Purpose of research. The modern education system is in urgent need of pedagogical staff capable of carrying out a training process aimed at meeting the needs and opportunities of students. In the structure of professional readiness of the subject teacher, his readiness to teach is responsible for the effectiveness of educational activities. The purpose of this paper is to describe a model of readiness to teach from the perspective of the mental approach in the system of continuous pedagogical education “psychological-pedagogical classes – professional pedagogical training – skill improvement of teachers”.

Materials and methods. An analysis of domestic and foreign research in the field of teachers’ professional readiness and their preparedness to teach has determined that readiness to teach is a value-motivated ability of a teacher to solve educational tasks based on their practicaltheoretical training, which is conditioned by and changes in accordance with the current state of the education and science system as a whole. Readiness to teach is based on the teacher’s awareness of the learning process directed towards themselves and towards the students.

Drawing on the works of R. Solso and U. Neisser in the field of cognitive psychology, as well as N.Pak’s proposed mental approach to the digital transformation of education, this study presents an informational model of the learning process that serves as the foundation for describing the structure of readiness to teach at each stage of a teacher’s development.

Results. Readiness to teach includes four components: subject readiness, methodological readiness, communicative readiness, and reflexive-managerial readiness. Subject readiness involves the content of established template mental schemes (internal cognitive plan) of the subject. Methodological readiness is defined by the ability to create template educational materials. Communicative readiness refers to the ability to explain or present educational material based on feedback in the form of recognized cognitive execution of learning objectives and memory readiness in the learner. Reflexive-managerial readiness defines the teacher’s ability to recognize filters of perception and educational objectives, and present material in accordance with the capabilities and needs of students. Management here refers to managing the cognitive qualities of learners and managing one’s own subject-methodological readiness.

Improving the traditional model for forming and developing readiness to teach should be considered as a superstructure over the existing one, possessing horizontal (internal) and vertical (inter-level) continuity. Vertical continuity is realized through understanding the significance of the learning process for each level of training, where for schoolchildren, the main indicator will be readiness to learn; for university students – to learn to teach; and for teachers – to teach to learn. Horizontal continuity in forming readiness to teach should be ensured by presenting the same educational information taking into account memory readiness, i.e., in a language that can be integrated into learners’ mental schemes.

Conclusion. Based on the results obtained, a team from the Department of informatics and information technologies of Krasnoyarsk State Pedagogical University named after V.P. Astafyev has developed a set of textbooks on computer science (published by Lan) that considers the mentality of modern students. In the future, it is planned to develop a diagnostic toolkit for assessing the level of readiness to teach in accordance with the level of a teacher training, as well as creating a digital environment for forming and developing readiness to teach “Pedagogical workshop”.

The purpose of the study. Currently, there is a significant amount of research papers devoted to design and technological styles of thinking. However, the issue of diagnosing the design and technological thinking of trainees is poorly sanctified. In this regard, the aim of the paper is to develop a structural model for diagnosing the development of design and technological thinking of a student in the educational process of the subject area “Robotics and automated systems” from the standpoint of a mental approach.

Materials and methods. A mental approach is used to informatively describe the mechanism of formation and development of design and technological thinking. A model of the mental image of physical objects is used, in which the procedural and algorithmic component is encapsulated. Structural and mental schemes of mental and physical activity are also considered, on the basis of which classes of skills, knowledge and abilities are determined. The structure of design and technological thinking is modeled by applying structural and systemic strategies, mental schemes of knowledge and activity.

Results. The concept of the design and technological type of thinking of a student has been clarified. In the structure of this type of thinking, the following components are defined: subject knowledge, project activity, design and algorithmic thinking. The level of formation of design-technological thinking of a student is determined by the presence and quality of mental schemes of knowledge and mental schemes of activity in the subject area. The criteria and indicators for evaluating the components of the design-technological type of thinking of a student in the subject area “Robotics and automated systems” are proposed.

Conclusion. Based on the provisions of the mental approach, a diagnostic model of design and technological thinking of students in the subject area “Robotics and automated systems” is proposed. Diagnostic tools in the form of tasks and projects have been developed and tested. The model can be useful for testing new educational technologies, creating teaching and learning materials reflecting the realities of the modern high-tech and rapidly developing world. The proposed model can be used to improve the educational process in practice-oriented subject areas.

The aim of the paper is to develop a methodological approach to the implementation of the professional computer package SMath Studio (hereinafter SMath) in mathematics lessons at school. The research was based on the authors’ experience of using this package in higher education, which is proposed to be adapted for school education. There are several reasons why such a methodology is relevant. Firstly, the introduction of digital tools into teaching activities at school in recent decades requires students to develop skills in using a computer as a tool for research activities. Secondly, it is necessary to reduce the gap between educational problem solving and real scientific work, which can be achieved by using a professional SMath package in lessons rather than a training program. Thirdly, there is a need for new methods of stimulating cognitive and motivational qualities of schoolchildren (especially low-achieving ones) in the classroom. The article describes ways to solve these problems by using the SMath package in mathematics lessons.

Methods. The method of comparative analysis of situations that cause difficulties for students in mastering basic educational skills when studying mathematics at school was used. Based on this analysis, a selection of examples was chosen for which the advantage of using the SMath package was the most obvious. When solving equations, the schoolchildren directly implemented the visualization method using SMath graphical tools. When solving a geometric problem, they used a mathematical modeling method.

Results. The paper presents methodological approaches of using the SMath computer package in mathematics lessons to solve algebra and geometry problems of various levels of complexity. Scenarios for the application of the package are proposed to develop both basic computational skills and the fundamental skills of solving equations and constructing function graphs. Examples include linear equations and their systems, quadratic equations, equations containing modules, and text problems leading to the construction of equations. A solution to a geometric problem in the SMath environment is given in several ways, including as an engineering problem using units of measurement. The possibility of using an elementary and at the same time diverse SMath toolkit is demonstrated, while problems intended for classes with in-depth study of mathematics are noted. Numerous examples of the graphical capabilities of the package implemented directly by students are given. This significantly increases the awareness and clarity of perception of the material by schoolchildren. In the process of using the package for solving equations, scientific issues in the field of numerical methods are touched upon, which allows stimulating research activities of pupils. The prospects for using the SMath package in school mathematics education are indicated.

Conclusion. The uses of the computational and graphical capabilities of the SMath computer package described in the article can provide both significant assistance to the teacher in preparing for classes and contribute to a more interested and conscious perception of the educational material by schoolchildren. The development and implementation of various scenarios for using the SMath package in mathematics lessons at school will advance teaching to another level, corresponding to current trends in digitalization in education, as well as stimulating the cognitive and motivational qualities of students, encouraging them to investigate further.

The purpose of the study is to develop the experimental skills of schoolchildren necessary for the implementation of volunteer activities in the research laboratory of systematics and ecology of invertebrates of Omsk State Pedagogical University (OmSPU) through the organization of project activities.

Materials and methods. To achieve this goal, the author of the article analyzed the directions of scientific work in the research laboratory of systematics and ecology of invertebrates of OmSPU and the content of regulatory documents (the Federal State Educational Standard of basic general education and the Federal working program of basic general education in chemistry of the basic level). Based on the analysis, the experimental skills necessary for volunteering in the laboratory and the topics of the school course of chemistry of the 8th and 9th grade, in which the formation of these skills takes place, were identified. The entrance testing of the necessary knowledge and assessment of the development level of experimental skills among potential volunteers showed their insufficient formation and allowed students to participate in the work of the interdisciplinary project group of the Technopark of Universal Pedagogical Competencies of OmSPU named after V.M. Samosudov in order to develop the necessary knowledge and skills.

Results. The results of the initial stage of the pedagogical experiment are presented, during which, with the help of testing, the availability of knowledge necessary for work in the laboratory was determined and the level of development of the necessary experimental skills was assessed according to the method of V. Vivyursky.

The lack of knowledge and the lack of formation of the necessary experimental ones made it possible to proceed to the main stage of the pedagogical experiment, during which schoolchildren carried out project activities to study the composition and properties of water and soil in the residual lakes of the Zamaraika river. They presented the results of their project activities at the educational and research conference and were awarded with laureates’ diplomas.

At the final stage of the pedagogical experiment, knowledge about the basics of conducting scientific research was retested and the level of necessary experimental skills was determined, as well as the statistical significance of the results was assessed using the Mann-Whitney U-test. The results showed an increase in the level of knowledge and skills of the students and allowed them to identify a tendency towards an increase in the value of the measured parameters and the opportunity for students to start participating in scientific volunteering at research laboratory of systematics and ecology of invertebrates of OmSPU.

Conclusion. The main types of activities carried out in the scientific research laboratory of systematics and ecology of invertebrates of OmSPU, in which volunteers can participate, have been identified. Based on the analysis of regulatory documents, it has been established that students of 8-9 grades can be involved in work in the laboratory. The choice of activities that a volunteer can carry out is based on the Federal State Educational Standard of basic general education and the Federal working program of basic general education in chemistry (basic level). It has been established that the implementation of project activities by potential volunteers can contribute to the development of knowledge and the formation of experimental skills necessary in the course of scientific volunteering.

Purpose of research. The research is aimed at identifying and scientifically substantiating the key characteristics of digital educational content for an international online platform that ensure effective teaching of Russian as a foreign language to citizens of Asian countries on the example of the Republic of Indonesia. The relevance of the paper is due to the intensification of academic ties between Russia and friendly countries of the Asia-Pacific region, which, according to state policy, requires the creation of effective digital solutions to promote Russian culture and education in the Russian language abroad. The key tasks were: analysis of the theoretical foundations of digital content development, expert assessment of the characteristics of digital content of existing mass educational platforms, designing a model of a typical online lesson and creating content examples based on the identified characteristics for asynchronous teaching of the Russian language to foreigners at the initial level.

Materials and methods. The study used an integrated approach, including a theoretical analysis of scientific and pedagogical literature on the problem of developing digital educational content, a comparative analysis of leading international educational platforms according to criteria of coverage, the number of active users and the availability of Russian language courses. An expert assessment of the characteristics of the digital content of popular platforms was carried out according to the developed system of four quantitative and four qualitative parameters. The practical part of the study was based on the design and development of digital educational content using theoretically sound characteristics, modern information technology tools and specialized software.

Results. Theoretically, the key characteristics of digital educational content are substantiated and systematized: multimodality of information presentation in text, graphic, audio and video formats; interactivity as the need for automated feedback; ergonomics, including consideration of typography (fonts and text layout), coloristic (harmony of color schemes); symmetry in the arrangement of educational objects in a modular grid and the amount of space occupied on the screen; clear and multilingual navigation. As well as the limitations of cognitive load in terms of the number of semantic units on the screen and the inclusion of the social component as an opportunity to communicate with real native speakers through audio and video messages in the forum. Based on the cognitive technology of full knowledge acquisition, a typical structure of an asynchronous online lesson of Russian as a foreign language is proposed, including five main and two additional stages. Examples are shown and the features of the main types of digital content for an international online platform are described: portable standardized interactive and multimedia packages, educational videos with native speakers, various types of interactive tasks with automated feedback, communicative elements for distributed communication.

Conclusion. The conducted research allowed us to form a holistic view of the key characteristics and structural components of digital educational content for learning Russian as a foreign language in asynchronous online mode. The developed model and examples of content for a typical lesson take into account modern requirements for the organization of e-learning and are based on the principles of multimodality, interactivity, ergonomics of presentation of educational materials in combination with verified theoretical provisions of the cognitive approach.

The purpose of the study is to develop an advanced approach to solving the task of detecting unacceptable events in the field of information security to improve incident detection accuracy and reduce the number of false positives. An unacceptable event is defined as an event resulting from a cyberattack that either makes it impossible to achieve the strategic goals of an organization or significantly disrupts its core activities. The proposed solution for detecting unacceptable events is based on a neural network classifier trained on data related to unacceptable events, including attributes, precursors, and compromise indicators of unacceptable events. This solution provides comprehensive event analysis and reduces the likelihood of missing unacceptable events, making it particularly relevant for protecting critical information infrastructure. The relevance of the study is driven by the rapid increase in the number and complexity of cyberattacks and the necessity to implement automated threat detection methods associated with unacceptable events that lead to negative consequences. As cyber threats grow more complex and diverse, traditional detection methods are becoming increasingly ineffective, necessitating improvements in existing technologies to protect information systems.

The novelty of the proposed solutions lies in improving the accuracy of detecting unacceptable events through the use of machine learning methods and a neural network classifier, as well as reducing response time by utilizing the Elastic Stack tool for data collection, processing, aggregation, and visualization.

Materials and methods. To address the task of detecting unacceptable events, the Elastic Stack tool was employed, enabling the collection, aggregation, and visualization of event data. The primary analytical tool is a neural network classifier trained on a set of attributes, precursors, and compromise indicators of unacceptable events. The research methods include the application of event correlation mechanisms, anomaly analysis, and machine learning, all integrated into a unified system.

Results. A solution for detecting unacceptable events was proposed, based on the use of identified attributes, precursors, and compromise indicators of unacceptable information security events.

Conclusion. The identified attributes, precursors, and compromise indicators of unacceptable events provide an effective solution for detecting such events. The application of the proposed solution contributes to improving the protection of information systems and reducing risks associated with cyberattacks, which is particularly critical for ensuring the security of critical information infrastructure.