Vol 21, No 3 (2024)

Problem statement. Modern requirements for teaching computer science in primary schools demonstrate the necessity of using innovative educational technologies. An urgent task is to justify the feasibility and appropriateness of using electronic hierarchical structures in this context. The primary aim of this study is to analyze existing approaches to teaching computer science, identify their shortcomings, and compare them with the current state of computer science education in Kazakhstan. Based on the data from a survey conducted among teachers, the main problems and deficiencies of current teaching methods are revealed. Methodology. The study employed methods of scientific publication analysis, surveys, and data analysis. Results. The article presents the results of a teacher survey that identifies the main problems in existing teaching methods. Based on the obtained data, the appropriateness of integrating electronic hierarchical structures into the educational process is justified. Arguments in favor of the effectiveness of this approach are provided, along with proposals for its integration into the school curriculum. Conclusion. The article discusses the prospects for further research and the development of new educational programs based on the potential of electronic hierarchical structures to optimize the educational process in computer science in primary school.

Problem statement . The modern social and communicative situation requires fundamental changes in didactic models, educational engineering and pedagogical design. The Russian experience has certain specifics in the digital transformation of vocational education. A few years ago, a new trend appeared in the world - the restructuring of educational technologies (EdTech) in the direction of phygitalization. At the junction of the digital and physical worlds, in 2013, such a concept as digital technologies was born. Phygital (physical + digital) is a complex of technologies where students get a unique interactive experience using both traditional material sources of educational information and virtual communication in the educational process. The emergence of such a phenomenon as phygitalization is due to the fact that the boundaries between the physical and digital are becoming increasingly blurred, which opens up new opportunities for socialization and professionalization (including in the higher education system). This area of educational activity is considered a priority and basic direction of the transformation of Russian education. Within the framework of this direction, the main attention is paid to the following aspects: (a) the use of Internet resources for pedagogical purposes, (b) the structuring of the curriculum in accordance with the modular principle, (c) an increase in the amount of study time for solving practical problems, (d) presentation of knowledge in accordance with the level of success of passing the previous blocks of educational information by each student (individual learning paths), (e) evaluation of the effectiveness of learning outcomes. The purpose of the study is to briefly, but, if possible, fully describe the methodological, theoretical and technological foundations of the phygitalization of educational technologies. Methodology . Such inter-scientific approaches as system-structural, system-activity, and pedagogical competence approach were used. A content analysis and thematic monitoring of the implementation of phygitalization in universities was carried out. Results. 1) The main directions of phygitalization of educational technologies are analyzed: a) use of teachers’ personal websites, b) the development of virtual laboratories, c) the use of generative language models of artificial intelligence.; 2) the importance of each component is analyzed and examples of how they can be implemented in practice are given, the main problems are discussed and potential solutions are proposed; 3) an overview of the main functions of the phygitalization of educational technologies is presented, including the definition of this trend, characteristics and main problems; 4) the main methods and tools used in the phygitalization of educational technologies are discussed; 5) the most promising areas of research in this field are determined. Conclusion . The phygitalization of educational technologies at universities has the potential to increase the subjectivity of vocational education by providing students with individual learning trajectories and a much more exciting learning experience.

Problem statement. The article describes and substantiates ways to solve the problem of the lack of approaches to the usage of machine translation systems in the organization of independent work of students of a pedagogical university with Englishlanguage scientific texts. The purpose of the described research was to practically confirm the effectiveness of the developed approaches to the study of machine translation systems of scientific texts by students in order to increase the effectiveness of their independent and research work. Methodology . The method of analyzing scientific and methodological sources and normative documents related to the problem of organizing independent work of students of a pedagogical university with English-language scientific texts is applied. Methods of comparison and generalization of the obtained results are used in order to determine the effectiveness of the proposed online course “Machine translation of scientific texts”. A longitudinal experimental study was conducted. 28 students enrolled in the basic bachelor’s and master’s degree programs of the Moscow City University were involved in the experimental training. As a part of the ascertaining stage, empirical information was collected and analyzed, which made it possible to clarify the hypothesis of the study and confirm its relevance. At the formative stage of the experiment, the implementation of the developed online course was carried out. At the generalizing stage, the results of the experiment were summarized. Results . As a result of teaching students of the pedagogical university the basics of using machine translation systems of English-language texts in their independent work, the following results were achieved: students formed an idea about the features of translating scientific texts from a foreign language into Russian; studied the possibilities of modern machine translation services; compiled a terminological glossary; acquired skills in machine translation of scientific texts using specialized CAT programs. As a result, the overwhelming majority of students confidently turn to scientific sources in a foreign language by understanding the principles of machine translation; they actively study foreign professional experience, as well as its application in independent research activities. Conclusion . The effectiveness of the developed model of approaches to the use of machine translation systems as means of informatization of scientific, educational and practical activities in the organization of independent work of students of a pedagogical university with English-language scientific texts has been experimentally proved.

Problem statement. The paper conceptualizes the stages of requirements analysis and content development mandatory in the instructional design of a Moodle-based training course to mainstream master’s informal learning outcomes when teaching English for Specific Purposes (ESP) at a non-linguistic university. The significance of this work lies in the necessity to devise a mechanism for structuring students’ non-institutional learning activities as they engage with their academic discipline within an ICT-supported formal environment, which bears many similarities to contemporary informal learning spaces. Methodology . The research is comprehensive in nature, based on the use of general scientific and empirical methods with the subsequent interpretation of its results in terms of theoretical triangulation. The analysis of existing approaches to integrating the outcomes of informal adult education into the formal context of their lifelong learning has made it possible to develop a conceptual framework for the instructional design of an electronic training course to enhance ESP proficiency of master students. The research algorithm was to analyze the target audience through the prism of their experience in informal language learning with an emphasis on the predominant types of such cognitive activity and preferred information resources; to define the objectives of ESP teaching taking into account the potential for the language development in the informal setting and the affordances of the Moodle-based learning environment; to create a competency model of an electronic course graduate and to develop assessment tools for monitoring and verifying expected outcomes within a formal context. Results . The research highlights the transformation of students’ informal cognitive activities from incidental and accidental learning to conscious and purposeful self-directed learning as a precondition for the successful implementation of a course on integrative mastering of an academic discipline in a formal context and beyond. This involves further development of the master’s systemic competencies and their deliberate transfer from formal to informal educational contexts while working with the learning resources of the lecture and project clusters within the thematic units of the online course. Their multifunctional assignments are crafted to effectively guide students towards productive, independent learning in informal settings, whether through direct, indirect, or subtle cues embedded within the task instructions. Conclusion. The empirical study highlights its practical importance, demonstrating that the proposed instructional design framework for the e-learning course, along with the didactic strategies developed from it, enhances educational content. This is achieved by integrating the outcomes of mastering the academic discipline across both formal and informal learning environments, ensuring cohesion and continuity throughout the educational process.

Problem statement. This article examines application of electronic distance learning methods in the modern educational process. Effectiveness of such methods and importance of assessing the level of training of students are discussed. The question that the authors are trying to answer is whether distance learning increases students’ results on the Unified State Exam in physics and whether it develops their analytical skills. Methodology. One of the assessment methods under consideration is the Bennett test, which measures students’ ability to solve technical problems and analyze information. The results of the Unified State Exam in physics are also discussed as an indicator of the level of knowledge of students. The main focus of the article is on the study of correlation between results of the Bennett test and the Unified State Exam in physics among students who used electronic distance learning modules in teaching the subject “Physics”. Results. The results of the study show that there is a correlation between the use of electronic distance modules and the success of students on the Bennett test and the Unified State Exam in physics. However, the authors suggest that more accurate conclusions require additional studies with a large amount of data. Conclusion. The authors conclude that the use of electronic distance learning methods can be useful for preparing students for the Unified State Exam in physics and developing their analytical skills, but further research is needed to confirm this statement.

Problem statement . The article explores the issues of digitalisation of the process of teaching mathematical disciplines in higher education. The need for serious transformations in the content of teaching of many academic disciplines within the framework of the developed strategy of digital transformation of science and higher education forms the relevance of this topic. The aim of the article is to develop the digital transformation of the learning process in higher education, to develop a structural and functional model of digital transformation of the learning process and the prospects for its use in higher education. Methodology. The following methods were used: integration of corporate information environment, IT-tools, and virtual learning environment with the content of academic disciplines; graphical method; experiment; and student survey. Results. The main features of digitalisation of teaching elements of probability theory at the Faculty of Economics using the corporate information system of the university are revealed. Examples of both lecture and seminar classes following the compiled learning model are presented. Theoretical analysis of mathematical, scientific, methodological literature on digital transformation of the learning process in Russia and some foreign countries was conducted. Conclusion. The practical significance of the study lies in the possibility of using the model of digital transformation of the learning process in various disciplines for both higher schools and secondary general education institutions planning to move to digitalisation of the learning process in the near future. The scientific novelty of the article is in the fact that the feasibility of digital transformation of the teaching process of probability theory in higher education in Russia has been theoretically substantiated and practically confirmed.