In the context of current socio-cultural trends in our country and in the world, the interactive approach substantiates the process of interpersonal communication as a value and as the goal of educational activities. As a result, the educational result of interactive learning involves the personal actualization of the student with the involvement of his intellectual, creative and communicative resources. The established didactic goal is achieved through the study, comprehension, practical development of the content of the educational material and the acquisition of communication skills by students. The authors present the results of a semantic analysis of the correlation between the concepts of “communication” and “interaction”.

The most interesting scientific works and textbooks of Armenian scientists of the XVIII–XX centuries are presented in this study. The implementation of the main concepts of bilingual and in-depth Russian language learning in the Armenian school, combining modern innovative educational technologies and the experience of Armenian scientists, accumulated by the theory and practice of teaching the Russian language, as well as their contribution in the theory and practice of teaching Russian are presented.

In Western society, psychotherapy has historically been seen more often as a communication focused more on the verbal than on the non-verbal. The author draws attention to the underestimation of non-verbal components in psychologist-client interaction. The specialist’s competence in nonverbal communication greatly improves the understanding of his or her counterpart, which in turn has a positive impact on the process of establishing and maintaining a therapeutic (working) alliance.

The success of advertising impact and commercial communication is determined by knowledge about the social-psychological characteristics of a potential buyer, as well as the characteristics of the determinants of consumer behavior, the specifics of the images created by advertising. The most difficult aspect is advertising perfumes. This is primarily due to the specifics of human perception of smells, as well as the complex cross-modality of images created by smells. An important aspect of the choice of perfume is not only personal preference in the world of smells, but also an important aspect of social communication, since smells are a certain “marker” of social status. In addition, perfumery is also a cross-gender product, as it is one of the most popular types of gifts. The study involved 50 people, 25 men and 25 women, potential consumers of advertised perfumes, whose advertising acted as a stimulus material.

The article presents practical formats for interaction with children and adolescents in the digital environment. The essence of the new digital application for Youth Army members is revealed, attention is drawn to the strengths and weaknesses of communication in the digital space.

The article presents the results of a theoretical analysis of the problem of psychological prevention of destructive communication among young people in conditions of social transitivity. It is shown that young people are the most vulnerable to the influence of challenges to transitivity as a social group. Identification of the mechanisms of transformation of youth communications and markers of their destructiveness will present the situation of the current moment and will allow us to determine the points of application of psychological technologies in the prevention of this destructiveness. An analysis of the concepts of destructive communication and its prevention in the field of language disciplines and deviantology was carried out. A theoretical model for the prevention of destructive communication among young people is proposed, taking into account the negative and positive effects of the influence of social transitivity.

The publication discusses the possibilities of using reflective technologies designed for the process of forming intercultural competence among students studying in the pedagogical areas of higher education. Analyzing the logic, structure and algorithm for the implementation of intercultural competence in the educational process, the authors rely on historically formed and their own experience in developing didactic tools to ensure the consistent application of “immersion” technologies, informationcomputer learning, adaptation and creative design activities in the practice of transforming students’ personal results into practice of formation of reflective thinking.

At the turn of the XX–XXI centuries, G. M. Andreeva, an outstanding worldclass Russian scientist, made a fundamental contribution to the development of theoretical and applied sections of social and psychological and philosophicalsociological knowledge. In connection with her centenary, it is relevant to study the life experience of G. M. Andreeva as one of the founders of post-war Soviet sociology and as the creator of social psychology as an innovative scientific and educational discipline. The novelty of the article lies in the scientific analysis of G. M. Andreeva’s interdisciplinary searches — from social philosophy through empirical sociology and social psychology to higher education pedagogy. By means of institutional-personological and subjective-activity approaches, both the main achievements of G. M. Andreeva’s 65-year scientific and pedagogical activity at Moscow State University and a number of universities, as well as the psychodidactic means of teaching social psychology in higher education developed by her, are characterized.

The article is devoted to the practical experience of working on patriotic education with teenagers of the Unarmia movement in a specially created mobile application. The article considers an example of the interaction of children and adolescents with each other in the network under emerging communication conditions.

The article presents the author’s approach to the development of motivation in master’s students through tasks aimed at developing critical thinking, creativity, cooperation and communication. The emphasis is on working with master students who work in the system of secondary vocational education in engineering.

The article sets a method for analyzing the ethical component of human life. In the case of the primacy of a conscious way of regulating behavior, the regulating principle moves to the zone of relations between people, carried out through communication, formalizing the processes of both horizontal and vertical cooperation in the purposeful organization of behavior. We define coordinated responsibility as the maximum way of expressing the conscious subjectivity of a person. Defining the task as the need for conscious orientation in the space of speech-thinking contexts established between people taking part in joint activities, we identify crisis points of contact (fear, shame and guilt) and consider communicative and positional strategies that allow or do not allow this orientation and behavior to be effective and cooperative in the broadest sense.

The publication is devoted to understanding the experience of developing the network project “Integration”, originally intended to facilitate the process of involving foreign children in the traditional cultural environment of the Russian Far East. With the selection and implementation of digital didactic tools for designing educational content using visualization technologies in the browser, the authors of the publication strengthened the content components of the resource being formed and provided a number of activities indicating the possibility of forming intercultural communication and developing cultural intelligence among different age groups of the population. Adhering to a systematic and activity approach to the presentation of the results obtained, the authors testify to the need to expand the practice of providing the educational process with digital tools for individualizing the educational achievements of students.

The “Chatbot for diagnostics of communicative skills of counteraction to psychological pressure” was developed and tested on a sample of students. The bot imitates the situation of communication in real time and helps to assess the level of development of communicative skills identified in the analysis of the literature as skills of counteracting psychological pressure: the ability to recognize situations of psychological pressure; the ability to verbally express their emotions and desires in a socially acceptable way (“I-speech”, the ability to say “no”); the ability to use different ways of “listening”, depending on the content of the information transmitted by the interlocutor (active, empathic, passive). The method proposed by the authors showed high values of reliabilitystability (retest) and reliability-consistency. The validity of the methodology was confirmed by high discriminability values, as well as by additional methods of validity assessment (formative experiment and sentiment analysis using the TextBlob text library).