within secondary schools. It examines how educational methodologies affect academic and practical competencies, the necessity of adapting to rapid developments in educational technology, and the challenges facing education in diverse contexts. The research aimed to evaluate the feasibility of implementing electronic assessments in Iraqi secondary schools, identify technical, human, and economic obstacles, propose practical mechanisms to mitigate these obstacles, and recommend feasible solutions. A quasi-experimental (descriptive-analytical) approach was used to draw conclusions. The research sample consisted of 84 individuals, and the results indicated weaknesses in the technological infrastructure, a shortage of qualified personnel, and security and educational concerns. The study emphasized the importance of diversifying teaching methods and assessment techniques to effectively engage new generations of learners. It critically analyzes the impact of socio-economic factors on educational processes and explores practical solutions to enhance the effectiveness of secondary education. The study highlighted the main challenges related to the three areas addressed: technology: weak infrastructure (electricity, internet) and a shortage of equipment; social factors include resistance to change and weak trust within the educational community; economic factors include high implementation costs (equipment, training, and maintenance). The research focused primarily on the need to integrate modern technology into educational practices to enhance learning experiences and facilitate access to educational resources.

The relevance of the study is determined by the high dynamism of socio-economic conditions, which places special demands on the individual during middle adulthood (30–40 years). This stage is associated with the intensive performance of professional, family, and social roles, which creates risks of psychoemotional stress and highlights the need to study internal adaptation resources. Self-acceptance, as a basic component of psychological well-being, and cognitive distortions, as a factor of maladaptive perception of reality, are of significant interest to social psychology. Their relationship, especially in the context of gender socialization and normative expectations, has not been sufficiently studied. The purpose of the study is to identify the nature and gender characteristics of the relationship between the level of self-acceptance and cognitive distortions in middle-aged people within their social context. Methods. An empirical study was conducted on a sample of 100 people (65 women, 35 men) aged 30–40 years (M = 35.7, SD = 3.5). A set of methods was used: the Self-Attitude Questionnaire (SAQ) by V. V. Stolin and S. R. Pantileev, the Unconditional Self-Acceptance Questionnaire by J. Chamberlain and D. Haaga, the Cognitive Mistakes Questionnaire (CMQ) by A. Freeman and R. Dewolf, and the Irrational Beliefs Questionnaire by A. A. Vikhman. Descriptive statistics, the Mann–Whitney U test, and Spearman’s rank correlation coefficient were used for analysis. Results. The hypothesis of a significant negative relationship between the level of self-acceptance and the severity of cognitive distortions was confirmed (rs from –0.204 to –0.573, p < 0.05). No statistically significant differences in average levels between men and women were found, but qualitative differences in the structure of relationships were identified. In women, self-acceptance was more closely associated with distortions in the socio-emotional sphere (personalization, moralization), while in men, it was associated with distortions in the sphere of risk assessment and normativity (exaggeration of danger, hyper-normativity). Conclusions. A high level of self-acceptance acts as a psychosocial resource that reduces the severity of maladaptive cognitive patterns. The structure of this relationship has gender specificity, reflecting differences in socialization and social expectations. The results obtained substantiate the need to take into account the gender aspect and social context when developing psychological support programs aimed at developing the adaptive resources of the individual during middle adulthood, which is significant for the sphere of professional and social adaptation.

The relevance of the conducted research is due to the need to study and systematize the personality traits that ensure readiness for volunteer activities, which contributes to the development of Russian society through the formation of conscious social activity. The identified combinations of personality traits and qualities of volunteers provide an opportunity to support and direct volunteer activities in accordance with the needs and expectations of each type of personality, to plan and use the resources of the volunteer organization, and to effectively manage the activities of volunteers. As a result of an empirical study involving 122 volunteers from the Ryazan regional branch of the Russian Student Troops, personal factors were identified that serve as psychological predictors of readiness for volunteer activities. Next, four types of volunteer personality were identified using the k-means method, and their main characteristics were presented. Volunteers with the personality type “altruist with a life purpose” were characterized by formed moral values, a meaningful approach to volunteer activities, and a low level of personal organization. They made up 11.5% of the sample. Volunteers with the personality type “professional executor” (41% of the sample) were characterized by their diligence in completing assigned tasks without understanding the moral significance of their activities, with the goal of gaining experience and new skills. Volunteers – “experimenters” (18% of the sample) successfully generated and developed ideas for events, and were ready for new contacts, while showing instability when achieving the goal, quickly losing interest in routine volunteer work. A significant part was made up of volunteers of the type “random people” – 29.5% of the sample, who engage in volunteering without a significant and conscious reason and motivation. The results obtained confirm the hypothesis that the typology of volunteers’ personalities can serve as the basis for targeted measures aimed at the formation and development of meaningful volunteer activity.

Using the experience of the Chuvashpotrebsoyuz, operating in the Chuvash Republic, this article examines the relationship between the performance of enterprises and organizations of consumer societies in Russia and the relevance of the spiritual and moral foundations of consumer cooperation, the level of development of professional cooperative education, and the ethnocultural characteristics of the region. In examining the problem of preserving the spiritual and moral foundations and social mission of consumer cooperation in modern society, the author draws on an analysis of socio-philosophical, historical, cultural, and economic texts published in Russian and English over the past twenty years, as well as a content analysis of thematic publications in the media and online. The article analyzes the document ”Moral Principles and Rules for Consumer Cooperative Workers”, developed by the Central Union of Consumer Societies of the Russian Federation in 2005, examines the system of cooperative education in the Chuvash Republic, and cites relevant texts from Chuvash folklore. The Chuvash Consumers’ Union’s strong performance is explained by the congruence between its cooperative principles and philosophy and the ethnocultural traditions and characteristics of the Chuvash ethnic mentality. The Chuvash people’s worldview is based on such attitudes and values as collectivism in business and public life, respect for nature and the land, the authority of labor and a good name, keeping one’s word, and responsibility to society. Students at the Cheboksary Cooperative Institute (branch) of the Russian University of Cooperation are introduced to the fundamentals of cooperative professional ethics, the history of the Chuvash consumer cooperative, and the ethnocultural traditions of the Chuvash people in social sciences and humanities classes, as well as through student discussion forums such as the «Sophia School» philosophy club and the Chronicler history club.