Introduction. The article is devoted to one of the most urgent problems of modern education – the professional self-determination of undergraduates in the process of university education. The article provides a historical and pedagogical analysis of the state and development of the problem of professional self-determination in Russia from the 20^s of the last century to the present. In the context of the formation of a new system of higher pedagogical education in Russia, the authors attempt to consider the professional self-determination of future masters as the need for their effective professional training.

   Materials and Methods. As research methods, the method of analysis and systematization of psychological and pedagogical theoretical and experimental and scientific and methodological studies of domestic scientists on the problem of professional development of a future specialist in the conditions of modern domestic higher education system was used. When describing the specifics of the professional training of undergraduates, the emphasis is placed on the use of methods of systematization and generalization of psychological and pedagogical research and regulatory documents.

   Results. Considering the professional self-determination of future specialists as the need for their professional training, based on the analysis of philosophical and psychological and pedagogical research, the authors clarified and specified the key categories of research: "self-determination", "professional self-determination", "readiness for self-determination". The article reveals the features of modern learning youth at different levels of professional self-determination. The types of self-determination (professional, social, personal, family, life, religious, etc.) are identified. Such important aspects of vocational training as: changes in the content of vocational training of a university student, the influence of socio-cultural factors on the professional training of future specialists, the formation of competencies and competence, the psychological component of vocational training in the educational environment of the university are revealed.

   Discussion and Conclusions. The problem of professional self-determination of undergraduates at the present stage of development of society and the creation of a new system of Russian pedagogical education in the context of globalization and digitalization is significantly updated and requires the search for new forms and methods of professional training of specialists.

   Introduction. The intensification and technical development of the country, the COVID-19 pandemic and the post-crisis phase have led to the active integration of digital resources into the educational process, which has led to a new stage of development of the modern Russian education system – its digitalization. At present, new digital technologies, including artificial intelligence technologies, are being developed and introduced into the teaching of foreign languages. This article considers the use of text-to-speech technology functioning via neural networks to improve the reading technique in English and German of students of linguistic and non-linguistic specialties. Reading skills in a foreign language can be improved with the help of Natural Reader and TTSFree speech synthesizers, which students can use on their own. Due to application of the new FES HVE (Federal Educational Standards of Higher Vocational Education) of 2018 the volume of classroom work with students has decreased and the volume of independent work of students and students number in educational groups have increased, according to this matter the practical use of speech synthesizers in a foreign language classes seems relevant and important.

   Materials and Methods. Conducting an experiment to determine the effectiveness of the use of Natural Reader and TTSFree speech synthesizers to improve reading skills of linguistic and non-linguistic specialties students, calculating the number of phonetic errors when reading a foreign text before and after using of the voice generator, summarizing and interpreting the results obtained.

   Results. The list of publications studied in the process of scientific research makes 40 Russian and foreign works. These materials allowed to study the application of TTS technology with the use of neural networks, as well as Natural Reader and TTSFree speech synthesizers in foreign language classes at the university, which allowed to prove in practice the effectiveness of the analyzed services to improve the reading technique in English and German.

   Discussion and Conclusions. On the basis of theoretical research of scientific sources, as well as studying the experience of practical application of speech synthesizers Natural Reader and TTSFree, the conclusion about the great didactic potential of TTS technology is formulated. Possible applications of speech synthesis include the creation of an authentic language environment, the automation of reading, listening and speaking skills, as well as the self-control of students with their written language, voiced by TTS technology.

   Introduction. The article describes a methodical system for developing professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches.

   The relevance of the study is due to the need to ensure effective professional training of future teachers in the context of the increasing complexity of the educational environment and the diversity of student needs.

   The purpose of the study is to design a methodical system based on a complex of approaches that allows creating more adaptive and flexible conditions for the training and professional development of future English language teachers, taking into account modern requirements and challenges in the field of education.

   Materials and Methods. During the study, a theoretical analysis of scientific literature and legal documents on the issue under study was carried out, as well as a comparative analysis of existing concepts of methodical systems and models for the formation of professional competencies of future teachers. The methods of analysis, synthesis, comparison, generalization and modelling are used in the study.

   Results. As a result of theoretical and comparative analysis of scientific research, generalization of our own practical experience, a methodical system for developing professional competencies of future English language teachers based on a complex of approaches has been developed, its key components, which ensure the comprehensive and systematic nature of the educational process, have been described, as well as the mechanism of their interaction. All components of the system are presented in target, content, conceptual and methodical, effective blocks.

   Discussions and Conclusions. The development of a methodology for the formation of professional competencies of future English language teachers based on communicative, cognitive and synergetic approaches in the process of studying special disciplines with a focus on the integration of disciplinary
development and the progressive formation of competencies is a prospect for further research.

   Introduction. The extensive scientific base on the issues of inclusive higher education is characterized by a class of studies, mainly theoretical, with an emphasis on criticism of social and material barriers preventing access to education for people with disabilities. The article offers a solution to the problem of the gap between the theory and practice of inclusive higher education and provides reasons showing that barrier-free does not completely solve the problem of socialization of students with disabilities. For the first time in the subject area, a solution is proposed to the pedagogical problem of the development of social values of the personality of students with disabilities based on the study of their life world. The research is interdisciplinary in nature.

   Materials and Methods. The scientific argumentation is based on the environmental approach and the provisions of personal development pedagogy. The research was conducted in line with the phenomenological approach; the author's survey and in-depth interview techniques were applied. The study involved 157 students with disabilities and 12 experts. To identify the characteristic features of the life world of students living on and off the university campus, the study uses the method of comparative analysis.

   Results. Significant differences have been identified in the design of the life world of students with disabilities living on campus and students living off campus. Living on campus is associated with a variety of communications that contribute to the formation of social values among students, for those living off campus (mainly with their parents), the effect of socialization is not so obvious. For the first time in the subject area, the results characterizing the different ideas of students with disabilities about study, leisure, relationships to others and the prospects of their postgraduate development were obtained. Typical problems associated with on-campus/off-campus living are shown.

   Discussion and Conclusions. The study confirmed the hypothesis that the development of social values of a student's personality is conditioned by the intensity of communications in the space of joint activity of students with disabilities with the social environment. The problem raised is related to a number of issues that are promising for scientific coverage. The article may be of interest to researchers and practitioners of inclusive education.

   Introduction. The work examines the personal development educational environment as a pedagogical phenomenon.

   The purpose of the study is to substantiate the multimodality property of the pedagogical phenomenon of a personal development educational environment and to determine the features of environmental design.

   The property of multimodality of the personal development educational environment is substantiated based on the relationship of the environment with the dialectics of personal-environmental relationships in education.

   Materials and Methods. The research is based on philosophical, cultural, sociological and other materials that affirm the environmental paradigm as relevant for self-developing complex systems. The personal development environment is considered as a unique process of student interaction in education, contributing to the formation of the individual’s personal experience. Research methods include methods of formal logic (analysis and synthesis, induction and deduction, comparison and analogy, generalization and others); analysis of pedagogical concepts in the context of the system of guidelines (values) that determine pedagogical thinking.

   Results. With the development of personality, new ways of interacting with the environment are traced. Moreover, such methods are not directly determined by cause-and-effect relationships with it. The relevance of the developing educational environment and the individual at its various stages of development presupposes the procedural nature of the educational environment, its stages and internal heterogeneity, and a predisposition to transformation. These properties of the educational environment are embodied in its multimodality. Multimodality is a reflection of the dialectics of personality in education: various images and types of environment are determined by the nature of personal-environmental interactions and emerging relationships.

   Discussion and Conclusions. The design of a personal development environment is carried out through situations in which the components of the environment and the person interacting with it are presented. Personality development is accompanied by the generation of “filling environments.” “Filling environments” in their multiple manifestations are subject-conditioned, personality-generated areas of cognition and transformation of reality, which are the result of personal-environmental interaction. These areas are distinguished by their dynamism and ability to expand in knowledge and activity. The dynamics of personally determined “filling environments” are accompanied by the formation of the student’s personal properties, attitudes towards reality and himself.

   Introduction. The problem of activating educational activities has always been in the center of attention of teachers, however, the changes taking place at the present time have given it special relevance. New socio-economic conditions dictate the need to study new forms and methods of education aimed at intensifying the process of acquiring knowledge.

   The purpose of this study is to study the effectiveness of the Kumon method in relation to the development of initial subject concepts by children of preschool and primary school age from the point of view of the theory of meaningful learning.

   Materials and methods. The article provides an analysis of the content of the key provisions of the Kumon method based on methods of systematization and classification, as well as general scientific methods of analysis, generalization and synthesis. The support of the idea of L. S. Vygotsky's "zone of proximal development" makes it possible to use rich theoretical material on self-learning as a child's ability to identify and search for information, distinguish and assign it, taking into account the relationship with previously acquired information.

   Results. The purpose of the study was to study the key characteristics of the organization of training in the Kumon system. The principles, neuropsychological foundations of the method under consideration, and the possibilities of this technology from the perspective of the multidimensional
development of a child's personality are analyzed. The authors concluded that in modern pedagogical practice, the use of the Kumon method can be effective for children who need to master the procedural aspects of mathematics and reading.

   Discussion and conclusions. As a research perspective, the authors see the study of the possibilities of the Kumon method as an individual method.

   Introduction. The article presents the experience of conducting professional (demonstration) examination in Master's degree program as a tool for assessing the readiness of future teachers for professional activity. The article considers the mechanisms of assessing the readiness of master's degree graduates to work in the educational system through the prism of professional, subject, methodological, communicative and managerial competencies.

   Materials and Methods. The presented characteristic of the organization and conduct of professional (demonstration) examination is based on theoretical research methods: logical analysis, structural-functional method, discourse analysis. The basis is the interdisciplinary methodology that allows synthesizing approaches inherent in the organization of the educational process. The method of systematization and analysis of the existing experience in conducting professional demonstration examination was used in describing the methodology of technology.

   Results. The purpose of these materials is to summarize and systematize the experience of conducting professional examination of master's students at the Ural State Pedagogical University. The principles and stages of the professional (demonstration) examination developed by the Educational and Methodological Council of the Urals State Pedagogical University are presented as organizational bases of the activity of organizing and conducting the professional (demonstration) examination. The principles implemented in the professional (demonstration) examination, such as continuity and continuity of teacher training, inclusiveness of the educational environment, orientation to professional communication and group decision-making, the principle of openness, combination of fundamentality and practice-oriented are outlined.

   Discussion and Conclusions. The optimal form of conducting the teachers' demonstration exam is determined as an activity-type technology corresponding to its tasks, based on an active way of interaction between participants – a business game. In the course of the business game, master's students simulate the situation of a meeting of a methodological association or pedagogical council, where they realize the solution of a professional problem. Content aspects of the professional (demonstration) examination are revealed in the article on the material of specific illustrations of variants of examination tasks for Master's degree students in the areas of training «Pedagogical Education» (on the example of subject areas «Russian language and literature» and «Art») and «Special (defectological) education».

   Introduction. The development of human capital is crucial for preparing an effective response of the Russian society to the great challenges related to ensuring sustainable economic growth, development and implementation of new promising technologies, increasing labour productivity, and improving the quality of life of citizens. The key role here is played by the state of the education sector, on which the population's mastering of competences, knowledge and skills demanded by the economy and the labour market directly depends. Ensuring the training of highly qualified specialists considering the changing staffing needs of society and trends in the development of the digital economy refers to the urgent problem of management and forecasting of staffing in the Russian education system.

   Materials and Methods. The methodological basis of the study was formed by reports of international organizations, national agencies in the field of education, reports of working groups, as well as domestic and foreign studies in the field of forecasting the staffing status; official web pages of federal and regional executive authorities that carry out management and control in the field of education; websites of educational organizations of general and higher education; information from open data sources. Qualitative analysis of data using general scientific methods of cognition was carried out on the obtained set of data.

   Results. The analysed solutions have limitations that make it difficult to directly transfer them to the staff forecasting model for Moscow schools. They do not consider the peculiarities of Moscow education, for example, the directions of the Moscow education development strategy, specifics of the nomenclature of positions and certification of managerial staff, city projects of pre-professional education, optimization of administrative staff, etc. When creating a staff forecasting service for Moscow schools, it is necessary to consider the advantages of platform solutions that provide an integrated interdisciplinary approach using large amounts of data. At the same time, the forecast should consider the peculiarities of the Moscow education system that can affect the staff composition of schools.

   Discussion and Conclusions. Based on the analysis, a model solution for forecasting the staffing status of educational organizations in the metropolitan education system has been developed, including methodological approaches to evaluation; directions for assessing the dynamics of changes in the staffing status of schools; the structure of the staffing composition of Moscow schools; the structure of primary data; and a set of indicators.

   Introduction. The article examines the problem of forming professional identity and motivation among students in the process of mastering the discipline “Educational practice (research work (obtaining primary skills in research work))”. The current stage of professional training of future teachers is focused on mastering the methods of integrating educational subjects for organizing developmental research activities, which is reflected in the “Core of Higher Pedagogical Education.”

   The purpose of the article is to substantiate the way of formation of professional identity and motivation of future teachers in the process of educational practice (research work (obtaining primary research skills)”.

   Materials and Methods. Theoretical and methodological analysis, a method of diagnostic analysis, including a questionnaire of professional identity of students (U. S. Rodygina), diagnosing the internal position of students in relation to their future profession, the components of which are the characteristics of the professional identity of students “Emotional attitude” and “ Conscious activity"; a methodology for determining motivation for vocational training (V.G. Katashev), which allows one to study and analyze the level of motivation of students in the context of their vocational education; methods of mathematical statistics.

   Results. Testing students – future primary school teachers in the process of educational practice to obtain primary skills in research work allowed us to conclude that the motivation of future primary school teachers is normal. As a result of the study, it was revealed that according to the questionnaire “Professional Identity of Students” (U. S. Rodygina), the highest average score was noted on the scale “positive emotions associated with meeting a person’s needs in the profession”, the lowest average score corresponds to the scale “position of a student’s passive attitude” to the acquired profession”. The results obtained from the diagnostic “Methodology for determining motivation for vocational training” showed that the highest average score corresponds to the normal level of motivation, the lowest – to the average level of motivation.

   Discussion and Conclusions. The obtained results of the study substantiate the relevance of the problem of forming professional identity and motivation among students of the faculty of primary school teacher training in the process of educational practice. The educational practice carried out at the faculty plays a key role in the formation of students’ primary research skills. The peculiarities of the implementation of this type of practice is that the process of training future teachers consists of three modules: methodological foundations of scientific knowledge; methods of psychological and pedagogical research; registration of the results of scientific work. Each module is aimed at achieving the goal of practice: obtaining primary research skills in organizing and conducting psychological and pedagogical research in education, processing and presenting its results. The module tasks are aimed at students performing a number of practical actions: studying the fundamentals of the scientific method; choosing a topic and research question; literature review; data collection and analysis; interpretation of results; writing a scientific article or report; preparing a presentation; public speaking practice; cooperation with the scientific supervisor; publication and feedback. The authors emphasize the effectiveness of the tasks used in the process of developing students’ research skills.

   Introduction. The article is dedicated to the problem of evaluating educational achievements of students with limited health abilities in the classes of physics and mathematics. The results of the research aimed at the study of professional views of the teachers on the issues of conducting interim certification of students at the level of basic general education are presented in this work.

   The actuality of the study is determined by the need to improve the quality of general education of students with OHS, which is directly related to the assessment of their educational results.

   Materials and Methods. The study was conducted among physics and mathematics teachers using an online questionnaire, consisting of problems, the answers to which characterize the professional positions of teachers in terms of defining goals, developing assessment tools, using a differentiated approach and creating special conditions when conducting midterm assessment and assessing the educational results of students with special educational needs.

   Results. The results of the study showed a fairly wide variability of the views of the teachers on the subject studied. The majority of respondents point to the need to modify and differentiate the ratings by the degree of complexity, allowing to provide different types of assistance to students, and consider it necessary to create special conditions. At the same time, in practice, part of the teachers address the problem quite formally, and in some cases the special educational needs of the students are ignored.

   Discussion and Conclusions. According to the results of the study, the author, on the one hand, notes the insufficient scientific development of the problem, on the other hand, he identifies some professional deficits of physics and mathematics teachers in terms of competencies related to the assessment of educational results. These deficits, according to the author, can be overcome by developing and including in the content of the main and additional professional educational programs sections related to the study of the special educational needs of different categories of students with disabilities, which determine the features of assessing their educational achievements, including the features of adapting assessment tools and assessment procedures, creating special conditions.

   Introduction. In the modern world, science is becoming a social tool that allows us to solve priority tasks of innovative development and the well-being of society. At the same time, against the background of the crisis state of Russian science and the decline in the prestige of scientific activity, there is still a respectful attitude towards the results of scientists' work, especially among people with a high educational level. However, at the same time, conservative negative attitudes towards women are quite widespread both among ordinary people and in the academic environment itself, leading to an underestimation of their research potential and the practice of devaluing their scientific contribution. Science is traditionally considered a male field of activity, and there is still a gender asymmetry in favor of men. The results of foreign and domestic research show that there are still many obstacles to women's entry into science, and therefore many girls do not consider science as a sphere of their future professional self-realization. As for the young men, there are conflicting data regarding their desire to engage in scientific research. This article presents the results of a comparative study devoted to the study of the specifics of the perception of scientific activity and the attitude towards science and scientists of female and male girls and boys – high school students and university students, taking into account the subjective attractiveness of the profession of a scientist for them.

   Materials and Methods. The study involved 112 high school students (57 boys and 55 girls) and 122 university students from different faculties and fields of study (humanities, technical, medical) (56 boys and 66 girls). To collect empirical data, a set of methods was used, including a scale for evaluating the contribution of female and male scientists to science, as well as interest in science and the degree of subjective attractiveness for respondents of scientific activity as a possible sphere of professional self-realization; an author's questionnaire; a modified version of L. B. Schneider's professional identity research methodology for studying the images of a female scientist and a male scientist; a modified version of S. Boehm's methodology for determining the degree of identification (identification) of respondents with the image of a scientist.

   Results. It was found that higher school students demonstrate a more pronounced interest in science and scientific activity than high school students, which is especially pronounced among girls. At the same time, the degree of attractiveness of scientific activity as a possible sphere of professional self- realization for girls and boys, although it increases during the transition from secondary school to higher education, generally turns out to be relatively low. Both girls and boys are poorly informed about the activities of female scientists and their scientific achievements, and also, for the most part, with the exception of female students, characterize the image of a female and male scientist differently, much more often giving the features of a professional male researcher. At the same time, it was found that there are gender differences in the degree of self-identification with the image of a scientist in favor of young men among high school students and the absence of similar gender differences among university students. During their student years, both boys and girls tend to identify with a scientist to about the same extent, which significantly exceeds the self-identification with this image among high school students.

   Discussion and Conclusions. The results obtained in the study may indirectly indicate the inner readiness of modern girls and boys to engage in scientific activities not only within the framework of academic, but also at a professional level.

   Introduction. During the period of parental leave, the mother's self-care is an indicator of her well-being, satisfaction with herself. Also undergoing changes are the temporal features of the mother, such as her time scenario, focus and attitude to time. The problem of self-relationship and temporal characteristics of women on parental leave needs further empirical analysis and generalization.

   The aim of the study is to identify the relationship of the temporal scenario, the relation to time and focus with the self-relationship parameters of mothers on parental leave, as well as to establish differences in the types of temporality of women with different attitudes towards themselves.

   Materials and Methods. The respondents were 207 women aged 25 to 31 years on parental leave (the age of the child is from 7 to 9 months). A set of author's methods was used: the questionnaire "Attitude to oneself," "Subjective assessment of time orientation," "Time scenario of personality," "Scale of subjective attitude to time." Methods of mathematical statistics were primary descriptive statistics, comparison criterion, correlation analysis.

   Results. The results of empirical studies confirmed our assumption that there are differences in self-attitudes in women on parental leave, as well as the hypothesis that attitudes to time, along with a permissive or prohibitive time scenario, are an indicator of constructive (destructive) self-exposure of women on maternity leave.

   Discussion and Conclusions. Women with an active-positive attitude to themselves have a resource type of temporality – a resolving time scenario, a resource time focus (for the present and future) in combination with a flexible attitude to time; in respondents with unstable self-reaction, a neurotic-fixed type of temporality is expressed - prohibiting the time scenario, fixation on the past and future, in combination with time dependence as the leading type of relation to time; examined women with passive-positive self-reaction are characterized by infantile-fixed temporality with a pronounced indifferent attitude to time, infantile-resolving time scenario and fixation on the present.

   Introduction. A brief history of the emergence of the concepts of “assertiveness” and «assertive behavior» is presented , and their definitions are given. The importance of assertive behavior for personality development is shown. Argues for the need to investigate the structural components of assertive behavior.

   Materials and Methods. The research methods used were: structural analysis of modern scientific literature on the research problem, summarizing, comparing, systematizing and interpreting data.

   Results. Based on the analysis, comparison and systematization of the concepts of assertiveness and assertive behavior presented in modern domestic and foreign scientific literature, a complex of the most significant structural components of assertive behavior is identified. These include: self-confidence, autonomy, responsibility, self-control, communication skills, positive and tolerant attitudes, constructive ways of resolving conflicts and disputes. A model of assertive behavior is presented. It is shown that in the works aimed at increasing assertiveness and assertive behavior, the emphasis is placed on improving individual personality traits, but this approach will not give an optimal result, since it is necessary to have a complex impact on all components of the assertive conduction structure.

   Discussion and Conclusions. The study of theoretical approaches to the study of assertive behavior allows us to propose an expanded definition of this concept as a holistic entity, identify its main structural elements, and develop a model of assertive behavior. It is shown that when developing formative programs of assertive behavior it is necessary to have a complex impact on all components of its structure.

   Introduction. The article deals with the problem of preparing specialists of the preschool education system for future professional activity in the process of studying at higher school. The authors present the basic concept for the creation and implementation of the main stages of the program for the formation of psychological readiness among students of preschool education for professional communication with all subjects of the educational process. The modular principle of designing a program based on the main components of the structure of psychological readiness is discussed, and the need to increase the practical training of future teachers of preschool education is noted.

   Materials and Methods. The research used: theoretical methods: analysis of scientific publications, psychological and pedagogical literature; synthesis and interpretation, method of generalization and systematization of information, modeling of the process of formation of psychological readiness for professional communication; empirical research methods: psychological and pedagogical experiment, testing, direct and indirect observation, proximetric techniques; data analysis methods: methods of mathematical statistics, quantitative and qualitative analysis of the results.

   Results. The authors substantiate and concretize the scientific and theoretical foundations, approaches and principles, organizational, psychodidactic and psychological-pedagogical conditions, present a detailed approbation of the program, assess the dynamics of the formation of psychological readiness for professional communication among future teachers of preschool education. The program allows undergraduate students to consistently master general cultural and general psychological communicative competencies; skills, abilities, actions of planning, designing, building, accumulating individual experience of interpersonal and professional communication with different subjects of the educational process; building personalized communication models with different target groups and subjects of education; to form the initial style of professional communication of the future teacher, his value-semantic, a substantial and structural-organizational
outline.

   Discussion and Conclusions. The performed research has shown the need and possibility of systematic and systematic formation of psychological readiness for professional communication among students of preschool education in the process of studying at a university. The psychological readiness of students of preschool education has its own characteristics and correlates with the requirements for the professional competencies of a future teacher of preschool education.

   Introduction. Socio-psychological adaptation occurs when a person interacts with the social environment. You can see how the Internet space is replacing live communication with digital communication. Adolescents between the ages of 14 and 16 have increased rates of personality development, which arouses interest in this study. The paper analyzes the socio-psychological adaptation of Internet-addicted adolescents.

   Materials and Methods. The study involved 205 9^th grade students, among them 44 % of male and 56 % of female students. The average age of the respondents is 15-16 years old. Psychological methods were used in the course of the study. The study was carried out on the basis of MOBU Secondary Educational School No. 10 named after Bely S. I. Sochi in the 2022/23 academic year. The scale of "Internet addiction" (S. Chen (CTAS), the questionnaire of "Socio-psychological adaptation" (K. Rogers, R. Diamond and adapted by T. V. Snegireva (1987); A.M. Parishioners (2005), preference questionnaire.

   Results. The results of the study. It was found that out of 205 adolescent students, 17 % have formed and sustained Internet-dependent behavior. The correlation analysis showed the presence of a relationship between Internet addiction and socio-psychological adaptation in adolescents. Teenagers who are addicted to the Internet have a tendency: to neurotic deviation, the presence of intrapersonal conflicts, complications in decision-making, rejection of others. The need for communication, the desire for dominance, the form of internal locus of control, adaptability to the requirements of society, self-esteem, time management and adaptability are reduced.

   Discussion and Conclusions. Based on the results of an empirical study, we can talk about the connection between Internet-dependent behavior and socio-psychological adaptation in adolescents.