Abstract: The relevance of the research is due to the increasing integration of the digital environment into the life of the average person, which raises questions about the development of digital information qualities, particularly the substantive expansion of the concept of information culture. This implies the development of a critical and rational attitude towards digital information, meaning its continuous evaluation in the process of information activities. The aim of this article is to reveal the potential of the information evaluation method as a tool for developing the digital information culture of students. Digital information culture is established as a new quality of a person in the internet age, taking its substantive roots from the traditional understanding of information culture but having distinctive features compared to it. The research is based on the principles of fundamental works that emphasize the subjectivity of the learner within the frameworks of personalized, activity-based, and problem-oriented approaches, as well as current publications addressing the development of information culture among learners in the digital technological paradigm. The main method of the research is descriptive pedagogical analysis, which grounds the high potential of the considered method in the context of specific pedagogical interactions, and the method of abstraction, which allows information evaluation outside the context of its specific content. The article illustrates, through examples of pedagogical situations, the potential of information evaluation by students for developing a critical and rational attitude towards information, which are the main distinguishing features of the information culture of individuals in the digital age. The novelty of the work lies in the fact that the presented method transitions the student to the status of an evaluating participant in the educational process from the traditionally accepted status of being evaluated. The author’s conclusions, drawn from the research, suggest that information evaluation is a cognitive condition for developing a critical and rational attitude towards it, as well as understanding the lack of guarantee of a priori substantial quality in contemporary digital data; meanwhile, the main substantive feature of the information evaluation method is that it endows the student with "expert" competence, which in the educational process evolves into real informational and professional competence.

Keywords: information assessment, didactic method, digital information culture, digital information, information resource, expert assessment, information activity, discussion, dialogue, rating

Abstract: The modern higher education system imposes increased demands on the training of economists, making it necessary to implement innovative approaches to teaching fundamental disciplines such as mathematics. Traditional teaching methods, focused on passive perception of theory and mechanical problem-solving, prove to be insufficiently effective in the context of a dynamically evolving economy, the digitalization of education, and rapid changes in professional requirements. This article proposes a modern methodology for teaching mathematics to economics students, based on the comprehensive integration of digital educational platforms, interactive technologies, project-based and practice-oriented activities, as well as adaptive knowledge control systems with elements of artificial intelligence. The novelty of this work lies in the creation of a holistic approach, where mathematical knowledge is viewed through the lens of its application in economic problems, real data analysis, and professional situation modeling. The experimental implementation of the methodology confirmed its high effectiveness: a significant increase in student performance, their engagement in the learning process, motivation, and self-confidence was noted. The use of digital tools allows for individualized learning, forming personal trajectories and enhancing material assimilation efficiency. This methodology aims to develop students' analytical and critical thinking, forecasting, modeling, and decision-making skills based on mathematical apparatus, as well as to foster digital literacy – a key skill for modern economists. The practical significance lies in the possibility of applying the methodology in economic-focused higher education institutions to train specialists who meet the current labor market demands. The theoretical significance is manifested in the expansion of the methodological basis of higher education pedagogy, the development of approaches for integrating digital technologies, interdisciplinary cases, and practice-oriented methods into mathematics education, which opens new prospects for the development of the educational process.

Keywords: mathematics, economics, students, methodology, teaching, digitalization, competencies, case method, forecasting, modeling

Abstract: The subject of the study is the relevant practical problem of forming an objective evaluation system for the quality of training personnel for law enforcement agencies of the state based on the integration of a competency-based approach and digital educational technologies. Key contradictions between traditional methods of knowledge assessment and the requirements for real professional competencies at the current stage of societal development have been analyzed. A practice-oriented algorithm for integrating digital tools (simulators, training programs, data analysis systems, etc.) into assessment procedures has been presented. A model for comprehensive evaluation has been proposed that can link the stages of the educational process with specific digital solutions and competency measurement criteria. The result of the research is a "roadmap" for modernizing the assessment system for departmental educational organizations that train specialists for the law enforcement agencies of the state. The methodology is based on a systematic approach to analyzing the process of professional training for law enforcement personnel. The study combines theoretical analysis of pedagogical concepts with practice-oriented design of educational models. The main conclusions of the study are: the need to transform the assessment system; the transition from recording "residual knowledge" to assessing the ability to mobilize knowledge and skills in conditions as close as possible to operational situations; and the integration of digital technologies as a key factor. The advantages of educational analytics lie in the fact that the "digital portfolio" allows educators to track the dynamics of competency development in real-time, identify "weaknesses," and predict the results of final assessments. It is also proposed to implement a system for monitoring the professional adaptation of graduates from educational organizations through feedback from department heads (it is recommended to conduct surveys 0.5–1.5 years after daily service) to adjust educational programs. The authors substantiated and presented a step-by-step algorithm for implementing the new model.

Keywords: quality assessment, law enforcement agencies, digital technologies, competency-based approach, simulation training, educational analytics, professional competencies, police, training, professional development

Abstract: The purpose of the article is to characterize the national model of magistracy as a level of higher education in Bangladesh. It describes its organizational and legal foundations, significance, main implementation parameters, and development prospects. It also reveals the place of master's degrees in the higher education system in Bangladesh, their potential, and relevance. It presents also some problematic aspects of implementing master's degree programs at universities in the Republic. The study is based on sources characterizing higher education in Bangladesh: a comparative legal analysis of the regulatory framework, including acts of national law (University Grants Commission Order, 1973; Bangladesh Accreditation Council Act, 2017), university charters, and recommendations of regulatory authorities. The following methods were used: formal legal, managerial modeling, and expert assessments. The novelty consists of: 1) conducting a comprehensive study of the main parameters of implementation of master's degree programs in Bangladesh; 2) identifying the national specifics of magistracy in Bangladesh and revealing its unique organizational and legal architecture; 3) identifying individual elements of similarity and difference in the legal provisions for magistracies in Russia and Bangladesh.; 4) In identifying systemic problems that hinder the effective promotion of national master's degree programs. The main conclusions: 1. The Master's degree in Bangladesh is a key element in the training of qualified personnel, but its development is hindered by resource and management constraints. 2. A specific feature of the master's program in the country is a decentralized and fragmented system of legal regulation, based on the autonomy of universities and the coordinating role of the University Grants Commission (UGC). 3. To increase the effectiveness of the system, measures need to be taken to strengthen the UGC's coordination role, speed up accreditation processes, invest heavily in infrastructure, and establish systematic interactions with employers to meet labor market needs.

Keywords: Bangladesh Master's degree, higher education, University Grants Commission Bangladesh, UGC, Bangladesh Accreditation Council (BAC), University of Dhaka, BUET, the national Master's degree model, student, Master's degree accreditation

Abstract: The subject of this article is the interplay between interiorization and exteriorization in their comparison. The author juxtaposes L.S. Vygotsky's theory of interiorization with A.V. Khutorskoy's theory of exteriorization. The author describes the processes of interiorization, transformation, and exteriorization in the concept proposed by A.K. Tutunjan, A.A. Tutunjan, and V.V. Grigorieva. The author considers interiorization and exteriorization as instances of the realization of the mental scheme "transfer – receipt – possession," or "to give – to take – to carry." This mental scheme is described by N.V. Pyataeva based on the material of Indo-European languages and is rooted in the lexico-semantic paradigm "to give – to take – to receive – to have – to carry." Furthermore, the mental scheme "transfer – receipt – possession," or "to give – to take – to carry," is complemented by the concept of A.K. Tutunjan, A.A. Tutunjan, and V.V. Grigorieva. The research methodology is comprehensive and includes general scientific methods: comparative method, method of abstraction, method of reflexive understanding. The novelty of the research lies in the interpretation of interiorization and exteriorization through the mental scheme of "transfer – receipt – possession." In addition, the novelty consists in the understanding of interiorization and exteriorization through the theory of meta-paradigms. The author concludes that interiorization and exteriorization are dialectically interconnected. In pure form, neither interiorization nor exteriorization is realized. From the perspective of the mental scheme of "transfer – receipt – possession," interiorization and exteriorization differ only in direction: interiorization is the movement from the world to the person, while exteriorization is the movement from the person to the world. The author concludes that traditional education is a manifestation of systemic structuralism, while developmental education is a manifestation of bio-essential determinism. Interiorization and exteriorization are manifestations of bio-essential determinism. The author concludes that systemic-structural and bio-essential-deterministic meta-paradigms manifest themselves in various ways in pedagogy.

Keywords: interiorization, exteriorization, traditional education, developmental education, theory of pedagogy, philosophy of pedagogy, systemic structuralism, bioessential determinism, mental schema, binary oppositions

Abstract: One of the most significant representatives of Russian theology in the 20th century, Cyprian (Kern), gained wide recognition and acclaim during his life and work in France, where he labored within the walls of the Saint Sergius Orthodox Theological Institute in Paris and created several fundamental works ("The Anthropology of St. Gregory Palamas," "The Eucharist," etc.). At the same time, the period of his emigrant life associated with the Kingdom of Serbs, Croats, and Slovenes (Yugoslavia) remains in the shadows, where Kern managed not only to graduate from the law faculty of the University of Belgrade but also to study at the theological faculty. After completing his studies in Belgrade, he had the opportunity to go to Paris; however, the young Kern chose the path of service as a simple teacher in a seminary in far-off Bitola. In the seminary, he taught several subjects: moral theology, apologetics, liturgics, ancient Greek, and canon law. This study employs a historical-descriptive method that allows for an analysis of the pre-revolutionary stage of Konstantin Kern's life, as well as a detailed examination of his Bitola period related to teaching in the seminary. Thanks to Kern's recently published memoirs, we will attempt to understand the twists and turns of his life and activities in the Orthodox spiritual seminary in Bitola. He was responsible for teaching a whole range of essential subjects: moral theology, apologetics, liturgics, ancient Greek, and canon law. It was during this time that his scientific interests began to take shape, which would bear fruit during his life in France. He struggled significantly with the administrative work in his position as the head of the Russian Spiritual Mission in Jerusalem and returned to teaching and engaging in scholarship first in the familiar walls of the seminary in Bitola, and later at the Saint Sergius Orthodox Theological Institute in Paris, where he served until his death in 1960.

Keywords: Balkans, Russian emigration, Yugoslavia, church, Spiritual seminary, University of Belgrade, Civil war, White movement, Macedonia, Pedagogy