In the current context of the development of the preschool education system, the problem of developing children's interest in nature as a crucial component of their cognitive and environmental development has become particularly relevant. This article examines a method for developing interest in the natural world in preschool children through the use of didactic games. The purpose of the study is to scientifically substantiate the effectiveness of game-based teaching methods in developing environmental concepts, cognitive activity, and an emotional and value-based attitude toward nature. Experimental, observational, and comparative methods were used in the study. The results demonstrate the high effectiveness of didactic games as a means of activating cognitive activity and fostering a lasting interest in nature. In conclusion, methodological recommendations are offered for the implementation of gaming technologies in preschool education.

This article provides a comprehensive analysis of the theoretical and practical foundations of students’ moral and spiritual education through folk songs. Particular attention is given to the educational potential of folk music, its positive influence on the younger generation, and its significant role in shaping national values, traditions, and cultural identity. Furthermore, the study explores effective methods of integrating folk songs into music education classes, including innovative pedagogical approaches and interactive teaching techniques aimed at developing students’ aesthetic taste, spiritual awareness, and creative abilities. The article also offers scientific conclusions and practical recommendations focused on preserving musical heritage and fostering national consciousness among students.

This study is devoted to the development and implementation of an innovative model of teaching Russian, aimed at the effective development of speech competencies of students taking into account their future professional activities. The model is based on the use of the technology of "language portfolios", which allows you to create an individual learning trajectory for each student. Develop and test a model of teaching Russian that will help students develop all the necessary speech skills for successful communication in a professional environment. Modern realities require university graduates not only deep theoretical knowledge, but also developed communication skills. The use of the technology of "language portfolios" makes it possible to make the process of teaching Russian more individual, focused on the practical needs of students and contributing to their successful socialization in a professional environment.

The study proposes an original model of teaching Russian that combines traditional teaching methods and modern technologies. Particular attention is paid to the development of all types of speech activity (speaking, listening, reading, writing) in the context of the students' future profession. The results of the study can be used to improve Russian language curricula in universities, create teaching materials for teachers, and develop individual learning plans for students. This abstract briefly and clearly describes the main idea of the study, its goals, objectives, relevance, scientific novelty, and practical significance. It also contains keywords that will help potential readers find this work in scientific databases. Completing projects related to the future profession contributes to the development of all types of speech activity and the formation of practical skills. Students actively participate in the learning process, select materials for study, complete tasks, and evaluate their achievements. Group tasks and discussions contribute to the development of communication skills and cooperation. The "language portfolio" technology is an effective tool for developing speech competencies in the process of teaching Russian. This training model, focused on individual needs and future professional activities, allows students to achieve high results and successfully use the Russian language in their work.

This article scientifically analyzes innovative methods of teaching construction drawings in the technological education process, their didactic possibilities, and their role in developing students' spatial thinking. The study examined the effectiveness of modern pedagogical technologies, specifically the STEAM approach, 3D modeling, computer graphics, and interactive teaching methods. The results obtained showed that working with construction drawings significantly enhances students' logical and spatial thinking.

This article scientifically and methodologically examines the issue of improving the criteria and indicators for assessing students’ programming competence based on an adaptive system. The study analyzes the process of assessing programming competence through cognitive, algorithmic, practical, and reflective components, and develops a clear system of indicators for each component.

The article substantiates the limitations of traditional assessment systems, particularly their primary focus on final outcomes, while insufficiently considering students’ algorithmic thinking, code quality, and ability to analyze errors. On this basis, an adaptive assessment mechanism based on learning analytics and artificial intelligence technologies is proposed.

The research findings demonstrate that the adaptive assessment system makes it possible to identify students’ individual learning trajectories, analyze their strengths and weaknesses, and monitor the dynamics of programming competence development. The improved system of indicators contributes to increasing the objectivity, accuracy, and developmental function of the assessment process. This approach has significant practical importance for improving the teaching and assessment system of programming disciplines in higher education institutions.

This article examines the theoretical aspects of developing cognitive-methodological competence of future teachers, the methodology for developing cognitive-methodological competence of future teachers, the effectiveness of developing cognitive-methodological competence of future teachers. The theoretical and methodological basis for developing cognitive-methodological competence of future teachers is also analyzed.