The study of the genesis of arbitrary activity by Vygotsky’s followers led to the ideas of the activity approach, which took root in the Moscow methodological circle (Shchedrovitsky, Lefebvre, Davydov, etc.) by the end of the 1950s. In the early 90s, the primacy of the activity approach in domestic education was officially declared, in spite of fair criticism from the supporters of the information-needs concept of man developed by Simonov and Ershov (based on the ideas of Sechenov and Stanislavsky). Their concept took into account the focus of any needs on either preservation of what has already been achieved, or on all new development (with the inevitable negation of what has been previously achieved). The connection of this dichotomy with positive and negative emotions, revealed in a new way the role of game activity in transformations of actual human need dominants.

When conducting a pedagogical experiment on the formation of a scientific worldview among foreign cadets studying at military universities in Russia, there was an urgent need to conduct control measures at one of its intermediate stages in order to establish the effectiveness of the methodology used. The formative methodology is a special course that is designed to help the faculty and command staff of a military university adapt a foreign serviceman faster and better to the realities of life in a foreign country for them. To assess the dynamics of the formation of the foundations of the scientific worldview of foreign servicemen, control and measuring materials (CMM) were used, and the method of expert assessments was used to solve the issues of forecasting and assessing the quality of this methodology. This article is devoted to these issues.

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 use of games in education depends on the direction of training: 1) on mastering professional pedantry or 2) on mastering professional virtuosity. Stanislavsky’s method of “simple physical actions” helps to solve pedagogical problems of school lessons. Not only because it prevents students from refusing to perform the teacher’s tasks, but also because it becomes a methodological support for teachers in freeing the process of teaching children from the cult of awareness, imposed by thought-activity pedagogy and violating the natural links between the development of individual curiosity in schoolchildren and their natural disinterestedness.

The article discusses the psychological and pedagogical foundations of the theory and practice of specific pedagogical activity of teachers of humanities of educational institutions of higher education (university teachers, high school teachers, humanities teachers), which received the author’s name “step-by-step method of preparation for classes”. The key problem, purpose, main features and results of the activity of university teachers at each stage of this methodology as an algorithmized educational technology are revealed. The novelty of the content is due to the formation of psychological images (models) and material products among higher school teachers at each stage, ensuring the effectiveness of teaching and learning, training and education, and professional education of students.

The experience of partial mobilization in the Russian Federation in 2022, caused by the ongoing special military operation in Ukraine, indicates a high need for qualified specialists for the Armed Forces. One of the possible ways to meet this need is to train students at the Higher Educational Institutions of higher education (HEE).

The article, based on the analysis of psychological and pedagogical literature, revealed the essence of methodological competence in the preparation of future teachers for educational activities, determined its structure, stages of formation. The results of the study of the reflexiveassessment component of the methodological competence of future teachers in education are presented. Based on the assessment by future teachers of their knowledge, skills of the method of educational work, deficits in methodological competence were revealed. The importance of improving the substantive and procedural component of the teacher’s methodological competence has been proven. The module of preparing him for educational work is described.

The article highlights the structural and functional approach in the process of teaching semantic reading, analyzes different aspects of the interaction of the author, the reader and the work, identifies ways to solve the problem of adequate perception of the author’s semantic world by the reader. As a tool that helps to penetrate into the meaning of the work, iconic modeling is considered in two varieties — figurative-semantic (verbal drawing) and logicalsemantic models (the technique of “binary oppositions”), which serves as the basis of meaning generation in the process of reading, the reader’s interpretation of the work. The proposed approach allows us to take a fresh look at the methodology of functional literacy formation in the context of the development of semantic reading skills of a literary text.

This article discusses methods and means of developing the professional and creative competence of students. The design methodology proposed by the authors is aimed at creating professional competence that ensures the use of the following pedagogical technology: the formation of basic training options, the automatic formation of new individual options from basic or other options and their automated or automatic adaptation and optimization, training based on individual options, monitoring the degree of formation of potential competence, based on its results, current ones can be adjusted or new individual options can be formed for the next stage of training, etc. The authors have developed a teaching methodology that allows students to develop integrative thinking and develop high-level professional and creative competence in them. The proposed methodology is implemented through a standard and new set of teaching methods and tools, a developed set of integrative mathematical and specialized tasks.

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).