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Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The fundamental positions of modern education are standardization and modernization, focused on solving the problem of increasing the state competitiveness through the training of competent per- sonnel for the development of the digital economy. Education, as a sector of the economy and social activity, is focused on the widespread use of Internet resources, the expansion of the capabilities of academic staff in the use of digital resources, communication in the digital educational environment, taking into account real economic trends. In the course of theoretical analysis and study of the ed- ucational practice of universities, objective contradictions have been revealed between the require- ments of legal acts regulating the creation of a digital educational environment in universities, and the insufficient development of essential characteristics of professional activity of academic staff in a university digital educational space. The search for a solution to the identified contradiction allows us to formulate the research problem: what are the features of the professional activity of academic staff in a digital educational environment that affect its effectiveness?The purpose of the research is to theoretically substantiate the main areas of professional activity of academic staff in a digital educational environment.The research methodology was based on the study of scientific information and the experience of pedagogical activity in foreign and domestic literature, the use of theoretical and empirical research methods, such as analysis, generalization, deduction.The results of the research are as follows the features of the digital educational environment of a modern university have been substantiated; the structural and content characteristics of the activities of academic staff in the digital space of the university have been disclosed.Key conclusions are: the key role of digital technologies lies in the innovative development of a higher education, namely, in the competence of modern university teachers to work in a dig- ital educational environment; structural and content characteristics of the activity of academic staff in the digital space of a university include a number of areas: interaction with the subjects of education in the electronic information and educational environment of a university, creation of electronic methodological tools for readable disciplines, the use of various forms of organizing training sessions in the electronic educational environment, the creation of a digital portfolio, etc. All this significantly expands the horizons of organizing educational activities in the digital educational space.

The article presents the sociological study results on the preferred forms of medical students’ academic work in the era of digitalization. The study was carried out among students of the Volga Research Medical University using an online survey. The study purpose is to identify the attitude of various typological groups of medical students to various forms and methods of scientific and methodological support of the educational process, including the use of digital technologies. The work showed that behind the variety of medical students’ attitudes on the effectiveness of different forms of education, there is a willingness of young people to move away from traditional methods of obtaining professional knowledge and skills, and they clearly have a complex request for new forms of teaching, including using the Internet and electronic resources. The assessment of various forms and teaching methods has noticeable differences depending on the affiliation of students to various faculties. The article analyzes the students’ assessments of the various forms’ effectiveness of education using multidimensional data analysis, which made it possible to identify four types of student attitudes: 1) orientation to online learning; 2) live contact with the teacher; 3) electronic library; 4) work with summaries of educational materials. Each of these types contains its own set of preferred and rejected items

The article presents an example of using an educational portal as a means of improving the educational process based on distance technologies and adaptive pedagogical practices, the active use of which in higher professional education transforms the educational environment of an educational institution into a high-tech environment with completely new didactic opportunities. Such opportunities make it possible to more effectively solve the important tasks of personality-oriented formation of graduates' competencies. The professional standard of a teacher pays close attention to the work of a teacher in implementing inclusive education programs, as well as supporting gifted and socially vulnerable students, the red thread is the possession of ICT competence, which is differentiated into three levels: general user, general pedagogical, subject-pedagogical. Such opportunities allow in a new way and more effectively to solve the important tasks of personality-oriented formation of graduates' competencies. One of the directions in solving this problem is the development of didactic teaching aids, such as electronic educational resources. The article shows the advantages of choosing a modular content structure when developing a course; ways to use tools to achieve adaptive practices are given; the advantages of using distance learning technologies are shown, which allow creating a single interactive workspace available to all participants in the educational process: students, teachers, administration. Thus, the authors show how an individual educational path is formed for each student, which guarantees the final development of the planned knowledge, skills and abilities. The use of distance technologies allows you to additionally form the skill of self-organization among students; introspection and self-discipline. There is a differentiation of the pace of learning; the motivation of acquiring knowledge increases; students develop a creative approach to learning; they learn to plan their study time and resources, and the teacher has an incentive to improve their competence in the field of pedagogy, psychology and information and communication technologies.

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To increase the efficiency of using ontologies in the educational process, we have developed the Ontos.xyz resource, which consists of an ontograph editor and a viewer that allows displaying both individual EERs and their collections. The editor allows creating an ontograph that describes the structure of the EER as well as the ability to assign to each node a context of all types supported by the browser, including html pages, web 2.0 resources, etc. The EER built in this way allows the integration of data from different sources with the ability to adapt to the conditions of any subject area, regardless of its specifics. Thus, the digital competencies of the EER creators remain relevant since they do not need to learn new software resources to work with individual ontology concepts ("ontograph nodes"). As a result of our research, we have developed a technology for using the ontological approach to create an EER. For its implementation, the Ontos.xyz resource was developed, which is an ontological graph editor. The ontograph allows for the primary visualization of the EER structure, interpreting its structural elements as nodes (vertices) of the graph and displaying the logic of transitions between structural elements in the form of directed links. With such an approach, the ontology is a kind of aggregator that ensures the integration of the semantic and technological approaches. Building an EER using the ontological approach requires appropriate technological support in terms of description languages, models, software tools, and systems. The proposed software solution, in contrast to its functional counterparts, focuses on use in the educational process. [ABSTRACT FROM AUTHOR]

The article revealed that electronic educational resources (EER) during the study of lexicology and phraseology provide forming communicative skills, enriching and expressing the vocabulary of education seekers. The purpose of the paper is to analyze the features of using the electronic educational resources during the study of lexicology and phraseology by education seekers. In the course of the study, a set of research methods was used, which included theoretical (literature analysis, synthesis, generalization, comparison) and empirical (observation, conversations, etc.) methods. The results. The development of lexicology and phraseology as sections of linguistic science is determined by analyzing and synthesizing scientific and methodological ideas. It has been proven that the purpose of creating electronic educational resources is to ensure the modernization of the educational process. Thanks to the usage of EER, the content of lexical and phraseological material is updated, intensive exchange of information between students takes place. It is substantiated that in connection with the spread of COVID-19 and the introduction of martial law, education process in most educational institutions has moved to a distance learning based on information and communication technologies. Therefore, education seekers are actively involved in information resources, have the opportunity to select the necessary material, participate in virtual discussions, and communicate. It has been found that EER give an opportunity to provide education seekers with the necessary information, increase the level and quality of educational services. The increase in the amount of information, the global processes of humanization, globalization, and integration objectively determine the modernization of the content of educational programs, the renewal of forms, methods and means of learning during the study of vocabulary and phraseology. Conclusions. It has been proven that there is a need to update the content of curricula and the content of courses in order to further develop communicative competence, since the future personal success of students in adult life depends on the formation of skills to express themselves correctly, and clearly. [ABSTRACT FROM AUTHOR]

Purpose of research. Online platforms are being used as digital solutions in the system of higher education. They are developed by order of not only the Ministry of Education and Science of the Russian Federation as well as by commercial structures. The market of educational digital products is oversaturated with various services. It is quite difficult for representatives of the education system to navigate in all their diversity. The interest of researchers is mainly focused on the analysis of online courses and other platform solutions are not considered. The choice of IT solution affects both the educational environment and learning models. Therefore, consideration of online platforms in the context of their functional purpose is an urgent problem, which is the reason for the interest in finding optimal means for evaluating online platforms. The purpose of this study is to develop criteria for evaluating educational online platforms that solve didactic tasks.Materials and methods. The study was conducted over the past five years in three phases and using two types of activities. The first stage: included the collection of data - the results of the subjective perception of web services by participants in advanced training courses. The second stage: we brainstormed a redundant set of evaluation parameters. In parallel, a search was made for various approaches to evaluating platform solutions. The analysis of empirical data from the results of questioning the subjects of education made it possible to identify the main problem of the study, and the bibliographic search method made it possible to identify the existing criteria for evaluating online courses. At the final stage, the systematization and structuring of the obtained results was carried out. The methods used made it possible to move from subjective assessments to objective characteristics of online educational platforms.Results. The article discusses approaches to evaluating online platforms from the standpoint of their effective use in the educational process. The variety of available and created online resources suggests the need to develop skills in evaluating virtual educational environments, which requires the development of evaluation criteria and the necessary quantitative indicators. The authors analyzed the main approaches to the classification of educational platforms and proposed their own typology according to the ways of interaction between participants in the educational process. The paper presents the criteria for evaluating platform solutions and makes their grouping according to three bases: on technical, functional, and didactic possibilities. The formulation of the criteria makes it possible to use indicators of the presence or absence of a certain quality of platforms, which makes it possible to reduce the subjectivity of their evaluation.Conclusion. The digital transformation of the educational space implies the possibility of embedding various resources into the educational process: gadgets, web development and online platforms. The paper proposes a classification of online platforms by types of interaction, which made it possible to distinguish the criteria for their assessment from the solved didactic problems. The two-stage platform evaluation model makes it possible to qualitatively evaluate the possibilities of its use and make a choice in favor of one or another service when you get acquainted with the resource.

The aim of this paper is to analyze the main parameters of electronic educational resources (EER) in foreign language education at university level, and to identify the pedagogical conditions for their optimal use with the final goal of motivation of students for learning activities and as a result the quality of education and optimizing language training. Using theoretical methods, data were obtained on the current trends in the use of electronic educational resources in the study of foreign languages; in the basis of systematic observations of the students' activity in the classroom and the evaluation of their productive activities, pedagogical conditions were identified and justified that contribute to the activity of students when working with EER, taking into account the purpose of these resources. The identified pedagogical conditions for the use of EER in the educational process, according to the intended purpose of these resources and taking into account the peculiarities of perception and the needs of modern students, contribute to a more rational integration of EER in teaching students foreign languages, the optimal use of these resources to motivate students to study and increase the productivity of the educational process. Some of the conclusions reached are that EERs have a significant potential for intensifying the educational process, provided that the identified pedagogical conditions for their use are met. These conditions relate to the objectives of a particular stage of learning, taking into account the cognitive characteristics of students, the possibility of choosing and determining the relevant information by them, the interactive nature of computer tasks. The increase of the open tasks in the educational process and multimedia resources are intended to orient the teacher in the choice of the necessary EER and the methodology for its application. [ABSTRACT FROM AUTHOR]

The role of information and communication technology as well as teaching aids in specialized chemistry instruction was examined in the article. One of the key outcomes of specialized instruction in chemistry is the development of research skills in high school students. To ensure conformity with the principles of specialized chemistry teaching, ICT tools have been analyzed and systematized. The decision to use ICT tools to implement specialized chemistry training and strengthen the research skills of high school students in specialized chemistry training had supported. The findings of a study to assess the feasibility of implementing certain ICT tools to strengthen the research skills of high school students in specialized chemistry training are provided.

The motivation for writing this article was the author’s belief that one of the promising directions for the further development of the musical art of pop is the introduction of information and communication (computer) technologies in the process of training students in the pop vocals class. Special attention is paid to the characteristics of a specific computer program – the sound editor Melodyne. Technological indicators and specifics of professional and pedagogical use of the software as an electronic educational resource by future pop singers are revealed. Specific actions for mastering the Melodyne editor in the conditions of additional education are described, in particular, the mechanism for diagnosing and correcting the quality of vocal melody performance is disclosed, compensatory functions of editing music audio files are indicated, the stages of recognizing and editing melodies are listed, the intensity of performing operations for processing vocal material is outlined.

The article is devoted to summarize the experience of conducting webinars in the context of the coronavirus pandemic. The article considers the aspect of remote interaction with teachers and the transition to information platforms, distance learning. The goal is to determine the role of information technologies in the vocational secondary education in modern conditions. Research methods. The article presents the experience of organizing webinars for teachers of secondary vocational schools. Webinars were held for educational institutions of vocational secondary education. The following methods were used: quantitative and qualitative analysis. Discussion of the results. The analysis of the survey results showed that in the conditions of distance learning, the webinars held aroused interest. The conducted webinars on digital competence of teachers of vocational secondary education allowed to determine the impact of the digital educational space on their professional development and to identify the level of their readiness to participate in didactic communications using digital technologies. The institute sees the task in the organization and common approaches to the creation and implementation of distance learning technologies in the educational process in order to train highly qualified specialists with self-education skills that will allow them to independently develop and improve their competence and maintain professional mobility. In conclusion it is formulated about the organization and conduct of educational webinars for teachers of secondary vocational education in the region.

Введение. Модернизация педагогического профессионального образования предполагает его адаптацию к изменившимся социально-экономическим и государственно-политическим условиям развития России и освоение опыта модернизации образовательной сферы, накопленного другими странами. В современной образовательной организации информационно-коммуникационная инфраструктура – один из главных компонентов образовательного процесса, обладающая широким диапазоном дидактических электронно-образовательных ресурсов (ЭОР) в качестве практико-ориентированной тактики оптимизации образовательного процесса. Цель – определение подходов повышения эффективности образовательного процесса на основе применения электронных тренажеров в подготовке будущих специалистов. Материал и методы. Основными источниками концептуальной разработки принципиально нового ЭОР-образовательного контента педагогического инструментария и инновационных форм его освоения являлись опыт профессиональной подготовки обучающихся СПО ГПБОУ «Южно-Уральский государственный технический колледж», бакалавров и магистрантов Профессионально-педагогического института ФГБОУ ВО «Южно-Уральский государственный гуманитарно-педагогический университет» по направлению подготовки 44.04.44 Профессиональное обучение в рамках профиля «Управление информационной безопасностью в профессиональной образовательной организации»; процесс интегративного задействования работодателей в разработках медиаконтента электронных тренажеров (ЭТ); практический опыт формирования практико-ориентированных профессиональных компетенций обучающихся. Основными методами исследования выступили теоретический анализ опубликованных в научной литературе материалов по проблеме интеграционной реализации ЭОР-обеспечения качественной реализации регламента Федерального государственного образовательного стандарта 3++ профессионального обучения бакалавров и магистрантов. Результаты и обсуждение. Проанализированы материалы публикаций по проблеме приведения к современным потребностям рынка труда профессионального образования, основные затруднения которого связаны с довольно сложной его внутренней семантикой, включающей несколько значимых уровней иерархии и связи между разными типами очень разобщенной информации. С позиций теории надежности без научно обоснованного подхода к разработкам в рамках квалиметрической цифровизации на основе использования ресурсов различных контент-платформ и кроссплатформенных шаблонов ЭОР надеяться на получение обнадеживающих результатов практически невозможно. Особая роль в свете нередко вынужденного применения дистанционного обучения принадлежит такому педагогическому инструментарию, как ЭТ, предназначенному для взаимосвязанного выполнения трех основных функций – диагностической, обучающей, воспитательной – при отработке практических умений и навыков обучающихся, формирования у них навыков действий моторно-рефлекторного и когнитивного типа в сложных ситуациях. Реализация на базе плагина CodeRunner (версия 3.3.0) для Moodle многопользовательского ЭТ для обеспечения качественного формирования универсальных и общепрофессиональных компетенций позволила выявить, что использование ЭТ способствует росту учебных достижений обучающихся на, по меньшей мере, 15 %. При этом, кроме повышения средних значений показателей учебных достижений обучающихся, зафиксировано увеличение на 18 % и их медианных характеристик, т. е. соответствующее уменьшение доли обучающихся с выбором неверных дескрипторов в ответах на вопросы контрольных тестов. Проанализированы тенденции применения ЭОР для повышения практико-ориентированной составляющей компоненты профессионального образования. Одним из направлений в свете нередко вынужденной дистанционной формы обучения является применение медиаконтента ЭТ, предназначенных для формирования навыков действий моторно-рефлекторного и когнитивного типа в сложных ситуациях, понимания сущности протекающих процессов на основе взаимосвязанного выполнения трех основных функций – диагностической, обучающей, воспитательной при отработке практических умений и навыков обучающихся. Заключение. Ресурсные возможности верификации вариантов архитектур контент-платформ и кроссплатформенных шаблонов такого педагогического инструментария ЭОР, как ЭТ, а также инновационных форм их освоения и внедрения позволяют надеяться на получение обнадеживающих результатов поиска путей повышения эффективности образовательного процесса профессиональных образовательных организаций (ПОО), своевременного нивелирования противоречий между требованиями работодателей современного постиндустриального общества и уровнем сформированности профессиональных компетенций выпускников ПОО.

The aim of the article is to describe the didactic features of various Russian as a foreign language e-textbooks, online courses, and define their pedagogical features, disadvantages and advantages in language learning. The research methodology includes surveys and analysis of scientific literature, learning outcomes, expert assessments. The research is based on studying the results of pedagogical research and experience of using information and communication technologies in language teaching. The results of the study are given, and the necessity of using various types of electronic textbooks is proved. The article addresses the following issues: how can e-textbooks improve students’ competence? what are the most effective teaching methods in the aspect of new digital technologies? The results of the study allowed to identify the following requirements for online courses: teachers' active participation, planning various possibilities for using online courses, conducting regular monitoring of the course study, supporting the learning process and user interaction within social services, and developing specially designed learning material. The article discusses principles that should be applied in Russian language online courses. The results of the study showed that the variety of forms and means of e-textbooks contributes to implementation of various methods and technologies of teaching Russian (blended learning, inverted class learning, problem-based learning).

Problem and goal. The article describes how to organize electronic training materials for post-training support. The relevance of the article is determined, on the one hand, by the external needs to expand the sphere of education, the tasks of further development of informatization of education, and on the other hand, by the internal needs of the development of the information culture of students [1; 13; 6-8]. The problem is determined by the presence of a contradiction between the existing high didactic potential of distance post-training support, the importance of such training for effective training of students and the absence of such training, implemented using a structural approach to the design and use of electronic training materials. The purpose of the article is to describe approaches to the development and testing of a system of electronic training materials implemented on the basis of the structural approach for organizing post-training support using distance learning technologies. Methodology. The methodological basis was the ideas for the implementation of distance learning presented in the works of A.A. Andreeva, E.S. Polat, V.I. Soldatkina et al.; the main provisions of the theory of technologization of the learning process, which were studied by V.P. Bespalko, P.I. Pidkasisty, G.K. Selevko, A.M. Sohor et al.; issues of structuring training materials that were considered by I.V. Akimova, A.I. Arkhipova, Yu.I. Askerko, I.V. Burov, S.A. Butakov, L.P. Voronina, D.V. Danilov, A.M. Sokhor, O.E. Filippov, L.S. Chernyshov and others. Scientific articles devoted to issues of corporate training and personnel development are presented by such authors as: A. Bychkov, O. Dugina, Zh. Zavyalova, I. Kolodkina, A. Korolkov, A. Matveev, A. Miroshnichenko, O. Naydenov, M.V. Klarin, A. Novikova, N. Titova, N. Khryashchev, O. Emikh, A. Satvalov. Results. The feasibility of using distance learning technologies in the implementation of post-training support for students, as well as the application of a structural approach to the design and use of a training materials system for distance post-training support for students is substantiated. The principles and conditions of using the structural approach as the basis for the design and use of specially selected training materials, systematized in the form of a set of competencies and presented using distance learning forms, have been identified. Information and telecommunication technologies and Internet resources have been selected to organize remote post-training support, taking into account the individual learning path. Conclusion. The results led to the conclusion that the effectiveness of the proposed approaches to the selection, design and use of a system of training materials allows us to take into account the following aspects: accounting for training parameters, level of development, level of competency, level of motivation. The proposed model of distance post-training support for students on the example of the discipline “Information Technologies in the Management of the Educational Process”, based on the use of a structural approach, containing a specially designed system of electronic training materials, has made it possible to increase the effectiveness of training for undergraduates and to build an individual training route.

Introduction and goal. The article dwells upon a topical problem of organizing distant learning, in particular, learning mathematics online. On the basis of literature analysis and analysis of teaching experience the principles of distant teaching of mathematics in middle and high schools were developed. The recommendations on creating effective cooperation of a teacher and learners while teaching online are given. Materials and methods. The identification of approaches to creating principles of teaching mathematics online in middle and high schools was carried out on the basis of analysis of academic literature, experimental teaching and surveying educationalists. Results. The article has practical value for educational institutions: the most popular electronic educational resources and software for teachers of mathematics were analyzed. It is shown how to organize the process of distant learning. The result of the experiment carried out to implement the developed principles of distant learning of mathematics at School No. 1234 (Moscow) are given. Conclusion. The implementation of the developed principles will allow teachers to ensure an effective change from full-time tuition to distant teaching of mathematics in middle and high schools. The rational use of electronic educational resources and software taking into account created recommendations (for example, a principle of basic PC knowledge, principles of completeness, system and interactivity) will allow teachers to optimize their working time without lowering the quality of teaching and interaction with learners.

Based on the analysis of sources on the problem of research, the article defines types of electronic educational resources (EER), general requirements for them, focuses on didactic and methodological requirements and existing holistic systems of psychological and pedagogical requirements for EER, presents the main types of parameters that can be used to evaluate the quality of EER, analyzes the typical structure of EER and characterizes its components. The analysis of approaches to defining the concepts of “immersiveness”, “immersive educational environment”, “immersive approach in education”, “immersive educational resources” (IER) was carried out, on the basis of which the relationship between the virtual environment and immersive learning environment was determined, the pedagogical aspects of learning in immersive environments were considered, the classification of IER was made. The main components of IER design and implementation are analyzed, and the essence of IER design and IER design methodology is determined. In the main part of the proposed general model of the methodology of IOR design and analyzed the goals, subjects of methods, stages, and content of training, forms of organization of the educational process, methods, teaching tools, and predicted results of the methodology. In the conclusion the elements of the methodology of IЕR design are presented, in particular, a complex IЕR in the form of a distance learning course, examples of designing prototypes of immersive teaching materials, etc. are considered.

The article reveals the specifics of creation, content, functions and value of the electronic information and bibliographic resource "Outstanding Educators of Ukraine and the World" of V. O. Sukhomlynskyi State Scientific and Pedagogical Library of the National Academy of Educational Sciences of Ukraine in a comparative dimension with similar Ukrainian and foreign electronic biographical resources. The goals of the development of the electronic biographical resource have been formulated; the specifics of formation of its content and structure have been characterized; the importance of electronic biographical resources in the domestic and foreign educational and scientific space as a component of digital humanities has been substantiated. The influence of the use of electronic biographical resources on public opinion and on a person in the educational dimension has been investigated. It has been proven that in the context of the digital transformation of the scientific sphere and the integration of the Ukrainian education into the European educational and scientific space, the development of electronic information and specialized bibliographic resources, dedicated to well-known personalities in the sphere of education, history and culture, got significant repercussions. We have substantiated why the electronic resource "Outstanding Educators of Ukraine and the World", containing information about Ukrainian and foreign educators and public figures, is a unique specialist resource without analogues. It is a significant contribution to the development of digital pedagogical biographics and it makes it possible, through the prism of scientific biographies, to trace systematically the development of the Ukrainian and foreign education, pedagogical thought in both macrohistorical and microhistorical dimensions and to contribute to the restoration of the national pedagogical memory. The representation via the electronic resource of the generalized knowledge about the humanistic ideas of the Ukrainian and foreign educators and public figures of the past is of great importance for education in general, in particular for pedagogical education in Ukraine, namely in the system of professional training; it is a source of formation of a pedagogical worldview in students who will be teachers in the future, increasing their spiritual culture in the face of global civilizational challenges. We have revealed that the information and bibliographic resource requires further updating, taking into account the new achievements of the Ukrainian and foreign historical, educational and biographical studies and the latest information technologies. The priority tasks for improving the electronic resource have been identified, in particular: the prospects for the content and the ways of updating information and making qualitative changes in the functionality of the electronic educational resource.

One of the promising areas of development and perfection of the musical art of pop is the widespread deployment of information and communication (computer) technologies into the practice of learning variety singing. The best “educational toolkit” in this process would be to include specialized electronic educational resources – programs designed to optimize the work with the voice, to improve the effectiveness of the training of pop singer. The article focuses on classifying these kinds of educational resources, describing their functions and selection criteria. Methodical requirements for the preparation of a pop singer with the use of electronic educational resources are formulated, taking into account their pedagogical potential and the basic professional characteristics of learning variety singing. The functions performed in the educational process by electronic educational resources, which may be used as a kind of reference material in the practice of learning variety singing, are systematic. In general, it is shown that electronic educational resources involve different forms of educational content and pedagogical interaction, complement and expand the possibilities of traditional learning of variety singing, thereby contributing to the development and improvement of the performing skills of students.

Purpose of research. The purpose of this work is to study the effectiveness of the use of electronic educational resources and their demand for students. The availability of digital technologies and readiness of students and lecturers to study in the electronic educational environment ensure the active development of this form of educational process organization. To assess the effectiveness and demand for electronic educational resources, data on the parameters of operation and user interaction with educational material are required.Materials and methods. To obtain data on the operating parameters and users’ work in the electronic educational environment, it is proposed to use a multi-level automated system for training, monitoring and analysis of theoretical knowledge – the Fire Test program, which is designed to organize and implement training in higher education programs of the specialty 20.05.01 – Fire Protection, 40.05.03 – Forensic Examination, the direction of training 20.03.01 – Technosphere Safety and the educational program of secondary vocational education 20.02.04 – Fire Protection. The Fire Test program is available on the Internet and allows you to conduct independent testing on specialties, disciplines, subjects of disciplines, as well as to carry out self-monitoring and knowledge control by lecturers online. As a tool for evaluating the effectiveness and relevance of the Fire Test program, it is proposed to use the web analytics service – Yandex.Metrica. To monitor the Fire Test program, we have selected key parameters that characterize the number of users and their activity in the electronic educational environment, which include demographic parameters, parameters of activity and loyalty of trainees, and technology parameters.Results. Based on the results of monitoring demographic parameters, which included the age of the audience during the study period of 1 month, the Fire Test program received an average of 27 visits from lecturers and 15 visits from trainees. Visitors from the number of students were 87%, from the number of Faculty Members – 13%. Monitoring user activity by time spent in the Fire Test program showed that students spent an average of 8 minutes 57 seconds on the site, and lecturers – 10 minutes 32 seconds. The largest number of visits of trainees was made during classes from 8-00 to 14-00 (55%), during the period outside of training sessions and self-training from 17-00 to 22-00 (23%), there was a uniform appeal of trainees to the Fire Test program. According to the monitoring of the loyalty parameter, during the study period, 12% of users accessed the site only 1 time, the largest number of users (48%) worked in the Fire Test program from 16 to 127 times, and more than 128 times 13% of users accessed the site. Monitoring of the technology parameter showed that smartphones are used as the main device for working in the Fire Test program, the share of which is 88.2%. The main operating systems used on smartphones are iOS (51%) and Google Android (37%), while the most popular browsers are Mobile Safari (44%).Conclusion. The results of the study allow us to conclude about the effectiveness and relevance of the electronic educational environment implemented by the Fire Test program among the trainees of Ivanovo Fire and Rescue Academy of the State Fire Service of the Ministry of Emergency Situations of Russia, as evidenced by their loyalty and activity in remote operation with the educational material.

Theincentive to writethis article was the author’s belief that one of the promising directions of further development of the musical art of pop is the introduction of information and communication (computer) technologies in the process of training students in the class of pop vocal. Special attention in the article is paid to the characterization of indicators of professional training of future musicians for working with information (electronic) resources. In the context of the use of electronic educational resources in an information educational environment, the functional actions are listed that are performed by students in mastering such resources. A review of the approaches of researchers to the interpretation of concepts is presented: “pedagogical technology”, “teaching computer technologies”, “music­computer technologies”. The author’s classification of electronic educational resources is given, which is based on the classification developed by S. P. Polozov. The modification proposed in the article is made taking into account the use of such resources in the process of teaching musicians to pop vocals.

The article focuses on the problem of expert examination of electronic educational resources (EER), which present complex information and pedagogical systems as they are, from a viewpoint of searching and resolving inconsistencies between their components. To look for contradictions we propose the PN-method as a tool, which originates in the theory of solving inventive problems and is a further systemic development of its most famous part regarding a deal with inconsistency in innovative solutions. The choice of the PN-method is made due to its logical rigor and great potential for solving creative problems. These factors qualitatively distinguish the method from previously known approaches applied to similar problem situations that are based on other methods of identifying and resolving a narrow circle of inconsistency. The adaptation of the terms “contradiction in space” and “a contradiction in time” to expert examination of EER is explained. We also describe algorithms of searching for inconsistencies based on the PN-method in information and pedagogical systems, consider inconsistencies in the complete didactic cycle of mastering learning material presented in the EER, taking into account all the significant components of the teaching process and cause-effect relationships between them. The article exhibits tools for resolving inconsistency using methods based on the counterargument procedure and the technology of training on precedents, as well as examples of their use in practice.

The article substantiates the importance of organizing special training of future specialists of psychological and pedagogical profile to work with gifted children. It is emphasized that such children belong to the modern «Alpha generation», whose personal development from the first years of life takes place in the digital space, as well as that the use of information and communication technologies is an important factor in the successful organization of distance learning in higher education in solving the problem of forming innovative, creative, competent teachers of gifted children in particular. It was found out that the communication potential and interactivity of ICT provides the subjects of the educational process opportunities for creative communication, exchange of information, cooperation in performing common tasks, increase interest, deepen knowledge about the phenomenon of giftedness and development of non-cognitive qualities needed for future educators with gifted children. The methodical features of conducting lectures-visualizations on pedagogical disciplines with the use of electronic presentations aimed at forming in future educators components of readiness to work with gifted children are presented. The importance of electronic educational resources in expanding students' knowledge about various aspects of working with gifted children is shown. The experience of creating a virtual teacher's site «Teaching creatively» is presented, in which it is integrated the capabilities of online services in accordance with the didactic purpose, taking into account the age and individual characteristics of gifted children. The teacher's virtual website «Teaching creatively» has a clear structure, its creation involves the use of online services that allow you to design interactive tasks, provide feedback, record educational videos and conduct research. The main conclusion of the study is that the use of information and communication technologies, electronic educational resources in terms of distance / blended learning significantly improves the quality of training of future teachers to work with gifted children.

The paper analyzes the results of the introduction of the distance learning form (DLF) using electronic educational resources (EER) and the teacher’s virtual classroom in primary school. The experiment took place within the framework of the “Smart Kids” All-Ukrainian project during the long quarantine caused by the COVID-19 pandemic. The educational process took place both synchronously and asynchronously. The present paper substantiates the model of organization of distance learning of primary school students using EER and outlines its three main components: the organization of learning; conducting online classes (explaining new material or practicing skills by students) and monitoring the quality of students’ independent performance of tasks. The results of the experiment prove that it is necessary to provide teachers and students with computer equipment, Internet access, digital resources for teaching and assessment to implement DLF. It has been established that EER in distance learning can be used both on a regular basis – in each class, and periodically – to explain new material or train skills; the quality of tasks performed by students can be monitored in the virtual office of the teacher and shape an individual trajectory of students’ development. The teachers identified the following main problems of DLF implementation: internet interruptions; problems with providing new computer equipment to students and some teachers; lack of state aid in providing EER to all participants in the educational process; limited access to students’ computers during complete isolation due to online work of parents. Despite the outlined problems, the quality of distance learning of primary school students during the pandemic using EER was positively and highly assessed by teachers.

The use of cloud computing in the form of virtual laboratory workshops is a way to solve the existing problems of training future physics teachers, especially in the widespread use of e-learning. The world educational community has developed and is using a variety of electronic educational resources combined in collections and libraries, and the use of them in the educational activities of future physics teachers helps not only to diversify educational material but also to increase digital competence of all participants in the educational process. The study analyzed the available virtual laboratory workshops, proposed a scheme for the use of physical simulations, gave examples of their use in the study of physics.

The article analyzed the place of information and communication technologies and learning tools in specialized chemistry training. The development of research competencies of high school students as one of the important results of specialized training in chemistry is considered. The analysis and systematization of ICT tools to ensure compliance with the principles of specialized chemistry training is made. The choice of ICT tools for the implementation of specialized chemistry training and development of high school students' research competencies in specialized chemistry training had substantiated. The results of research aimed at determining the feasibility of using certain ICT tools to develop of high school students' research competencies in specialized chemistry training are presented.

In the thesis the formation of information competence of future interpreters’ in professional training as a pedagogical problem has been considered; the psychological and pedagogical aspects of formation of information competence of future interpreters’ have been clarified; the tasks and problems of forming the information competence of future interpreters in the professional training have been determined and substantiated. It was found that the creation of an interactive educational environment is a transition from static information websites to dynamic, involving the use of multimedia simulators for learning, simple learning modules, complex distribution learning systems, e-course courses, open portal boards for members of the learning community and parents, interuniversity training courses. This interactive approach is relevant for the formation of information and communication competence of future specialists of Donetsk National University named after Vasyl Stus, Zhytomyr State University named after Ivan Franko, National Pedagogical University named after MP Drahomanov, Khmelnytsky National University, which provides inclusion of all departments of the university in partner relations with the administration, students, teaching staff, teachers of schools in cities and regions, public organizations with the help of ICT. The results of this study are directly relevant in establishing international cooperation in the study of programs and projects in the context of transforming the education system in accordance with international partnership standards and implementing a cultural exchange program in education and culture between countries. [ABSTRACT FROM AUTHOR]

The article addresses the expediency of creating and maintaining information-educational environment at higher educational institutions. The views of scholars on the definition of the “information- educational environment of higher educational institutions” are analyzed. The information-educational environment of Khmelnytskyi National University is described and the peculiarities of the future foreign language teachers training in the conditions of the information-educational environment of higher educational institutions are revealed. It is proved that the information-educational environment has considerable potential for improving the quality of education of the future foreign language teachers. It promotes students’ awareness of the specifics of their future professional activities, develops personal and professional qualities necessary for their future career; gives the possibility to construct individual educational paths and develop students’ creative abilities. A model of the future foreign language teachers training system in the conditions of the information- educational environment of higher educational institutions is theoretically grounded. The model contains the following blocks: target; theoretical and methodological; content and technological; control-productive. The target block of the model reveals the purpose of training and social requirements for a competitive future foreign language teacher. The target block generates other elements of the model necessary to achieve the expected result. The theoretical and methodological block includes the fundamentals of the concept of the future foreign language teachers training for professional activities; methodological approaches, didactic and specific principles. The content and technological block contains organizational and pedagogical conditions describing the main methods and forms of professional training, means and technologies for its implementation. The educational content of the model includes: compulsory and elective courses of the curriculum and practical training sessions aimed at the professional training of the future foreign language teachers. The other element of the model is the identification of stages of its implementation: theoretical and practical, correction and stabilization, reflexive and fixing. The control-productive block determines the formation of components that ensure the readiness of the future foreign language teachers for professional activity (motivational and axiological, cognitive and communicative, pragmatic and practical, functional and personal, evaluative and reflexive), criteria (motivational, educational, operational, personal, reflexive) and levels(low (reproductive), middle (productive) or high (professional).

Inclusive educational space is an essential part of modern education. Many higher educational institutions are faced with a lack of professional skills in this area. The article aims at presenting the technologies of inclusive education implemented at G.I. Nosov Moscow State Technical University. A team of scientific and pedagogical workers applies innovative inclusive technologies for training students with special educational needs majoring in psychological and pedagogical education. The applied classroom methods such as association method, training work, including role games and art-therapy and others, enable to present the material in special educational form which is easy for perception, to develop motor activity, as well as team skills and creativity.The article dwells on an experience of using educational portal and electronic educational resources, which should be viewed as an effective means of improving the quality of educational activities in inclusive educational space.The authors present the results of an empirical study for the assessment of the quality of student performance depending on their attendance of the educational portal.

Введение. Возникнув как инструмент лингвистического анализа, корпус сегодня активно осмысляется в плоскости обучения языку, что позволяет говорить о становлении нового направления в гуманитарном образовании – корпусного преподавания. Материал и методы. Статья посвящена раскрытию методического потенциала корпуса в области организации учебно-исследовательской работы учащихся. Представлены проблемные и проектные задания, которые могут быть использованы в практике преподавания русского языка и дисциплин цикла «Современный русский язык» (орфографии, морфологии, лексикологии, ортологии и др.). Источником для предложенных в статье заданий послужил Национальный корпус русского языка. Основной целевой аудиторией предложенных заданий выступают студенты-филологи, однако при некоторой адаптации они могут быть применены в школьном курсе русского языка. Результаты и обсуждение. Упражнения направлены на анализ таких явлений, как изменение рода существительных, многозначность, заимствованная лексика, неологизмы, установление авторства слов и времени их появления в языке, устаревшая лексика, тематические группы. В ходе выполнения упражнений перечисленные явления предстают перед учащимися в трех аспектах – в аспекте языковой вариативности (орфографической, морфологической, семантической), частотности и исторической динамики. Для решения поставленных задач ученикам необходимо воспользоваться такими инструментами Национального корпуса русского языка, как лексико-грамматический поиск, поиск по семантической разметке, упорядочение результатов выдачи по дате создания, задание подкорпуса и показ статистической информации. В некоторых заданиях использование корпуса сочетается с обращением к традиционному средству обучения – словарю. Сопоставление словарной и корпусной информации позволяет объединить нормативный и узуальный подходы к изучению языка и существенно расширить представления о нем учеников. Каждое упражнение сопровождается описанием поисковой механики, а также методическим комментарием относительно результатов учащихся и действий преподавателя. Комментарий построен таким образом, чтобы читателю был очевиден дискуссионный потенциал учебного материала. Заключение. Сделаны некоторые выводы относительно специфики корпуса как средства обучения. По мнению авторов, корпус является эффективной базой для реализации метода проблемного обучения и метода проектов, а его использование позволяет учащимся взглянуть на язык как на живой, подвижный организм.

The interpretation of the category "rhetorical culture" as an integrative personality characterictic, which includes knowledge of history, theory and methods of public speaking (stages of speech preparation, rhetorical paths and figures, methods of activating audience attention, etc.), intellectual, speech, ethical, aesthetic and artistic-performing qualities, which are expressed in the form of an original product of mental-speech activity, is given in the article. The typology of e-resources in the specialist's rhetorical culture development is characterized. Among them video content (speeches of outstanding speakers of the past and present, movies fragments, theater performances, television programs, speeches of masters of the artistic word, lectures by national and foreign teachers, reports of famous scientists, fragments of lessons and educational activities), audio content (podcasts, audiobooks), rhetoric courses on educational platforms (Udemy, EDUGET, TED), specialized resources on rhetoric, specialized software in the field of rhetoric (Speaker Coach, Ummo, Public Speaking for Beginners, Black Rhetoric, Govorillo), social communities for on-line communication (Facebook, Instagram, Telegram). Descriptive characteristics of each type are briefly provided and relevant examples with Internet links to typical Internet content are given.

Urgency of the research. Providing higher education quality is a priority direction of national development. The introduction of modern technologies which cloudy technologies (services) belong to, in the educational industry is an effective enough and self-weighted decision. Target setting. In the modern terms of development of society and limitations caused application of modern cloudy technologies needs the pandemic of all greater attention question of choice in the educational industry. There is plenty of technologies that are capable substantially will promote the efficiency of the educational process. However, there are problems with their adaptation in establishments of higher education of Ukraine and high charges for the receipt of the extra package of services without regard to such their amount. Actual scientific researches and issues analysis. The following academics have studied the application of cloud technology in education: V. Yu. Bykov, M. I. Zhaldak, V. M. Kobisya, N. V. Morze, V. I. Olevs`ky, O. M. Spirin, V. M. Franchuk, M. P. Shyshkina and others. The research objective is to analyse and compare modern cloud technologies and to highlight the most effective ones for organising the learning process in higher education institutions. The statement of basic materials. The article considers modern cloud services for use in the educational process, namely Google Workspace for Education, Microsoft 365 Education and AWS Educate. The functional characteristics and services that teachers can use in their professional activities are analyzed. In particular, the most widespread cloud storage services are considered and a comparative characteristic is given to choose the most efficient service. Conclusions. The use of modern cloud technology in the learning process provides new perspectives and opportunities for both students and teachers, who have to develop the need for purposeful and systematic selfimprovement of their professional competence in accordance with modern social requirements. Through the effective and active use of cloud technology, all participants in the learning process, regardless of age, location or time, have free access to educational resources, virtual libraries, electronic catalogues, journals, encyclopaedias and dictionaries, educational videos and audio materials. In considering the most popular cloud platforms for education, Google Workspace for Education stands out. Although its office suite interface differs from the well-known Microsoft Office, which follows Microsoft 365 Education, in terms of integration with other applications Google Workspace for Education significantly wins. A comparative analysis of cloud storage services shows that Google Drive, pCloud and Mega are the most suitable in terms of storage capacity, data protection and functionality. [ABSTRACT FROM AUTHOR]

The problem of improving the efficiency of electronic educational resources is considered. The property of interactivity is differentiated into two types: control interactivity and complementary interactivity, which affect the semantic understanding of information in different ways. It has been experimentally shown that only complementary interactivity creates conditions for clear understanding and creative transformation of information. This article describes the procedure and results of a formative experiment to identify the influence of an electronic manual based on the principle of complementary interactivity on the development of student understanding of information. It is concluded that it is necessary to improve electronic educational resources based on this principle, namely, to include a system of creative exercises and tasks aimed at creating new information. [ABSTRACT FROM AUTHOR]

This paper presents a theoretical research on electronic resources provided for mathematics education in primary school including online education, which has become ubiquitous as a result of the COVID-19 pandemic. Various aspects and forms of application of e-resources in mathematics education are explored in the literature, but the issue of their quality is less studied. E-resources potential to dynamically illustrate the mathematical learning content is defined as their main advantage, but this potential could be realized only in compliance with the principles of multimedia, as well as the requirements for accessibility, ergonomics and visual design. Therefore, in this study the parameters for the quality of e-resources for mathematics education in primary school are derived and specific criteria and requirements for their quality are proposed. Thus, in addition to providing a basis for future research, this paper could serve to primary teachers as a guide for measuring the quality of e-resources that they select or create for online mathematics education. [ABSTRACT FROM AUTHOR]

The development of modern information and communication technologies leads to the emergence of new requirements for the preparation of bachelors of higher educational institutions. These requirements justify the need for digital competencies. The process of their formation in the conditions of informatization of vocational education is of high importance. Digital competencies contribute to the creativity of thinking, an initiative in achieving goals, the formation of cognitive skills, including a focus on self-development and achieving high results, increasing the competitiveness of the bachelor in the labor market. The purpose of the article is to analyze the experience of the formation of digital competencies of bachelors by higher educational institutions. These competencies represent the ability and willingness to use electronic educational resources for educational and professional activities. Digital competencies are based on computer literacy and the independence of digital tools. Digital competencies reflect the use of digital teaching aids - a set of methods and technologies used in digital didactics. New electronic tools were introduced into the educational process, which was used by students in carrying out professional activities. Electronic technologies were used as the main and additional educational materials in the organization of individual and group work. [ABSTRACT FROM AUTHOR]