Vol 23, No 1 (2026)

Problem statement. The rapid expansion of digital technologies has reshaped teacher professional development by offering access to online courses, open educational resources, and virtual learning communities. Despite these opportunities, teachers continue to experience challenges such as information overload, limited digital literacy, and institutional misalignment. Educational counsellors are increasingly viewed as essential mediators who can connect abundant internet resources with teachers’ practical needs. Methodology. The study used a qualitative descriptive research design and conducted documentary analysis of 42 scholarly articles, policy reports, and case studies published between 2019 and 2025. Thematic content analysis was applied to identify recurring patterns and strategies relevant to counsellor-mediated professional learning. Results. The findings revealed four central themes: the wide availability and diversity of internet-based resources; the pivotal role of counsellors in curating and contextualizing materials; persistent barriers such as digital competency gaps, workload constraints, and lack of institutional recognition; and the positive impacts of structured integration on teachers’ pedagogical repertoire, reflective practice, and global networking. Conclusion. Internet resources have transformative potential for enhancing teacher professional development, but their impact depends on structured mediation and supportive institutional frameworks. By recognizing counsellors as learning architects, the study offers theoretical and practical guidance for promoting context-sensitive, digitally enriched, and sustainable professional learning cultures.

Problem statement. The integration of artificial intelligence (AI) into national education systems is becoming increasingly prominent. The growing use of generative AI technologies and related services by students raises questions about the sustainability of traditional teaching formats. Foreign language (FL) instructors, showing heightened interest in this topic, are either seeking to incorporate new tools into the educational process or adopting a wait-and-see approach. Feedback mechanisms that allow for an assessment of how students utilize AI tools are essential for defining key directions in the next phase of educational informatization. Methodology. The study involved an online survey of 195 humanities students from Russian and Serbian universities. Results. Data analysis revealed that every second respondent actively uses AI applications and closely follows developments in the field. The main types of student engagement with AI tools in both countries include information retrieval, translation, and text composition. However, the proportions of these activities vary, likely due to national differences in teaching practices. ChatGPT emerged as the most popular application among students. It was found that every second student uses AI tools when studying their first foreign language. Only one-third of students in both countries complete written assignments without AI assistance. Teachers’ responses to AI-generated texts differ significantly between Russia and Serbia, reflecting divergent regulatory approaches to AI use in education. Students face considerable challenges when formulating prompts in a foreign language. In oral communication practice, chatbots are used far less frequently, although students recognize their potential for improving communicative skills. Conclusion. The findings offer practical recommendations for educators and invite broader reflection on the philosophical and pedagogical implications of digital transformation in education.

Problem statement. One of the current trends in mathematical science is the strengthening of the role of the experimental component of mathematical activity under the influence of the development of digital technologies. A manifestation of this trend in the education system is the introduction of requirements for the formation of experimental skills of students in the process of teaching mathematics and the use of digital tools in solving problems. Solving a new educational problem requires not only the inclusion in the system of mathematics teaching tools that require the formulation and conduct of computer experiments, but also the development of teaching methods for their formulation, conduct, analysis of experimental data, obtaining adequate conclusions based on these data and their appropriate use. Methodology. Due to the fact that the knowledge and skills associated with involving computer experiments in solving mathematical problems are methodological in nature, the authors of the article propose to base the methodology on the technology of methodologically oriented mathematics education. This technology was developed by one of the authors of the article and provides for the creation of conditions in the educational process for the objectification and rationalization of the methodological foundations of mathematical activity, as well as the cultivation of the subjective experience of this activity. The substantive basis of the methodology is the archive of experimental and theoretical problems of the Experimental Mathematics Tournament, conducted by the authors of the article among students in grades 5-9 of secondary schools for more than 10 years. The methodology is intended for the preparation of tournament participants in extracurricular activities and in the system of additional mathematical education. The study of the effectiveness of the methodology was conducted in the classes of the Experimental Mathematics circle. Results. It has been established that there is a positive trend in the development of the computer experiment method among those regular participants of the tournament who study according to the described methodology. However, due to the willingness to use a computer experiment in combination with theoretical methods of solving problems, it presents a certain difficulty for a number of participants. Conclusion. The identified difficulties indicate the direction of further refinement of the methodology, taking into account the level of mathematical training of students.

Problem statement. The educational and scientific status of universities is largely reflected in the results of the publication activities of teachers, researchers, and students. Therefore, one of the tasks of university libraries (information and library centers) is to collect all materials created at the university, organize a system for storing and systematizing information, and publicly disseminate information for further use. Universities create special information products of their own generation to preserve the results of their activities, and this work is currently being implemented using innovative technologies. The creation of its own information databases allows for the active use of these products in educational and scientific activities. The principles of open science, particularly open access, contribute to the rapid dissemination of pedagogical expertise, research solutions, and technological developments outside the university. The issue of preserving the development of a specific university is not new, but what is important now is the openness and the ability to freely use materials by all participants in the educational process in order to promote and enrich the scientific and pedagogical experience in the country. Methodology. The study is based on the results of an analysis of information products created in recent years in a specific organization, taking into account the library’s previous historical experience and relying on empirical studies of similar developments published in articles over the past few years. Results. The practical information is provided on the creation of information databases by the scientific library, taking into account the needs of the university, higher education institutions, and other stakeholders. A comparative analysis of approaches and technologies for creating comprehensive information products has been conducted, taking into account trends in education, digital transformation, and the digitalization of the library industry and educational environment. Among the significant results, it is worth noting the availability of information products in the public domain and their potential use for a range of disciplines in various fields of study. Conclusion. Publications and developments created at Russian universities and presented in the open access contribute to the development of the education system, the promotion of the results of intellectual activity, the development of the open science movement, the active use of content, and also draw attention to the idea of creating new information products with scientific and educational content for use by participants in the educational process in the Russian Federation and other countries.

Problem statement. The relevance of the formation of ICT competencies of IT students in the context of the development of the university’s corporate culture is due to the fact that the study of faculty satisfaction with their working conditions and the development of information systems that allow faculty management to respond promptly to their needs, on the one hand, will improve the working conditions of teachers, and on the other - will help students to understanding customer orientation, the importance of which is noted by modern employers. Teacher satisfaction is a key factor influencing the quality of education and commitment to the university. In Russia, research in this field remains rare, which necessitates a comprehensive analysis of the relationship between the problems of developing the corporate culture of universities, primarily pedagogical concern for the preservation of teaching staff and improving the quality of education. Methodology. The research is based on the integrated application of methods for the formation of ICT competencies and corporate culture; content analysis of federal state educational standards and curricula in a number of IT areas; experimental methods - observation, interviews, questionnaires of students and teachers, and experienced work with bachelors and masters. The pedagogical strategy of role-based information modeling, which has been used for many years by one of the authors for the effective formation of ICT competencies, is considered in the context of the development of information systems within the framework of the development of the corporate culture of the Faculty of Computer Technology and Applied Mathematics of Kuban State University (KubSU). Results. The results of the analysis of surveys of students and faculty of the Faculty of Computer Technology and Applied Mathematics of KubSU on the attitude to the formation of ICT competencies in the context of the development of the corporate culture are presented. Based on the analysis and the wishes of the Dean of the Faculty, the information systems “University Teacher”, “University Employee” and “University Student” were developed, for which certificates of state registration were obtained. The process of developing such information systems became the subject of discussion with bachelors and masters in a number of areas of study at the Faculty of Computer Technology and Applied Mathematics, which contributed to the improvement of students’ qualifications and the formation of their customer orientation. Conclusion. The study revealed the prospects of an integrated approach to the formation of the university’s corporate culture and improving the effectiveness of training IT specialists. Activities aimed at developing the university’s corporate culture, such as monitoring teachers’ satisfaction with working conditions, developing and using information systems for moral and material encouragement, publishing corporate literature and its further use in the educational process to gain skills in industrial engineering, etc., contribute to improving the effectiveness of training IT specialists, performing an important educational function, which is to take care of the preservation of the history, traditions of the faculty and, most importantly, - taking care of the older people who were at the origin of the university and the current teachers.