Problem and purpose. Bilingual teaching aids, presented in two languages, are becoming widely used in bilingual education. The design of these aids can significantly impact the learner’s cognitive load and their comfort with learning material. In this regard, the question of what textbook design can influence the quality of bilingual learning for students is of interest. The goal of this study is to identify suitable formats for presenting computer science material in bilingual textbooks that can contribute to improving the quality of bilingual learning for students (by quality, we mean academic performance in computer science and the development of bilingualism among students from Russia’s ethnic regions).

Materials and methods. To achieve this goal, the following methods were used: D. Barkhatova’s inversion approach to developing tools and methods for bilingual computer science education; a competency-based approach to designing and processing questionnaire questions; N. Pak’s mental approach to substantiating the need for bilingual education for students living in ethnic regions; and an ethno-pedagogical approach based on the use of the language of a particular ethnic group in the development of bilingual teaching aids. A combination of complementary research methods was also employed: theoretical (analysis of sources on the research problem, data specification, generalization of psychological and pedagogical literature, data comparison, deduction, substantive interpretation, and analysis of results) and empirical (questionnaires, testing, processing, and analysis of the obtained results). 

Results. Suitable formats for presenting computer science educational material in bilingual textbooks that contribute to improving the quality of bilingual education for students were identified using specially developed questionnaires. An analysis of the results of a questionnaire survey of experts and students allowed us to determine the most appropriate format for presenting educational information in bilingual textbooks. Synchronous (63% of experts) and mirror (40% of students) bilingual presentation of information are preferred for presenting theory in flipped textbooks; horizontally sequential (48% of experts and 35% of students) presentation is preferred for the practical block; and mirror (57% of experts) and synchronous (37% of students) formats are preferred for the control block. Thus, the most appropriate formats for presenting computer science educational material in bilingual textbooks have been identified, contributing to the improvement of the quality of bilingual education for students. 

Conclusion. The statistical data from the questionnaire survey of experts and students allowed us to determine the most appropriate format for presenting educational information in bilingual textbooks. Research to determine the appropriate format for presenting educational information in bilingual textbooks has shown that continuous and inverted textbooks are the most suitable and all three formats, we developed, turned out to be preferable in one or another type of educational activity.

Promising areas for further work include research to assess the effectiveness and quality of bilingual education for students, as well as the development of electronic versions of bilingual computer science textbooks, pilot testing at universities and schools, and studying the design of electronic bilingual computer science textbooks.

Purpose of the research. The relevance of this study is driven by the steady growth of disinformation in the digital environment, which makes the development of automated content verification systems a critical tool for ensuring national information security. In addition, such systems serve as important digital technologies for educational purposes, helping to improve the digital literacy of modern users. The aim of this paper is to develop and substantiate the architecture of an anti-fake service as a specialized digital tool for education. The study addresses the following objectives: a comparative assessment of the effectiveness of neural network models for analyzing news in Russian and the development of methodological recommendations for integrating digital services into the educational process to foster a critical attitude toward information in the contemporary Russian-language information space. 

Materials and methods. The anti-fake service is based on an ensemble method for training neural network models, combining recurrent neural networks (including long short-term memory architecture) and convolutional neural networks. The training was conducted on the public data set of Russian-language news “Fake and real Russian news”. A specialized preprocessing pipeline, including lemmatization and stop word removal, was implemented for Russian-language text. The quality of binary classification for the Russian-language news was assessed using a set of metrics: Accuracy, Precision, Recall, and F1-score. The digital service architecture is implemented using a microservices approach based on the FastAPI/ React technology stack, ensuring system scalability and flexibility.

The results. It is developed a working prototype of an intelligent antifake service for analyzing Russian-language news texts. A key feature of the proposed digital solution is that it allows users to interactively select and combine deep learning models in real time via an intuitive web interface. This functionality not only enables news classification as reliable or fake, but also clearly demonstrates the inner workings of deep learning algorithms in an educational context, helping users to develop practical information verification skills. Experimental data confirm the effectiveness of the proposed approach to developing an anti-fake service: the highest accuracy (Accuracy 93.3%) was achieved using a convolutional neural network, owing to its ability to identify local semantic patterns in texts. The use of a probabilistic ensemble further improved the reliability and robustness of binary classification of Russian-language news.

Conclusion. The conducted research solves a pressing problem at the intersection of information security and pedagogy countering disinformation through the development of digital literacy. The novelty and key advantage of the developed anti-fake service lie in its functional duality: it serves both as a tool for the automatic binary classification of Russian-language news texts and at the same time, as a service for developing users’ practical information verification skills through interactive engagement with neural network models. The anti-fake service has significant didactic potential and can be integrated into educational programs for courses to develop students’ digital literacy, including its use in courses on computer science, information security, machine learning, and other disciplines. Thus, the developed anti-fake service functions both as a tool for automatic verification of Russian-language content and as a digital educational tool that promotes the formation of a critical attitude toward information in the digital media environment.

As part of operational risk management, business processes are considered as one of the generators of risk events. Empirical data show that a significant share of operational losses in credit institutions is associated with the human factor, namely, the professional unpreparedness of employees. In this context, a promising area of risk management is the development and implementation of tools based on artificial intelligence, designed for automated assessment of the criticality level of operations, which allows mitigating the risks generated by personnel.

The aim of the paper is to develop an intelligent system for preventive monitoring of the occurrence of a critical state of a business process due to actions or omissions of personnel to prevent an operational risk event.

To achieve this goal, professional and personal criteria for evaluating personnel, criteria for assessing their impact on the business process, as well as accumulated statistical indexes were analyzed. The general structure of the business process status indication system is proposed, organized according to the modular principle. It is proposed to use artificial neural networks (ANN) of direct propagation as composite modules. The paper describes the main data flows coming to the ANN inputs and compares different ANN models for each of the system modules.

The results obtained can be used in various areas of activity related to personnel actions to prevent the negative consequences of the critical state of the business process.

The purpose of the paper is to evaluate the effectiveness of the “Vznaniya” educational platform in preparation for the centralized testing in English, and to identify the correlation between the work on the platform and the exam result. The objectives included the development of a course on the platform, analysis of the system’s didactic potential, and comparison of the platform’s analytics with the exam results. The relevance of the paper is determined by the need to integrate effective digital tools into pre-university preparation practice, given the digital transformation of education and high competition in entrance exams.

Materials and methods. The research was based on a comprehensive approach, including theoretical analysis of the pedagogical potential of digital platforms and practical testing of the course. To achieve the goal, a specialized preparatory course for the centralized exam

was developed and implemented on the “Vznaniya” platform at the Intensivkurs educational center in Minsk within a blended learning model. The methodological basis for the course development was the analysis of the centralized testing specification, as well as the creation of authentic task types on the “Vznaniya” platform that simulate exam tasks. The main methods were quantitative analysis of the platform’s educational analytics, comparative analysis, and statistical data processing. The key metrics analyzed were the average task completion rate, the percentage of material covered, and the final exam score. 

Results. A stable positive correlation was established between activity on the platform and test results. The obtained results demonstrate that the use of the digital platform not only confirms its role as an effective training and diagnostic tool but also contributes to increasing student motivation, improving the dynamics of subject mastery, and fostering sustainable self-study skills. The analysis showed that the digital environment provides a more flexible organization of the educational process, allows for consideration of individual learning trajectories, and enhances interaction between the teacher and the student.

Conclusion. The research proves the high effectiveness of the “Vznaniya” platform for targeted preparation for a standardized exam. Systematic use of its resources ensures personalization, objective monitoring, and the formation of study discipline, leading to improved results. The obtained data opens prospects for integrating such digital environments into a continuous educational trajectory. Further research is required on the development of adaptive algorithms based on platform data and the assessment of the long-term impact of such preparation on success in university studies.

The purpose of the study. The discussion and adoption of the “Strategy for the development of education in the Russian Federation for the period up to 2036 with a perspective until 2040” sets the task of appropriate personal and professional development of employees at all levels of the education system. In this regard, the analysis of the content of the concept of “space of teacher’s development” and its categorical clarification within the framework of the model representation by analogy with the mathematical interpretation of physical space becomes relevant. The inextricable connection between the personal development of the current and future teacher with the emotional, social, cultural, intellectual and professional development of his human potential is indicated. The center of this space is the personality of the teacher as the author of his creation in the general educational context. The need for the formation of longitudinal professional and personal development goals in the development of educational programs of advanced training institutes for educators and pedagogical universities is actualized.

Materials and methods. Scientific publications in the field of personality-oriented, culturological, competence approaches in the analysis of the processes of professional formation of a teacher are used. The method of comparative analysis of the content of publications and the method of analogy in constructing a model of the teacher’s development space are applied. The experimental part of the paper used a survey method of experts in focus groups, members of dissertation councils and school teachers who had completed advanced training courses. The results of the surveys are compared with the theory of the development of the human thinking proposed by R. Keegan.

The results of the study. Based on the comparison of the converging results of the survey of focus group experts and teachers with the provisions of the theory of human thinking development, it is shown that the phenomenon of personal and professional development includes a hierarchy of forms of emotional, social, cultural, intellectual and professional development in a conditional (configurational) space, the coordinate axes (vectors) of which are the categories of subjectivity, competence and skill. These forms arise in the process of evolution of a human personality in the education system in such a way that the path of development is realized along a nonlinear trajectory with inflection points and an exit to a plateau of achieving mastery. The image of a conical spiral of the teacher’s professional development is proposed, immanently including emotional, social, cultural and intellectual development, the phases of which are determined by the totality of coordinates of subjectivity, competence and skill. The development spaces of the teacher and the student intersect in the educational context, forming the zone of proximal development according to L. Vygotsky. In the general educational space (goal content structure), the teacher is able to form a personal educational environment as an area of professional and personal development space.

Conclusion. It is concluded that the proposed spatial-like model implements the gnostic, communicative, constructive and evaluativereflective functions of personality development, takes into account the individualization of the development trajectory, personal involvement and direct participation in the processes (forms) of development, duration, continuity of the development process, covering the entire career of the teacher.

The purpose of the study is the development, theoretical substantiation, and empirical testing of a cognitive-digital model for teaching foreign language phraseology. This model is based on the integration of metaphorical modeling, generative artificial intelligence (AI), and virtual reality (VR). It aims to overcome the cognitive gap between the form and the culturally determined meaning of set expressions, which poses a significant challenge for learners. The research was carried out on the example of Spanish idioms in a university classroom. 

Materials and methods. The theoretical foundation is a synthesis of cognitive linguistics (conceptual metaphor theory), principles of embodied cognition, and social constructivism. A four-stage methodological model was developed, including: 1) semantic-cultural deconstruction using generative AI (ChatGPT-4, DeepSeek) and specialized prompt templates; 2) immersive visualization of the historical-cultural context in accessible VR environments (CoSpaces Edu, Google Cardboard); 3) contextualized practice of idiom usage with adaptive AI tools (Character.AI for dialogues, DeepL Write for text analysis, ELSA Speak for phonetic practice); 4) socioreflective transfer through a theatrical method with digital reflection tools (Padlet, Mentimeter). Empirical testing was conducted via a pedagogical experiment involving 60 A2-level linguistics students divided into control and experimental groups. Methods included preand post-testing, comparative and correlation analysis, qualitative analysis of the digital footprint (logs of interaction with AI and VR), expert assessment of video recordings of theatrical performances, and data triangulation.

Results. A statistically significant superiority of the experimental group over the control group was established across all measured parameters: recognition and understanding of idioms (p < 0.001, Cohen’s effect size d = 1.80), pragmatic choice of appropriate usage (p < 0.001, d = 1.45), and, especially, the task of explaining the conceptual foundations of idioms (p < 0.001, d = 2.30). Qualitative analysis revealed positive correlations between the structure of AI prompts (r = 0.65), active exploratory behavior in the VR environment (r = 0.71), and the depth of competence, facilitating a shift from rote memorization to meaningful mastery of phraseology. 

Conclusion. The proposed cognitive-digital model, which implements a sequential integration of metaphorical modeling, generative AI, and VR, is an effective tool for the deep acquisition of foreign language phraseology, as demonstrated by the example of Spanish. The scientific novelty lies in the theoretical and methodological synthesis of cognitive linguistics and digital pedagogy, as well as in the development of a comprehensive assessment model based on data triangulation. The practical significance consists in creating teaching modules, prompt templates, and VR scenarios adapted for A2–B1 levels, ready for the implementation in university practice. The identified limitations (digital fatigue, dependence on prompt quality) indicate the need for pedagogical support and preliminary development of AI interaction skills. Research prospects are associated with the development of an integrated software platform, adaptation of the model for other languages, and an in-depth study of digital load optimization.

The purpose of the study - the analysis of the essence of the components of artificial intelligence systems and their use in educational processes, as well as their impact on human cognitive abilities.

Research materials and methods - the analysis and systematization of information, as well as system-information modeling of processes that ensure the formation of competencies as a target result of educational activities within the framework of an integrated system of reproduction-the use of knowledge and human development. 

Results. An information model of the processes of perception and cognition occurring in consciousness is presented. Education is considered as a system of complex interrelated processes of activity for the formation of knowledge, skills, and competencies. Moreover, motives, incentives, and emotions play an important role in cognitive and educational activities.

Perception, understanding, and cognition are basically information processes characterized by stochasticity and directionality, which ensures transcending the known and synthesizing new knowledge. Explicit and implicit knowledge is represented as a set of models of reality, with varying degrees corresponding to this reality, obtained and used in various circumstances. From the point of view of the form of knowledge existence, in contrast to data, it is a set of facts that are systematized, attributed in accordance with the properties of the subject area, qualified in terms of consistency and identified. Attention is focused on the fact that data, information, knowledge are the role names of a specific information object (messages, records, thoughts, etc.) their common potentially effective component, having different purposes (storage/transmission; search/analysis/ synthesis; specific application) and, accordingly, different contexts (meta-components and methods).

The problems related to the information and cognitive features of the “digital” generation are discussed, as well as some properties of artificial intelligence systems that determine their unconstructive role in educational processes.

Conclusion. The use of digital media as an educational medium does not allow us to identify (and, consequently, develop) motives and incentives as a driving force for education. In addition, such an individual-oriented environment increases alienation from society, reduces the effectiveness of emotions and incentives for the development of volitional and organizational qualities. It is concluded that the features of the zoomers’ generation are not the laws of nature “in action” and not heredity, but the natural realization of the most important property of adaptability and learning, which actually ensured the accelerated development of humankind. Therefore, it is necessary to change the goals and values, and not to create technological “crutches”. The use of AI in education must be strictly limited and controlled, since it, replacing humans in the fundamental operations of thinking, will thereby contribute to the degradation of not only students, but also teachers, including in terms of human ability to memorize and choose, to create hypotheses and conclusions.

The purpose of this study is to examine the theoretical foundations and pedagogical practices of using artificial intelligence in the educational activities of university students, and to identify, analyze, and compare the motivational focus of using artificial intelligence in the education of students in technical and humanitarian fields. 

Materials and methods of research. 145 students from Kazan (Volga region) federal university participated in the research. 73 first-year students are studying at the Institute of Psychology and Education in the humanities, and 72 first-year students are studying at the Institute of Physics in the natural sciences. The following research methods were used in the course of this paper: systematization and theoretical analysis of pedagogical literature on the research problem; interview “How I see the advantages and disadvantages of using AI in educational activities”; questionnaire “Self-assessment of the level of students’ motivational focus on using AI in learning”; modified methodology for identifying the motives for studying the factors of attractiveness and negative attitude in students’ use of artificial intelligence in educational activities (V. Yadov, modified by N. Kuzmina and A. Rean). This method has been repeatedly used in pedagogical research affecting the problems of a professional school and has proven itself positively. The modified method “Studying the motives of students’ use of artificial intelligence in educational activities” (A. Rean, V. Yakunin) was used to identify the dominant motives. A comparative analysis of the results was also conducted, and the Student’s t-test was used for statistical data processing. The novelty of the study is due to the insufficient development of the problem of the motivational component of the use of artificial intelligence by students of higher educational institutions, the presented review of pedagogical literature on the use of artificial intelligence in education, the comparative analysis of approaches to defining and the role of artificial intelligence in educational activities, and the identified motives for the use of artificial intelligence by students of technical and humanitarian fields.

Results. The article presents an analysis of scientific approaches to the theoretical justification and pedagogical practice of using artificial intelligence in the educational activities of university students. The practical significance of the study lies in the fact that the author’s questionnaire and modified methods can be practically used in pedagogical research. The article provides a quantitative analysis of the results of diagnosing the students’ motivational orientation towards using artificial intelligence in their educational activities. The obtained results are valuable both from a theoretical and practical perspective of using information technologies in the education of students in the humanities and technical fields.

Conclusion. The analysis of the results obtained allowed us to draw conclusions about the comparability of the level of motivation of university students of the humanities and natural sciences to the use of artificial intelligence in education at this stage. It is necessary to carry out pedagogical work to inform students about AI technologies, improve the skills of using the advantages, and increase the level of awareness of the risks of unlimited use of artificial intelligence in education. Thus, the use of artificial intelligence should be auxiliary in nature. Students should approach its use with caution, combining its capabilities with their personal experience and knowledge, in order to maintain the quality of education and develop their skills. The results of the paper can be used by teachers and researchers in the field of innovative technologies in higher education to expand and deepen the content of various courses at universities, in particular the course on information technologies in education.