The article deals with one of the urgent problems of increasing the cognitive activity of students of higher education through interactive teaching methods in modern conditions. In this regard, a brief overview of the theoretical foundations of the research problem and an analysis of the results of the research work from a practical point of view is given. In particular, the article gives a general idea of interactive methods of theoretical learning, reveals its goals and principles. Methodically defined algorithm for conducting an interactive lesson. The content of each stage of the lesson is characterized. For each topic of the lesson, there is a system of intellectual tasks that contribute to the formation of critical and creative thinking skills in the process of developing mental operations and visualization, integrating ideas, etc. When presenting the new educational material of the lecture, a number of tasks were studied that contribute to the critical processing of information by students. The level of application of interactive teaching methods in the process of preparing students for pedagogical educational programs in a modern university is also empirically studied. In the course of the experimental study, the methods of observation, conversation, and questioning were used. Based on the results of the study, a model of increasing the cognitive activity of students through interactive teaching methods is developed and methodological recommendations are given.

The article is devoted to the study of the problem of multicultural education, where not all aspects have received the necessary degree of scientific substantiation, which is reflected in the terminological and conceptual apparatus. Studying the history of the issue allows us to speak about the relevance and complexity of the stated problem. The authors of the article cited six main positions that reveal the complexity of the question posed by scientists from different countries. The results of the study and the questioning of respondents demonstrated the relevance of the formation of special knowledge in the framework of multicultural education, which is necessary for conducting professional activities, taking into account the peculiarities of the socio-cultural situation. Students are required to know the modern problems of multicultural education, the history of the emergence and formation of the ideas of multicultural education. Comparison and generalization methods allowed the authors of this article to determine the range of problems of modern multicultural education as a means of developing ethnocultural and professional competence. The results of the survey of respondents on the definition of tasks and the content of multicultural education are given. On the basis of these results, formed through sociological surveys, directions and conceptual provisions of the ideas of multicultural education are proposed. The practical significance of the study is aimed at the formation of the sum of competencies for the implementation of professional activities in a multicultural environment.

The authors of the article consider the concept of multimodal pedagogical design in the works of the founders of this concept M. Kalantzis and B. Cope. They connect the necessity of multimodal pedagogical design implementation with the formation of new, non-didactic digital pedagogy and the need to strengthen the emotional involvement of students, especially those from another culture and need to be immersed in a socio-cultural context. The experience of multimodal pedagogical design application is analyzed on the example of using films and website of Russian director A. Zvyagintsev, who develops traditions of existential cinematography and creates complex intertextual and culture-centered artistic language in his film narratives. The authors involve scientists from the Center for Media Education (Taganrog), Ural Federal University, and foreign colleagues to discuss the potential of cinematography as one of the instruments of multimodal pedagogical design around which the study of certain disciplines can be built. The conclusion is that only by engaging modern multimodal means of transferring knowledge and transforming existential experience, such as modern cinema and social networks, websites, blogs, it is possible to successfully attract and retain the attention of the audience in the remote education process.

The paper considers some areas of improving students' independent work and its control, in particular, the compatibility of students' independent work at the university, aimed at developing new skills among young people, in which much is assigned to planning this activity, managing it and exercising control over it, with the innovative nature of modern education. In the general problem of the organization of independent work of students, a significant place is occupied by the forms and methods of its control, the purpose of which is to activate the student's work, educating him to be responsible for his product of intellectual labor. The authors consider in detail the task of using the information received to manage the educational process, including the process of self-study of students, offering their own version of the system of organizing and monitoring the success of students' independent work. An indispensable condition for the implementation of such a system for monitoring students' independent work ("micro-credits") is the availability of sufficiently reliable information about the complexity of all tasks that a student is required to complete during the semester. Without this, the system does not work, as does the system for monitoring current academic performance without coordinating it with the accepted methodology of training sessions. The authors noted that in the proposed system, only the part of independent work that is associated with mandatory tasks is controlled. The following methods were used to determine the actual time spent on students' independent work on the implementation of its individual elements: expert assessments of teachers on the complexity of individual elements; determination of actual time spent by monitoring students' independent work in the presence of a teacher (during extracurricular time); self-photographing of independent studies by students; experimental determination by teachers of their own time spent on the implementation of individual elements of student independent work. The article shows the results of the analysis of the complexity of the main evaluation tools of the independent work of a student, as well as the average time spent on one element of independent work. The basic requirements for the formation of a system for monitoring the performance of mandatory tasks are given.

This article considers the problem of forming students' readiness for self-organization in the process of independent work in higher educational institutions. The article covers the topic of pedagogical modeling. Comparison of the influence of the invariative and variable parts of the content block of the pedagogical model on the formation of students' readiness for independent work is given. The aim of the article is to analyze the impact of the content block of the model on the effectiveness of students' readiness formation during the organization of the process of self-study. Particular attention is paid to guiding students to perform independent work with a gradual progression to a higher level of independent activity, as well as the introduction of a special course, modern educational programs and electronic courseware, aimed at forming the readiness of university students to work independently through benchmarking technology. The author focuses on the adaptation and implementation of the pedagogical model as a whole, and the content block in particular in the educational process, based on the best experience. The article provides an analysis of the views of researchers Herrera, Stoff, and so on. The issue of the factors influencing the formation of students' readiness for independent work continues to be debatable and requires further research.

While burnout syndrome has been by now frequently studied and described in literature, it has not been recognized as mental illness until now. The International Classification of Diseases 11^th revision (ICD-11) includes the burnout syndrome in the category of occupational mental disorders. The present article describes the phenomenology of the burnout syndrome in order to demonstrate the complexity and length of treatment. Evolution of burnout syndrome and its individual stages described by Herbert J. Freudenberger are presented together with the three key dimensions of burnout by Christine Maslach. The treatment of burnout syndrome is often a lengthy and complex process. To illustrate this phenomenon, the author refers to her personal therapeutic experience with a group of clients diagnosed with burnout syndrome and subsequently undergoing individual psychotherapy in the form of Existential Analysis. As a psychotherapy method, Existential Analysis by Alfried Längle, works with the concept of four personal motivations as preconditions of a fulfilling life. Burnout syndrome is in this context understood as a loss of sense in an activity resulting from a long-term exhaustion.

In this study, the question of if the computer aided instruction remediates the misconceptions of elementary fourth grade students about “heat-temperature” and “melting-dissolving” was aimed to be determined. The study was designed according to pre-test and post-test experimental group design. The population was fourth grade students attending a primary school in Nigde, Turkiye during 2014-15 education and instruction year. The sample was 96 students, who were attending three primary schools at Yesilgolcuk district in Nigde. The research took a total of 12 hours during four weeks. The researcher made use of the videos and animations of Morpha Campus and Okulistic electronic contents in Education Information Network (EBA) to teach experimental group students by computer aided instruction. Misconception Test was administered to both experimental and control group students. The data were analysed by t test and Crosstab. SPSS Statistic 22 software was used in these analyses. As a result, Morpha Campus and Okulistic e-contents in EBA eliminated more misconceptions of experimental group students. Moreover, outgoing misconceptions were also decreased with the use of EBA instruction.

The article draws attention to the emergence of new operator operations through the reuse of simple mathematical operations and their application in everyday life, scientific and technical processes. An example of this idea is the fact that arithmetic and geometric progressions known from school mathematics arise from the repetition of simple operations. In addition, noting that the concept of a higher order derivative is a derivative of the multiple use of the derivative method, the final part of the article considers the original problem for a differential equation to determine an unknown function given by a higher order product. Of course, the solution to this problem requires a large number of solving problems from the student, subtle cognitive abilities. For example, a function with an upper limit of a variable integral, the application of the partial integration method to such functions, and other transformations require a great deal of mastery of explanation on the part of the teacher and considerable preparation in mastering the mastery of the student. Note that the purpose of this article is to deepen differential equations and expand the field of application in high school. Therefore, the main task is to describe the methods of integrating differential equations in the pedagogical and methodological base of school mathematics.

The article has been conducted in the context of the sociolinguistic approach from the standpoint of the feminist linguistics. It breaks down the features of the usage of feminitives in English, French, and Russian languages based on the material of the actual press. The main purpose of this research is analyzing and comparing the strategies of these languages for gender specification and neutralization. The incomplete knowledge of that topic, as well as the active feminist movement, provide the relevance of the research. Analyzing the material aggregated with the continuous sampling method showed that all three languages still apply masculine lexemes for women’s representation and rarely use feminitives, which tend to be used in the pro-feminist or liberal magazines and the articles dedicated to successful or famous women. The conducted analysis also showed that in English language there are more language means for the gender-specified lexicon elimination than there are in French and Russian languages. Accordingly, the usage of the gender-neutral vocabulary in English language is more frequent. Within the frames of studying the Anglophone publicistic discource, the British and the American magazines and newspapers were analyzed individually, which, however, has not led to identifying any fundamental differences in the usage of feminitives or methods of the neutralization of gender.

High-quality teaching of foreign languages to future specialists can be carried out through the reorganization of the educational process through modern educational technologies. To successfully achieve educational goals, it is important to recognize the basic knowledge of students, their willingness to learn, educational preferences, interests and respond accordingly to them, differentiating the learning process. Differentiated learning is an approach to teaching students with different abilities within the same group. The goal of differentiated learning is to maximize the individual learning success of each student by meeting individual educational needs and assisting in the learning process. The article considers one of the effective means of teaching foreign languages (using the example of the educational program "Information Systems") – level differentiation, which allows you to choose the volume and depth of learning of educational material, taking into account and taking into account the abilities, interests and educational needs of students. The implementation of the idea of level differentiation is represented by a methodological model, which consists in students passing certain educational stages with mandatory study of the section for additional independent work. The presented model takes into account the level of foreign language learning, individual characteristics and educational needs of each student.

Learning using distance technologies significantly expands the opportunities for children to receive education and in many cases makes it possible to ensure that students master the basic general education program in full education. The relevance is due to the need to switch to distance education during a pandemic. This article is devoted to the analysis of the use of distance learning of students in English lessons and a description of the application methodology. The research is based on theoretical study and generalization of scientific and methodological literature, as well as Internet resources related to the research topic; scientific methods are used - analysis and generalization. The article uses the following research methods: analysis and generalization of scientific and methodological literature, works of Kazakhstani and foreign scientists, methodological analysis, during which the existing models and technologies of distance learning were studied. The results of the work are that the author reveals the dependence of the quality of the educational process and its effectiveness on the correct organization of distance learning, which simplify the process of acquiring knowledge.