2026 Issue №2

In the context of the digitalization of education, the development and application of me­thodological approaches to assessing students’ academic achievements that can ensure their measurability, reproducibility, and validity becomes of particular importance. An analysis of contradictions in the interaction of the categorical pair “teacher — student” in conditions of stream-based instruction in higher education institutions is conducted. The components of the concept of evidence-based pedagogy in assessing the results of personalized support are exam­ined: pedagogical, analytical, cognitive, and behavioral. The aim of the study is a comprehen­sive analysis of the tools and methods of evidence-based pedagogy with a substantiation of the concept of their application in the educational process. A framework of the concept of evi­dence-based pedagogy methods under conditions of digitalization and multi-stream instruc­tion is developed. In conclusion, an analysis is provided of the results of applying the compo­nents of evidence-based pedagogy based on indicators from the digital educational environ­ment, including activity index, statistics, and behavioral data. Prospects for further research are related to the use of personalized support in the educational process and the analysis of pedagogical effects resulting from the proposed components of the concept of evidence-based pedagogy.

The article demonstrates the possibilities and necessity of organizing training and con­solidating resources for the professional preparation of early childhood educators within a learning community corresponding to their field of activity. The results of an empirical study aimed at identifying and compensating for professional deficits of educators in this category under conditions of organized non-formal education are presented. Based on questionnaire data and focused group interviews obtained through teachers’ self-assessment and expert evaluation, typical professional difficulties of educators were identified, in which the following deficits are manifested: insufficiently developed skills in early communication, insufficient understanding of the needs of non-verbal children, limited variability and situational inade­quacy of the behavioral repertoire implemented by educators, incomplete support of various types of activity and learning, underdeveloped skills in organizing the adaptation period, cre­ating a ‘soft’ developmental environment, establishing trusting contact with parents, etc. The research results made it possible to structure, design, and implement in practice a special non-formal education program for early childhood educators. Examples of cases from real non-formal education practice are provided, reflecting the process of compensating for specific pro­fessional difficulties of educators.

The study is aimed at identifying the didactic parameters of the scenario-based methodol­ogy in professional education. The scenario-based methodology is understood as a group of teaching methods and forms of organizing different types of learners’ activities for modeling their future professional activity. The features of the clinical approach, the context of transla­tion activity, and the ways of implementing the scenario-based methodology in organizing clinical practice in the process of translator training are consistently examined. General scien­tific analytical-synthetic methods and empirical methods of observing the educational process, analyzing translation training experience, modeling, experimental verification, and empirical evaluation are used. The result of the study is a description of the methods and forms of apply­ing the scenario-based methodology, as well as the conditions and principles, advantages and limitations of its implementation within the clinical approach to translator training. The study may be of interest to specialists in the field of translation didactics, postgraduate stu­dents, and professional translators engaged in teaching activities.

The development of objective methods for assessing emotional perception is important for cross-cultural research and linguistic technologies. The obtained data find practical applica­tion in clinical psychology and in the study of multilingual consciousness. The aim of the study is to identify stimuli that elicit the maximum emotional load of perception in multilin­gual individuals, based on an objective analysis of their recorded neurophysiological (EEG) and autonomic (ECG and GSR) responses. The participants of the experiment were 54 se­cond-year medical students aged 18—23 enrolled in the “General Medicine” program from India, who are proficient in Hindi dialects, Russian, English, Ancient Greek, and Latin. The study was conducted through the presentation of stimuli belonging to different semiotic sys­tems to multilingual participants, using the software system “Egoscop,” which recorded EEG, ECG, and GSR data during stimulus presentation, after which a mathematical analysis was performed to identify those stimuli that induced the highest percentage of arousal (emo­tionality) as a response to the stimuli. The highest physiological responses in multilingual participants were elicited by photographs and sentences in English, which was manifested in increased EEG, GSR, and ECG activity. The stimuli were selected from familiar educational materials using the principle of familiarity and belonged to different semiotic systems, which ensured their recognizability, determined the level of arousal, and made it possible to use them as triggers for the activation of previously learned concepts. Thus, for the first time, objective multimodal data were obtained using EEG, ECG, and GSR markers with the application of the “Egoscop” software system, revealing neurophysiological and autonomic correlates (markers) of the emotional complexity of processing the presented stimuli in multilingual individuals.