The article is devoted to analysis of the experience of organizing project work of schoolchildren in the field of information technologies on the basis of a higher educational institution.
The peculiarities of the educational process organization, approaches to solving the problem of students’ motivation are considered. The principles of introducing relatively complex and science-intensive technologies into the projects of 10th grade students are discussed. Recommendations for organizing master classes and laboratory works with mastering the methods of image processing, steganography, machine learning are detailed. Emphasis is placed on the recycling of knowledge and skills acquired at school. Considerable attention is paid to visibility, comprehensibility of the results obtained, and the possibility of assessing the applicability of a particular method for solving the tasks of project activities. All works are carried out in such a way that pupils could start research with minimum effort for preparation and would be able to later transfer the learned tools to their individual projects. Much attention is paid to the methodology of project work, and special events are organized, such as pitch sessions of startups, designed to further motivate students, help them to organize their project work in a systematic way, and adjust the goals and objectives of their projects. Some results of the project work of schoolchildren in the field of information technologies during the 2023-2024 academic year on the basis of the National Research University “MPEI” are given.

Purpose. The purpose of the article is to substantiate the use of the mental approach in the system of secondary vocational education when students master the main section “Information Modeling” of the discipline “Informatics”.
Research methodology. The idea of the study is related to the implementation of the mental approach in the system of secondary vocational education when students master one of the main sections of the sample work program of the general educational discipline “Informatics”, compiled by the authors of the Federal State Budgetary Educational Institution of Additional Professional Education “Institute for the Development of Professional Education”. The use of the mental approach in studying the section devoted to information modeling is implemented on the basis of its two stages: at the first stage, connections are formed between the areas of the sensory zone and their model representations, at the second stage of training, the acquired intuitive experience is systematized using the concepts and terms of the subject area “Informatics”, as well as the section “Information Modeling”. To implement the mental approach, mental electronic textbooks are used, which make it possible to present and interpret the educational material of the section in the form of three levels: figurative-visual, model and theoretical-conceptual form. To implement the form of electronic textbooks, the development of N. Pak and N. Amangazy ugly was taken as a basis, demonstrating the transformation of educational resources in favor of transformer textbooks, adapted to the needs of the secondary vocational education system.
Results. Based on the application of the mental approach in the system of secondary vocational education, the content and structure of the transformer textbook for the section “Information Modeling” of the discipline “Informatics” were developed, mental schemes of the module were compiled, an approximate content of question blocks for mastering the program module was proposed.
Conclusions. The application of the mental approach to the system of secondary vocational education in the mastering by students of the main section of the discipline “Informatics” “Information Modeling” contributes to increased interactivity in lectures and practical classes, the organization of control and self-control of students’ knowledge.

The purpose of the study. Modern education is undergoing significant changes. Artificial intelligence technologies are being introduced into the educational practice of universities, including pedagogical universities. These technologies have great opportunities. However, there is a need for a deeper study of the influence and role of artificial intelligence not only in the educational process of the university as a whole, but also in the specifics of teaching individual disciplines, including programming for future teachers of computer science The problem of using artificial intelligence in teaching students of pedagogical universities is urgent. The article is devoted to the substantiation of the role of artificial intelligence in the process of teaching programming to students, future teachers of computer science and the study of the possibility of its effective application in the real educational process.
Materials and Methods. The analysis of scientific publications in the field of using artificial intelligence in the educational process of higher education institution and the analysis of scientific and methodological literature on teaching programming to students of pedagogical universities were performed. Artificial intelligence tools used in professional software development have been analyzed. The experiment of using the online development environment Replit with artificial intelligence technology in Python programming course for students of pedagogical university was carried out. A questionnaire survey of students at the beginning and after the completion of the course was carried out.
The results of the study. Traditionally, the author's e-learning course developed in the Moodle environment, programming simulator with automated solution checking, IDLE Python and online compilers are used in teaching programming to 1st year students of Krasnoyarsk State Pedagogical University. These learning tools were supplemented with Replit online development environment with artificial intelligence technology. According to the results of the experiment it is shown that the use of online development environment Replit with artificial intelligence technology in teaching programming to students of pedagogical university helps in writing and debugging code, makes the course less complex, this is confirmed by the results of questionnaire survey of students, also showing that most students give their preference to this development environment. At the end of the students' mastering of the programming course there is a significant growth in self-assessment of the programming level, which is confirmed by the learning results.
Conclusion. The role of artificial intelligence in the process of teaching students programming can be significant and useful both for the instructor and the students. In particular, the use of artificial intelligence helps the student in writing and debugging code, simplifies the process of explaining to the instructor the ways of algorithm development and program compilation. The example of the integrated online environment Replit, which has built-in artificial intelligence, shows its possibilities for effective teaching students programming.
As a result, the article confirms the need for further research and development of methodological support for the successful integration of artificial intelligence in the process of teaching students of pedagogical universities in the field of programming

The purpose of the study is to develop an approach for identifying and processing invalid events in critical information infrastructure (CII) based on the concepts of taxonomy and categorization. The approach aims to improve the efficiency of identifying, classifying, and managing information security (IS) incidents. The article addresses the current tasks of ensuring the required level of CII protection and minimizing the negative consequences of information security incidents resulting from invalid events. The identification of these events is associated with the complexity of detecting such events, the need to process large volumes of data, insufficient speed in detecting IS events, as well as technological limitations.
The relevance of identifying and classifying invalid events in information security, especially for CII, is driven by the need for timely detection and response to incidents that could lead to negative consequences. Understanding the nature and characteristics of such events allows for effective system protection and prevention of significant damage. To enhance the effectiveness of ensuring security, it is necessary to identify the class of invalid events among the numerous information security events by considering the characteristics that define invalid events.
The novelty of the proposed approach lies in solving the task of identifying the class of invalid information security events based on taxonomy methods, involving the use of event categorization tools with the attributes of invalid events.
Materials and methods. The approach to identifying invalid events in CII, based on the principles of information security event taxonomy, was used to solve the task. It was shown that identifying invalid information security events is directly related to solving the problem of searching for and analyzing their attributes, which represent the characteristics or parameters used to describe and classify security incidents. Based on the key principles of taxonomy, a model of the structure of the set of invalid events was developed to determine the characteristics that can be the basis for classifying invalid events. The process of identifying invalid information security events includes a sequence of stages: taxonomy, categorization, and classification, with appropriate methods and tools implemented at each stage.
Results. Approaches to identifying invalid events in CII have been analyzed. Problems related to large data volumes, the complexity of event processing, the considerable time required for their detection, and technological limitations were considered. It was shown that the concept of taxonomy and categorization allows for effective identification and classification of information security incidents, ensuring efficient processing and response. The feasibility of applying taxonomy for describing and identifying the attributes of invalid events was justified, contributing to the development of effective protection strategies and improving security levels. A generalized scheme for processing invalid events was proposed, including a set of interconnected stages of identification, categorization, impact assessment, response, documentation, and analysis. An algorithm for structured description and classification of incidents was developed, allowing for more accurate and timely responses to information security threats.
Conclusion. The results obtained increase the effectiveness of solving the task of classifying information security incidents by identifying invalid events, which reduces the level of negative consequences of incidents and enhances the security of CII objects.