Abstract: The subject of the study is the interaction of scientific and research activities of a student and a teacher. The research activities of students and teachers are a key element of the educational process, contributing to the development of critical thinking, analytical skills and innovation. The interaction between students and teachers within the framework of scientific research plays an important role in the formation of professional competencies and scientific worldview. Analysis of the chatbots necessary for the development of the Telegram messenger-based chatbots and their implementation in a specific chatbot, which is the final product of the Telegram Bot Development Course project. The subject of the study covers both the technical aspects of Telegram bot development and the socio-educational aspects of student-teacher cooperation, which makes it possible to comprehensively assess the effectiveness and significance of such projects in the educational process. The study assess the effectiveness of project work as a tool for cooperation, which will identify the advantages and disadvantages of this approach and offer recommendations for its further implementation in the educational process. The Telegram platform has been used to create an educational bot, which opens up new opportunities for interactive and game-based learning, especially in the context of the pandemic and the transition to online education. During the implementation of the project, students acquired skills in creating bots for Telegram, mastered Python programming and learned how to work with the API. Methodological materials and teaching aids have also been developed, which can be used in the future to teach other students. Project work serves as an effective tool for interaction between students and teachers. It promotes the development of necessary skills and competencies, as well as strengthens cooperation between participants in the educational process.

Keywords: assistance, cooperation, student, PyCharm, python, course, code, bot, telegram, project

Abstract: The subject of the study is the specific character of developing foreign language interaction skills in the modern digital educational environment of a university and its transformative influence on the structure and characteristics of foreign language interaction among students.The interaction of subjects of the educational process can be considered as a manifestation of individual methods of action and communication between a teacher and a student in a digital educational environment, aimed at each other, determined by their functional role and personal positions, the consequence of which is mutual changes in the activities, communication, and relationships of participants in the pedagogical process , as well as their personal development. The research methodology included an analysis of scientific literature on the problem of foreign language interaction in the digital educational environment. The results of the analysis were systematized and generalized to create organizational and pedagogical conditions that reflect the characteristics of the subjects of pedagogical interaction in the digital educational environment. The novelty of the study lies in the fact that the types, participants and features of interaction in the digital educational environment are identified. It is noted that foreign language interaction in the context of digitalization has its own characteristics, since it includes the digital educational environment as a mediator between the student and the teacher. The digital educational environment plays a dual role, being an educational environment for organizing learning in a digital educational environment and having specific features that affect the process of educational and pedagogical interaction in the context of digitalization. In conclusion, it is noted that the study made it possible to identify the characteristics of subjects of foreign language interaction in the context of digitalization.

Keywords: digital technologies, english lesson, communicative skills, students, digital educational platforms, foreign language interaction skills, theoretical analysis, organizational and pedagogical conditions, Digital learning environment, Foreign language interaction

Abstract: The subject of the research is the pedagogical education of parents in Russia (USSR) (1980s to present time). The purpose of the article is to present in chronological order the main pedagogically significant events and facts, to identify key ideas and features of the implementation of pedagogical education of parents in different periods. There are three periods of parents education: the Soviet (from the 1980s to 1991), the post–Soviet (1992 - the end of the 2010s) and the modern (the end of 2010 to the present time). It is shown that the pedagogical education of parents in Russia has evolved from pedagogical universal education, popularization of Westernization, opposition to Westernization and traditional approaches, to familiarization with traditional Russian spiritual and moral values. Research methods: theoretical analysis of sources, comparative analysis, generalization. Research sources: normative legal acts in the field of education, upbringing, and the development of family relations, the works of teachers, psychologists, and publicists, the journal for parents "Family and School." During the Soviet period, official pedagogical universal education with a formal approach and party postulates, and separate practices based on Western ideas (attention to the feelings of the parent and positive child-parent communication) coexisted. The specific psychological and pedagogical knowledge needed by the parent did not fit well with the communist ideology. Testing and adapting Western ideas to the Soviet reality was difficult. In the post-Soviet period, educational programs implemented in schools and social protection institutions rely mainly on a traditional approach with a passive and often indifferent parent, but influencing the child. Western practices have not been fully understood and accepted by educators and psychologists. The modern period is characterized by the development of unified methodological and substantive approaches: the All-Russian conferences on family education and parental education "School of Gifted Parents" are held annually, the All-Russian competition of best practices in parental education, a project is being implemented in all regions of Russia to provide psychological, pedagogical, methodological and counseling services to parents, university psychological services are being created that provide psychological education of parents. Information and methodological support are being created, unified education programs for parents and specialists are being developed.

Keywords: a unified approach, education programs, traditional values, the traditional approach, Westernization, parental universal education, educating parents, Soviet practices, the role of the media, self-education of parents

Abstract: The subject of the study is the process of moral development in adolescence as an evaluative component of a person's consciousness, considering events and actions from the perspective of moral categories, norms, and values. Special attention is paid to moral development in the overall process of socialization. Such development goes through certain stages until morality is organized at the conventional level. This level of morality involves taking into account public opinion and realizing that a person's moral judgments should depend more on external conditions. It is taken into account that the development and formation of moral judgments in adolescence is subject to moral distortions, but generally passes through such stages as the pre-conventional, conventional and post-conventional levels of moral maturity.  The research methodology is represented by the theory of moral development, which was developed by Lawrence Kohlberg and according to which the development of morality includes six stages. These stages are described in three levels: pre-conventional, conventional and post-conventional. These are the three main levels of moral consciousness development. The novelty of the research lies in identifying and specifying the content of the levels of moral consciousness of young people, depending on their age and place of residence. The main conclusions of the study are that adolescents often have a postconventional level of moral development rather than its conventional level. The indicator of the conventionality of adolescent morality in comparison with the subjects of the older (youth) group indicates that adolescents quite often focus only on their own ideas about the importance of morality and therefore are prone to moral distortions of perception of social situations. The prevalence of indicators of the development of moral consciousness in adolescence, depending on the place of residence. The territorial factor of development is important for socialization at this age. Compared to youth from the regions, representatives of Moscow youth are more often characterized by indicators of pre-conceptual consciousness. Conventional choices on diagnostic dilemmas, on the contrary, are more common among regional youth compared to Moscow youth. Post-conventional moral beliefs are more common among the youth of the Moscow agglomeration than among the youth from the regions.

Keywords: The conventional level of morality, The preconventional level of morality, Stages of moral consciousness, Levels of moral consciousness, Kohlberg's Dilemmas, Formation of moral beliefs, Organization of moral consciousness, The moral consciousness of youth, The postconventional level of morality, Moral distortions

Abstract: The relevance of the study is due to the need to improve the methods of forming temporal representations in preschoolers and younger schoolchildren, which plays a fundamental role in the development of cognitive abilities and the organization of their daily activities. Modern educational technologies, in particular, robotics, provide additional opportunities for mastering time categories in a visually effective form. The authors of this article pay special attention to the creation of a systematization of options for the use of robotic tools during the formation of time representations in preschool and primary school age children. This systematization was based on the analysis of modern psychological and pedagogical literature on the research problem. The aim of the empirical part of the study is to identify the impact of robotics classes on the development of time representations in preschoolers and younger schoolchildren. The subject of the research is the process of forming time representations in preschoolers and younger schoolchildren through robotics. The methodology is based on a comprehensive approach presented by a theoretical analysis of psychological and pedagogical concepts of the development of temporal thinking, as well as empirical methods (observation, experimental modeling). The novelty of the work lies in substantiating the role of the characterized technique as an effective tool for the formation of basic time categories in children, which expands the understanding of methods of cognitive development at an early age. The results of an empirical study have shown that conducting educational classes based on robotics has a positive effect on the development of time representations and search planning skills in preschool and primary school age. The use of the studied resources helps to understand the sequence of events, cause-and-effect relationships, and the duration of time intervals. The results show that the use of robotic technologies not only increases the effectiveness of knowledge acquisition, but also develops cognitive abilities. This makes the described method a very significant direction in psychological and pedagogical practice.

Keywords: sensorimotor experience, robotics, planning, learning, methodology, cognitive development, junior high school student, preschool child, time, technology

Abstract: The article is devoted to the problem of activating the strategic thinking of a novice head of an educational organization. The main subject of the study is strategic thinking as a pedagogical phenomenon that affects the development of an educational institution. The issue of the structure of strategic thinking is considered in detail. It is noted that each manager needs to develop strategic awareness, which is the basis for decision-making of the management of an educational institution. The system-activity approach was chosen as the methodological basis of the research. To study the issue of the transformation of strategic thinking, the author uses general scientific methods of cognition: analysis, synthesis, generalization, induction. This study reveals strategic thinking as a key factor in effective management of an educational organization. For the first time, approaches to the formation of strategic thinking among educational organization managers, including competence-based, situational, process-based, and experience-based approaches, are analyzed. The interrelation of strategic thinking with the criteria of educational organizations management effectiveness, including image, stress management and competitiveness, is revealed. The factors of activation of strategic thinking, such as mentoring, monitoring of the educational environment and resource management, are identified.

Keywords: education, educational organization, structure of strategic thinking, strategic awareness, system thinking, management strategy, activation of strategic thinking, strategic thinking, leader, strategy

Abstract: The relevance of this research is determined by the need to form the moral potential of the young generation of the 21st century. Currently, there are a number of problems in the use of the cultural heritage of folk art, which is the basis of the moral development of the individual. The purpose of this article is to analyze the historical foundations and modern trends in the use of folk songs in the educational system of China for further implementation of the experience of using folk songs in the educational process in Russia as a means of developing the moral potential of the individual. In this study, a folk song acts as an object that allows us to consider the possibilities of using historical heritage in the formation and development of a person's moral potential. The subject of the study is the moral potential of folk song, which is included in the educational process at all levels of education in China. The research methodology was based on the analysis of the concepts of "educational potential" and "moral potential". Based on the definition of educational and moral potentials, the authors of the article present the music education system in China, which consists of four main stages. The scientific novelty of the presented work lies in the substantiation of the main social value-oriented priorities of the Chinese folk song.: 1) preservation, development and dissemination of Chinese folk traditions; 2) folk song as a source of personal development of children and youth; 3) folk song as a means of fostering patriotism and morality. In addition, the historical analysis of the types, genres and content of Chinese folk songs, which are successfully used as didactic material in modern pedagogical practice of school education in China, is considered. In conclusion, the authors identify the main prospects for the use of Chinese folk songs in the Russian educational system. Familiarization with Chinese folk songs in the Russian education system will allow them to be used as a means of education and development not only in music lessons, but also in Chinese language lessons, history and geography lessons.

Keywords: V, China, education, songs, Chinese, folk, potential, moral, system, Educational