Аннотация: Предложенное исследование обращается к важнейшему вопросу преобразования системы государственного контроля в российском высшем образовании после пандемии COVID-19. Мы стремимся понять, как меняются взаимоотношения между государством и образовательными организациями, уделяя особое внимание обеспечению равных прав и возможностей для частных и государственных вузов. В фокусе нашего внимания находятся не только формальные механизмы оценки качества образования, но и их реальное влияние на жизнь студентов, преподавателей и администрации вузов в новых постпандемических условиях. Мы считаем критически важным найти такой баланс интересов всех участников образовательного процесса, который бы отвечал принципам демократичного управления современным образованием. Особую актуальность нашей работе придает необходимость помочь вузам адаптироваться к постпандемической реальности, сохраняя высокое качество образования при разумном снижении административного давления. В исследовании применен сравнительно-правовой анализ реформ государственного контроля высшего образования 2020-2022 годов, включая оценку первоначальных целей и достигнутых результатов. В статье впервые предложен целостный взгляд на то, как реформа системы государственного контроля в высшем образовании помогает университетам адаптироваться к постпандемической реальности. Результаты работы показывают, что проведенные изменения существенно облегчили жизнь образовательным организациям, избавив их от излишней бюрократии и административных препон, которые мешали восстановлению после пандемии. Мы с удовлетворением отмечаем, что вузы теперь могут сосредоточиться на реальном повышении качества образования, а не на формальном соответствии многочисленным требованиям. Особенно важно, что новая система контроля учитывает современные реалии цифровой трансформации образования и постпандемические особенности работы вузов. Наш опыт может быть полезен другим странам со схожими правовыми системами, которые тоже ищут способы улучшить контроль качества образования после пандемии. Мы убеждены, что намеченный путь развития ведет к созданию более гибкой системы государственного контроля, способной чутко реагировать на новые вызовы в сфере высшего образования и эффективно поддерживать развитие образовательных организаций.

Ключевые слова: надзор в образовании, Covid-19, восстановление экономики, Оценка качества, Высшее образование, Постпандемическая адаптация, Сокращение бюрократической нагрузки, Реформа государственного контроля, Отраслевая специфика, Гибкая система контроля

Abstract: The proposed study addresses the crucial issue of transforming the system of state control in Russian higher education after the COVID-19 pandemic. We seek to understand how the relationship between the state and educational organizations is changing, paying particular attention to ensuring equal rights and opportunities for private and public universities. Our focus is not only on formal mechanisms for assessing the quality of education but also on their real impact on the lives of students, teachers, and university administrators in the new post-pandemic environment. We consider it critically important to find a balance of interests of all participants in the educational process that would meet the principles of democratic governance of modern education. The need to help universities adapt to the post-pandemic reality while maintaining high quality of education with a reasonable reduction in administrative pressure makes our work particularly relevant. The study applied a comparative legal analysis of the reforms of state control of higher education in 2020-2022, including an assessment of the initial goals and achieved results. The article offers for the first time a holistic view of how the reform of the state control in higher education helps universities adapt to the post-pandemic reality. The results of the work show that the changes made have significantly facilitated the life of educational organizations, freeing them from excessive bureaucracy and administrative obstacles that hindered recovery after the pandemic. We are pleased to note that universities can now focus on really improving the quality of education, rather than on formal compliance with numerous requirements. It is especially important that the new control system takes into account the modern realities of the digital transformation of education and the post-pandemic peculiarities of the work of universities.

Keywords: Flexible control system, Industry specifics, State control reform, Bureaucracy reduction, Post-pandemic adaptation, assessment of the quality, higher education, economic recovery, state control and supervision, Covid-19

Аннотация: This article is devoted to using ICT to organize learning (using the example of a lesson tour) in groups of international students studying Russian at the B1 level. The scientific novelty of the research lies in the creation and introduction into the educational process of an interactive guide on the topic "Maslenitsa traditions," aimed at forming communicative, linguistic, and socio-cultural competencies of foreign students. The object of the study is the process of introducing ICT in the field of foreign language education. The subject of the study: changing the content of the teaching methodology of RCT by introducing ICT into the learning process. Research objectives: to identify the methodological potential of ICT as a means of organizing training in groups of foreign students, to develop a system of exercises within the framework of an interactive excursion on the topic "Maslenitsa traditions" for foreign students, to create worksheets and introduce an interactive guide on the topic "Maslenitsa traditions" into the process of experiential learning in groups of foreign students of non-philological profile at the B1 level of the Peoples' Friendship University of Russia named after Patrice Lumumba. The methods and materials correspond to the specified research objectives. The analysis of scientific and methodological literature on topical issues of the use of ICT in the teaching methodology of RCT was carried out. To prove the interactive guide's effectiveness, experimental training was conducted at the Department of Russian Language No. 5 of the IRA RUDN, as well as an analysis of the results. The scientific novelty of the research lies in the creation and introduction into the educational process of an interactive guide on the topic "Maslenitsa traditions," aimed at forming communicative, linguistic, and socio-cultural competencies of foreign students. As a result of the study, the methodological potential of using an interactive guide within the framework of a lesson/excursion was revealed, and the conclusions of experimental training were indicated, confirming the effectiveness of introducing the chosen learning tool into the RCT learning process. It is proved that the use of an interactive guide increases the effectiveness of the formation of communicative, linguistic, and socio-cultural competencies of international students studying the Russian language and culture of Russia. The study concludes that the active introduction of ICT, namely, developments in the field of creating an interactive guide to organize learning within the framework of a lesson tour, contributes to international students’ successful and comprehensive development of the Russian language.

Ключевые слова: Russian as a foreign language, sociocultural competence, communicative competence, language competence, Information and communication technologies, interactive guide, lesson-excursion, interactivity, modern technologies, Russian culture

Аннотация: This research aims to study latent and Internet-mediated forms of deviant behavior of young people in the digital environment. The subject of the study is the peculiarities of the manifestation of hidden forms of deviation in the digital environment. The methodological basis of the study is the sociocultural approach, which considers the priority of generally accepted norms and patterns of behavior in a particular social group. An online survey questionnaire was used as the primary research method. The questionnaire included 23 questions aimed at studying young people's personal perception and understanding of manifestations of deviant behavior in the digital environment and the model of responding to such manifestations. The content, semantic, and behavioral aspects of the respondents' attitude to the object under study predetermined the structure of the questionnaire and the content of its questions: the degree of involvement of students in digital communications, the presence and characteristics of the target audience's experience. Three hundred fifty students from 19 universities in the country, located in 12 regions, participated in the survey. Among the respondents were 88 men (25.1%) and 262 women (74.9%). The average age of the survey participants was 20,136 years. Secondary data processing was obtained during the study using correlation analysis (the r-Spearman correlation criterion). The scientific significance of the results obtained lies in rethinking existing ideas about norms and deviations from them in the context of digitalization, which allows for a deeper understanding of the mechanisms of formation of latent and Internet-mediated forms of deviant behavior in the digital space and its connection with changes in the social environment.

Ключевые слова: prevention, students, global childhood, youth, latent forms of deviation, Internet-mediated forms of deviation, deviant behavior, digital deviation, digital socialization, digital space

Аннотация: The author proposes conceptual motivational strategies and methods that teachers can use to support and develop student motivation in the process of teaching foreign languages in the conditions of a modern post-industrial society interested in professionals, both in production resources and in methods of creative activity. Since students' motivation to learn is the engine of the educational process, teachers can provide personal information to all participants in the educational process and implement the maximum number of educational materials to increase the effectiveness of academic activities. The subject of this study is the motivational strategies and methods that teachers can use to support and develop student motivation in the process of learning a foreign language.

Ключевые слова: demotivation factor, motivation theory, professional skills, information society, effective teaching, motivation factors, foreign language teacher, professional translator, motivational component, carrying out survey

Аннотация: Based on the material of classical and modern works on the methodology of teaching literature and learning Russian as a foreign language, the specifics of teaching the biography of a writer in secondary and high schools are analyzed. At the beginning of the article, the primary methods and approaches to defining biographical material are described, and the problems arising during its study are identified. The key difference between courses representing the literary process concentrically and the study of literature designed for a semester (or two-semester) study is shown. In the latter case, each topic is mastered once, which makes it impossible to draw parallels and update previously studied contexts. Many students coming to Russia for internships are at the mercy of persistent stereotypes associated with the Modern and Post-Modern eras. The teacher's goal is to develop critical thinking skills during one semester or academic year. The practical part of the study describes the experience of studying the biography of a writer by international students from European and Chinese universities, with special emphasis on studying the literary heritage of the twentieth century. The options for using digital methods in classes on writer's biographies are presented, and the forms of work are described: literary portraits, comparative descriptions, source analysis, discourse, and content analysis. The novelty of the work lies in the study of methodological problems and approaches to their solution, as well as the selection of ways to update biographical material. Based on methodological experience and survey data, the author proceeds from the possibility of studying Russian culture and literature through the prism of biographies. Studying the biography of a writer involves a constant expansion of the context; it is necessary to talk about the writer or poet's contemporaries and describe the literary environment and life to create the impression of a continuous process. The task of the methodologist is to show the variety of assessments and the specifics of lifetime and posthumous assessments that affect the design of a biographical myth. As a result of mastering topics related to a writer's biography, foreign readers can become involved in the lives of outstanding personalities who are united not by geography or political views but by language as the primary tool of culture.

Ключевые слова: stereotype, comparative description, portraite, biographical myth, content-analysis, cultural competences, cultural studies, intercultural dialogue, intercultural communication, biography of a writer