Moscow City University

The article substantiates the relevance of the targeted formation of information competence in visually impaired primary school students as a key condition for their successful learning and socialization. Based on the analysis of psychological and pedagogical literature, the specificity of the structure of information competence is revealed, taking into account the characteristics of children with visual impairments. A set of practical aspects is presented, including adapted pedagogical conditions, methods and means for the development of each component of competence. The conclusion is made about the need to integrate special technologies, compensatory techniques and universal learning activities into a unified process.

This study investigates the elite text of a welcoming inaugural address (“discours de reception”) delivered by philologist and Hellenist scholar Jacqueline de Romilly upon her election to the French Academy. The analysis reveals how this genre of elogium reaffirms before the academic elite the value of literary texts and scholarly knowledge in general. The reflexive discourse constructed by J. de Romilly regarding both André Roussin's creative biography and her own personal legitimation for future academic activities is examined from semantic and pragmatic perspectives. De Romilly's linguistic reflection involves commenting on, clarifying, or evaluating her own words or third-party statements while taking into account the audience factor. It has been established that de Romilly’s metalinguistic utterances correspond with key concepts crucial to her identity (French language, French literature, Greek language, literary studies, literary culture, literary text), which evoke cognitive tension due to the dissonance between her internalized Hellenistic cultural values and external circumstances surrounding the crisis in classical education. The identified individual semanticization of reflective expressions reflects the pragmatic component of the author's intention, expressed through promoting ideological codes associated with the French Academy (literary culture, quality of the French language).

The massive growth of technology has transformed the learning environment for young generations. This (new) learning environment offers both benefits and challenges, such as brain rot phenomenon. Brain rot refers to cognitive decline, resulting from excessive screen time and overconsumption of short-duration content. Thus, this study examines whether brain rot affects speaking learning strategies among junior high school students, who are part of Gen Alpha and born as digital natives. A mixed-methods approach was applied, involving 64 students who completed questionnaires, followed by interviews with six participants. The findings indicate that students’ brain rot levels are generally low to moderate, while their speaking learning strategies are at moderate levels, with higher use of metacognitive and socio-affective strategies compared to cognitive strategies. Linear Regression analysis shows that brain rot has a significant and negative effect on speaking learning strategies, explaining 19.6% of the variance. The interviews confirm that excessive screen time leads to cognitive fatigue and cognitive load. These results highlight the need for teachers and parents to monitor students’ digital media use.

The article discusses previously unexamined functions of the category of intensity in a literary text. Namely, the primary focus is on modeling the main symbolic antithesis of the story, i. e., "light–darkness", and expressing a child’s worldview within this model. In the first stage, lexical units filling the symbolic light–darkness "frame" were identified. The study relies on a functional-semantic method of describing linguistic units in conjunction with semantic-semiotic symbol modeling. In this literary text, the perceptual image of light, shine, and the colour of fire is conveyed not only by words with light-related semantics such as solntse , sverkat ’ , blestyashchii , ozarit ’ (English sun , sparkle , shiny , illuminate ), and others, but also by colour-related words including krasnyi , zheltyi , ryzhii (English red , yellow , red-haired ), and so on. The signifier of the "darkness" symbol – the perceptual image of darkness – is expressed by such words as vecher , tuchi , potemnet ’ , chernyi , seryi (English evening , clouds , to darken , black , grey ), and others. The signified of the symbol "light" – ‘life, joy, and happiness’ – is represented by words with the semantics of life and joy including khoroshii , schastlivyi , zasmeyat ’ sya , mirit ’ sya (English good , happy , to start laughing , to make up ), and others. The signified of the symbol "darkness" – ‘death, evil, and grudge’ – is represented by plokhoi , rasserdit ’ sya , smert , kladbishche , vojna (English bad , to get angry , death , cemetery , war ), and so on. The research strategy involves incorporating the category of intensity into the symbolic "light–darkness" framework. The category transforms the symbolic schema into living images and shapes the child’s emotional and intellectual familiarisation with the surrounding world manifesting itself in four interconnected distinctive features. These include: 1) the physical motion of humans and nature; 2) the grotesqueness of images as extreme exaggeration; 3) world modelling through Svetlana’s eyes, i. e., the horizontal plane of the surroundings, the lower and the upper worlds; 4) evaluativity and emotionality. Linguistic forms of intensity imbue the symbol components with life, motion, and emotions materialising the struggle between light and darkness through various forms of the physical and psychological worlds. The most common means of expressing intensity are degree adverbs, semelfactive verbs, verbs of motion in homogeneous constructions, intensifying particles such as dazhe , tolko (English even , only ), and the augmentative suffixes - ushch -, - enn - ( bolshushchii , shirochennyi ) (English humongous , very wide ).

Public catering, originally created to meet the food needs of people far from home, now also provides them with a place to socialize and relax, and also plays an important role in the world economy as it contributes to the creation of the global product, promotes employment and development of other spheres of the economy. Therefore, it is advisable to study the factors and their impact on the development of the global catering market. The article shows that the main driving forces that contribute to the overall positive dynamics of the world catering market in recent decades are world population growth, urbanization, improved human well-being, scientific and technological progress in the field of kitchen equipment and in ways of interaction between catering companies and their customers, growth of tourist flow in the world, as well as enhancing social function of public catering. A deviation from the positive market trend can be explained by negative global events (for example, the COVID-2019 pandemic), as well as economic downturns. It is proved that the global catering market is relatively stable, as it includes a number of segments (fast food and limited-service restaurants, public catering in medical and educational institutions) that ensure constant demand.

The article presents a study on the problem of insufficient scientific and methodological support for the professional development of methodologists in municipal methodological services within the context of modern educational transformations. It analyzes the systemic contradiction between the increasing demands placed on methodologists' professional activities and the absence of a comprehensive training system that considers the specifics of working within a municipal educational system. Particular attention is paid to the necessity of bridging the gap between traditional forms of support and modern challenges such as the digitalization of education and the implementation of project-based and networked work formats. The purpose of the article is to develop and theoretically substantiate a comprehensive model of methodological support for the professional development of municipal methodological service methodologists, ensuring the systematic formation of their professional competencies in line with the current needs of the municipal education system. The research is based on a systematic combination of modern methodological approaches: activity-based, competence-based, person-centered, and andragogical, with a theoretical foundation in the cultural-historical concept and the theory of professional development. A set of complementary research methods is employed, including in-depth theoretical analysis of psychological-pedagogical literature and regulatory documents, modeling and design methods, comparative analysis, and scientific generalization. A distinctive feature of the methodological approach is the integration of the principles of subjectivity, actualization of personal experience, and flexibility of educational pathways. The results consist in the creation of an innovative author's model of methodological support, representing a holistic system of professional development. The article investigates the structural and functional characteristics of the model and defines four key interconnected components: goal-setting, diagnostic, content-related/technological, and monitoring. The system-forming role of comprehensive diagnostics is revealed, enabling the formation of an individual risk profile for the methodologist and the design of personalized educational pathways. It is substantiated that the proposed model ensures the holistic professional development of municipal methodological service methodologists through the implementation of a system of assessment materials and comprehensive indicators of professional effectiveness, including readiness for independent work, engagement in the work process, and motivation for self-development. Conclusions are drawn that the developed model of methodological support is characterized by structural integrity, content flexibility, and organizational adaptability to the dynamically changing educational environment. Successful practical experience in testing the model is summarized, confirming its effectiveness for significantly improving the quality of municipal-level methodological services. The particular importance of the model for addressing current tasks in the development of regional educational systems under modern socio-cultural transformations, including digitalization and the implementation of new educational standards, is emphasized. The potential for further research into the possibilities of scaling the model to other levels of the education system is noted.

Background Substance use—including the use and co-use of alcohol, cigarettes, and illicit drugs—often emerges in adolescence. However, the longitudinal structure of polysubstance use and its social-ecological predictors are less understood. We examined (a) higher-order trajectories of polysubstance use (encompassing alcohol, cigarette, and illicit drug use) and (b) their associations with individual- and family-level factors. Methods Participants were 568 eighth- and tenth graders (M age = 14.46; 50.5% girls) from Miami-Dade County, FL, and Prince George’s County, MD, in a six-wave longitudinal study on alcohol use. Adolescents reported age, sex, race/ethnicity, attention problems, positive parenting, and family structure. Latent growth curve modeling was used. Results Racial/ethnic composition was 40.8% Hispanic, 35.0% non-Hispanic Black, 6.9% non-Hispanic White, 10.6% others, and 6.7% multiracial. Results indicated the presence of higher-order polysubstance trajectories comprising individual alcohol, cigarette, and illicit drug use, which increased linearly over time. Polysubstance use trajectories were predicted by both individual- and family-level factors. For instance, Black, Hispanic, other, and multiracial adolescents evidenced less steep increases in polysubstance use than White adolescents (average β s = -0.25) and positive parenting predicted lower baseline polysubstance use (β = -0.11, p < 0.05). We also found unique associations with individual substance use trajectories; for example, single-parent households predicted steeper cigarette-use slope (β = 0.08, p < 0.05), and attention problems predicted higher baseline alcohol-use (β = 0.10, p < 0.05). Age was associated with most trajectories, whereas sex was not associated with any. Conclusion Findings highlight the need to integrate both overarching and substance-specific risk factors into treatment, prevention, and policy efforts to address adolescent substance use.

Predictive maintenance (PdM), supported by artificial intelligence (AI) and digital twin methods, is gaining attention as a practical and cost-efficient way to manage power generation assets. In the renewable energy sector, where performance, stability, and cost control are central concerns, PdM enables operators to anticipate equipment faults, schedule interventions more effectively, and reduce unplanned downtime. This paper reviews how such approaches are being applied in four different national contexts: China, Germany, Norway, and the Netherlands, and considers their contribution to cleaner and more reliable energy systems. The discussion highlights several patterns that emerge across these countries. In China, the rapid expansion of wind and solar capacity has driven the use of PdM to improve fault detection and optimize turbine and panel performance. Germany demonstrates how PdM can be integrated into broader energy transition policies, using digital twins and AI to balance fluctuating renewable output with grid demands. Norway shows the value of predictive tools in extending the life and efficiency of hydropower equipment, while the Netherlands illustrates the benefits of PdM in offshore wind projects, where remote monitoring and early fault recognition are critical. Evidence from these cases points to three consistent outcomes: improved uptime of renewable assets, measurable reductions in maintenance costs, and smoother integration of intermittent power sources through more advanced grid management. Taken together, these findings suggest that PdM is not only a set of technical tools but also a strategic component in building sustainable, resilient, and economically viable energy systems. Its wider adoption may help accelerate the transition toward low-carbon power on a global scale.

This study examines the changing landscape of inclusive education in the era of digital transformation, with a special focus on the innovative role of media classes. Designed to provide equal learning opportunities for students with disabilities, inclusive education aims to ensure accessibility while promoting meaningful social integration. Media classes are an example of this approach, using digital platforms and adaptive technologies to create a personalized learning environment that meets the diverse needs of students. These classes provide access to advanced tools and resources that support both academic achievement and the development of basic practical skills, including digital literacy and multimedia content creation. The discussion highlighted how digital platforms enhance the quality of education through features such as accessibility, personalized learning paths and increased engagement. Tools such as screen readers, text-to-speech technologies, and learning management systems enable students to interact with educational content in a way that suits their specific sensory, cognitive, or physical needs. By encouraging autonomy and independent learning, these technologies enable students to organize their own educational journeys. However, the study also examines the problems that hinder the full integration of digital technologies into inclusive education. Insufficient infrastructure, inadequate teacher training and limited financial resources are identified as the main obstacles. The need for strategic planning in infrastructure development, teacher training and curriculum innovations is emphasized to ensure the effective implementation of inclusive practices. The study concludes by highlighting the significant social and professional benefits of integrating digital technologies into inclusive education. By providing students with disabilities with the skills and knowledge they need to succeed in an increasingly digital world, these initiatives not only expand individual potential, but also contribute to a more inclusive and equitable society. The study calls for an active policy and continuous efforts to support the continuous development of inclusive educational systems.