Purpose of the research. This article aims to identify the potential of PROMPT engineering as one of the ways to help students comprehend what they read, including scientific texts, in the context of digitalization of higher education. The purpose of this study is to explore the potential of PROMPT engineering when working with large-scale artificial intelligence language models to improve students’ comprehension of scientific texts.
Research materials and methods: the study design involved obtaining indexes of scientific text comprehension before and after the implementation of PROMPT engineering. The study utilized testing based on T. Borzov’s “Understanding scientific text” methodology, which relies on student self-reflection, and a questionnaire, which allows for a further analysis of scientific text comprehension at a deeper, qualitative level, as opposed to self-reflection. To create a prompt, students were given a brief outline, emphasizing that prompt writing was a creative activity. Mathematical statistics were used to analyze the data. A total of 57 students were surveyed, including 25 first-year students and 32 second-year students. The distribution of each group corresponded to a normal distribution (Shapiro-Wilk, p = 0.548).
Results. To evaluate the results before and after the application of prompt engineering based on T. Borzov’s “Understanding scientific text” method; we used a paired samples t-test to compare two measurements of the same group: Measure 1 (before) and Measure 2 (after). The purpose of the test is to determine whether there is a significant mean difference between the two related data sets. 25 participants completed the study (p = 0.373): a two-tailed p-value indicating no statistically significant difference between the mean values before and after the study at the α = 0.05 level. Furthermore, a qualitative analysis of the questionnaires indicates that students’ responses after the prompt were characterized by greater accuracy and clarity of presentation, relevance, conciseness, and depth.
Conclusion. The authors concluded that students experience difficulty understanding scientific texts, particularly in identifying key points and conclusions. These results of the pilot study generally suggest positive predictions regarding the use of prompt engineering to develop students’ deeper understanding of scientific texts.

The purpose of this paper is to apply an interdisciplinary approach to teaching higher mathematics at the technical university. The implementation of this interdisciplinary approach is aimed at developing comprehensive competencies in future engineers capable of solving real-world problems in modern industry. Traditional, highly specialized programs often ignore the integration of knowledge from mathematics, computer science, and physics, leading to a gap between theory and practice. An interdisciplinary approach to teaching basic disciplines develops a comprehensive view of students’ future professional activities, allowing them to adapt more quickly to rapidly changing technological processes and the introduction of digital technologies into the industry. This increases graduates’ competitiveness in the labor market, stimulates scientific publications, and meets higher education quality standards. As a result, the university becomes a center of innovation, preparing personnel for digital transformation.
Methods. To improve academic performance and stimulate student interest in challenging subjects such as mathematics and computer science, it is recommended to implement the educational model (mathematics, computer science, and engineering). This model involves the active use of advanced software tools in higher mathematics, physics, and basic professional courses. This educational model eliminates the need to solve manually abstract problems on paper in favor of specialized mathematical packages that provide both analytical and numerical methods for solving differential equations and integration. As a result, computer science is becoming a powerful tool for mathematical education.
Results. This article presents a methodology for implementing the educational approach (mathematics, computer science, and engineering) in higher mathematics classes at universities. It presents a mathematical description of a geometric problem, demonstrates methods for solving it analytically and numerically, and provides a graphical interpretation of the resulting solution. The analytical and numerical solution is proposed to be achieved using the SMath Studio mathematical package. The possibility of using the Python programming language to solve the problem with additional constraints is demonstrated.
Conclusion. The educational approach (mathematics, computer science, and engineering) discussed in this article involves studying mathematics and computer science using physical or engineering problems as examples. This approach allows for a transition from the isolated study of abstract formulas to the integration of mathematics with engineering and natural science disciplines. Practical assignments in higher mathematics in the format of this educational model are structured as interdisciplinary projects, where mathematics, computer science, physics, and engineering serve as a unified toolkit. This approach allows for more efficient use of university resources and digital platforms, as a single task combines theory, practice, and instrumental components.

In the modern educational process, distance learning has become an important tool for increasing access to knowledge and developing students’ competencies. The effectiveness of distance learning directly depends on the quality of educational and methodological materials, which provide informational support, methodological guidance, knowledge assessment, and student motivation. The preparation of educational and methodological materials requires a systematic approach, taking into account pedagogical, psychological, and technological aspects: accessibility, interactivity, differentiation, clarity, consistency, and feedback. The use of multimedia and interactive tools allows adapting the material to different types of perception and levels of preparation. Well-prepared educational and methodological materials contribute to effective learning, independent student work, and the successful implementation of distance education programs.
Materials and methods: educational courses, LMS platforms, multimedia and interactive materials, tests, and forums were used. Methods: analysis, structuring, content adaptation, interactive learning, and feedback.
Results: adapted educational and methodological materials for distance learning were developed, including multimedia and interactive content. Knowledge accessibility, student motivation, learning effectiveness, and feedback quality were improved.
Conclusion: the preparation of educational and methodological materials for distance learning enhances the quality of education, ensures interactivity, accessibility, and systematization, supports student motivation, develops competencies, and facilitates effective knowledge acquisition.

The purpose of the study. The research is devoted to the development of a theoretical and methodological basis for simulation modeling in teaching a foreign language using digital technologies and the Tilda website builder for the formation of communicative and digital competence among students of the humanities. The relevance of the paper is due to the digitalization of education. This requires a rethinking of traditional methods of teaching foreign languages as well as the introduction of practice-oriented approaches for the formation of sought-after competencies. The main tasks were the development of theoretical foundations for the formation of communicative and digital competence; theoretical justifications for the use of simulation modeling in teaching in a digital environment; the definition of didactic principles for the use of authentic modeling in teaching foreign languages; the design of a standard model for creating a professionally oriented foreign language website.
Materials and methods. The study applied an integrated approach, including a theoretical analysis of scientific and pedagogical literature on modeling as a tool of foreign language teaching and components of communicative and digital competence; content analysis of educational materials; method of pedagogical design. The validity of the methodology was checked during a pilot study with subsequent adjustments to the training modules. The possibilities of simulation modeling in an authentic educational context, as well as linguistic approaches and didactic principles underlying the developed model for creating a professionally oriented educational website using an online website builder, have been evaluated. The stages of designing a didactic model of imitation learning are defined: analysis of professional situations, modeling of communicative tasks, development of interactive scenarios, filling the site with content. The preparatory, teaching, project, presentation and reflexive stages of the model implementation in the process of teaching a foreign language are highlighted.
The practical part of the study was based on the design and development of a simulation model for creating a professionally oriented foreign-language website using the characteristics and tools of modern information technology substantiated in the theoretical framework. The developed simulation model structure included three key modules: educational, digital, and project-based. Individual and group student work was presented.
Results. Theoretically, the key characteristics of simulation modeling as a tool for developing communicative and digital competence are systematized. Its components are identified and structured. Effective methods of integrating language and digital learning were noted, optimal forms of organizing project activities were selected using collaborative and digital communication tools. The results of empirical verification of the model during the implementation of projects to create Englishlanguage websites have confirmed its effectiveness for the formation and development of the communicative and digital competence of students, majoring in the humanities.
Conclusion. The conducted research allowed us to form a holistic view of the use of simulation modeling in foreign language teaching in order to create conditions for immersing students in quasi-professional situations and stimulating critical and creative thinking, developing teamwork skills and project activities. The theoretical justification and description of the practical integration of language and digital education provided in the study meet the requirements of digitalization of education and contribute to the training of competitive specialists in the humanities, capable of effectively using a foreign language and digital technologies in their professional activities.

Purpose of research. The article is devoted to the analysis of the main tasks and priority areas of science and education development for the successful implementation of Russia’s new development strategy, which has been implemented in our country since 2024 and is focused on the medium term. This strategy has a mobilization character and is being implemented in challenging geopolitical conditions, which are caused by the sanctions pressure imposed on our country by its opponents in the Western countries. In these conditions, the issue of Russia’s technological sovereignty becomes particularly important, as it is a prerequisite for its state sovereignty and national security. To solve this problem, we need to make appropriate changes to the structure and content of our country’s education system, the conceptual foundations of which are currently being formed and actively discussed in scientific forums, the scientific press, and the media. This article presents the author’s perspective on the structure and content of these changes.
Materials and methods. In the course of the study, new documents on strategic planning of Russia’s development, which have been developed and adopted for implementation in recent times, were used, as well as the results of forecast studies on the further development of the scientific and technological revolution in the 21st century, which were obtained by domestic and foreign specialists. At the same time, the specific problems of Russia’s scientific and technological development and the existing experience of implementing major scientific and technological projects in our country were taken into account.
Research results. As a result of the research, the structure of priority areas and tasks for the development of science and education in Russia has been identified, and their solution is necessary to achieve the main goals of the new strategy for the scientific and technological development of our country. In this regard, the main focus was on the new national project “Technological support for the bioeconomics”, as well as the development and use of tools, methods, and technologies for artificial intelligence.

Purpose. To assess the effectiveness of integrating digital tools into the three-stage model of professional vocabulary acquisition (noticing – retrieval – creative use) for engineering students, and to determine whether the systematic matching of each tool to the cognitive task of a stage offers an advantage over traditional instruction. Professional foreign-language competence is critical for engineers, yet a large share of terminology remains in the passive vocabulary, and the fragmentary use of digital tools does not solve this problem.
Materials and methods. A quasi-experiment with non-equivalent groups was conducted with the second-year students of construction specialties (71 persons: control group – 35, experimental group – 36) as part of an English course for professional purposes. The material was the “Building materials” module of an author-developed textbook: 50 key terms across 7 texts, 32 academic hours. The amount of study time and content were identical across groups; only the way of organizing activities differed. In the experimental group each stage of Nation’s model was supported by digital tools: noticing – corpus services (SKELL, Ludwig.guru) and artificial-intelligence platforms (Qwen, GigaChat); retrieval – spaced repetition and gamification (Quizlet, Wordwall, JeopardyLabs); creative use – the textbook’s productive tasks supported by Perplexity and Twee, as well as final situational games (digital quest in PowerPoint and role-playing game in Genially). Receptive vocabulary gain, productive use (lexical density and collocation accuracy), four-week retention, and motivation were measured. Data were analyzed with a normality check (Shapiro–Wilk test), Student’s t-test, and effect size; qualitative data were processed through thematic analysis; instrument reliability was confirmed by Cronbach’s alpha and Cohen’s kappa coefficient.
Results. The experimental group showed a receptive vocabulary gain 1.4 times higher than the control group (15.3 vs 11.3 points; p < 0.01; effect size 0.84). On the four-week delayed test, knowledge loss was 14.3% versus 22.8% in the control group, indicating more durable retention. Productive use of terminology was significantly higher: lexical density by 47%, collocation accuracy - 69.5% versus 58.6%. Experimental-group students rated the course positively (3.8 out of 5.0), with the highest score given to the situational games of the creative-use stage (4.1) and the lowest to the autonomy scale (3.5).
Conclusion. Integrating digital tools into Nation’s three-stage model improves professional vocabulary acquisition across all measured parameters – receptive knowledge, retention, and productive use. The key success factor is the systematic matching of each tool to the cognitive task of a specific stage, rather than the fragmentary use of technology. The model is reproducible, relies on tools available in Russia, and is transferable to other subject areas of professional foreign-language education.