2026 Issue №1

The article is devoted to the development and integration of animated educational materials into the curriculum of the course Human Anatomy to enhance students’ comprehension of academic content and improve learning outcomes. During the study, new learning tools were created — animated materials for students of the General Medicine program, covering the section “Veins of the Abdominal Organs” within the working syllabus of the Cardiovascular System. These animated materials were integrated into the educational process and the EIOS electronic learning environment as video lessons and as graphic-based tests derived from them, including matching exercises, fill-in-the-blank tasks, and drag-and-drop tests. The creation of the animations involved converting images from JPEG format to scalable PNG vectors and sequentially animating the vector elements, after which the learning materials were uploaded to the university’s electronic information and educational environment. A survey of 76 first-year students in the General Medicine program at Immanuel Kant Baltic Federal University was conducted to assess the effectiveness of the materials and the students’ adaptation to the educational process. The results indicate the necessity of developing and integrating animated learning tools into the Human Anatomy curriculum.

The relevance of this study is underscored by the current deficiencies in the content of teacher education regarding anthropological and axiological issues. The aim of the article is to justify the necessity of adopting a strategy for preparing teachers as transmitters of traditions, values, and meanings. The research methodology is based on axiological, anthropological, and cultural approaches. The analysis of the current educational context and associated risks — including information accessibility, the adoption of distance learning technologies, the focus of teacher training on instrumental knowledge and skills, and the digital transformation of the socio-cultural space—leads the author to argue for strengthening the humanitarian component in the content of teacher education. A special role in fostering students’ orientation toward accepting and following traditional spiritual and moral values is attributed to the creation of a unified socio-cultural environment of like-minded individuals within the educational institution, offering students elective exposure to religious and cultural directions, anthropology, and pedagogy, and emphasizing dialogue in discussions of axiological and anthropological issues in teaching, upbringing, and personal development. Using the example of teacher training in a confessional higher education institution, the article demonstrates the logic by which students identify and internalize values and meanings both in psychological and pedagogical knowledge and in the content of natural sciences.

The study investigates the feedback of faculty members regarding the necessity of using interactive teaching methods, as well as their readiness to transform the most preferred methods employed at the Russian Guard military university. The survey involved 126 faculty members from the Saratov Military Zhukov Red Banner Institute of the National Guard Forces. A sample of specialists (faculty members) teaching various disciplines was formed to obtain a comprehensive view of opinions and analyze teachers’ readiness to integrate interactive methods into the educational process. A questionnaire was developed to analyze the collected data. The scientific novelty of the article lies in the systematization of faculty opinions, highlighting the importance of interactive methods, including in identifying factors influencing readiness for future transformations in education. The study data demonstrate faculty preferences in applying interactive methods and approaches for military and specialized disciplines, which can serve as a basis for designing professional development programs for faculty, creating methodological materials, and integrating these methods into course plans at Rosgvardiya military universities.