В статье описаны результаты экспериментального исследования профессиональной готовности педагогов, работающих с детьми с особыми образовательными потребностями; дано обоснование современного понимания понятия «особые образовательные потребности»; обозначен вклад В. И. Лубовского в разработку методологии обучения и воспитания детей с ограниченными возможностями здоровья (ОВЗ).

The article discusses the main methods and techniques that are aimed at developing the skills of pedagogical work in future officers within the framework of professional activities for the effective implementation of the main directions of military-political work in the Armed Forces of the Russian Federation, taking into account regulatory requirements, psychological characteristics of the formation of the personality of military personnel and achievements of military pedagogical science and practice.

The article reveals the importance of motivational component in preparing competitive teachers in an ever-changing world and focuses on the future teacher’s motivation to develop multipotential abilities at different stages of his/her higher education. The in-depth interviews conducted among 1st–4th year students of the Institute of Psychology and Education of Kazan Federal University revealed the most important groups of students’ motives for the development of multipotential abilities, as well as the differences between the motives of first and last year students. This fact indicates that student teachers’ motivation changes throughout the period of their study at the university. This paper contributes to the research on the development of multipotential abilities of future teachers in the system of higher education by providing new data on the motives that motivate students to participate in various activities during their study to acquire new skills and competencies.

The article reveals the process of professional training of teachers of Suvorov military schools for the formation of a military-professional orientation of pupils. Strategies, directions, forms, methods and techniques are considered that contribute to the effective training of specialists for the upcoming activities in the formation of a military-professional orientation among Suvorovites based on the organization of their project activities.

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).

In the article are represented main data about issues of military specialists training with informational technology and simulators systems application in the Russian military leading education organizations. Was analyzed the experience of modern training means utilization for military specialists education in the similar areas. That is considered current requirements to military specialists training systems in accordance with last generation state education standards in the electronic education information environment.

The article presents the experience of tutors — specialists who accompany the processes of development and improvement of teachers’ competencies in their professional activities (on the example of the Kemerovo region). One of the successful pedagogical tools in the work of such specialists is tutor technologies, which have been implemented in Kuzbass for more than 10 years. The characteristics of these technologies are presented. The professional competencies of teachers (cognitive, operational-technological, personal) are determined and the dynamics of their development from 2013 to 2023 is presented. Organizational forms of implementation of tutor technologies are defined. Examples of the use of technology in working with teachers are given.

The article deals with the issue of mastering students’ basic professional competencies in the field of correctional and pedagogical, diagnostic and advisory, research and cultural and educational activities in the process of pedagogical practice.

The author considers the possibility of using the digital environment in conjunction with the teacher’s didactic speech to develop the emotional and cognitive aspects of the language personality of younger students in an inclusive education. At the same time, the formation of an atmosphere of emotional emancipation and cognitive tension in the team of younger students is impossible without the leading role of the teacher and his didactic speech. An important means of carrying out such activities is the digital environment. The ability of the teacher to adequately assess the emotional state of others, to anticipate possible reactions to one or another form of verbal and non-verbal behavior, to instantly determine and accept the strategic line of their response is important for students in foreign language lessons in conditions of inclusive education.

The article reveals the importance of using digital services in the training of law students in higher education institutions in order to form digital competencies. The data of an experimental study on the identification of digital services skills among bachelor lawyers in the study of legal disciplines are reflected. As a result, it was found that a bachelor’s lawyer does not have sufficient knowledge about digital services that contribute to the formation of the digital competence of a future lawyer and are necessary for him to solve professional tasks. Digital services are proposed, which are recommended to be studied when law students master legal disciplines at the higher school.