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Introduction. Considering learning as a complex process of interaction between various subjects in order to acquire knowledge, skills, and abilities, it is necessary to comprehend artificial intelligence as a generative educational technology. Generative artificial intelligence (neural networks) is a transitional stage from “narrowˮ artificial intelligence to “generalˮ artificial intelligence. Their impact on learning processes is the focus of scientific and social reflection within the framework of two problems: the complexity of developing methodological foundations and the need to develop a new didactics. The research methodology is based on the theoretical principles (traditional and progressive) of artificial intelligence research and its practical impact on the educational process as a new didactics and the possibility of artificial intelligence to become the “third” subject of educational interaction. Discussion. The leading thesis of most works is the understanding that for education generative artificial intelligence should be considered not only as a benefit, but also as an existential risk (limitation of the field of subjectivity of an individual). Considering the changes taking place in learning under the influence of the “directˮ integration of artificial intelligence applications (neural networks) into the content of learning (electronic tutor, digital consultant, etc.) means not only a new stage in the development of specific learning practices, but also a change in all components of the educational process. When discussing the problems that arise when using neural networks in learning, it becomes clear that a simple transfer of intuitive knowledge, systems and institutions of didactics of traditional learning to a new educational space will not be correct. At the same time, the lack of the right to make mistakes and the lack of knowledge about the “workˮ of “generalˮ artificial intelligence and the consequences of its application in educational interactions clearly require a rethink of the didactic foundations of learning as a process. Conclusion. The use of generative artificial intelligence in learning today is episodic, but its capabilities are expanding every day, influencing a person’s understanding of reality and himself. The phenomena of “destruction of responsibilityˮ that arise in this case, “moving into a comfort zoneˮ, mean a “blurringˮ of human subjectivity, especially in an educational environment, the consequences of which are not fully realized.

Introduction. The task is set to identify the possibilities of transformation and prospects for the development of methods for teaching artificial intelligence technologies in the context of digitalization of Russian society. This task is updated by the growing importance of artificial intelligence in all spheres of society. The rapid development of AI has led to the need to train a new generation of personnel with skills in the field of information technology. But the task of updating the content and methods of training future artificial intelligence technologies teachers has acquired the greatest importance. Methodology. Analysis of changes in methodology as a component of personnel training that fulfills one of the tasks of an educational institution, solved within the framework of an even larger task - the formation of conditions for the sustainable development of the country as a whole, involves the use of structural-functional and systemic approaches in the research process. Discussion. The work also presents an analysis of regulatory documents and training programs. A retrospective analysis of the content of the traditional training of future computer science teachers in the basics of artificial intelligence revealed a fairly strong lag behind what is in demand by society and the level of technology that is being implemented everywhere today, which makes it urgent to set the task of reforming both the content and methodological support. The analysis performed demonstrates the possibilities of modernizing the methodology for training future computer science teachers in the use of artificial intelligence technologies, which are embodied in the model developed by the authors for preparing future computer science teachers for teaching artificial intelligence. Conclusion. Testing of the model showed effectiveness in developing students’ skills in mastering technical information technology, as well as the ability to transfer their knowledge to students. The results of the study demonstrated the success of the attempt made in the study to solve the existing problem of updating the content and methodology of training future teachers.

Introduction. Socio-economic transformations in the society development and technological progress were the reason for the education deconstruction, which affected the humanitarian foundation of higher educational institutions. The human capital phenomenon has become a key resource that is more significant than natural capital or accumulated wealth. The practice of the world leading countries (China, the Republic of Korea, Great Britain, the USA, Sweden, Switzerland, etc.) clearly demonstrates that investing in the creation of a competitive human resource is the most effective government strategy, where the total share of human capital more than doubles exceeds produced and natural capital. In Russia, the thesis of focusing education on a person’s labor potential from the economic profit point of view is being updated. Methodology. A comparative analysis of reforming educational systems in Russia and abroad is used as a methodological basis, identifying paradoxes and problems associated with the human capital development. Discussion. The rationalism crisis with its unshakeable faith in the revolutionary component of technological progress characterized by the services production priority and dependence of professional stratification on the education level, leads to a thinning of the humanitarian foundation in higher education. In support of this thesis, the following are considered: achievements of technological progress through human capital in Germany; professional orientation of the French human capital model; human capital orientation to the labor market requirements in the UK; the Bologna process as an example of the economic concept of human capital formation in Russia. Conclusion. The orientation of higher education towards the values of economic-market standards of administration today has become the reason for the loss of identity and originality of national education systems in the global world.

Introduction. Trends in the development of society at the beginning of the 21st century. indicate the integrative nature of knowledge that shapes the consciousness of human society as a whole. The development of architectural and artistic integrated thinking, which allows us to understand complex historical processes, is becoming relevant. In order to draw attention to the value-knowledge and methodological resource of the disciplines of the aesthetic and projective cycle in the development of this type of thinking, an appropriate a methodology that is based on a set of theoretical and empirical approaches, including analysis of literature, a dialectical approach to historical and art reconstruction. The core of the study is the phenomenon of synthesis of plastic arts, in which the main link is architecture (architecture), which forms a comfortable and aestheticized spatial environment. Discussion. For many centuries, the role of architectural and artistic education in the development of integrated thinking has been decisive and undeniable. The information-digital and technological era provides great advantages (in speed and visualization of the logic of art and other processes and phenomena of reality). The novelty of the research is the presented project model and the implementation of the methodology for the development of integrated, architectural and artistic thinking. Within the framework of the set goals and objectives of the project, the interaction of painting and architecture was realized, which has a multifaceted, emotionally rich, aesthetic impact on a person. Conclusion. The analysis of the synthesis of arts through the prism of the concept of complementarity confirms that architectural and artistic space throughout the history of the development of human civilization continues to remain one of the main means of aesthetic transformation of reality and cultural progress. This, in turn, determines and confirms the need for a comprehensive, integrative approach in architectural and artistic education to realize the resource of the disciplines of the aesthetic and projective cycle, allowing the formation of integrated thinking in which the value, knowledge and methodological components are fused together.

Introduction. In order to study the problem of finding an effective means of foreign language training for students of non-linguistic areas in a professionally oriented context, modern means of the digital environment are used, as well as testing the effectiveness and versatility of new technologies. The research methodology is based on analytical methods of subjectivism in the interpretation of interactive video technology. The general scientific basis is a set of leading approaches: personal-activity-based, professionally oriented, competency-based and technological, from the standpoint of which learning will acquire a pronounced focus. The authors have developed and scientifically substantiated an educational technology for developing foreign language skills in professionally oriented communication based on interactive video technology. Interactive video technology is considered in the context of project activities to create a video as a virtual report at an English-language professionally oriented conference. The entire educational process is built around this didactic core. The content of this activity is described, including the preparation, selection and analysis of materials adequate for professional and communicative purposes; developing a script for your video fragment; choosing a method for implementing a video creation project; editing and dubbing video in a foreign language and uploading it to the digital educational environment as a video report for a conference. A definition of interactive video technology is given, which acts as a multimedia teaching tool, with the help of which video materials and tools of digital social resources are used to create an interactive educational environment and community space for the Dive into Science conference on the VKontakte social network. Discussion. Interactive video technology: 1) creates conditions for intensifying educational and cognitive activity and active communication, stimulates student interaction with the content and among themselves through interactivity and multimodality; 2) makes a tool for personal self-realization and development of the ability of foreign language professionally oriented communication of students based on the creation of videos. Conclusion. The results of approbation have proved the effectiveness and applicability of the proposed technology in the development of foreign language professionally oriented communication skills in a digital environment.

Introduction. Rhythmic gymnastics, within the framework of physical development, is characterized by complex coordination actions in the format of musical accompaniment and at the same time the spectacular effects of influencing the public with sports attributes (balls, ribbons, hoops, clubs, jump ropes, etc.). At all stages of preparation, this sport places high demands on the development of coordination of movements, flexibility, dexterity, concentration and other individual potential physical development of the subject. Taking into account that the requirements for rhythmic gymnastics competitions change regularly and have a strong tendency to introduce elements of increased complexity, accordingly, the search for creative methods of increasing the efficiency of the physical education process is being actualized in higher education. Considering that while receiving basic education it is impossible to increase the volume and intensity of physical activity, it is therefore important to help stimulate the need-motivational sphere of students in combination with an educational impact on the psycho-emotional background of students. In order to comprehensively improve motor abilities, there is a need to overcome the contradictions between the potential effectiveness of using elements of rhythmic gymnastics in the physical education of female university students and the lack of elaboration of pedagogical support in teaching this approach. Methodology. To achieve the goal, domestic works on organizing rhythmic gymnastics classes within the framework of physical education were studied, and an analysis was given of testing the elements of a technical and aesthetic sport. Discussion. The need to change the traditional methodology for organizing educational physical education classes using elements of rhythmic gymnastics is due to updating the quantity and quality of motor activity of girls aged 17-19 years. The author’s version proposes a program for the elective course “Fundamentals of rhythmic gymnastics in the format of aesthetically developing education.” Conclusion. A well-developed algorithm of pedagogical support in teaching rhythmic gymnastics is proposed, which, along with promoting the formation of a healthy image and lifestyle of students, along with the development of physical qualities, has an impact on increasing interest and motivation for innovative technical and aesthetic types of physical development.

Introduction. A problem that has never received reflection in the history of the philosophy of education is considered. The fundamentality of science and education has always manifested itself a priori. The powerful force of metaphysics invited science and education to see truth in the foundations and in fundamental depth. Fundamentality requires the up-to-date philosophical reflection. The problem of the article is to find the content of the fundamentality of education that is relevant to modern times. A social theory based on the specifics of the post-metaphysical philosophy is a methodology for solving this problem. Since education, having a humanistic purpose, is designed to prepare a person not only in the profession, but also in culture as a whole, enriching him/her with life-preserving values, it also a priori manifests itself in the humanitarian paradigm, which is a necessary consequence of the reflexive conclusion of modern post-metaphysical philosophy, which has abandoned the reductions of the classical rationalist view. It enriches key trends of social envelopment with life-saving values. Discussion. The fundamentality of education is determined by sociocultural background of the era and the type of scientific thinking. The characteristics of the fundamentality, which correspond to different stages of history are considered. This helps to find the specifics of the modern approach to its definition. The development of the new forms of rationality that complement the strict logic of classical rationality is substantiated. Such forms are trusting, communicative, playful etc. Conclusion. Modern sociocultural changes require a need to redefine fundamentality of science and education. Fundamentality is characterized by not only logical foundations of science. It is characterized by the anthropological, cultural and social challenges. The function of education is to prepare a person, which is able to live in the conditions of modern social dynamics, uncertainty and instability. Today the science and education are no longer intrinsic values for the person. They have acquired the property of a commodity, and reason does not create the dignity of a person, but also has pragmatic characteristics. Therefore, fundamental education has become pragmatic. Modern sociocultural changes redefine the fundamentality of science and education. Fundamentality is defined through the concept of “educational knowledge”, which, according, to M. Cheller, not only characterizes the human mind, but becomes the being of a person, forming his/her spiritual and moral essence.

Introduction. Issues of social forecasting, as a rule, are considered relatively independently, partially, without their connection with the education of the population. However, the success of implementing even the best forecasts, strategies and plans ultimately depends on the subjects of educational activities. In order to carry out a comprehensive socio-philosophical analysis to identify the relationship between social forecasting and the creative activity of society and people, a systemic and philosophical methodology was applied. General social processes are analyzed from the positions of holism and partialism in the areas of forecasting and planning of the Russian educational system. Value-oriented approaches are proposed in the aspect of forming a new axiosystem of the Russian educational space. Discussion. The relationship between social foresight (forecasting, long-term and short-term planning, comprehensive implementation of strategy, tactics of social action) is revealed based on the axiological basis of society and the fundamental role of education. It is substantiated that achieving social progress and balance in society is impossible without the development and implementation of strategic programs to improve the education sector. The human problem is discussed as a key one in the development and implementation of any social strategy, since its implementation requires trained people. Each new creative generation in Russia is traditionally formed primarily by the education system. Conclusion. Issues of social forecasting should be considered holistically, in inextricable connection with the general axiosystem of the educational space. Only expanded groups of theorists and practitioners, as specially trained subjects, are capable of developing promising ideas, making social forecasts, and putting into practice the strategy and tactics of future social life.

Introduction. The actualization of historical and genealogical research is considered through the prism of the need for spiritual and moral enrichment of modern Russian society and reducing the level of conflict. The author suggests that genealogical research has an educational potential that determines the formation of historical consciousness of a person, which can become a prerequisite for integration processes in local and interethnic communities. Methodology. Consideration of the actualization of historical and cultural research is based on various interpretations of culture: as objectifying the essential forces of man (K. Marx, F. Engels); a set of stable intellectual elements that provide the memory of the world (A. Moles); the mechanism of social inheritance and the generalized way of life of the people (B. Malinowski, K. Kluckhohn); a superorganic universe, covering ideas, values, norms, their interaction and relationships (P. Sorokin), as well as the “I-concept” of D. Taylor, the concepts of the stages of formation of “historical consciousness” by E. I. Fedorinov. Discussion. Carrying out an analysis of the demand for the terms “ethnic consciousness”, “genealogical culture”, “historical consciousness”, the author comes to the conclusion that in the interpretation of E. I. Fedorinov, the latter absorbs the previous ones. A comparison of the levels of its formation with the stages that a genealogy specialist goes through in the process of his/her professional development demonstrates the functionality of the concept of “historical consciousness” and, to some extent, allows us to explain the specifics of a person’s choice of his/her position in interpersonal and interethnic interaction. Conclusion. As a result of the research, the author concludes that the formation of historical consciousness based on genealogical materials is important for the systematization of ideas about the history of the country through the embedding of historical and ancestral information in the general context of events. This becomes the key not only to self-identification, but also to the acceptance of the “Other,” which ultimately can have a positive impact on integration processes in local and interethnic communities.

Introduction. The article is devoted to the main trends in the development of educational policy in Mongolia in the post-Soviet period. Based on a comparison of three documents, namely the «Concepts of Educational Development in the Mongolian People’s Republic (1991)», «Appendices to the Resolution of the Great Khural of Mongolia №. 36 of 1995», «Resolution № 12 of the State Great Khural of Mongolia in 2015, “State Policy in the Field of Education” (2014-2024) », the reasons for changing trends in the educational policy of Mongolia are described. Critical assessments of the results of the implementation of its programs are presented. Methodology. The world-system approach (I. Wallerstein) is used as a methodological basis. Problems of education and the process of dissemination of educational patterns have been studied in the world-system paradigm since the 1980s. Discussion. Mongolia is actively integrating into the global system of division of labor and forming an education system in accordance with international standards after the collapse of the Soviet bloc. This gives rise to complex contradictions between the innovations being introduced and the desire to return traditional Mongolian culture as the basis of national identity. An analysis of the 1991 document showed that initially nation-building was planned in line with neo-traditionalism. However, difficult economic conditions and the existence of the danger of Chinese integration of Mongolia at the level of the external periphery did not allow these political ideas to be realized. In the 1995 document, the prevailing trend was orienting Mongolian education to international standards. As a result, the reform of Mongolian education in the next decade followed the model of countries with high incomes and sedentary populations, this did not correspond to the realities of Mongolia and caused increasing problems and contradictions. The 2015 document is based on the government’s attempt to involve initiatives «from below» in the development. As a result, the document is more focused on the interests of the local population, including the educational needs of children from pastoralist families. In general, however, the document has a clearly declarative character. Conclusions. The tendency observed in the educational policy of Mongolia to borrow educational patterns for the development of human capital is a forced compromise with the countries of the core of the world-system. The bias towards international models in the field of educational policy is recognized by the Mongolian scientific and pedagogical community. The question is raised about the upbringing of a person with a Mongolian identity.