Introduction. The relevance of the study is provoked by the rapid expansion of the educational environment, the emergence of new actors and educational service providers, which indicate changes in the institutional landscape of adult education and the development of educational ecosystems. Both in the world and in Russia, there is a growing demand for bridging the qualification gap and retraining a significant part of adults. Therefore, a comprehensive study of continuing adult education, including formal and informal education, that is inseparable from the demands of the platform economy, is becoming extremely important. There is a tendency to transform the idea of an educational ecosystem for lifelong adult learning into a well-thought-out educational policy. However, the problem is that the scientific and methodological substantiation of the ecosystem approach and the subsequent development of managerial work to develop the quality of human capital education are impossible without a unified terminological language of description.

Aim. The article is aimed at theoretical substantiation of the terminological field and interdisciplinary thesaurus modelling of the adult education ecosystem.

Methodology and research methods. The methodological basis is framed by evolutionary, systematic and interdisciplinary approaches to analyse adult education with regard to complex socio-economic and digital transformations. Using theoretical methods, such as critical, conceptual, comparative, thematic content analysis of Russian and foreign publications, the authors described the categorical field of the problem under investigation.

Results. The authors have found that the conceptual and terminological field of the adult education ecosystem is shaped at the intersection of four disciplinary areas (ecology, economy, education, digital technologies). Based on the results, the authors identified the concepts and categories that reveal the processes in adult education; and proposed the idea of an interdisciplinary thesaurus and its conceptual model. Using the developed thesaurus, the authors gave a theoretical explanation for new phenomena and processes in adult education, carried out comparative analysis of the ecosystem with the traditional system of adult education. The authors define the adult education ecosystem as an open multidimensional self-regulating educational environment, where different types of education (formal, informal, corporate training) integrate via modern digital tools, providing symbiosis and co-evolution of participants, new patterns of links aimed at making a valuable offer for learners.

Scientific novelty. For the first time, the idea and model of the interdisciplinary thesaurus have been proposed to describe transformation processes in adult education; the concept of “adult education ecosystem” has been revealed; the peculiarities of the adult education ecosystem in comparison with the traditional education system have been identified. The adult education ecosystem is explained as a theoretical construct, a socio-economic phenomenon and a management paradigm.

Practical significance. The proposed thesaurus provides a unified description language that is in demand in pedagogical, managerial and scientific discourses. This is of particular importance for practitioners, designers of educational programmes, methodologists, managers, providers of various educational forms in the context of reforming the national adult education system, synchronising supply and demand in the labour market, developing tools for regulation and support of lifelong learning.

Introduction. Educators all over the world agree that human education at any stage of development should be personalised. In order for the training to be personalised, the knowledge, competencies, behaviuoral models and approaches that need to be learned must be presented to a student in such a way that they have a value sense, are relevant and arouse his/her desire to learn even more.

The problem of the study is the lack of sound methods for implementing a personalised approach in higher education. At the same time, it is noted that the learning process based on the introduction of microcourses contains the potential for the implementation of personalisation ideas, since microcourses are aimed at meeting the individual needs of the student.

Aim. The present research aims to substantiate the possibilities of personalised learning based on microcourses at universities (master’s level).

Methodology and research methods. The methodological framework of the research is the theory of the competence-based approach, the paradigm of personality-oriented learning, as well as scientific work in the field of personalised education.

Results. The article presents a model of personalised learning at a university based on the use of microcourses. The principles of its construction are described: the responsibility of the university for the preparation of a graduate; reasonable conservatism; compliance of the initiative topic with the direction of training; systematic and systematic control. The concept of a microcourse of an academic discipline is introduced; examples of students choosing microcourses are given. The model of personalisation of education based on the use of microcourses, in addition to traditional sections, such as planned learning outcomes and a calendar curriculum, also contains new aspects (compared to current models of student learning): diagnostics of student’s capabilities in the implementation of personalisation; training regulations (including personal goals); schemes for the selection of general and additional modules, availability of initiative modules; diagnostics of achievements. The results can be broadcast to various areas of master’s degree programmes.

Scientific novelty. The scientific novelty consists in the description of the possibilities of implementing a personalised approach in education based on the use of microcourses in master’s degree programmes.

Practical significance. The developed model of personalisation of learning based on microcourses can be applied at all levels in the higher education system for various profiles of preparation. It will be especially significant for the profiles of the educational direction.

Introduction. Through inquiry-based learning (IBL), scaffolding is provided to help students develop their scientific reasoning (SR). However, the results obtained by students vary depending on their prior knowledge because the strategies of scaffolding vary on demand. Therefore, the different levels of scaffolding should be provided to all students based on their prior knowledge to facilitate their internalisation of new information in the classroom.

Aim. The present research aimed to examine students’ SR in a course involving two electronic scaffolding levels (e-scaffolding) in IBL.

Methodology and research methods. The authors conducted a mixed-methods explanatory study followed by semi-structured interviews and think-aloud exercises with two classes (experimental and control) of 64 physics students in Indonesia for eight weeks. The authors collected the quantitative data by testing their prior knowledge and SR and obtained the qualitative data from the interviews and the think-aloud exercises, learning activities, photos, videos, and teachers’ notes. ANOVA analysis of the quantitative data and thematic analysis of the qualitative data were performed.

Results and scientific novelty. To our knowledge, our research marks the first instance of providing scaffolding with a tiered level option, a feature previously limited to a single level. It was found that there were significant differences in students’ SR based on students’ prior knowledge of the subject. E-scaffolding developed more on SR for students with low prior knowledge. Taking notes as a habit and switching roles during experiments helped improve students’ SR. It was observed that the students with low prior knowledge still needed e-scaffolding buttons to master physics concepts. Meanwhile, the students with high prior knowledge employed e-scaffolding buttons only to answer task completion.

Practical significance. Based on the research findings, the tiered e-scaffolding produced in this work opens a new potency to be applied by physics teachers to enhance student’ SR. Additionally, educational technology developers may consider tiered e-scaffolding designs to provide an adaptive system.

Introduction. Assessment of student learning outcomes, properly carried out by a teacher, can be a powerful tool for improving the quality of school education. In this regard, the development of the assessment literacy of future teachers around the world is recognised as an important task of their university training. The urgency of solving this problem increases even more in connection with the transition of educational systems to criteria-based assessment.

Aim. The present research aims to characterise the features of integrative approach to the formation of assessment literacy of a future teacher and present the experience of its implementation in the framework of the training of teachers of mathematics in a Kazakh university.

Methodology and research methods. Comparative and aspect-based analysis of scientific and methodological literature on the development of teachers’ assessment literacy became the basis for the theoretical stage of the study. 36 undergraduate students studying in the Mathematics programme were selected as participants in the experimental phase of the study. The collection of quantitative data on changes in student assessment literacy was carried out using the ACAI tool, which consists of three parts with closed questions concerning various aspects of teacher assessment approaches. Methods of mathematical statistics were used for data processing. The collection of additional qualitative data on what had the greatest impact on the development of the assessment literacy of future mathematics teachers was carried out on the basis of a focus group interview.

Results and scientific novelty. In the process of theoretical analysis, the authors summarised the characteristics of assessment literacy as a significant component of a teacher’s professional competence. Also, the authors identified five areas, whose implementation in the process of university training will contribute to the development of the readiness of future teachers to carry out competent professional assessment activities. The empirical data obtained confirmed that an integrative approach has a significant impact on the development of assessment literacy of future teachers as it combines: special assessment course; assignments and assessment practices in the study of mathematical, pedagogical and methodological university disciplines; personal experience in the implementation of assessment activities in the course of teaching practice at school; and the possibility of interacting with experienced acting teachers on educational assessment.

Practical significance. The study contributes to the expansion of ideas about the features of assessment in university training teacher. In addition, the experience presented in the article can be used in determining the directions for improving the professional training of teachers in various contexts of subject areas.

Introduction. An accessible and contradictory Internet space creates threats and risks to traditional family values, contributes to the emergence of intergenerational problems, the formation of distortions in the marriage and family conception of young people in the context of digital socialisation. The relevance of the research problem associated with understanding the reasons for family self-determination is intensified by the fact that modern students are focused on career growth, status work, personal development, achievement of material prosperity, mobility, and the associated decrease in the importance of family and marriage institution, childbearing.

Aim. The aim of the study is to detect the features of students’ family self-determination depending on the level of family adaptation (rigid, structured, flexible and chaotic) in the context of interaction of traditional and digital socialisation.

Methodology and research methods. The theoretical and methodological basis of the study is the cultural-historical theory of cognitive development by L. S. Vygotsky; the ecological systems theory by U. Bronfenbrenner, supplemented by the techno-subsystem of G. Johnson, K. Puplampu; socio-cognitive concept of digital socialisation by G. U. Soldatova, A. E. Voiskounsky; “circumplex model” by D. H. Olson. The study involved 312 students aged between 17 and 25, born after 1995 and belonging to digital generation. To achieve the goal, the following methods were used: theoretical analysis, psychodiagnostic method and mathematical-statistical methods of data processing.

Results. The present study demonstrated that the nature of the role structure of parental family (adaptation) is a meso-level factor, which determines the process of family self-determination of digital generation students. It has been established that the chaotic type of family adaptation prevails in parental families, in which students form the value of the parental family, the importance of mother and father, an emotionally positive attitude towards their own family and the ability to manage their lives. At the same time, there are also negative trends, which are manifested in the fact that students form excessive demands on a marriage partner in the household sphere, and the availability of an active life decreases. Students with a rigid level of adaptation differ from their peers in the lower significance of the role “As a son/daughter”, the values of marriage and family relations, life-meaning orientations, and self-doubt. Students with a structural level of family adaptation are characterised by a less positive attitude towards themselves and their father compared to other respondents. A flexible level of family adaptation is optimal and contributes to the development of the importance of filial or affiliated roles, purposefulness, meaningfulness of life, an emotionally positive attitude to the headship and responsibility in the family, self-confidence, internal locus of control.

Scientific novelty of the research lies in the establishment of the connection between family adaptation and the content characteristics of students’ family self-determination under the conditions of interaction of traditional and digital socialisation.

Practical significance. The applied aspect of the investigated problem of students’ family self-determination depending on the level of family adaptation can be implemented within the activities of psychological services of the university in providing assistance in the field of premarital and family counselling to resolve intergenerational problems, prevent the emergence of dysfunctional marriage in the future.

Introduction. The development of artificial intelligence methods and technologies aimed at speech recognition contributes to the creation of specialised programmes – namely voice assistants – which are capable of conducting a dialogue in natural language. Such services are of particular relevance in inclusive education in order to support students with visual impairments. The research problem lies in the individualised support of students’ independent work based on a voice assistant and is determined by the contradiction between the widespread use of various question-answer systems in business and everyday life (including those with a voice interface), on the one hand, and insufficient knowledge their didactic possibilities, on the other hand.

Aim. The present research aims to investigate and practically implement the methodology of inclusive design of digital educational resources on the example of creating an intelligent voice assistant for students’ independent work in the course “Computer Networks”.

Methodology and research methods. The current research is based on the methodology of inclusive design in combination with an ontological approach in relation to the creation of digital educational resources, speech recognition methods, methods for designing intelligent systems and knowledge bases, methods and technologies for designing and implementing automated learning systems with feedback. To recognise questions, search for answers, and support dialogues carried out by a voice assistant, the authors applied natural language text analysis methods and classification models created using machine learning methods.

Results. The authors have developed and substantiated the requirements that a digital educational resource must meet in accordance with the principles of inclusive design, linking an ontological approach to content development, automatic individualised support for students, and monitoring the achievement of educational results. According to the formulated requirements, the authors have developed an interactive computer service – an intelligent voice assistant that provides support for students’ independent work when performing practical tasks, using the “Computer Networks” course as an example. The service supports voice input and subsequent interpretation of questions, search for answers in the knowledge base with voice output of the result, and implements the execution of operations according to certain rules.

Scientific novelty. The authors have clarified the content of the concept of “inclusive design” in the context of digital educational resources, when the key feature is the focus on continuous improvement of the didactic capabilities of a particular product. The authors have shown that this can be achieved through a conceptually based content structure and initially provided feedback. This approach has proven to be effective in designing an intelligent voice assistant to answer student questions and to automatically perform operations on a computer.

Practical significance. The use of a voice assistant by students of the Institute of Mathematics and Computer Science of the University of Tyumen in the process of studying the course “Computer Networks” demonstrated the relevance of developing similar question-answering systems to accompany the independent work of students, including those with visual impairments in online and blended learning. The developed service is universal and can be used with any knowledge base that provides answers to students’ questions.

Introduction. The population has the right to receive information about the resources it consumes. Given the increase in environmental pollution, there is a need to educate everyone about the use of water. This will make it possible to demand its quality and contribute to the adaptation caused by climate change.

Aim. The study aims to carry out a bibliometric analysis of water use in the context of climate change.

Methodology and research methods. The PRISMA method was used for this study. The Scopus database was selected because of its multidisciplinary nature. The search term was checked against the UNESCO Thesaurus. The data were analysed using the R-studio software and the Biblioshiny interface.

Results. A total of 1738 documents were analysed and it was verified that the research topic quadrupled its scientific production since 2012. It was found that the highest scientific production is 18 documents per author; with Swiss journals located in Scopus Q1 are the most prominent and prioritising the research topic. It also highlights that the common themes of the papers are water supply, water use efficiency, and water management. In the same vein, the conclusion is that it is necessary to question the unjustified use of water; otherwise, the resource could disappear.

Practical significance. This study demonstrates the need for the population to learn the meaning of responsible water use, which is why it is recommended that education on water use be implemented to counteract the effects of climate change.