Abstract: The article addresses issues of law enforcement practices aimed at protecting society from false and dangerous information. It examines the courts case law related to the resolution of criminal and administrative cases that provide for liability for the public dissemination of knowingly false information. The presented work investigates the issues of legislation in this area and explores the specifics and peculiarities of the legal relations that arise within it. It touches upon questions and provides a preliminary assessment of the approaches taken by law enforcement in addressing issues of psychological and linguistic research when considering cases in court, as analyzing the text of a proposed "deepfake" requires specialized expert knowledge, and evaluating the text based on the internal conviction of a judge can lead to incorrect qualification of the act. The study explores the range of questions that may be posed before an expert (or group of experts). In the research, the author employs comparative legal, formal-legal, functional, systemic, logical, and dialectical methods of scientific inquiry. The author proposes a definition of the limits and criteria for "public dissemination" of information. According to the author, offenses with a political component that threaten information security and the authority of state power should not be regarded as minor, as they represent a significant threat to the state. The article defines the limits and criteria for "public dissemination" of information. The author analyzes judicial practices regarding criminal cases in relation to Article 207.3 of the Criminal Code of the Russian Federation. The issue of identifying the actual criminal is discussed. The author concludes that judicial practice tends to view this composition broadly, particularly regarding the purpose of disseminating knowingly false information, the method of dissemination, and the presence or absence of an independent assessment of the obviously false information, which hold no legal significance if the person intended to communicate knowingly false information to third parties.

Keywords: legal relations, dissemination, information, deepfake, participants, law, enforcement, use, issues, illegal

Abstract: In the context of rapid globalization of education and increasing academic mobility, higher education is faced with the complex task of cultivating the ability for independent, critical, and reflective learning among foreign students in a different linguistic and sociocultural environment. Traditional teaching methods, focused on the reproductive acquisition of knowledge, prove to be insufficiently effective when working with a multicultural audience, as they do not take into account the differences in educational traditions, cognitive styles, and levels of language proficiency of students. The development of educational materials becomes particularly significant, which not only convey subject content but also intentionally develop cognitive independence, foster self-organization and reflection skills, and are adapted to individual educational trajectories. The aim of the study is to substantiate a set of didactic requirements for the creation of educational materials for foreign students aimed at fostering their cognitive independence within the framework of integrating a personality-oriented and modular approaches. As a result of theoretical analysis and design methods, the concept of "cognitive independence of foreign students in educational organizations of the Ministry of Internal Affairs of Russia" has been examined. Examples of types of tasks are presented, which contribute not only to the consolidation of vocabulary but also to the active formation and development of cognitive independence. The implementation of interactive worksheets, developed with consideration of the identified types of tasks, confirmed their didactic effectiveness. The proposed authorial materials not only facilitated successful mastery of the educational content but also its meaningful consolidation in long-term memory, creating a foundation for further independent study of the discipline. Experimental work showed that the use of such teaching tools in the practice of teaching foreign students yields a stable positive result. Based on the obtained data, the author concludes that the effective formation of cognitive independence among foreign students requires the creation of an integrative educational model that combines a personality-oriented approach, the principles of modular education, and purposeful overcoming of linguistic and cultural barriers, ensuring stable academic and sociocultural adaptation.

Keywords: cognitive independence, foreign students, Russian language, individual-typological approach, educational institutions, formation, modular learning, adaptation, linguocultural barriers, professional training