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A physical-mathematical model of natural gas flow in methane-containing coal seams is built using the concept of interaction of geomechanical and gas-dynamic factors in coal degassing process. Methane flow calculation is performed, and it is found that the cause of the decrease in the methane yield is the increase in stresses around producing wells, the change in the occlusion pressure of gas in cracks and pores, as well as the piezoconductivity of rock mass.

Within the framework of the elastoplastic model, the authors propose a theoretical description procedure for troughs of ground movements at high gradients of subsidence. The approach uses reduction of shear modulus in rock mass bordering a movement trough. The pre-requisite for the shear modulus reduction in such areas is the increased mining-induced pressure, which initiates damage and aggravates the defect structure of rocks through widening of micro-cracks, inter-grain contacts, etc. The estimation procedure of the induced reduction factor for the shear modulus uses the comparative analysis of ground slopes. This approach enables a reliable calculation of ground movements at high gradients of subsidence, and ensures the adequate stress-strain analysis of undermined rock mass, including location of plastic deformation zones.

Introduction. The authors analyzed peculiarities the formation of students` cognitive skills of technical universities in the process of studying the discipline ‘Foreign Language’. In this regard, this study considers different positions of the concept of competence and directly the competence approach components implemented in the system of higher education for the competitive specialist training. The research aim is to survey the peculiarities of the cognitive skills development of students of a technical university in the process of foreign language learning. The significance of the cognitive component of universal competences (UC) formed in the process of studying the discipline “Foreign Language” at a technical university is substantiated. The indicators of the formation of UС-4 for learning a foreign language of the specialty 23.05.04 ‘Railway transportation management’ were given and described. The research methodology includes the consideration of modern methods and technologies and their implementation in foreign language teaching from the position of cognitive skills development. In order to understand comprehensively the problem under the study, a survey of students in this area was conducted, data collection and observations of the authors allowed them to come to the following results. In the course of the study the most frequent thinking operations developed in the course of performing foreign language tasks with the use of LLM were identified. Discussion. A separate part of the study is devoted to the use of large linguistics models as an auxiliary tool in the cognitive skills formation. Namely: the main functions of large linguistics language models (LLLMs) and their role in the development of cognitive skills were studied; the functions of LLMs used in foreign language tasks were compared in the context of the thinking operations formed by them. Conclusion. The results obtained allowed the authors to come to the following conclusion: modern competence-based approach in education requires the development of students’ cognitive skills to ensure their future competitiveness, while it is important to balance the use of digital technologies and traditional teaching methods to avoid negative consequences for the formation of cognitive competences.

Introduction. The prospects of using AI tools in teaching and learning English is considered with the focus on the constant improvement of the technologies, developing soft skills and professional training of students’ and teachers’ competencies based on AI innovations. The research examines the issues of Applied Linguistics in the context where there is evidence of ongoing progress and changes in economic expectations. The integration of AI in English language teaching and learning theory and practice can offer a dynamic approach to align teaching standards and educational programs with the need for intercultural communication and the economic demand for universal and flexible workforce. Methodology. Qualitative and quantitative methods are used to analyze teachers’ and students’ perceptions of the integration of AI technologies into English language teaching and learning. The empirical analysis of survey responses is conducted primarily using qualitative methods. Emphasis is placed on the descriptive methods of analyzing the chart, percentage indicators are given and explained, indicators are contrasted using the comparative method, and empirical conclusions are drawn. Discussion. Based on the survey outcomes focused on the prospects of AI application in teaching and learning English, a graphical representation is constructed to illustrate the respondents’ perception and views on the evolution of AI in this field. The diagram describes the participants’ opinions and ideas, making explicit their expectations of AI-based methods in teaching and learning. Conclusion. The results show that students and teachers recognize the transformative potential of AI in English language teaching and learning and acknowledge that there are areas for pedagogical innovation, experimentation with AI tools, and the need to provide collaborative and learner-centered ecosystems. However, both faculty and students also give significant preference to the use of traditional methods in teaching and learning pedagogy and didactics for multiple reasons, including due to the need for enhancement of digital literacy in terms of understanding what is doable in this array of disruptive innovation. The article combines theoretical and practical foundations of pedagogy, methodology and didactics with the aim of optimizing the teaching of English.

Introduction. The study aims is to introduce the experience of forming value orientations in future designers using the example of changing attitudes towards typical housing in the 1960s. For its time, panel typical housing was a major organizational and technological breakthrough that allowed us to largely solve the “housing issue” in our country, but today the most consumers` attitude towards it has changed. However, it makes up one fifth of the country’s entire housing stock. Materialized values of the past conflict with the value attitudes of a modern man. The paths of modernizing buildings and the paths of changing the consciousness of future designers intersect in architectural and design planning, which has become the subject of our attention. Methodology. Axiologically oriented monitoring was carried out with 3rd year students studying in the Design program. The students redesigned individual apartments or reconstructed a building from the 1960s. The practical significance of the study lies in the methods of specially organized architectural and design activities, during which students move from consumer values to designer values, which leads them to professional maturity. Discussion. A person’s value concepts are formed from early childhood and throughout life. The survey and discussion showed that most students have a negative attitude towards the so-called “Khrushchev-era buildings” and therefore initially did not show much interest in the process of their improvement. In order to form the correct value attitudes, targeted work was carried out, which yielded a positive result. The novelty of the study lies in testing the possibility of axiologizing students’ training in the process of architectural and design design, which is implemented as one of the leading methodological approaches in pedagogical science. Conclusion. The conducted research showed that it is necessary to develop the axiological potential of the students’ personality. The result of specially organized educational activities was the emergence of interest and high-quality implementation of projects for the reconstruction and modernization of buildings, and most importantly, a change in the value attitude to the architectural heritage of our country occurred.

Introduction. Remaining in general a means of mankind communication and a means of familiarization with universal meaning-images, correlating with changes in the phenomenology of reality and the aesthetic theory and practice development, the synthesis of arts today increasingly interacts with the technosphere. These circumstances actualize the integrative nature of the synthesis of architectural spatial-plastic arts in the methodology context of complementarity. This concentrates both challenges to artistic creativity and the broadest prospects for the further development of the synthesis of arts. Methodology. The study is based on theoretical and empirical research in the field of synthesis of arts, conditioned by the methodology of complementarity, including a dialectical approach, modeling and pedagogical experience of artistic and creative practice. Discussion. Modern synthesis of arts as an activity on organizing new forms of artistic creativity has a wide coverage of the development and transformation of reality by society and man. The study novelty is the developed structural model of the synthesis of arts. The study established the fact of increasing participation of modern technologies in the act of increasing the forms of complementarity in architectural and artistic construction, potentially contributing to the production and perception of new meanings. As a analysis result of the synthesis of arts through dialectical opposites (form-content, part-whole, quality-quantity, etc.), the fundamental significance of the integrative feature containing the methodology of complementarity was identified and substantiated. Conclusion. The integration of the classical synthesis of arts with the modern technosphere is becoming a necessary and even the only possible dialectic of architectural and artistic space.

Introduction. In fact, any ideological or methodological construction represents a certain system of knowledge, including initial concepts, rules for constructing statements and conclusions in the form of derived judgments, which, after the necessary confirmation, take the form of universal belief. The methodology of globalism and noospherism, stated in the world socio-political philosophy and in the philosophy of education, meets similar criteria. From an axiological point of view, they address the interests and needs, meanings and values of the subjects of the educational space. The research purpose is to represent the ideological attitudes and theoretical constructs of the initial foundations of the educational space. Methodology. The axiological discourse of the issues of building a universal educational space necessitates a critical philosophical assessment of a number of innovative theoretical, methodological, ideological, informational and socio-technological approaches focused on the comparative analysis of different global social ideas - globalism and noospherism. This is due to the active promotion of these ideas in the socio-political, philosophical and educational theory of knowledge in the first quarter of the 21st century, which, in fact, requires their axiologically oriented scientific and philosophical analysis. This problem is related to finding out how and how, with the help of rational socio-philosophical thought, it is possible and necessary to update the modern educational space in a new way, taking into account the multidirectional vectors of social existence. Discussion. The article examines the genesis of axiological methodological constructs in order to identify, in a historical and logical way, ideas and trends in the formation of an integral, developing information and educational methodology in order to make a reasonable choice of priorities in the media space and media education of the future. Conclusion. The development of an axiological methodology for educational activation of the media space is possible in the process of developing constructive mechanisms for the transition from traditional educational dominants to progressive innovative ones, which, in particular, represents the value orientations of Russian and Chinese information technology capabilities.

Introduction. Human capital and its socio-philosophical foundations are not new problems for philosophy. The social transformation of a person as an employee, with the problems of his new identity and the formation of subjectivity, showed limitations in the explication of human capital. The interpretation of human capital as a socio-spiritual phenomenon is also not fully adequate to modern realities. Therefore, the purpose of the study is to introduce the rationale for building such a model of human capital, which can remove the limitations of explication of human capital as “capital” and “human capital” in the aspect of socio-spiritual phenomenon. The methodological basis of the research is the work of domestic and foreign scientists, representatives of social, humanitarian and cognitive sciences. The anthropological approach in its socio-philosophical discourse is chosen as the main approach to their analysis. Discussion. Human capital as a socio-cultural phenomenon is considered in the focus of modern research presented by a synthetic model. At the same time, its semantic content becomes the interaction of the “economic man”, “spiritual man”, and “social man” with artificial intelligence, which generates uncertainties in the formation of human capital. It is proved that such an anthropological approach needs a new interpretation and its extension to the humanitarian one. Based on the analysis of previous concepts of human capital, some theoretical foundations for the conceptualization of the new model are proposed. Conclusion. The analyzed positional characteristics of human capital have shown that quite decent and working concepts of human capital for the industrial era and post-industrial society need some correction. This correction is connected not only with globalization and virtualization as determining the nature of sociality today, but also with the change in the nature of man himself, his subjectivity and identity. Obviously, these processes will require adjustments to the foundations that previously developed in the concepts of human capital.

Introduction. The study of the genesis of “civic education” category is due to the fact that in the philosophy of education there is not enough research on this phenomenon from socio-philosophical worldview positions. The purpose of the article is to analyze the categorical nature formation of “civic education” concept in historical dynamics and to generalize its current state. Methodology. The work is theoretical in nature, for which the historical and philosophical approach is used as the main research method. Methodology. The work is theoretical in nature, for which the historical and philosophical approach is used as the main research method. Discussion. A retrospective of the development of “civic education” category has shown that it has an interdisciplinary character. The origin of civic education is connected with the origin of states, their borders formation, systems of power and norms of social behavior formation, which was reflected in the works of Aristotle, Democritus, Plato, Cicero, etc. In the Middle Ages, religious education came to the fore, in which civic education was “dissolved” into religious dogmas, which is claimed as a public good and allows us to talk about the substitution of one value-oriented education for another. In Modern times, there is an intensification of economic development and the formation of new social relations, which causes an acute ideological crisis and leads to a deepening of civic education content. In recent times, the development of civic education has acquired a state-localized character in the form of an ideology of separate states. The civic education analysis of the modern era allows us to assert that the category of “civic education” has ontological characteristics - a priori, objectivity, universality, etc. Conclusion. The analysis of the historical and philosophical context of “civic education” category allowed us to identify the features of its formation in historical retrospect. The continuous current state of development of “civic education” category is characterized by dependence on socio-economic and political processes and is determined by individual existential changes.

Introduction. The main condition for achieving the prospects for the development of the Russian state in the global world system is the innovative foundations of educational activities. The integration of the Russian scientific and pedagogical community into the global educational space requires methodologically supported by its own reflexive theory and practice of interaction with society. Methodology. The staff of the Scientific School of Philosophy of Education of Novosibirsk State Pedagogical University is searching for the foundations of interaction with the world scientific community at the same time as realizing their own subjectivity. Fundamental and applied scientific research as the basis for the development of innovative activities of the Philosophy of Education Scientific School is based on the dialectic of new ontological, epistemological and axiological foundations of the modern educational space. Today, it is necessary to adapt them to new political, economic and social relations that require a more objective philosophical, socio-philosophical and humanitarian understanding. Discussion. Over 25 years of productive scientific activity, the team of followers of Nina Vasilyevna Nalivaiko, founder of the Scientific School of Philosophy of Education at Novosibirsk State Pedagogical University, has developed a philosophical understanding of the “society - education - person” system based on the need for a dialogue between philosophy and education. For this reason, the field of research on the essence, problems and prospects of Russian education is defined as the maturation of a new theory of education. Its formation is accompanied by the transition from an industrial society to an information society, new requirements for the education system and, accordingly, the evolution of the philosophy of education into the sphere of a special cycle of sciences (ontology of education, epistemology of education, axiology of education, praxeology of education, etc.). Conclusion. In the future, the Scientific School of Philosophy of Education plans large-scale tasks necessary for the empiricism of education. Firstly, it is an opportunity to create your own methodological foundations for solving numerous educational problems and social contradictions. Secondly, realizing the social necessity of implementing a systemic relationship between education and the global scientific community as a necessity for effective long-term and long-term integration, it is necessary to recognize the path of formation of a solidary non-conflict (or low-conflict) noospheric society.