2025 Issue №3

The article presents an overview of the history of the establishment of higher medical education (from the stage of its planning to the first graduation of physicians) within the framework of a classical university — Immanuel Kant Baltic Federal University in the Kaliningrad Region, an exclave territory of the Russian Federation. The retrospective and analysis highlight the relevance and urgency of the problem of physician, nurse, and paramedic shortages in the Kaliningrad Region during the 2000s. The role of the government and the leadership of Immanuel Kant Baltic Federal University in organizing the medical faculty is characterized, along with the key figures who played crucial roles in developing the strategy and organizing the training of future doctors, as well as in ensuring the conditions for the creation of a high-tech medical center in the field of cardiovascular surgery in the region. The project stage resulted in the construction of a continuous system for training medical personnel and improving the qualifications of healthcare professionals, which laid the foundation for the development of scientific research directions in the field of medicine. A chronology of major events is provided, along with a list of organizers, lecturers and staff members, as well as scholars and professors from partner medical universities in the Russian Federation and Belarus who were at the origins of the faculty’s formation. The article concludes with a brief outline of the necessary conditions and prerequisites and summarizes the experience of establishing a medical faculty within a classical “non-medical” university.

The article is devoted to the analysis of the compliance of Russian educational standards with the modern requirements of the data-driven digital economy. Approaches to the formation of students’ universal digital competencies are examined. The main objective of the study is to substantiate the structure of universal digital competencies adapted to the conditions of distance learning and suitable for building personalized educational trajectories, on the one hand, and corresponding to the current demands of the economy and labor market, on the other. The study involves an analysis of Russian regulatory documents (the Education Law, professional standards, Federal State Educational Standards) and international frameworks (DigComp, OECD). The results reveal a lag of Russian standards behind the current demands of the labor market and international trends: the absence of requirements for working with artificial intelligence, machine learning, ethical aspects of data, and adaptability to technologies. Based on a synthesis of international practices, a model of digital competency personalization for distance learning conditions is proposed, which includes data literacy, digital ecosystem management, and legal awareness. The necessity of personalizing educational trajectories according to learners’ cognitive styles is also substantiated to overcome normative rigidity. The conclusions emphasize the importance of modernizing educational programs through the integration of the identified components of digital competence and the implementation of flexible, personalized approaches to learning in a digital environment.

The article examines the main characteristics of gamification and the specific features of applying this technology in the context of foreign language learning. Various approaches to the interpretation of the gamification method, its characteristics, advantages, and potential risks of using the game-based approach in English language lessons are analyzed. Within the framework of the issue of forming foreign language communicative competence, the research focus is on interaction strategies, mastery of which enables effective communication and interaction in a foreign language. The study identifies the most effective methods for developing interaction skills and gamification techniques that contribute to the development of oral interaction strategies in the formation of foreign language communicative competence at the secondary school level.

The study examines the main substantive directions of ideological and political education of children during the formation period of the Pioneer movement (1922—1929), as well as the forms and methods of working with children. The directions of ideological and political education are identified and analyzed: internationalism, morality, military-patriotic education, and atheism. The means of ideological and political education are also investigated. The materials on the Pioneer movement, viewed from the perspective of organizing the educational process, may currently hold value as experience in creating and organizing a children’s social movement. For the first time, materials on the organization of educational work within the Pioneer organization of the Vladimir Province are published.