The purpose of the study. We hypothesize that the use of a point-rating system in teaching helps to increase the student’s internal motivation in studying the discipline, improves the quality of education. Then the purpose of this study will be to analyze and evaluate the effectiveness of the use of the point-rating system for evaluating students’ knowledge for the Management direction. The study is mainly aimed at determining the impact of the point-rating system on the quality of students’ knowledge and skills acquisition in the study of the discipline “Business   Process Management”, as well as analyzing students’ perception of this assessment system and its impact on learning motivation, activity in the classroom and self-assessment of their knowledge. The research methods. Let’s consider how the process of forming the point-rating system is in the study of the discipline “Business Process Management”, based on the statistical data of the lecturer, we will test the hypothesis of improving the quality of knowledge when using the methodology of the point-rating system based on the results of the work of second-year students of the Faculty of Higher school of management; we will identify the degree of motivation of students to master the educational program. We will analyze the students’ academic performance at the time of accumulation of points and during the exam, present a comparison of the results of the accumulated assessment and the final one. The information base of the study was the material of classes at the Financial University under the Government of the Russian Federation on the discipline “Business Process Management” for second-year students of the Management program

Results. An important place in the educational process management system is the point-rating assessment system. As already noted, one of the goals of the point-rating system application at a Financial University is to stimulate the systematic work of students during the semester (module). This means that the lecturer must develop the system so that students complete assignments systematically, not just when the next grading checkpoint is approaching. It is the systematic fulfillment of the proposed tasks that guarantees the full study of the discipline, improving the quality of study and, importantly, increasing the motivation of students to acquire knowledge. The results of the study showed the effectiveness of this technique and its focus on the personal characteristics of the student. A student can gain points by completing a given amount of work, setting priorities independently. At the same time, the quality of education   does not decrease. Conclusion. The use of the point-rating system in modern universities has   long been a matter of habit. However, the requirements for the quality of teaching are increasing every year, on the part of both students and employers. This study identifies the stages of improvement by quality management using the PDCA cycle in the development and use of the point-rating system for evaluating knowledge in the learning process,   analyzing teaching and making changes and additions. The tools of these   approaches are described, as well as ways to improve the quality of teaching using the example of the discipline “Business Process Management”.

The purpose of this study is to consider the prospects and problems of using big data in education.

Materials and methods. The research methods include analysis, systematization and structuring of information in the field of big data application in education, as well as modeling and software implementation of a test model for processing big data by using the Apache Spark framework.

Results. The article considers the key aspects of using big data in education. In particular, the sources of big data in the form of a digital footprint of learning, methods of analysis and areas of application of big data are considered. At the same time, the following sources of big data in education were identified: electronic educational environment and electronic library of the university; mobile applications for learning; university website; social networks and forums; feedback data, requests and surveys; personal data, including psychometric characteristics of students; data from scientific smart laboratories; data from video surveillance and access control systems; data on the career path and success of graduates. The use of big data in education includes the following points: personalization of e-learning, issuance of personalized recommendations; data analytics; assessment and feedback; predicting student success; monitoring the quality of education; creation of a learner model; development of curricula based on employer requests; development of new educational programs; emergence of new learning models; improvement of university management processes; improvement of the work of the admissions office; modernization of software and hardware teaching aids; optimization of the teaching staff. The following problems are considered as problems of using big data in education: protection of personal data, the need for new methodologies and technologies for analyzing big data, the need for significant modernization of the technical means available in the education system, the need for qualified personnel. The article also provides a test example of analyzing a log file (event log) of an e-course using Spark SQL big data processing technologies. The example shows the potential and practical applicability of big data processing technologies to the tasks of analyzing the digital footprint of learning.

Conclusion. Big data in education can provide unique opportunities for analyzing and optimizing the educational process, helping to identify trends, predict student success and adapt educational programs to the individual needs of students. However, the use of big data in the educational sphere also implies certain risks and challenges related to ethical aspects, protection of personal data and the need for personnel modernization of the existing education system. For the successful integration of data analytics into educational practice, it is necessary to develop not only technical resources, but also the level of digital security and ethics in the use of personal data.

The article examines the process of developing an engineer’s thinking during the study of engineering graphics at a university. Relevance. The working conditions of a modern engineer require professional training. One of the disciplines of engineering training is descriptive geometry and engineering graphics, which develops the thinking of an engineer. The purpose of the study is the process of developing an engineer’s thinking during the study of descriptive geometry and engineering graphics. The research used theoretical methods of analysis, synthesis of module structure, synthesis and generalizations, knowledge control, practical methods of performing graphic tasks, methods of mathematical statistics for evaluating educational achievements, analysis of literary sources and educational literature, experiment. The provisions reached at the beginning of the study determine the theoretical significance and novelty. Thinking has forms and types of thinking. The engineer’s level of thinking is based on knowledge, combining theoretical and practical experience of life activity, which determines his thinking logic. The basis for the development of thinking is mental formations. In this process, it should be important to form the knowledge and quality of the engineer’s knowledge during training. The qualities of a student’s knowledge are revealed as a result of the assimilation and application of knowledge by a person in various types of activities. Engineering graphics develops thinking by means of forming knowledge, skills, and abilities, as a basis for conclusions corresponding to the theoretical level of the student’s specialty training. Descriptive geometry and engineering graphics  allows you to develop mental processes: perception, representation, imagination, memory, speech, etc.; qualities of knowledge: com-pleteness, depth, efficiency, flexibility, awareness; develop thinking: implies the development of qualities of thinking, modes of thinking,  forms of thinking, levels of thinking.  The practical significance is characterized by the conclusions of the study. Descriptive geometry and engineering graphics is an important discipline in the successful training of a future specialist, since as a result of its study, students acquire knowledge of the basics of design documentation, the ability to perform various types of design activities and read drawings, the skills of design documentation when studying other disciplines of the field of training, the competence of an engineer able to read and issue design documents for manufactured products. Descriptive geometry and engineering graphics develop thinking by means of formation of knowledge, skills, and abilities as the basis for conclusions corresponding to the theoretical level of the student’s specialty training. Descriptive geometry and engineering graphics allows you to develop mental processes: perception (in the process of studying theoretical material and practical performance of tasks on  engineering graphics), representation (a set of knowledge about the types of projection: central, orthogonal, axonometric) based on the  type of task to perform, imagination (to construct figures or details in a drawing, it is advisable to imagine and construct lines of connection in order to correctly construct projections), memory (knowledge of the requirements of the Unified System for Design Documentation allows  you to see the depicted types of design documentation, drawings of  parts, etc.), speech (characterized by terms specific to a particular specialty or discipline), etc.

The purpose of the study is to describe the development and testing of a structural and functional model of preparing future teachers for the digitalization of preschool education, its theoretical justification, as well as to determine the organizational and pedagogical conditions supporting this model. The relevance of the research at the socio-pedagogical level is related to the need of the state and society in preparing future teachers for professional activity in the context of digitalization of preschool education. At the scientific and theoretical level, the relevance of the study is due to the need to analyze the main approaches in the field of preparing future teachers for the digitalization of preschool education, and clarifying the key-concepts of “digitalization of preschool education” and “preparingfuture teachers for the digitalization of preschool education”. At the scientific and methodological level, the relevance of the study is due to the need to develop a structural and functional model of preparing future teachers for the digitalization of preschool education. Results. To achieve this goal, the following methodological approaches were used: a professional-activity approach to the training of future teachers, a competence-based approach in the field of designing educational outcomes, a personal approach, theories, concepts and views of researchers on the problem of using-digital technologies in working with preschool children. To solve the tasks, a set of complementary research methods was used: theoretical (analysis of sources on the research topic; specification of data; generalization of psychological and pedagogical literature; comparison of data on this issue; deduction; meaningful interpretation and analysis of results) and empirical (conducting ascertaining, formative and control experiments; questionnaires; testing; analysis of products of  activity (performing practical tasks, essays); qualitative, quantitative and statistical methods of processing the obtained results based on a comparative analysis of the Mann-Whitney U test, Student’s t-test). Results. We have identified organizational and pedagogical conditions that provide support in the implementation of a structural and functional model of training future teachers for the digitalization of preschool education. 120 students of various forms of education took part in the pilot search work: full-time, part-time, studying in the field of “Preschool Education” at the bases of Shadrinsk State Pedagogical University, Shadrinsk (60 people) and Abai Kazakh National Pedagogical University, Alma-Ata (60 people). The result of the pilot search work showed a significant improvement in the preparation of future teachers for the digitalization of preschool education, which indicates the success of the proposed structural and functional model. Most of the students in the experimental groups showed positive dynamics: in the Experimental Group 1, the progressive level increased from 20% (6 students) to 40% (12 students), in the Experimental Group 2, the progressive level also increased from 23% (7 students) to 40% (12 students). At the same time, the most significant results for all four components of the readiness of future teachers for the digitalization of preschool education were revealed in the Experimental Group 3, where two pedagogical conditions were implemented: the initial level decreased from 13% (4 students) to 0% (0 students), the functional level decreased from 60% (18 students) to 47% (14 students) and the progressive level increased from 27% (8 students) to 53% (16 students). Conclusion. We can be conclude that the preparation of future  teachers for the digitalization of preschool education is an urgent task  of modern education, the solution of which is tied to the scientific justification and identification of a set of necessary competencies that  a modern specialist should possess. In the course of our work, we found that the preparation of future teachers for digital education of preschoolers would be more effective in developing and testing a structural and functional model and supporting its organizational and pedagogical conditions. Within the framework of the conducted research, a structural and functional model of preparing future teachers for the digitalization of preschool education was developed and theoretically substantiated. The structural components of the readiness of future teachers for the digitalization of preschool education are determined: general, pedagogical, subject-pedagogical, value-motivational, criteria for its formation and indexes of each criterion are developed.

Purpose. The purpose of this article is to develop methods and algorithms of microservice implementation for information support of multi-agent systems that implement the functions of digital twins of the enterprise. Particular attention is paid to the implementation of data collection, monitoring, diagnostics and decision-making functions that ensure effective interaction between product agents and resource agents based on service level agreements (SLAs).

Research methods. The research uses methods of building a microservice architecture to separate and autonomously perform functions such as data collection, monitoring and diagnostics in order to optimize SLA and increase system reliability. To increase the system's resilience to security threats, access control, data encryption, and anomaly analysis stages have been added to the algorithms. The methodology includes adaptive management of SLA parameters, the use of distributed data processing and the use of analytical algorithms for decision-making, as well as mechanisms to identify potential threats and unauthorized access.

Results. The proposed methods and algorithms make it possible to create a flexible and scalable multi-agent system capable of adapting to changing conditions and ensuring stable and safe operation of digital counterparts. Using SLA to regulate the interaction of agents improves the consistency of their actions, increases the accuracy of monitoring and protects data, maintaining high reliability and security of the system.

Conclusion. The results show that the microservice approach, the use of SLA and the integration of security measures significantly increase the efficiency and reliability of multi-agent systems, allowing agents to adapt to changes, respond promptly to deviations and prevent possible threats. The use of these methods can significantly improve asset management in network enterprises, maintaining their competitiveness, sustainability and security in the context of digital transformation.

The purpose of the study is to adapt the antipattern method to improve the effectiveness of teaching students in the fields of “Applied Informatics”, “Information Systems and Technologies”, “Software Engineering” to the principles and techniques of relational database design within the framework of relevant disciplines and practices. Training in database design is an important component of the formation of a specialist software developer. The totality of decisions taken in the design process should be based on generally accepted rules, principles and recommendations, as well as on the existing experience in creating and operating information systems, which is difficult to reproduce in the conditions of the university audience.

Materials and methods. An approach focused on the concept of antipatterns – unsuccessful common design solutions will allow increasing the effectiveness of students’ training in database design. The antipattern concept has become widespread following the wide spread use of the concept of a pattern, that is, a common standard solution inscribed in the context of the problem being solved. Both the concept of a pattern and the concept of an antipattern were initially focused on object-oriented software, but later gained recognition in all areas of information technology. The paper proposes a scheme for describing the antipattern, includ ing the name, a brief description, possible causes of occurrence, a list of disadvantages of application in the construction of relational databases, a conceptual model in the form of an ER-diagram (entity-relationship diagram), an example of the appropriate database structure, ways to avoid antipatterns, as well as possible exceptions when using just such a design decision when creating a database may be justified.

Research results. Based on educational, scientific and technical literature and periodicals, as well as on the basis of an analysis of the existing practice of designing information systems, a catalog of common antipatterns for designing relational databases has been compiled and described. Examples of antipatterns: “Jumble of names”, “Duplicate tables”, “False abstraction”, “Non-atomic attributes”, “Duplicate columns”, “Changing data in due course (temporaryfields)”, “Parallel connections”, ““Divine” table”, “Speculative metadata modification”, etc. At the same time, some of the patterns made it possible to illustrate the general principles of relational database design, for example, such as “No sophisticated programming is capable of correcting fatal architectural flaws”. It is shown that the existing unsuccessful solutions are often due to certain prerequisites, for example, the need to perform a hotfix that is, a “temporary” solution, or a premature attempt to improve system performance, or the desire to get some report with one request, avoiding unnecessary connections, etc. In addition to the technical aspects, the relevance of a correct and uniform naming system is shown, the absence of which makes it difficult to maintain and develop the system and leads to unnecessary costs. The proposed approach was tested when teaching students the disciplines “Databases”, “Database design”, “Architecture of information systems”. The students who completed the training improved their understanding of the principles and practices of database structure design. Conclusion. The use of the proposed catalog of antipatterns in the educational process of the university makes it possible to accelerate the training of young specialists in the techniques of designing the structure of relational databases, avoid common mistakes when creating information systems, and improve the overall design culture.