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Introduction. Education problems of the younger generation in the challenges context of the new information reality are highlights. Methodology. The study was carried out based on the methodology of a systems approach, regulatory documents analysis, literature review of the research problem, generalization of experimental data, and logical conclusions. Discussion. The central topic of discussion is the cultural lag phenomenon caused by the contradiction between accelerated technological development (development of material culture) and the low speed of human socio-cultural evolution. The questions of finding adaptation mechanisms to the conditions of a super-dynamically changing information environment, including in the general education field, are raised. The gains and losses of the digital transformation in education are described. It is shown that the lack of time to catch up and appropriate the technological innovations of the information society is aggravated by the school unwillingness to abandon conservative foundations. The study results revealed how the cultural lag phenomenon in general education manifests itself. Federal state educational standards of general education, developed in accordance with the requirements of scientific and technological society`s development, did not accelerate the education development: in the context of digital transformation in education, information technologies did not affect the education content, did not become its tool, did not lead to a change in the reproductive approach to an activity-based one. It is shown that the education challenge is the growing dependence of the students` digital generation on the Internet, social networks and mass media, its unwillingness to integrate into the pre-digital educational process. Approaches to the presentation of education that meet the time requirements are presented. Conclusion. The socio-cultural lag in education is an objective phenomenon and has multiple manifestations. Among the tasks aimed at reducing this gap are the development by teachers of information technology education, relevant approaches to educating the “digitalˮ generation of schoolchildren, and ways to teach information hygiene skills.

Introduction Social transformations are interrelated processes that affect both social institutions and structures, and mass consciousness. The effectiveness of institutional changes depends directly on whether the mass consciousness is ready for the changes, or it experiences the opposite effect of structural changes that take place in society. The research is aimed at studying of these processes correlation is the initial condition for social transformations effectiveness. Methodology. The research is based on a comparative historical method (involving data on socio-economic and political transformations in China and Russia), as well as on interpretation of the role of ideological and value components of individual and mass consciousness in the social change process. The work also considers the models construction that ensure the functioning of these components in public space. Discussion. Mass consciousness in its most concentrated form reflects the ideas, goals, values, and motives (that have a positive normative status in this society) rooted in the national mentality. In total, they regulate and coordinate activities of both an individual and society as a whole. At the rational theoretical generalizations level, mental attitudes crystallize in the ideology that dominates in a society. The transformation conditions are objective needs of the social system, whose structural elements and functional connections have ceased to meet the needs of the system and cope with internal and external challenges. The social structures functioning algorithms are clearly interrelated with the ideological and value attitudes adopted in society. Without changing these attitudes, social transformations are either impossible or ineffective. For example, the introduction of market mechanisms into the Chinese and Russian economics would be impossible under domination of communist ideology, which is fundamentally incompatible with liberal market ideas and values. Conclusion. The interdependence of institutional transformation and changes processes in attitudes of mass consciousness directly affects society, either ensuring the high effectiveness of changes taking place in it, or hindering this process if the correlation between them is violated.

Introduction. Education for Sustainable Development (ESD) is the first global project in the education field, which imposes great responsibility on those who implement it. In its regulations, the ESD project relies on the intangible cultural heritage and, in particular, on the pedagogical heritage, which is increasingly being introduced into educational practices. However, the ESD policy documents say almost nothing about the threats that global education will face in the near future, as well as what actions should be taken to avoid them. Methodology. Philosophical and educational theoretical and logical methodology, critical and comparative analyses are applied. Discussion. An analytical series of statements by recognized futurologists and scientists whose works dealt with issues of future education is presented; the thesis on the functional and semantic connection between the pedagogical heritage (as a whole) and the creative heritage of futurologists is discussed, where the heritage is demonstrated as part of the pedagogical heritage, justifying the importance of these connections for the implementation of the project of education sustainable development. The legacy of the philosophy of education and pedagogy is recognized as the fundamental basis for the implementation of current and future initiatives within the framework of the ESD project, and the ideas of futurologists are identified as significant factors that must be taken into account in the strategies of global educational projects. In this regard, the interdependence and contradictions between the heritage factor used in the present and the unknown are shown: “Can there be any places left for heritage in the future?”. Conclusion. The article result is a call for a more attentive attitude to the creative heritage of futurologists (fears, ideas, concepts) in order to guarantee the implementation of the ESD project based on philosophical and educational forecasting.

Introduction. The using of contemporary artificial intelligent systems (AIS), which has penetrated into diverse professional and everyday practices, in addition to positive effects, may also bring forth negative consequences. The spheres of science and education seem to deserve special attention, since the uncontrolled use of generative neural networks may carry risks for the creative competencies development and give rise to a number of ethical problems. In this regard, the article aims at the systematization of challenges posed by the use of neural networks for text generation in science and education, as well as the philosophical understanding of the grounds for overcoming different cognitive, ethical and pedagogical risks. The methodology concentrates on a phenomenological analysis of the ontological status of the contemporary AIS, possible problems in the field of development of human cognitive and communicative abilities and the reasons for the unfair use of generative neural networks. Reliance on the theoretical positions of the purpose-oriented approach allows to mark the boundaries of acceptable usage of AI tools and to outline the trajectories of the most effective overcoming of the identified problems along the axis of target settings of the involved actors. Discussion. The cognitive and communicative features of human are shown in the context of growing up, development of thinking and language ability in comparison with the tools of the AIS. Ethically unacceptable areas of application of the generative neural networks are systematized, taking into account their “weaknesses”. The analysis is made for conditions of experiencing dilemmas in which one may make an unethical choice, based on which we highlight the principles of minimizing such situations in the sphere of AIS applying. Specific actions are proposed to take in order to regulate the usage of neural networks in education. Conclusion. The article systematizes the problems and ways of their comprehensive overcoming in the context of the onto-gnoseological foundations of interaction between human and the AIS in the “hybrid” reality.

Abstact. Introduction. The problem of using a general scientific humanitarian approach in pedagogical research is actualized. The humanitarian approach is considered through the compositional levels prism - general scientific, pedagogical science, object and subject, in order to identify the most popular and relevant approaches that are used in thesis research of a pedagogical profile. Methodology. The research is based on of I. Kant and V. Diltat works, which reveal the foundations of a general scientific humanitarian approach. The selection of compositional levels of humanitarian approach implementation was based on the anthropological context of education (V. I. Slobodchikov, A. V. Leontovich), M. Mamardashvili works, which show the pedagogical science development in the humanitarian approach context. Discussion. A review study of 420 thesis in pedagogical sciences defended between 2004 and 2024 was conducted. The prospects of the general scientific humanitarian approach implementation in pedagogical science as the philosophy of education resource aimed at solving philosophical, ideological and theoretical-cognitive tasks are shown. The specificity of humanitarian knowledge is highlighted: 1) constant development in time and space; 2) incompleteness of the object’s development; 3) variability of the object’s assessment depending on time, context and expert. The limitations of the research methods used have been established. The characteristics of structuralism have been clarified, which made it possible to attribute axiological, personality-oriented, acmeological, situational-environmental and other approaches to the general scientific humanitarian approach. Conclusion. The characteristics that reflect the general scientific humanitarian approach specifics in pedagogical research are established: the subjectivity of knowledge, the dominance of the “continuation of personality” of the results scientist; intuitive comprehension of the truth and the inapplicability of the logic laws; the permissibility of a variety of interpretations; the inadmissibility of “correctness” criterion. The most popular and relevant approaches that are used in thesis research of a pedagogical profile are identified.

Introduction. The study`s purpose is to analyze legislative acts and documents for the introduction of subject-language integrated learning into the higher education system of Mongolia. The question is raised about the personnel possibility of English teaching subjects at universities in the country. For general pedagogical analysis, the results of students and teachers survey of the Mongolian University are presented. Methodology. The methodological basis was socio-pedagogical, empirical and analytical approaches in the documentation study, theoretical material and data processing study, conducting experiments on the introduction of subject-language integrated learning in non-linguistic subject groups. Mathematical calculations were used for conclusions and subsequent reflection. Discussion. The article discusses the methodology potential of subject-language integrated learning for solving educational problems, emphasizes its positive impact on both language acquisition and “non-linguistic understanding of subjects”. To assess the possibility of introducing subject-language integrated learning, a survey was conducted among future students and teachers. The survey data found a positive effect on language acquisition, in the so-called “non-linguistic understanding of the subject.” The National English Language Teaching Program also emphasizes the need to update the content of English teacher training and ensure that relevant programs comply with international standards. The results indicate a high interest of students in English learning and using English-language materials in practice. However, problems with writing skills, especially grammar and scientific style, indicate areas that require improvement. Conclusion. The survey results and experiment emphasize the need to introduce subject-language integrated learning at all levels in Mongolia education in accordance with national development goals and international educational standards. Addressing gaps in language proficiency among teachers will be crucial for successful language integration at Mongolian universities.

Introduction. Currently, the problem of education in a heterogeneous Russian society, which is facing challenges of an anthropogenic, man-made and ecogenic nature, is becoming obvious. The anthropogenic challenge is accompanied by problems of discontinuity between the levels of education (secondary - general - higher), loss/substitution of traditional spiritual and moral values or attempts to ignore or pervert them. No less significant are personal qualities, which include, for example, intellectual laziness. The technogenic challenge and its ideological orientations actualize the problem of the “man-technology” relationship, and the ecogenic challenge is the predominance problem of consumer mentality in human relations with the surrounding world (spiritual-social-natural). Obviously, there is one source for these problems - education, which is considered an integral part of the educational process. Methodology. The research uses philosophical, pedagogical and historical approaches, which determined the choice of sources and made it possible to highlight the fundamental role of education, which exists in inseparable unity with learning. Discussion. Ignoring education is the essence of the above-mentioned problems rooted in modern education. The problems of modern education manifest themselves at the level of family education, represented by several generations; social space - in various groups (educational, professional, casual, by interests, etc.), united (sometimes temporarily) by a single goal, usually related to obtaining a profession. In these groups, there are carriers of different worldviews, representing in their totality society as a whole, which, with a heterogeneous level of education and loss of basic values, has difficulty responding to the challenges of modernity, endangering its very existence. Conclusion. Russia’s focus on preserving and strengthening traditional basic values determines the importance of education as a “key tool” in the field of education and enlightenment.

Introduction. The focus of this study is on the problem of professional development of a person in the rapidly updating conditions of modern development of society. The purpose of the study was to identify educational and methodological approaches and identify the features of the modern philosophical content of the problem of professional formation in the process of educational activity aimed at its formation. Methodology. The main research method is a theoretical review of socio-philosophical and pedagogical scientific publications containing approaches to the professional development of a person in the context of the development of modern society. The educational and methodological approaches used are examined in the context of the philosophical and theoretical concepts of “personal approachˮ, “activity approachˮ and “praxiological approachˮ. Discussion. The idea of the processes of professional formation in the context of personal, activity-based and practice-oriented formation is primarily due to the peculiarities of the development of the information society and modern ideas of researchers about professionalism. The principles of the education development strategy include, in addition, ideas about the peculiarities of the development of professional qualities of a person, the acquisition of new qualities by a person, a change in the orientation of personality, etc. Their general characteristics are justified within the framework of the practice of labor skills and techniques, the identification of their elements and the compilation of various practical recommendations on this basis. In conclusion, the main methodological foundations and peculiarities of the modern socio-philosophical content of the problems of professional education in its educational process are summarized.

Introduction. This study is devoted to the problem of applying the didactics of pragmatism, its philosophical foundations for building a methodology for teaching natural science disciplines, in particular biology. Methodology. The analytical approach to the study of ways to improve the methods of biology teaching contains a philosophical and methodological analysis of the practical use possibility of the pragmatism theoretical provisions and the development of a methodology for a biology course teaching. Based on a pragmatic approach, students were offered assignments on the topics of the school course in human biology. The key idea of the selected tasks was to teach screening methods for diagnosing functional body systems. Discussion. Biology, like other natural sciences, arose from the practical needs of a man. The practice-oriented philosophy of pragmatism is a constructive methodological basis for working with biological material, studying the functioning of living systems, and therefore the practicality of the knowledge gained in the lesson will arouse greater interest in the subject among students. The r implementation result of this concept in biology lessons in the 9th grade met expectations and contributed to a good assimilation of the material, understanding of the human body physiology by school students at the stage of basic general education. Conclusion. It is shown that the focus on the practical value of knowledge makes teaching a scientific discipline more in demand and interesting for students, which makes it possible to achieve high academic performance in the subject of biology. It is important to note that the acquired knowledge acts as tools for constructing one’s own picture of the world, which includes both an eclectic approach and epistemological pluralism.

Introduction. The relevance of the issue of methodological work with authentic foreign language texts (taken from original sources not for studying purposes) within the framework of regional studies, origin and their interdisciplinary connections in foreign language classes are due to the specifics of the needs of society and the students to navigate various information flows successfully. However, with all the variety of foreign-language information sources, the lexical stock and the ability to perceive information in working with authentic texts are quite limited for students, and the use of interdisciplinary connections for educational purposes is a multi-complex process. Methodology. The study provides a review of domestic and foreign publications on the problems of applying cognitive and communicative approaches to the process of teaching a foreign language as a process of working with authentic English-language texts. Discussion. Awareness of the importance of using foreign authentic texts in foreign language classes is one of the incentives for updating and improving the cognitive model and increasing the general educational and cultural potential of students. The application of interdepartmental cooperation is aimed at combining all knowledge in one subject, which will motivate students to acquire new knowledge, introduce an element of novelty and represent a cognitive interest. To achieve this goal, the coordination of cognitive and communicative approaches when working with foreign language information, in this case with authentic texts that meet the information needs of students, is best suited. Conclusion. The increasing importance and necessity of the effectiveness of the educational process, including when teaching a foreign language, determines the importance of reading authentic literary sources in a foreign language, both general and professional orientation.