The problem of developing the social activity of primary school students is currently the focus of attention of teachers and psychologists, as it is insufficiently studied both theoretically and practically. In particular, the issues of developing the personality of primary school children who participate in the implementation of the «Eaglets of Russia» program, which is directly aimed at developing their social activity, are essentially unexplored. The article proves that the «Eaglets of Russia» program contributes to the development of both social activity and the emotional sphere of children. The article reveals the extensive opportunities of the «Eaglets of Russia» program for the personal development of children, which is an undeniable advantage. It has been established that students who participate in the «Eaglets of Russia» program for developing social activity among primary school students have a more developed and differentiated emotional sphere than younger students who do not participate in this program.

The article analyzes theoretical approaches to classroom management developed within the German-speaking pedagogical tradition (referred to as Klassenmanagement). Classroom management is considered a system-forming factor of teaching effectiveness, ensuring efficient use of instructional time, stability of learning activities, and the development of a positive socioemotional classroom climate. The paper examines key models and concepts of classroom management, including the Linz model of classroom management, Jacob Kounin’s classroom management techniques, Andreas Helmke’s model of instructional effectiveness, and Hilbert Meyer’s concept of high-quality teaching. It is demonstrated that in German-speaking pedagogy classroom management is not reduced to disciplinary control but is understood as an integrative characteristic of didactic lesson organization and a core component of teachers’ professional competence. The study concludes that effective classroom management represents a necessary condition for educational quality and sustainable learning processes in contemporary school education.

The article examines the competence-based approach to education. The focus is on the development of competencies necessary for modern specialists, as well as how these competencies are reflected in federal state educational standards (FGOS) for both higher and secondary vocational education.

The article is devoted to a new vision of school additional education as a component of the modern educational space, which has an advantage in the implementation of its personalized functions due to its more flexible structure. Today, there is a growing awareness of the need to transform additional education in order to strengthen its influence on the students' subjective experience in learning formation. The article uses the example of a school subject club to explore the pedagogical potential of modern additional education in the context of the students' subjective experience in learning formation. The author proposes a set of organizational and pedagogical conditions for the school subject club as a form of additional education, which contributes to the full development of students' subjective experience in learning.

This article discusses the process of creating, validating and standardizing the author's diagnostic methodology for assessing the level of formation of a sense of patriotism. The components and typology of the sense of patriotism are considered, different types of validity of the methodology are described, as well as standardization and normative indicators of the questionnaire are described. The reliability of the questionnaire on a representative sample (1062 people) was proved, good internal consistency of scales and discriminativity of questions were revealed. It is advisable to use the questionnaire in the course of psychological and pedagogical diagnostics of students of educational institutions and various categories of citizens.

The article examines the stages of forming receptive skills related to specialized vocabulary among students of non-linguistic disciplines. It presents an algorithm for integrating professional terminology into the language learning process. The conditions for successful lexical adaptation and the use of digital tools and interactive technologies are described. The importance of competence-based approach and cognitive strategies in teaching terminological vocabulary in a foreign language context is emphasized.

The article deals with the necessity and importance of developing grammatical skills in the process of forming a foreign language presentation competence. The selection of the active and passive grammatical minimum is analyzed on the basis of specialized texts and future presentations in the field of aircraft and helicopter design. The attention is paid to the survey results and analysis of the students’ achievements in verbal presentations which allow us to prove the fact that well-formed grammatical skills in various business communication situations minimize mistakes and contribute to the development of the sense of confidence with breaking the language barrier while speaking in public.

This article attempts to argue for the pro-social behavior of adolescents as a tool for preventing their destructions. It examines the biological, psychological, and social factors that determine the destructive behavioral strategy of minors. The article identifies the role of the main educational institutions and the adolescents themselves in preventing this phenomenon. 

The article presents data on a comparative analysis of the moral attitudes of secondary school students and cadet teenagers. It is noted that there are significantly different meanings of the self-image, namely: the category «Infantile Self» is more common among graduates of general education classes than among graduates of cadet classes. There are more definitions of oneself through physical qualities (the category «Physical Self») among graduates of general education classes than among cadets. In addition, it was concluded that it is advisable to use projective techniques in the diagnostic process, as they reduce the risk of obtaining socially desirable responses from the subjects.

The article is devoted to the problem of the formation of phonetic skills of primary school students in English lessons. The article justifies the need for the formation of these skills with the current system-activity approach to learning within the framework of the implementation of the updated Federal State Educational Standard of Higher Education and also discusses various approaches and methods for the formation of auditory-pronunciation and rhythmic-intonation skills of students. Based on the analysis of the Spotlight textbook for grades 3 – 4 for compliance with the requirements of the Federal State Educational Standard, it is concluded that there are insufficient exercises aimed at the formation and development of the phonetic side of speech and the need to use additional methodological tools in foreign language lessons.  

The paper elaborates the way how to conduct practical classes on the course The Basics Of Cross-Cultural Communication for 3rd year students of philology department in the Institute of Foreign Languages at MCU. The assignments are designed in the framework of linguocultural approach and according to the criteria of how to select the socio-cultural component content. The paper also dwells on the final test and a question for the modular exam. The strategy was successfully tested that allows it to be recommended for teaching and further development.

The article examines the methodology of competence formation for analyzing the speech strategies of political leaders among non-linguistic humanities students in English classes through the analysis of political discourse using the example of speeches by US leaders during the Cold War. Based on the discursive-historical approach of R. Vodak, a set of tasks has been developed aimed at forming students' competence in analyzing political discourse. The approach meets the requirements of the Federal State Educational Standard for Higher Education for universal competencies (UC-1, UC-5). Using the example of the developed tasks, the implementation of the methodological recommendations proposed in the work on the formation of critical analysis skills among students is demonstrated.

The article addresses the problem of insufficient development of reflective skills among high school students. Drawing on an analysis of their psycho-age characteristics as well as theoretical and practical pedagogical literature on fostering reflectivity, a step-by-step model for developing high school students' reflective skills is proposed. For each level, specific pedagogical methods and exercises are systematized and briefly described. The presented approach ensures continuity in teaching reflection, from introducing its principles in a group setting to independent productive application in personal and academic activities. The mastery of such reflective skills contributes to enhancing senior students' career awareness, learning motivation, and psychological well-being.

The article is devoted to the analysis and systematization of pedagogical experience in the formation of engineering thinking of students. The author suggests a typology of educational practices, including contextual, design, research, maker, and digital formats. It is proved that bridging the gap between educational tasks and real engineering activities is possible through the creation of a single educational ecosystem integrating these approaches.

The article analyses the role of the dialogic learning task in modern didactics. The relevance of the study is due to the persistent gap between the goals of education outlined in the Federal State Educational Standard and the possibilities for their implementation in the current educational reality. The aim of the research is to reveal the essence and specifics of the dialogic learning task through the analytical correlation of the didactic concepts «learning task» and «dialogue». The study presents the author's approach to conceptualising the notion, identifies its key characteristics, and develops principles for its design. The main practical outcome is a 5-stage approach to developing such learning tasks, illustrated in detail by the example of an 8^th grade English lesson on an environmental topic. Research methods such as synthesis and analysis, abstraction and concretisation, induction and deduction, and modelling were used in the paper. The content of the scientific article is aimed at school English teachers and researchers dealing with didactic issues. 

The article examines the significance of the Confucian concept of benevolence (“ren”) in the context of contemporary issues of moral and spiritual education of the individual. The author analyzes the philosophical foundations of Confucian teaching and reveals its pedagogical potential amid the global crisis of values and spiritual uncertainty. Particular attention is paid to the practice of integrating Confucian principles into the education system of the People’s Republic of China, where the ideas of “ren,” “li,” “zhi,” “yi,” and “xiao” have become part of the state strategy for the moral and spiritual development of youth. It is shown that Confucian ethics, combining cognitive, emotional, and behavioral components of education, contributes to the formation of moral maturity, social responsibility, and empathy among adolescents. The article concludes that the traditional values of Confucianism do not contradict the processes of modernization but rather serve as their moral foundation, ensuring harmony between personal self-improvement and social duty.