Emotional Intelligence (EI) has been identified as a key competence that helps people to relate with one another easily. As such, EI coupled with IQ makes one a star performer at the workplace. Therefore, students need to possess both EI and IQ. For this reason, a descriptive study was conducted to assess the EI levels of IIT students at IIT (ISM)-Dhanbad, India. The analysis was done in two folds; first, to assess the EI levels of the participants. Secondly, to compare the EI levels of the participants using demographic variables. The purposive sampling technique was used to sample 200 engineering students from various engineering departments. The study results unveiled that students from IIT (ISM) Dhanbad were somewhat emotionally intelligent. Also, when the demographic variables were assessed, it was revealed that gender and age were not statistically significant on EI which means that gender and age does not affect a person’s EI. Albeit, in this study, work experience and family income were statistically significant on EI which implied that a person’s work experience and family income could affect their EI. When the EI levels of these participants are developed and improved, they will thrive and succeed both at the workplace, college and in life as a whole as their EI levels are significantly high.

The present study investigated the effect of synchronous and asynchronous computer-mediated peer feedback on IELTS candidates’ writing improvement and interactions. In so doing, 132 IELTS candidates from an English language center in six writing classes were chosen based on the convenience sampling procedure. They were split into three equal groups: two experimental groups that were instructed through synchronous peer feedback and asynchronous computer-mediated feedback and one control group. The data were collected using a sample English language proficiency test and synchronous and asynchronous media writing scoring rubric. One-way ANOVA and Chi-square test were applied for the statistical analysis of the data. It was revealed that L2 learners benefited more from the computer-mediated peer feedback than conventional paper and pencil peer feedback. Further, the participants in the asynchronous group noticeably exceeded the IELTS candidates in the synchronous group. The results also showed that the most frequent feedback in both experimental groups was directive feedback. However, there were some discrepancies in the frequency of various directive subcategories. Suggestion was the most frequent directive subcategory reported by the synchronous group and instruction feedback was the most repeated one in the asynchronous group. On the basis of the findings of the study, instructors were advised to employ asynchronous feedback whenever possible to maximize their learners’ writing accuracy.

Content and Language Integrated Learning (CLIL) approach has become one of the bilingual education pillars worldwide. Its application oſten relies on quality instruction; therefore, careful preparation of future CLIL educators will guarantee adequate CLIL implementation.

Despite the extensive research on the method used since the 1990s, little is known about the competence-based training process of content and language teachers. Through a multi-dimensional perspective of the current research, including qualitative and quantitative methods, the study authors attempt to demonstrate that CLIL competences can be adequately developed. In our project, we taught a postgraduate course on Delivering the curriculum through English to 26 educators and analysed the development of their professional skills. Pilot study results show that competence development is highly correlated with linguistic awareness, in-depth theoretical and applied knowledge of the CLIL approach and mutual support within teaching community.

Regardless of the fundamental idea of formative exploration, our study presents some findings deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.

This article focuses on a detailed review of philosophical literary stories which represent specific area of the Philosophy for children programme primarily aimed at independent thinking development in education process. The benefits of the programme are characterised within the theoretical basis on the level of critical, creative and caring thinking. The philosophical literary story is a part of fiction. It covers philosophical categories, but it is characterised with simplicity in its theme, as well as content and language part. The role of this type of text lies mainly in motivation toward consequent philosophical discussion in a group called community of inquiry. Through the literary text interpretation method, we demonstrate presence and interconnection among critical thinking categories. At the same time, we discuss the subject type of texts as a specific model for critical thinking level development.

In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher and the attractiveness of the teaching profession, and to create certain conditions for retaining young teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’ of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into the profession. The potential of non-formal education is described and justified.

The research aims to develop a model of “easy entry” into the teaching profession based on the analysis of difficulties that novice teachers encounter. The obtained data enabled the author to identify the difficulties faced by young teachers in their professional activity, as well as the reasons for these challenges and possible ways of dealing with the problems. Based on the research findings, the role and potential of non-formal education in the “easy” entry into the teaching professional were explained. The significance of the study lies in changing the options in relation to the forms for improving professional competencies, creating conditions for creative self-expression and selfrealization as a factor of successful entry into the professional activity.

The article presents a structural practice-oriented model of preparing a future teacher for an active professional activity, taking into account the educational standards of primary general education, based on practical forms of educational activity, provided with a high level of theoretical knowledge and possession of the methodology and technologies of self-knowledge. The model embodies the original scientific and methodological support for the process of professional training of future teachers at Kazan University, the system priority of which was the realization of the student's personal capabilities through interactive methods of his cognitive, communicative and axiological activities. Scientific and methodological support is considered as an applied empirical mechanism for optimizing and updating the content and methodological training of future teachers who are capable of creative organization of the process of teaching younger students, of effective adjustment and development of basic educational programs in elementary school.

The information-logistical approach has become the leading one in the study of the problem, which is important in conditions when the content of education is shiſting from memorization to the search, selection and comprehension of information, and teacher training is carried out in an environment that provides an integrated perception of experience, allowing him to be included in the advanced design of the content of education.

The article describes a system of interrelated practice-oriented activities, determined by the dynamics of content modules, the conditions for their implementation and evaluation criteria, aimed at developing the professional competencies of future teachers, improving their qualifications and professional skills in obtaining personal, meta-subject and subject results. The original scientific and methodological support for the process of professional training of future teachers offers interactive methods that represent innovative and unique tools for designing the learning process and predicting its effectiveness, allowing you to most accurately determine the advantages and problems of the real educational process of teacher training when testing new technologies and teaching methods. The implementation of the proposed scientific and methodological support expands and actualizes the resource content of the educational process through empirical research based on the study, analysis and generalization of real innovative pedagogical experience.

In the context of changing the paradigm of vocational training, teachers of higher education are faced with new requirements related to changes in the content of the pedagogical process and new functions that teachers need to master in the context of the introduction of systemic and integrated learning technologies. The elements of the educational environment form a whole range of new forms of activities that a modern teacher must implement in the educational process. The current conditions determine the emergence of contradictions, the resolution of which requires the study of a new role structure of professional pedagogical activity.

The purpose of the publication is to present the results of a study of the role structure of pedagogical activity in higher education, to identify areas of gaps in the expectations and assessments of the existing role structure of teachers on the part of students and in the assessments of the teachers themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more than 200 people - students of various areas of training at universities in Novosibirsk.

The methodological basis of the study is the principles of the subject-subject approach in pedagogy, a number of developments of domestic researchers dedicated to the formation and development of open education in the Russian Federation, as well as the evolution of the teacher's role set in connection with changes in the pedagogical paradigm of higher education). In the process of collecting empirical material, the author's standardized questionnaire was used to identify the types of roles of a modern teacher. As a result of the study, the predominant types of roles in the professional activities of teachers of higher education were identified, a comparison was made in the areas of training, gaps were identified in relation to the existing role structure in the views of teachers and students, as well as between the expectations that students have and those roles that today demonstrated by teachers in the learning process.

The novelty of the study lies in the empirical substantiation of the role model of a higher education teacher, determining the most relevant roles and identifying those problem areas that require systematic and targeted work on self-development and professional development of higher education teachers.

The main idea behind this research is to create and use a system for managing the quality of university education based on criterion scoring and monitoring of professional student development, the comparison of information received with the graduate requirements specified in the Federal State Educational Standard for Higher Education (FSES HE) in engineering and the adjustment of didactic conditions for professional and personal student development based on these indicators. The availability of such information provides the possibility to compare the actual student development with FSES HE requirements for a particular field of education. It also gives the opportunity to modify the educational process and identify “gaps” in contents, technologies and other characteristics of educational process and make the appropriate changes.

The technology that is used to evaluate the maturity level of a future engineer’s competence does not represent the evaluation of education quality as such. However, it creates a continuously updating database for implementing such evaluation. It is used to determine the effectiveness of contents, methods, means and forms of educational activities, etc. The suggested technology can be applied as a specific tool for “deciphering the gaps” identified in students or, in other words, for discovering failures in educational process management. By assessing the gaps in students’ knowledge, skills and thoughts it is possible to discover the “failures” in educational process and the aspects that have gaps and “defects”.

The effectiveness of activity depends on the ability to achieve the set goals, to realize personal potential, and to maintain a high level of motivation. The research relevance is determined by the differential psychological features of self-regulated learning, in particular the gender characteristics of this process. The paper aims to identify the gender characteristics of self-regulated learning among the students of mathematical specialties. We have put forward a hypothesis that male and female students differ in the degree of self-regulating behavior.

Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the research. The different questionnaires were used to obtain the data.

The findings revealed that the female students with a high level of self-regulation demonstrate the abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning and modeling. The young men with a high level of self-regulation demonstrate such abilities as evaluation of results, modeling, and planning. The participants differed significantly on the scale of self-esteem motivation. The girls scored higher than boys. The students of both genders had average scores for the indicators of individual components of self-attitude, as well as the “behavior” indicator. The reliability of differences in the diagnosed indicators was not detected.

It is shown that the core components of self-regulated learning for girls include: planning, modeling, a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility, a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The obtained results will help to differentiate the training of male and female students majoring in mathematics, taking into account the components of self-regulated learning.

The results of the educational process oſten cause criticism from the state, parental and pedagogical communities and society as a whole. This is due to the fact that norms created at the institutional level of the education system do not always allow achieving goals at the procedural level.

It is the school teacher, as a key subject of educational activity, who is able to give the most reasonable answer to the question if the existing norms really help to achieve educational goals. In this regard, the purpose of the study is to assess the quality of norms and norm-setting in the field of education and to determine the possibilities and prospects for the deliberate participation of the pedagogical community in it.

An expert survey of practicing teachers (N = 87) was conducted with the help of Google Forms service. Respondents evaluated the norms of the Constitution of the Russian Federation; federal laws; codes of pedagogical ethics, etc.

The experts' assessment of the norms showed that normative regulation of the sphere of education set the important priorities in upbringing. However, there are problems associated with the implementation of these priorities due to excessive bureaucratization; limitation of the creative potential of teachers; unwillingness to constructively interact with other subjects of norm-setting, etc. The majority of teachers cannot influence the creation, change or abolition of norms that regulate the educational process at school (with the exception of the local norms). But they are ready to actively participate in the public discussion of the norms regulating upbringing.

The research results can be used to further study of the education system through the prism of norm-setting activity, and can also be useful for the formation and implementation of mechanisms for the participation of the pedagogical community in determining the value-normative priorities of upbringing.

The problem of the formation of professional competencies of specialists in economic security is caused not only by new technologies, but also by the transformation of existing spheres of professional activity. Russian universities provide training economists in the field of Economic Security in the lack of a corresponding professional standards set officially approved by the Ministry of Labor of the Russian Federation. Thus it updates the search for evidence-based practices that allow formation of majors' professional competencies based on corresponding job functions, occupational profile and adequately responding to the labor market demand. To solve it, a theoretical justification is given and an algorithm for the formation of professional competencies.

The aim of the study - is to justify the link between theory and practice for implementing a competency-based approach to training economic security professionals by developing an algorithm formation of professional competencies in unity with the sequence of determining indicators of their achievement based on the consistency of the provisions with the requirements of the labor market.

The methodology and methods of the study are based on the application of the following general scientific and special research technique: gathering of empirical data, comparison, abstraction, specification, analogy.

Research results provides a short summary of recommendations for ensuring the effectiveness of the indicators of professional competencies formation during university tenure based on the experiential learning and theory opportunities for students in the field of economic security to apply the needed knowledge and skills set they gain.

A model has been developed for the formation of professional competencies of an economic security specialist, which provides universities with tools to determine the necessary knowledge, skills and abilities in the field of professional activity, which can be diagnosed using appropriate indicators.

The relevance of the study is explained by the digital transformation of society and the digitalization of education, its opportunities and risks. The key idea of the research is to reveal the phenomenon of students’ digital competence in the context of personality pedagogy. Namely, through the skills and competencies in the areas of individuality that arise when students apply digital technologies in their training. Data collection was carried out using self-assessment. Students assessed skills and competencies in the areas of individuality. The factor analysis showed that the digital competence of students is associated with the subject-practical sphere, existential sphere and the sphere of selfregulation.

The article presents a scientific description of the collective speech portrait of primary school students in the process of teaching mathematics in rural educational institutions located in the places of the indigenous people of the North, Siberia and the Far East of the Russian Federation. The material for the scientific description of the speech portrait in the context of bilingualism was the results of studies conducted in 4 regions of Russia: the Republic of Sakha (Yakutia), the Republic of Buryatia, the Yamalo-Nenets Autonomous Okrug, the Khanty-Mansiysk Autonomous Okrug – Yugra. In total, the study covered 165 respondents (students, teachers and parents). During the study, the scientific literature and statistical data on the studied regions were analyzed. There were such research methods as observation, conversation, interviews, questionnaires, transcription of audio recordings, quantitative and qualitative analysis of oral and written works. The theoretical and methodological basis of the study was the work of scientists devoted to the problems of linguistic personality, speech portrait, the formation and development of mathematical speech. When creating a speech portrait, sociocultural, sociolinguistic, psychological-pedagogical, ethnolinguistic factors influencing the development of oral and written mathematical speech were taken into account. Audio recordings of oral speech and written test papers of students were also analyzed. The collective speech portrait was described on the basis of an integrated approach involving socio-psycholinguistic characteristics, descriptions of the levels of development of oral and written mathematical speech, as well as features of speech culture in formal and informal communication. The results of the study can provide methodological assistance in organizing educational activities for the development of mathematical speech.