The article deals with the use of a digital microscope in the study of biological disciplines in higher education. The digital microscope increases the visibility of the educational process, activates the cognitive activity of students and ensures more effective assimilation of educational material.

The paper considers the teaching of the discipline “Economics” for university students, as well as the opportunities that this academic discipline provides for modern students and the youth, for society, the country as a whole.

The article considers the substantiation of the principle of scientific character in the pedagogical heritage of K. D. Ushinsky in the late XIX — early XX century. The author traces one of the aspects of the formation of the construction of a new education system, in which a special place is occupied by the problem of scientific learning in educational institutions of the Russian Empire, the formation of a scientific worldview of students, purposeful teaching methods of scientific cognition, stimulating students’ needs for independent acquisition of scientific knowledge. The priority of the tasks of scientific higher education in the late XIX — early XX century is noted. The article presents the prerequisites for the emergence of national scientific pedagogy in the country and the factors contributing to the consideration of this topic in K. D. Ushinsky’s scientific and pedagogical research. The contribution of K. D. Ushinsky and his contemporaries to the development of the theory of didactic principles, to the development of domestic didactics is noted, their joint search for effective forms and methods of teaching for mastering the content of education in accordance with the requirements of scientific knowledge is presented. Progressive ideas and pedagogical recommendations of K. D. Ushinsky on the issue of professional pedagogical skills and scientific activity of a teacher are considered. The conclusion is made about the possibility of creative use of the accumulated experience in modern conditions.

The article examines the main factors of the inclusion of excursions in the educational process of educational institutions of the Russian Empire at the end of the XIX century. The formation of excursions as a form of organization of cognitive activity of students is traced. A connection is being made between the development of the excursion business and the scientific and technical revolution in the country. The idea of borrowing Western pedagogical experience of using the didactic potential of student excursions is substantiated. The contribution of scientific societies, circles, and clubs to the popularization of student excursions is emphasized. All types of excursions with students have been identified. Considerable attention is paid to the successful implementation of excursions in higher education. The author comes to the conclusion that in the second half of the XIX century. in most educational institutions of the country, excursions were fully reflected in the curricula, had a solid methodological base, contributed to the expansion of the scientific horizons of students, carried important educational and educational significance.

The purpose of this article is to identify the main stages in the development of foreign language education at universities in Egypt. The author of the work presents the periodization of the history of the formation of teaching foreign languages in the Arab state under consideration. The developed periodization is based on the principle of correlation of socio-cultural conditions with the determinants of the development of foreign language education. Thus, it is established that the interest of Egypt in the study of certain languages by citizens of the country is often determined by socio-cultural, economic, political factors that have an external impact on the strategy for the development of foreign language education in higher educational institutions of the designated state.

The article discusses facilitation as an effective method of increasing the productivity of group work at the university. The contribution of the facilitator to the process of finding and making the right decision by the group is emphasized. The article presents and discusses in detail the main qualities necessary for a facilitator teacher to work with a group of students. The author of the article emphasizes the interdisciplinarity of facilitation, its relevance in other areas. A deep analysis is given of the schemes for the implementation of the main types of facilitation — basic facilitation and group facilitation. Special attention is paid to the components of the group facilitation process. The author gives a generalized description of the main formats of group discussion. The study presents the most popular author’s facilitation methods in the educational process of higher education. The leading facilitative principles are clarified. The author comes to the conclusion about the undoubted importance of facilitation in the process of organizing productive group work at the university.