СОДЕРЖАНИЕ НАУЧНО-ИССЛЕДОВАТЕЛЬСКОЙ РАБОТЫ БУДУЩИХ УЧИТЕЛЕЙ ГЕОГРАФИИ ПРИ ИЗУЧЕНИИ НАУК О ЗЕМЛЕ

The issue of developing the student research competence through the discipline "Foreign Language" is explored. This competence is one of the requirements for mastering a training program at the undergraduate level. Having mastered it the student is expected to be able to search, critically analyze and synthesize information, apply a systematic approach to solving assigned problems. The study identified the relevance of this competence in the training of future specialists in scientific, natural and technical directions in accordance with the Federal State Educational Standard for Higher Education ++ and the competences required for mastering by students. A detailed consideration of the concepts "competence" and "competency" is considered necessary to determine the correct expected learning outcomes. The former incorporates more abilities than knowledge, abilities and skills while the latter requires experience and a personal attitude towards the actions performed, which may not be enough for students at the initial stage of training. Definitions revealing the nature of "competence" highlight such parameters as educational preparation, awareness, knowledge and experience, productive performance of activities, etc. "Competency" is described with such traits as application of appropriate knowledge, specialist qualifications, making responsible decisions, etc. The overview of scientific and pedagogical literature on the concept "research competence" allowed us to determine its certain typical components: work with scientific sources of information, comprehension and critical analysis of the information received, the ability to present the research results, ability to explain and prove the correctness of one’s position, etc. The authors offer an overview and analysis of the existing measures and teaching practices for the formation and development of research competence in domestic and foreign universities. Along with the significance of developing research competence, there is also a need to create a learning environment that could support the development of research skills within appropriate organized situations. In fact, in order to develop research competence in the learning process, it is necessary to include systematically tasks for the development of all skills that make up the competence under discussion: tasks for searching, analysis, comparing information, brief presenting the information obtained, discussing what has been read, developing critical thinking. To solve this problem, the potential of the "Foreign Language" discipline is used both to prepare students for intercultural communication and to search and select relevant information that they can use for their general development, educational purposes, the development of skills such as analysis, comparison, critical perception of information. Adequate organization of classroom and extracurricular work, creation of appropriate conditions and involvement of students in research activities are considered to be the key approach to solving the problem. In this connection, the learning process is based on a personal-activity approach, which allows students to be involved in research, communication, analytical and creative activities. Many specialists’ works demonstrate the effectiveness of the research competence development through active studying and research activities; organization of seminars, clubs; publications based on the results of the students’ coursework, final qualification papers, creative projects. Based on our practical experience, the given issue proposes tasks and forms of quasi-research activities contributing to the mastery of research competence. The article conveys our experience of implementing research quests in English held in the research library of our educational institution and organizing lessons, including elements of information search, its analysis, comparison and presentation of the results in a group. To carry out such activities, we elaborated a scenario involving students into research activities with problem tasks that require the activation of search, analytical skills, as well as the ability to work in a team. The survey, observation and analysis of classroom and extracurricular activities allowed us to evaluate students’ awareness about the research activities of both the students themselves and the university as a whole, as well as to probe the ways to motivate students’ involvement in such activities, allowing them to make discoveries and analyze the data obtained. Theoretical analysis of the thematic material and practical application of the proposed techniques made it possible to highlight the possibility and necessity of developing research competence in the study of a foreign language, both when studying educational topics in class, and when participating in large-scale university events such as conferences, club debates, quests.

The formation of research skills among students is one of the main tasks of modern higher education. A future teacher must possess research skills, demonstrate critical and analytical thinking, facilitate the development of students' research competence, and be able to identify a problem in the learning process and solve it using scientific methods. To develop these skills, it is necessary to organize training that requires the use of a research approach, taking into account factors that will maximize the students’ involvement in an active scientific research process. In this article, the authors attempt to identify the most significant factors contributing to the development of students' research competence, such as mentorship, the presence of prior research experience, awareness of the importance of scientific activity, understanding its practical relevance for future professional work, as well as personal research interest. The survey results showed that, despite the existing interest in scientific research work, students often do not participate in it due to various subjective and objective circumstances. This gives reason to believe that when organizing scientific work at the university, namely in the process of forming students’ research competence, it is necessary to take into account the above-mentioned characteristics. To study this problem, a review of domestic and foreign psychological and pedagogical literature on the research topic was done, as well as empirical (survey) and statistical methods of analysis (Pearson’s χ2 test, Cramer’s V) were used. Based on the results obtained, the authors developed recommendations for engaging students in research activities through specially organized events, a system of financial incentives for students, and the implementation of practice-oriented learning.

The main problem faced by the specialists of education management in determining the goals of regulation and development of students’ research activities is the imperfection of the evaluation mechanisms of scientific training at the university. The model includes the development of motivational, activity and evaluation components. This article focuses on the design of assessment component of students’ research activities. Assessment component of pedagogical system under consideration, i.e. in a technical university, includes the proposed results and the criterion indicators; mechanisms for diagnosis and improvement methods of students’ research activities. As projected results there may be: a model of high school graduate, the place of research competence in it, a model of research competence, a model of the scientific information environment of high school (resource potential). Depending on this, criteria indicators can serve as an increment of competencies in the composition and performance as well as resource potential of students research work. The purpose of the proposed research is to develop a mathematical model of research activities effectiveness of the technical students. This article discusses the possibility of using the conceptual and methodological apparatus of pedagogical qualimetry in studying the process of scientific training of students. In the article the possibilities of using pedagogical qualimetry terms and methodology in the study of students’ research process are observed. Diagnostics technique is offered to evaluate the efficiency of technical university students’ research efficiency. The result and index of students’ research system development are specified. As a result of the experiment, main components of students’ research competence and their weighting values are revealed. Linear mathematical model which allows diagnosing student’s research efficiency is constructed. Minimum (L min = 33.75), maximum (L max = 101.25) and threshold values of diagnostic assessment and their indicators are presented. This model is a basis for the test software which can be used further in practice.

Background. The paper focuses on the urgent problem of foreign language vocational training of prospective specialists and its significance in students’ research activities. Nowadays, the current concept of teaching foreign languages at non-linguistic university training emphasizes the teaching system combining vocational training and language acquisition. In other words, it is crucial to consider the competencies for prospective occupation and the ability of students to use their professional language skills in a dynamically changing environment. Based on the modern standards of higher education, with an emphasis on project and research activities, the programs of teaching foreign languages consider the student’s research activities one of the most important motivation tools for mastering a foreign language. These activities allow students to creatively apply the achievements of scientific and technological progress in practice. Purpose. The aim of the research is to present a description of the structure of the electronic educational environment of the university and to identify the specifics of foreign language teaching for research activities of students. Materials and methods. The competence approach, in particular foreign-language professional-oriented competence, is considered as the methodological basis of the study. Achievement of the set research goal was carried out on the basis of theoretical and methodological analysis, systematisation and generalisation of scientific literature on the given problem. Quantitative indicators were used as an element of describing the dynamics of changes in the educational environment of the university. Using the given methods, the students should obtain foreign language competencies, including the extensive application of electronic educational resources and research skills. We described the approaches to organizing the teaching process, focusing on the concept of a computer-based environment, including electronic educational resources. Results. The experience of Sevastopol State University (Sevastopol, Russia) serves as an example of the positive experience of the electronic educational environment, which underlines the scientific novelty of the study. Practice shows that using an electronic educational environment is essential in engaging students in research activities. Such an environment promotes the formation of creative skills among students and increases the level of their vocational training.

The article examines the theoretical and applied aspects of the involvement of professional preliminary higher education students in research activities in the process of studying natural sciences. It is noted that research skills are a necessary condition and integral component of the formation of professional competence of future primary school teachers. The article focuses on the conditions necessary for the development of research skills of students of the pedagogical college. The search activity of students is aimed at mastering the methods of scientific research, developing their creative thinking and individual abilities in solving theoretical and practical tasks; instilling in students the skills of independence in search and research activities. This prompts the teacher to focus on the use of the latest pedagogical technologies, the use of research techniques, and search methods in teaching educational components, in particular, the science and mathematics cycle. It was found that the research skills of future teachers are defined as a set of professional qualities that ensure the readiness of students of higher pedagogical educational institutions to perform purposeful research activities based on practical applications of knowledge in the education of future schoolchildren. Pedagogical students need to master the methods of scientific knowledge and research competencies in order to thoroughly master academic disciplines and acquire the skills of practical application of knowledge in future work. It is important to realize the significant didactic potential for the formation of the foundations of these competencies in classes in the disciplines of the naturalmathematical cycle.

BackgroundInvolvement in research activities is complex in pediatric nursing and allied health professionals (AHPs). It is important to understand which individual factors are associated with it to inform policy makers in promoting research.MethodsA cross-sectional observational study was conducted to describe the level of participation in research activities over the last ten years of nurses and AHPs working in a tertiary pediatric hospital. A large sample of nurses and AHPs working in an Italian academic tertiary pediatric hospital completed an online self-report questionnaire between June and December 2018. Three multivariate logistic regression analyses were performed to predict participation in research projects, speaking at conferences, and writing scientific articles.ResultsOverall, data from 921 health professionals were analyzed (response rate = 66%), of which about 21% (n = 196) reported participating in a research project, while 33% (n = 297) had attended a scientific conference as a speaker, and 11% (n = 94) had written at least one scientific paper. Having a Master or a Regional Advanced Course, working as an AHP or a ward manager, as well as regularly reading scientific journals and participation in an internal hospital research group or attendance in a specific course about research in the hospital, significantly predicted participation in research projects, speaking at conferences and writing scientific papers. It is important to foster research interest and competencies among health professionals to improve participation in research projects, speaking at conferences, and writing scientific papers.ConclusionsOverall, we found a good level of attendance at conferences as speakers (33%), a moderate level of participation in research (21%), and low levels for writing scientific papers (11%). Our study highlighted the need to support participation in research activities among nurses and AHPs. Policymakers should identify strategies to promote research among nurses and AHPs, such as protected rewarded time for research, specific education, strengthened collaboration with academics, and financial support. Moreover, hospital managers should promote the development of research culture among health professionals, to improve their research competencies and evidence-based practice.

Cultivating high-level medical professionals with research competence and innovative thinking is a key issue in modern medical education, particularly in the field of basic medical sciences. Traditional lecture-based models focus on theoretical knowledge but often fail to provide authentic research engagement opportunities, which are crucial for developing scientific inquiry and critical thinking. This study proposes and implements the "research-driven course" concept in a graduate immunology course at Harbin Medical University. The aim is to enhance students' research skills and innovative thinking through a research topic-driven teaching model, which combines theoretical learning with practical research applications. The curriculum reform involved a comprehensive redesign of the curriculum structure, teaching methods, learning strategies, and assessments. Students selected research topics related to current immunological advancements and, under faculty mentorship, first constructed a knowledge framework in immunology based on these topics. Following this, students engaged in literature reviews, peer discussions, and presentations. The course integrated Problem-Based Learning (PBL) and seminar-style teaching, with assessments including seminar presentations, written assignments, and group discussions to evaluate both students' theoretical knowledge and research competencies. The reform significantly improved students' mastery of immunological knowledge and research abilities. Students demonstrated enhanced critical thinking and innovation skills, improving their ability to design original and feasible research topics. Their academic writing and problem-solving skills also showed significant improvement. Notably, student participation increased, and there was a marked rise in independent learning and engagement in research activities. Students reported stronger connections between theoretical knowledge and practical research applications. Additionally, students' overall competencies improved, particularly in time management and academic expression. This research topic-driven curriculum reform effectively bridged the gap between theoretical knowledge and research practice, significantly enhancing students' research competence, critical thinking, and innovation. The model significantly increased student engagement, promoted independent learning, and provides a transferable framework for curriculum reforms in other foundational medical disciplines.

The issue of the development of research skills and the organization of research activities of students of higher education institutions is multifaceted. Currently, one of the leading global trends in university education is the integration of the research component into the process of training of future specialists. The purpose of the article: to consider the features of professionally oriented scientific and research activity of students. Research methods applied: theoretical analysis of scientific sources on the issue of scientific and research work as an important component of the training of higher education institutions students; critical and analytical analysis of concepts, theories, and methods. Professionally oriented research work includes observation, study of facts and phenomena of professional reality; awareness of professional issues, their analysis; developing a goal and setting tasks; proposing hypotheses, choosing research methods; theoretical problem solving; and evaluation of the obtained results by the goals set. The main functions of professionally oriented research activity are: social; intersocial; systemic; integrative; modeling; information; communicative; technological; motivational; developmental; and reflexive. The outlined content of the functions of the research activity allows us to distinguish and analyze certain personal qualities, as well as several research and professional knowledge, abilities, and skills. An important component of research activities is an emotional attitude to the R&D. The search for approaches to solving the task is additionally regulated by emotional assessments that are formed as a result of the task and can change repeatedly. Awareness of future professional activity is decisive: the activity of students in scientific research depends on how they imagine their profession and whether they consider the skills of research work as a component of specialist competence. A necessary quality of researchers is sociability and independence.

Nowadays, there is a general penetration of ecology in other related sciences. Soil science is not an exception. To the evidence of this, the works of soil scientists may serve, that have appeared recently. It is shown that the ecology of soil is a broader area of the genetic soil science, than ecological soil science. In addition to the doctrine of the ecological functions of soil, modern soil ecology also includes the factor ecology and the doctrine of biosphere soil conservation. In modern soil science there are 2 main areas – fundamental, which aims to study all the features of soil as a natural body, and applied that examines various aspects of soil use by man. At the same time it should be noted that most of soil scientists until recently isolated a genetic soil science in two main areas – the genesis and the geography of soils. Academician L. I. Prasolov (1978) was the first who proposed to allocate soil ecology in a separate section of soil science, along with the above directions. V. R. Volobuev (1963) hold on to the similar views. I. A. Sokolov (1993) showed that the section «Soil ecology» is equal to such sections of soil science as the «Genesis of the soil» and «Geography of the soil». N. A. Gorin (2005) hold on to the similar point of view. On this basis, we offer the following vision of the place of soil ecology in the structure of modern soil science. This scheme is based on the allocation of basic research in the areas of soil science by the team of authors under the leadership of the Moscow State University V. A. Kovda and B. G. Rozanov (Pochvovedenie, 1988). The classification of the historic area of soil science is identified with the genesis of soil by us, and pedography – with the geography of soil. The scientific achievements of other fundamental areas (pedognostika, dynamic soil science, regional soil science, history and methodology of science) are widely used to address key issues of historical soil science and pedography. The structure of the direction «Ecology of soil» is developed by academician G. V. Dobrovolsky and E. D. Nikitin (2012). This doctrine of the ecological functions of soil, classification by B. F. Aparin (2012) is a fundamental direction, the theoretical basis of ecological soil science, related to the applied directions. After L. O. Karpachevsky (2005), who considers the ecological functions of soil subject as ecological soil science, we identify the ecological soil science with the doctrine of the ecological functions of soil in some extent. This view is confirmed by the definition of ecological soil science, formulated G. V. Dobrovolsky and G. S. Kust (2012) – «This is a direction in modern soil science, studied the role of soil as a unique habitat of plants, animals, microorganisms, and especially – in human life, in the functioning of the biosphere and the individual ecosystems». From the above definition, it is clear that in this case, the authors believe that the core of ecological soil science is ecological functions of soil, which manifest themselves through their specific role in nature and human life. The subject of the study of ecological soil science, as indicated by L. O. Karpachevsky (2005), is the ecological functions of soil. Modern physics of soil – is the area of soil science that studies the physical properties of the soil and the place in which physical processes are flowing (Voronin, 1986). As you can see from the definition, the ecological functions of soil caused by the physical properties of soil, remain outside the field of soil physics research. For this reason, there is a need for the provision and the development of ecological soil physics, which is based on theoretical and practical achievements of classical physics of soil, and will also pay close attention to research the ecological functions of soil.

The study examined librarians’ competencies for sustainable research and development in public university libraries in South-South, Nigeria. It was guided by four (4) research objectives, which were to: determine librarians’ digital scholarship competencies for research and development in public university libraries in SouthSouth, Nigeria; assess librarians’ collaboration skills for research and development in public university libraries in South-South, Nigeria; examined librarians’ online search competencies for research and development in public university libraries in South-South, Nigeria; and ascertain librarians’ data management skills for research and development in public university libraries in South-South, Nigeria. It adopted the correlational research design, with a population of one hundred and one (101) academic/professional librarians from six (6) public university libraries in two states (Akwa Ibom, Cross River and Rivers States) in South-South, Nigeria. Total enumeration sampling technique was used to study the entire 101 academic/professional librarians. The researchers’ developed structured and validated questionnaire, with a reliability coefficient of 0.78, was used for the data collection, which yielded a response rate of 93%. The data collected were analysed with the Pearson’s Product Moment Correlation (PPMC) to assess the objectives, while the null hypotheses were tested using simple linear regression at 0.05 level of significance. The findings of the study revealed that the investigated librarians’ digital scholarship competencies, collaboration skills, online search competencies and data management skills have strong positive significant relationships with sustainable research and development. It showed that the librarians’ competencies were not well-harnessed and effectively capitalized on in achieving sustainable research and development in public university libraries in South-South, Nigeria. It concluded that librarians’ competencies are necessary requirement for improved, effective and sustainable research and development in public university libraries. Thus, it was recommended, among others, that management of public university libraries in conjunction with university libraries should provide training for librarians on digital scholarship paradigms and data management issues in order to enhance their competencies in line with emerging research and other academic responsibilities, while librarians in the public university libraries should be willing, conscious and self-motivated to upskill themselves in line with the dynamics of the modern technology-driven environment for enhanced research and academic activities.

The article is a comprehensive study aimed at conceptualizing the concept of “students' research competence” in the context of the system of secondary vocational education (hereinafter - SVET). The paper analyzes theoretical approaches to the interpretation of this term existing in the scientific literature, clarifies the ideas about the content and structure of research competence of students of vocational education institutions.The work is based on the analysis of modern domestic and foreign theoretical sources, including pedagogical, psychological and methodological studies, which allowed author to identify the diversity of interpretations and methodological positions.The article defines the key features of this competence, highlights its specificity as applied to vocational education and training students, taking into account the practice-oriented nature of their education. Within the framework of structural analysis three interrelated components are revealed in detail: motivational, cognitive, and activity components. Special attention is paid to the integrative nature of the competence, which combines theoretical training and practical skills relevant for future specialists. The practical significance of the study lies in the possibility of using the obtained results for the development of educational programs of vocational education and training aimed at the formation of research skills, as well as for the creation of diagnostic tools for assessing the level of competence.

The article presents the experience of organizing research activities of students and schoolchildren as part of a lexicographic project implemented on the basis of the Experimental Laboratory of Educational Lexicography of the Pskov State University. The goal of the presented research project is to popularize folk culture and Russian paremiology, to develop students’ interest in the Russian language and folklore, to draw students’ attention to environmental issues, and to form their environmental awareness. The expected practical result is the preparation of a School Dictionary of Weather Signs for publication. The use of the linguo-cognitive method and structural-semantic modelling techniques allowed thematic classification of the signs for their representation in the dictionary; linguistic and cultural analysis provided the identification of ethnocultural specifics of signs; the method of linguoculturological commenting was used during the dictionary explication of the cultural background of paremias. The innovative nature of the dictionary being developed implied involving the reader in the interactive work with the material. The methods of this activity were tested at the second stage of the lexicographic project: the dictionary materials were posted on the website, and the users – schoolchildren – were invited to analyze the relevance of the signs, observing the natural environment, and present the results of their observations in the comments. These data were used in the structuring of entries and the development of linguoculturological vocabulary comments for the School Weather Vocabulary, which was prepared for publication in accordance with the project implementation plan. Thus, it was proved that practical work on a lexicographic project allows organizing a multidimensional research activity of students of different levels: higher education students who study Russian paremias in terms of their relevance, frequency, linguistic and cultural value, master the methods of lexicographic material representation, including using information technologies as part of an online project; and secondary school students who analyse the content and identify the scientific basis of weather signs, observing the environment in the course of sign verification, reflect about its contemporary state and offer their solutions to ecological problems.

The article deals with main aspects of teaching Academic English for PhD students. This discipline belongs to the list of obligatory academic disciplines according to the third (educational and scientific level of higher education). English for Academic Purposes (EAP) is considered to be a part of English for Specific Purposes (ESP). In designing the course, we used the course design model by A. Gillett and L. Wray where the particular attention is paid to the students’ needs. The goal of studying the discipline Academic English is the formation of English-language communicative competence for effective research activities of PhD students. The main forms of education are practical classes and independent work. During the practical classes, the following teaching methods are used: a reproductive method; interactive methods; a method of collaborative learning; a problematic method; a heuristic method; a research method; role playing; a project method; preparation and writing of scientific papers. The particular attention is paid to the method of collaborative learning, which helps to foster critical thinking skills, enhances the ability to learn, and provides the informal setting. Key words: Academic English, EAP, academic writing, Doctor of Philosophy, PhD students, PhD training, collaborative learning, linguistic competences.

The article analyzes the practical preparation of the future teacher of geography for environmental activities. In addition the problems of environmental competence of a future geography teacher are substantiated. It will help to achieve a number of pedagogical goals for the development of students’ environmental culture, fostering a caring attitude to the environment, and improving environmental literacy. It is noted that the study of vocational training allows the future teacher of geography to understand the peculiarities of the influence of anthropogenic factors on the geographical envelope, to understand the need for rational use of nature, to form an ecocentric type of thinking in the context of globalization, to promote safe learning environment and to improve health-saving technologies in the process. It has been researched that the cycle of disciplines of practical training of future teachers of geography is aimed on improvement of general and professional knowledge, development of skills to apply modern pedagogical technologies, formation of professionally important personal qualities as a component of pedagogical culture. In the course of practical training, future specialists will systematize and improve the acquired knowledge, skills and skills in scientific, environmental, environmental and educational activities. It helps to develop the ability of the future specialist to use the methodological apparatus of teaching geography; the implementation of the educational process in all its diversity; mastering the algorithmic elements of pedagogical technologies and forming a creative attitude for their introduction. The analysis of scientific sources shows that the practical preparation of the future teacher of geography for environmental activity is characterized by a number of contradictions: between the traditional system of practical training of the future teacher of geography in pedagogical universities and the need for modernization of higher education; between the theoretical knowledge of the future teacher of geography in ecology and the ability to practically implement them in their professional activities.

This article reveals the role of educational and project activities in developing students’ research competencies in modern educational process at university. Students’ productive development is possible only with their comprehensive training for these types of activities. Insufficient theoretical, methodological, and practical development of this problem in Kazakhstani science determined the relevance of this article’s topic. The analysis of the study of theoretical sources and practical experience allows us to conclude that students are insufficiently prepared for educational and project activities in developing research competencies. Most students do not comprehend the importance of developing research competencies in educational and project activities, having a relatively general understanding of them. Therefore they practically lack the relevant skills and abilities. The direction of further research is developing a methodology for the development of students’ research competencies in project and research activities within pedagogical and musical disciplines in the university educational process.