2026 Issue №3

The study is devoted to a comprehensive analysis of the key technological features deter­mining the transformation of modern educational systems in the context of a digital society, based on scientific publications in leading academic journals for the period from 2018 to 2025. The research is based on the methods of systemic and comparative analysis of scholarly lite­rature, which made it possible to identify and characterize three key areas determining the trans­formation of the pedagogical paradigm at the present stage: the integration of digital environments and remote interaction, the application of artificial intelligence technologies, and the accessibility of electronic library resources. The impact of each of these areas is characterized, with both significant positive effects and systemic risks being revealed. It is established that the success of the digital transformation of education depends not on the introduction of new technologies as such, but on their pedagogically grounded application with due consideration of the mitigation of associated risks. The results are significant for the development of a balanced educational policy and the elaboration of new models of digital didactics.

The study aims to identify the specific features of the philosophy, methodology, and didactics of psychological education in China that should be taken into account in the process of educational transfer. A brief analysis is presented of the elements of traditional philosophy that receive new interpretations within the framework of contemporary theories and methodology of psychological education in the People’s Republic of China. The study concludes that its core content is shaped with consideration of indigenous theoretical and methodological principles, whereas the practical aspect of didactics, including the three-level structure, ECTS academic credits, the provision and assessment of the quality of educational outcomes, and other components, does not possess national specificity and corresponds to the trends of European education, thereby opening up new prospects for the advancement of psychological education and mutual educational transfer between China and the Russian Federation. At the same time, it is noted that students’ educational trajectories should be developed with consideration of the national specificities of the methodological and theoretical foundations of psychological science and education in the PRC and the Russian Federation. The findings of the study may be of interest to Russian scholars and teachers of psychological disciplines at universities in Russia and the People’s Republic of China. Understanding the specific features of professional psychological education in contemporary China will make it possible to overcome mental and didactic barriers to mutual educational transfer between Russian and Chinese students.

This article presents the results of a study of ethnic stereotypes about Russians among Tajik students. The study was conducted using J. Brigham’s percentage estimation method. The results of the empirical study made it possible to identify the ambivalent nature of the core of the ethnic stereotype: according to the respondents’ assessments, Russians combine aggressiveness with discipline and a pronounced sense of self-respect. At the same time, the assessments vary depending on the respondents’ place of residence. Students from rural areas reported a higher level of aggressiveness than their urban counterparts. An inverse rela­tionship was also identified between the attribution of aggressiveness and the presence of fa­mily members with experience of labor migration to Russia. Comparison with previous stu­dies revealed a decline in the indicator of “Russian hospitality.” The findings of the study may be used in the development of pre-departure training programs for labor migrants from Tajikistan and of joint media projects aimed at promoting the positive aspects of interethnic interaction.

The article examines the issue of improving the effectiveness of vocabulary skill development among fifth-grade students learning English through the integration of artificial intelligence technologies. It analyzes such AI-based tools as adaptive learning platforms, conversational chatbots, and generative neural networks. The article presents the results of a pedagogical experiment conducted at Lyceum No. 49 in Kaliningrad from September 2024 to May 2025, involving 225 students: the experimental group (113 students) was taught using AI technologies, whereas the control group (112 students) followed a traditional instructional approach. The evaluation was carried out according to three criteria: the size of active vocabulary, the speed of lexical retrieval, and the level of contextual inferencing. The findings indicate that the active vocabulary of the experimental group increased by 106.7 % (compared with 35.2 % in the control group), response time decreased by 35 %, and the accuracy of contextual inferencing improved by 20 percentage points. The differences were statistically significant (p < 0.001). The study also identifies several limitations, including digital ine­quality, the risk of uncritical acceptance of AI-generated corrections, and the need for addi­tional teacher training. The proposed approaches may be useful for teachers of English and spe­cialists in language teaching methodology.