The article addresses the relevant problem of activating independent cognitive activity of future teachers of computer science within their professional training at a pedagogical university. As a tool to achieve this purpose, the authors propose the use of specially designed story-based tasks with console visualization, solved using the C# programming language.
The purpose of the study is to examine the features of using the C# programming language in the context of training future teachers of computer science, to identify the advantages and disadvantages of this choice, and to propose an approach to enhancing the effectiveness of the educational process through the introduction of story-based, practice-oriented tasks with console graphical output. These tasks are related to modeling game situations and developing application architecture. Such tasks are primarily intended to be solved by the most successful students and capable of programming. Particular attention is paid to the issues of student motivation and the development of their creative abilities.
The research methodology includes an analysis of existing approaches to teaching programming and trends in the choice of programming languages for teaching in schools and pedagogical universities; identifying the capabilities of the C# language, its place in the professional training of teachers, and elements of the content of teaching programming in this language; the development of educational tasks; and conducting a pedagogical experiment. The introduction of story-based tasks with console visualization is aimed not only at increasing cognitive motivation but also at the comprehensive development of programming skills in a modern high-level language. An important aspect is that students gain experience working in both procedural and object-oriented paradigms, which contributes to the formation of a flexible and deep understanding of software development principles. This, in turn, increases the competitiveness of future teachers in the labor market by introducing them to a tool in demand in the real IT industry.
The novelty of the paper consists, firstly, in a focused consideration of the C# language, which, being in demand in the professional environment, remains on the periphery of methodological research in the field of computer science teaching. Secondly, it lies in the authors’ original methodological developments – a system of story-based tasks adapted for C# with an emphasis on console visualization. This approach allows for overcoming limitations associated with the shortage of classroom time and focusing on the development of algorithmic and systems thinking. The developed set of tasks is based on fundamental pedagogical principles, including the principle of gradual complication (L. Vygotsky), the principle of contextual learning (A. Verbitsky), and the principle of productive constraints (S. Papert), which ensures its methodological validity.
The approbation of the proposed approach, conducted at Novosibirsk State Pedagogical University, confirmed its effectiveness in organizing creative independent work of students. Although only a small number of students chose these tasks, this target group demonstrated significant progress in professional development. The most successful participants not only solved all the proposed tasks but also subsequently applied the acquired experience in teaching practice and course projects. Thus, the developed set of tasks has proven its practical significance and can be recommended for the use in the training of future computer science teachers, as well as for working with motivated school students who show an increased interest in programming.

The purpose of the study. In the context of the dynamic development of technologies and the tightening of requirements for industrial safety in the gas industry, the system of continuous training and professional development of personnel is of particular importance. The training and production centers of companies such as LLC “Gazprom Transgaz Kazan” are a key link in providing enterprises with highly qualified personnel. However, their effectiveness directly depends on their ability to adapt to modern challenges, including digitalization, cost optimization, and increased flexibility in the educational process.
The purpose of the study is to conduct a comprehensive analysis of the current state of educational activities of the training and production centers of LLC “Gazprom Transgaz Kazan” and to develop a scientifically based action plan for its modernization aimed at improving the quality of education, reducing costs and introducing advanced educational technologies.
Materials and methods. The study is based on data from the internal reporting of the training and production centers for 2021-2025. Methods of comparative analysis, expert assessment of the material and technical base, educational and methodological support and personnel potential of the center were used.
Results. A set of measures for the digital transformation of the educational process is proposed as the main vector of modernization. For the practical implementation of the proposals, a detailed roadmap has been developed for the period up to 2027, structured in five stages with an assessment of risks and deadlines. The expected result of the implementation is the creation of a flexible, technologically advanced and cost-effective educational environment that meets the company’s strategic goals in the field of quality and industrial safety.
Conclusion. With the implementation of the proposed measures, it is expected to increase the effectiveness of educational activities and improve the quality of professional training of employees.

This article systematically examines the problem of implementing digital educational technologies in primary schools, focusing on identifying key factors of effectiveness, barriers, and pedagogical practices that determine the quality of digital integration into the educational process for young school students. The purpose of the study is to provide a comprehensive picture of the current practice of implementing digital educational technologies, assess the impact of infrastructural and methodological factors, and develop recommendations and a phased implementation model that takes into account the age and psychological characteristics of pupils in grades 1–4. The study was conducted using mixed-methods. The quantitative component included a survey of 48 primary school teachers and 210 parents, as well as an analysis of lesson logs from 32 lessons conducted in 12 schools with varying levels of technical equipment (urban and rural schools). The qualitative component included 12 semi-structured interviews with principals and methodologists, as well as a thematic analysis of field notes and transcripts. Descriptive statistics, χ² – association tests, and correlation methods were used for quantitative data processing; for qualitative data, a stepwise thematic analysis with cross-validated coding was used.
The study results showed that technical equipment (interactive whiteboards, tablets, and centralized access to educational platforms) significantly increases the likelihood of teachers regularly using digital educational technologies. However, technology alone does not ensure pedagogical quality: key determinants of effective integration include teachers’ methodological training, the availability of adapted lesson plans, and an organized system of technical support. Practical observations revealed an increase in school students’ engagement when using visualization and interactive elements; however, the acceleration of exercises with digital simulators was not always accompanied by a deep understanding of the material without stages of reflection and comprehension.
The practical significance of this paper lies in the specific tools to support teachers and school principals in the transition to meaningful digitalization of primary education. To confirm the dynamic impact of digital educational technologies on academic achievement, the authors recommend conducting longitudinal and quasi-experimental studies, as well as assessing the cost-effectiveness of investments in infrastructure and teacher professional development.

Purpose. The article examines such a relevant concept in the modern information society as a digital footprint, and raises issues of applying the analysis of students’ digital footprint data. The authors analyze the specifics of the students’ digital footprint of a pedagogical university, emphasizing the need for the future teachers to explore the possibilities of using technologies for analyzing digital footprint data in their professional activities and characterize the relevant competencies. At the same time the authors emphasize the lack of sufficient research devoted to the analysis of the students’ digital footprint in relation to the professional training of future teachers. This makes it possible to formulate the problem of the paper: what level of awareness do the students of a pedagogical university have about their own digital footprint and do they know how to analyze it? The purpose of the article is to identify the level of future teachers’ awareness about the concept of a “digital footprint”, the ways to collect and analyze it, as well as the role that their digital footprint on the Internet has on their own image and future professional activities.
Materials and methods. To solve the problem and achieve the purpose of the paper the authors use such methods as testing (first-year students of Omsk State Pedagogical University took part in it), performing tasks for self-assessment of the digital footprint by second-year students. For self-assessment of the digital footprint by students of pedagogical universities, the authors formulated criteria based on the professional qualities that a teacher should possess.
Results. As a result of the testing the authors formed three groups of students, selected based on their knowledge of the digital footprint: low, medium and high levels. The third group turned out to be the smallest one: only twelve people (13% of respondents) showed a high level of knowledge about the digital footprint. An analysis of the work shows that some students perfectly realize how their online behavior is related to the image of the teacher, others can only see the obvious risks, but do not take into consideration the hidden consequences of their actions, still others realize the importance of a digital footprint in theory, but do not apply this knowledge in practice.
Conclusion. The general conclusion that can be made based on the conducted research, there is a lack of a systematic approach and strategy for managing the digital footprint. Most students have disparate ideas about the digital footprint; there is no skill in deep analysis of long-term consequences. The following means that the additional work to create a professional online image of the teacher, especially in terms of positioning and public interaction is required. It is necessary to include a module on digital footprint, digital hygiene and ethics of online teacher behavior in the curriculum.

The purpose of this study is to examine the theoretical and practical aspects of using artificial intelligence systems in the educational process, including current trends and ethical issues, such as the ethics of using ChatGPT for automatically generating texts in academic papers.
The study’s materials and methods include analysis of bibliographic sources, collection, systematization, and structuring of information, structural modeling of the subsystems of an e-course based on artificial intelligence technologies. A questionnaire survey of bachelor’s degree students in business informatics was conducted on the use of ChatGPT (or its equivalents) in the educational process.
Results. The article highlights the following key areas of artificial intelligence application in higher education: intelligent support for the organization of the educational process; personalized e-learning courses with a neural network mechanism for selecting a flexible, individual educational trajectory; methodological and scientific support for an education system based on artificial intelligence technologies; technical support for the educational process and its information security; strategic management of a university, including the use of intelligent systems for monitoring, analyzing, and planning the educational process. A possible structure for an e-course based on artificial intelligence subsystems is presented.
A number of challenges associated with the implementation of artificial intelligence technologies in education are highlighted: technical issues, software problems, personnel issues, organizational and managerial issues, and ethical concerns.
A questionnaire survey of bachelors of the business informatics direction was conducted on the use of ChatGPT in the educational process. The survey revealed that 96% of respondents use these chats in some form or another when performing educational tasks, and 88% of them do it systematically. Conclusion. The main technological trends in the application of artificial intelligence in education include the use of machine and computer vision systems, neural network models (including generative pretrained transformer models), and data mining systems. The potential of artificial intelligence systems will make it possible in the future to solve a number of other problems, such as the neural network construction of flexible, personalized student learning paths, and the optimization of structural units of the university.
The use of artificial intelligence imposes certain ethical constraints on the educational process. This primarily concerns students’ use of AI-generated results as their own academic achievements. It can be concluded that generative artificial intelligence is a tool that requires careful and measured use to replace creative human intellectual activity.
The implementation of innovative technologies such as machine learning, computer vision, big data analytics, robotics, virtual and augmented reality, the internet of things, and others contributes to the optimization of university educational and management processes and the improvement of the quality of education. These trends form the foundation for shaping the image of a modern, competitive higher education institution capable of adapting to new challenges and realizing the full potential of digital transformation.

Purpose. The purpose of research is to reveal the main problems in the field of business process modeling and identify the main directions for the development of appropriate languages and modeling methods, including their reflection in modern educational disciplines and processes.
Materials and methods. The methodological basis of the research is the integration of various types of basic models of business processes within the framework of a structural approach to modeling. The research is based on an analysis of the requirements of professional and educational standards in the subject area under consideration. The systematization and classification of the directions was carried out using a systematic approach to the design of educational technologies, as well as taking into account the requirements of state policy in the field of education.
Results. This paper analyzes the current state of visual languages, models, methods, and technologies for business process modeling, which are one of the main areas of business process theory developed at the Institute of Control Sciences of the Russian Academy of Sciences. A corresponding classification of visual modeling languages is proposed. The most frequently used notations and dialects of the languages are highlighted and a comparative analysis is conducted, and the main directions of their development are considered. Basic types of modeling technologies are considered, their advantages and disadvantages are identified. Examples of the most commonly used integration and translational modeling technologies are given. An analysis of the state of affairs in the field of formalizing the syntax and semantics of modern visual languages for business process modeling is presented, existing methods for formalizing syntax and semantics are examined, and proposals for their further development are formulated. An analysis of international, domestic, and corporate standards in this area is carried out, their shortcomings are identified, and a list of necessary work in the field of standardization and unification of visual modeling languages is compiled. The following key areas of languages and methods’ development are highlighted: the transition from business process modeling languages to enterprise modeling languages, the development and advancement of formal modeling languages, the development and research of methods for formally describing the syntax and semantics of modeling languages, and the standardization and unification of modeling languages.
In terms of training, professional standards were analyzed in a number of areas, identifying the knowledge necessary for performing work on business process modeling and their reflection in the third-generation higher education standards in the fields of “Applied informatics” and “Business informatics”. Based on the analysis of a number of disciplines within bachelor’s and master’s degree programs dedicated to the issues under consideration, their shortcomings and bottlenecks were identified. To prepare relevant specialists, a set of disciplines and a module structure are proposed, tested by the author both in master’s degree programs at leading Russian universities and in commercial courses.
Conclusion. In recent years, interdisciplinary research has developed a new direction related to the unification and formalization of various types of human activity. At the same time, the urgent task is to create a general theory of processes, for which it is proposed to adapt the visual languages, methods and models discussed in this article to various categories of activity.