No 5 (2025)
Sociocultural context of formation of civic identity of students and the influence of digitalization
Abstract
The process of forming a civil identity is influenced by many different factors, including a broad socio-cultural context and a significant impact of digitalization. It is very ambiguous. Digitalization radically changes this process, not only working to strengthen it, but also producing the opposite effect. While much attention is focused on the positive gains of the so-called digital transformation in education as a strategic innovation and a fashionable trend, its negative impact is a much less attractive topic for researchers. The controversy about the digital society and digital education has already divided the teaching community into "digital romantics and tasters", "technocrats" and "alarmists". The purpose of the study is to understand the socio-cultural contradictions arising in the context of the digital transformation of all spheres of society, their connection with the contradictions of school education in Russia, caused by the discrepancy between the real (the socio-cultural context of citizen socialization) and the due (civil traditions of Russian society) in the context of digitalization. Identifying and understanding the socio-cultural contradictions that arise in the context of digital transformation of all spheres of society will allow the domestic education system to more clearly understand and record the boundaries and content of its own goal-setting in the context of global world challenges, the risks of digitalization associated with the simplification of the agenda, the substitution of the goal with the means of achieving it, turned into a “technological fetish”, which, ultimately, has a negative impact on traditional civic values.
Tomsk State Pedagogical University Bulletin. 2025;(5):7 - 18
7 - 18
Analysis of the contemporary network patriotic discourse of university students: a philosophical and ethical approach
Abstract
This article presents a philosophical and ethical investigation of the contemporary patriotic discourse of university students as it manifests in digital environments, particularly on social networks such as VKontakte. The relevance of this research lies in the growing importance of online platforms in shaping civic identity and patriotic attitudes among young people. The primary goal is to explore the structural, thematic, and ethical dimensions of studentgenerated patriotic content and to analyze how it reflects deeper moral engagement or, conversely, rhetorical superficiality. The study is grounded in A.P. Voevodin’s philosophical-ethical framework, which interprets patriotism as a moral phenomenon rooted in collectivism and public good rather than political loyalty. The analysis is further supported by symbolic and semiotic theories from J. Baudrillard, Y.M. Lotman, and R. Posner. The empirical part of the study consists of two stages: content analysis of 2.117 posts from student communities across 18 leading Russian universities using the Avalanche digital monitoring tool, followed by a more detailed ethical evaluation focused on emotional resonance, sociocentric orientation, symbolic depth, and transformative function. The findings reveal that the majority of posts represent a declarative and symbolically superficial form of patriotism, largely lacking moral reflection and communal motivation. Only a small subset of content demonstrated ethical depth, emotional engagement, and a sense of collective mission. The study concludes that fostering ethical reflection and encouraging deeper identification with civic values are crucial for reshaping patriotic education in higher institutions. The proposed analytical framework offers a versatile tool for evaluating the civic and moral potential of digital youth discourse and may inform more effective educational strategies for cultivating responsible patriotism.
Tomsk State Pedagogical University Bulletin. 2025;(5):19 - 33
19 - 33
Anglo-Saxon traditions in the system of education: university autonomy and academic freedom
Abstract
The characteristic of the Russian education system reforms in the late 20th and early 21st centuries was AngloSaxon pedagogical traditions borrowing into the Russian education. One of the key traditions of the American education system is considered to be its autonomy from state control and academic freedom. Today, national education is facing new challenges, which requires a critical reflection of the previous period in order to create a system that meets the requirements of modern Russian society. Therefore, it is necessary to examine the historical and socio-cultural factors that influenced the development of the tradition in American education, as well as to evaluate its functioning in the Russian educational context. The research methods include content analysis of works by well-known historians and experts in the field of education. This allows us to define the principles of university autonomy, identify the strengths and weaknesses of the tradition, and assess its functioning in the modern academic framework. The historical analysis is employed to identify the social and cultural conditions that contributed to the making of the tradition within American society. An analysis of the development of educational autonomy from legal perspective serves to highlight the relative nature of this concept in contemporary US education. Thus, the establishment of communities in the American colonies prior to the establishment of centralized government gave rise to the tradition of autonomy and self-governance. The aforementioned factor was pivotal in the evolution of university autonomy, whereas the tolerance towards religious diversity resulted in the emergence of academic freedom. However, the government continues to play an influential regulatory role in the nation’s educational sector, implementing policies that govern educational institutions. This dynamic consequently blurs the notion of university autonomy. Some scholars refer to recurring cases when university administrations employ the concept of academic freedom as a means of exerting pressure on teachers who are deemed to be at odds, which suggests the need to develop mechanisms of control by society. This research can be used for further study of issues related to university autonomy, academic freedom, and the borrowing of Anglo-Saxon pedagogical traditions in the Russian educational context.
Tomsk State Pedagogical University Bulletin. 2025;(5):34 - 45
34 - 45
Formation of effective models of goal-setting activities in the practice of foreign language training of the students of higher education institutions
Abstract
Domestic and foreign researchers pay great attention to the study of psychological and pedagogical features of students’ setting life and educational goals and factors contributing to their initiation. The continuing interest in this issue is explained by the paradigmatic transformations in Russian society and domestic education aimed at forming a person who is able to find the optimal vector of personal development and maximize individual creative potential in a dynamically changing society. This article considers the current problem of forming effective models of goal-setting activities in teaching a foreign language at a university, representing different ways of organizing joint activities of a teacher and students. The purpose of the article is to clarify the idea of goal-setting as a process contributing to the formation of the subjective position of participants in the educational space, to show the role of goal-setting as a basic and effective component in the structure of educational activities of higher education students in the process of teaching a foreign language. The paper argues that the method of goal setting determines the role relationship of participants in joint activities, allowing us to consider the content of the goal as a characteristic of educational practice and an action program. The paper examines various models of joint activities that help students build a personal educational trajectory, which is a common effort of all participants of the educational process, where students identify and reflect on their goals and objectives, methods and sources of self-development and selfeducation. The article emphasizes that a new understanding of the relationship between a teacher and students aimed at overcoming the dominance of a teacher and increasing the creativity and independence of a student does not exclude episodes of authoritarian inclusion of a teacher in the educational process, which indicates the need for a balanced relationship between participants in the educational space, taking into account the principle of complementarity. The article concludes that it is necessary to study different methods of goal setting and search for mechanisms for co-organizing approaches and models of goal-setting activities, allowing them to be adapted in the process of teaching a foreign language at a university.
Tomsk State Pedagogical University Bulletin. 2025;(5):46 - 56
46 - 56
AI technologies as an educational resource
Abstract
The article explores some aspects of the application of artificial intelligence (AI) technologies in the educational sphere, showing their demand for economic realities of post-modernity. It is emphasised that the integration of artificial intelligence into the educational system meets the imperatives of time – historical, technological, sociocultural. The idea is traced that the use of digital resources, artificial intelligence technologies in particular, gives education a continuous, accessible and qualitative character, creates conditions for the development of creative educational practices that contribute to the improvement of special and professional competences required for Industry 4.0. It is noted that the application of artificial intelligence in education contributes to the improvement of methodological and didactic methods, their filling with modern digital content. The article focuses on the fact that the application of AI helps to increase digital literacy of all participants of the educational process, contributes to the processes of their self-actualisation and self-identification. The role of artificial intelligence in the development of individual (personalised) learning practices is revealed. The possibilities of AI in the development of educational innovations that ensure scientific and technological progress are shown. The innovative nature of the applied AI technologies is emphasised. The article shows the role of AI in providing competitive advantages, including in the field of education, in the formation of knowledge economy and, consequently, human capital, the development of which largely depends on the degree of digital equipment of educational institutions. It is noted that digital inequality is also found in the educational environment, which negatively affects its development prospects. It is stressed that artificial intelligence, despite its ambiguous consequences, helps to predict and overcome possible risks and threats faced by the modern education system, which is experiencing the contradictory impact of globalisation of education. Artificial intelligence is considered as a prerequisite for the development of society and its components, as a mainstream trend that allows reducing the risks of technological and economic lag. It is emphasised that the success of AI application depends on its perception as a necessary educational and pedagogical attitude.
Tomsk State Pedagogical University Bulletin. 2025;(5):57 - 65
57 - 65
THEORY AND METHODS OF TEACHING AND EDUCATION
Formation of high school students’ ideas about the modern scientific picture of the world in physics lessons
Abstract
Strengthening the developmental side of high school requires major changes in the construction of the content of modern educational material in physics. Showing the importance of the formation of high school students’ ideas about the modern scientific picture of the world in physics lessons, we thereby reveal the methods of forming students’ ability to independently observe, experiment, work with modern scientific literature, which reveals the object described in the work. The practical significance of this work demonstrates the importance of the proposed recommendations on the use of the potential of methodological and physical knowledge in the formation of ideas about the modern scientific picture of the world among high school students. The goal is to substantiate and develop the theoretical foundations of the methodological preparation of students to work with modern scientific knowledge with the subsequent formation of their scientific worldview and a modern scientific picture of the world as a whole. In addition, the work attempts to analyze the theoretical approaches and experience of methodological training of modern physics teachers, determine a strategy for its improvement and correlate with practice the process of teaching students in physics lessons with modern scientific knowledge. The relevance of the study is due to the need to build a model of the methodological system of the process of forming ideas about the modern scientific picture of the world among secondary school students. The results of the tested material on the formation of a scientific worldview and ideas about the modern scientific picture of the world as a whole among high school students are presented. To improve the effectiveness of student learning, it is necessary to reduce the amount of information received by completely or partially replacing the classical base available in the curriculum with a modern one, which has proven its usefulness against the classical one in the course of research done by prominent scientists in the field of philosophy, pedagogy and methodology. Thus, the acquired scientific knowledge can be applied in the life of students. Therefore, at present, a modern teacher is faced with the task, using modern knowledge and methods, to form in students not only intelligence, creative thinking, but also a scientific worldview, as well as ideas about the modern scientific picture of the world.
Tomsk State Pedagogical University Bulletin. 2025;(5):66 - 76
66 - 76
Development of the content of the project module in the framework of career guidance work with schoolchildren
Abstract
In the modern world, there are a huge number of professions related to all sorts of areas of activity: physics and mathematics, socio-economics, chemical and biological, information technology, humanitarian, linguistic, artistic and aesthetic, technological. In order for schoolchildren to more easily navigate their desires, abilities and all existing professions, career guidance was created. Career guidance is a set of actions that reveal the character, temperament, physical and mental characteristics of a person, revealing his inclinations and preferences for specific professions. Career guidance introduces teenagers to a wide range of professions, their place in the labor market, determines the most suitable field of activity for each person and guides him in choosing a career. In the process of career guidance, the school plays an important role. One of the tasks of the teacher is to help the student navigate the future, build an educational, professional and further life trajectory. Schools have always held career guidance events aimed at identifying the characteristics, interests and inclinations of each child to a particular type of activity. In order for this work to be systematic and more organized, the President of the Russian Federation V.V. Putin proposed launching a project for early career guidance for schoolchildren, “Ticket to the Future.” The main part of the project is organized online. The idea is to reveal talents and lead the child to an informed choice of career. Our research within the framework of this project is aimed at identifying students with interests and abilities inclined to medical and biological sciences, as well as their career guidance in the most modern and popular specialties related to this area of professional activity. It was decided to focus on the profession of a biotechnologist. The project was based on a professional test on the real working area of a biotechnologist. “Biotechnological Intensive” is aimed at popularizing and improving research work among students in the final grades of the school. To implement the project module, a number of events were developed and carried out over several years. The organization of experimental work with schoolchildren on the implementation of various methods of organizing and conducting the developed biotechnological project module is described, as well as an analysis of the effectiveness of methodological ideas underlying the activities necessary to implement the idea. After the implementation of the “Biotechnological Intensive”, students received new learning activities that were difficult to acquire in biology lessons in a school classroom.
Tomsk State Pedagogical University Bulletin. 2025;(5):77 - 87
77 - 87
The database application in foreign language teaching
Abstract
Systematization of information flows is an important step for effective data management, optimization of processes and informed decision-making. In education, systematization plays a key role in improving the effectiveness of the educational process, improving communication and optimizing the administration of educational institutions. Modern search systems help sort and filter information by relevance, enabling users to find the most appropriate results according to their queries, which is especially important when working with large amounts of data. However, the differentiation of systems makes it more difficult to work with them. Scientific and technical knowledge is rapidly increasing, requiring teachers to review the methods using developing digital resources. It is assumed that the introduction of databases into practice in order to systematize educational information will make it more readable and simplify work in the future. Teachers of humanities in universities, using the example of the discipline “foreign language”, have the opportunity to store linguistic units forming dictionary entries, as well as fullfledged texts in the form of a database. It becomes easier to structure control, assessment and examination materials and educational information. The article provides an example of the databases formation based on personalized methodological content according to the level of education and the level of initial training of students. The review of data structuring options indicated the relational model as the most optimal for our tasks. Further, in order to organize a faster and more visual subsequent extraction of the requested information, the content was sorted according to such criteria as the level of study and the term. Based on the results of the study, it is concluded that this type of data systematization will help the target audience to significantly facilitate the search and application of information. In general, the use of databases in education is currently a poorly developed, but very promising area that makes it possible to make the educational process, in particular in higher education, the most effective.
Tomsk State Pedagogical University Bulletin. 2025;(5):88 - 96
88 - 96
Possibilities of forming methodological knowledge when integrating the subjects “Geography” and “Foreign Language”
Abstract
Methodological knowledge is considered as the basis of natural-scientific literacy of schoolchildren. It is shown that in the process of mastering methodological knowledge, schoolchildren develop cognitive and communicative universal learning activities and skills of natural-scientific literacy. An analysis of the sections “Content of training” and “Thematic planning” of the Federal Work Program of basic general education in geography (grades 5–6) and in a foreign language (English) was carried out in order to identify the content that allows for the formation of methodological knowledge as the basis of natural-scientific literacy of schoolchildren, determining the possibilities of simultaneous formation of the skill of natural-scientific literacy “to recognize, use, create explanatory models and ideas” and communicative skills. The article provides a didactic rationale for a series of tasks aimed at developing the skills mentioned above which is related to the competence of “scientific explanation of phenomena”. An example of one of the tasks developed by the authors for the 5th grade students is given. The subtasks are composed in such a way that the presented information has a single thematic line in both subject areas (English and geography). While completing subtask 2/4, students build diagrams (graphic models). In subtask 4/4, students are asked to develop an algorithm (as a model of actions) that reveals the sequence of steps that environmentalists must take in order to solve a specific problem. It is concluded that the integration of the elements of the content of the Federal Work Program in geography and in a foreign language has significant potential for the formation of methodological knowledge as the basis for students’ natural science literacy.
Tomsk State Pedagogical University Bulletin. 2025;(5):97 - 109
97 - 109
Socio-professional Challenges and Methodological Aspects of AI Implementation in the School Educational Environment
Abstract
The article states that the integration of artificial intelligence (AI) into school education faces a contradiction between its transformative potential and social barriers linked to digital competence, the professional identity of teachers, and ethical risks. Despite growing interest in AI tools, their implementation is constrained by the inertia of traditional pedagogical practices and the disconnect between technological determinism and the social construction of innovation. The study aims to identify patterns in the perception of AI by students and teachers, assess the impact of digital literacy, age, and professional experience on readiness to adopt AI technologies. The empirical basis includes data from online surveys of 169 9th–11th grade students and 40 teachers from schools in the Tomsk region. The theoretical framework integrates and evaluates the SCOT, SAMR, TPACK, and Human-AI Collaboration Theory models to analyze social and technological factors influencing AI adoption. Survey results indicate that 57 % of students support AI education, while 27.2 % exhibit technophobia, associated with low algorithmic literacy and fears of AI errors. Among teachers, 65% use digital technologies, but only 37 % employ AI daily. Key risks identified by respondents include the diminishing role of teachers (38.5%), privacy threats (75 % of girls), and passive learning due to automation (33.7 %). Correlations were found between teachers’ age (younger educators more enthusiastically adopt AI), students’ technical orientation (STEM interests enhance AI acceptance), and school digitalization levels. The study confirms that successful AI integration requires a combination of technological infrastructure, ethical standards, and targeted professional development programs. Recommendations include phased AI adoption (from automation to personalization), project-based formats for technically oriented students, and dialogue among all educational stakeholders. The findings contribute to developing strategies for harmonizing AI solutions while preserving human agency in pedagogy.
Tomsk State Pedagogical University Bulletin. 2025;(5):110 - 121
110 - 121
METHODOLOGY AND TECHNOLOGY OF PROFESSIONAL EDUCATION
Pedagogical technology for forming university students’ readiness for professional activities in the context of media-oriented educational paradigm
Abstract
The dynamic development and use of information technologies in society, the organization of the information space creates favorable conditions and potential opportunities for every person to receive, process, save and use information to the extent necessary for self-development, self-education and self-improvement. At the same time, the large flow of information falling on each representative of the information society forces a change in attitude towards information in general, and towards information as a source of knowledge in particular. Consequently, in the information society, the professional training of university students acquires a new quality. Its content, forms of organization of the educational process and teaching methods are undergoing transformation. The intensive development of the digital economy is changing the requirements for personnel training, placing emphasis on developing flexible (supra-professional) skills. As a result, there is a need to talk about a knowledge transfer system that is able to quickly capture changes in the surrounding reality, maneuver in the given conditions, analyze large volumes of data, identify general trends, and meet the requirements of a changing economic environment. The article makes an attempt to respond to the challenges of the modern information society in the context of its digital transformation, by developing the author’s pedagogical technology for forming the readiness of university students for professional activities, taking into account user requests for their educational information needs. It is designed for students whose curricula include the discipline “Psychology and Pedagogy”. The content of pedagogical technology is concentrated on performing tasks focused on universal and generalized knowledge as the scientific basis for solving practical issues of “general professional” training of university students. The dominant condition for its implementation is media and educational communication. Pedagogical technology has a full-fledged structure, including target, methodological, organizational, material and technical, content-activity, and performance-evaluative components. In the course of the study, the criteria and levels of readiness of university students for professional activities were determined. Thus, this paper presents the result of a theoretical study using methods of concretization, study and generalization of pedagogical and managerial experience at a university.
Tomsk State Pedagogical University Bulletin. 2025;(5):122 - 131
122 - 131
Kulback-Leibler measure as a means of assessment learning process performance
Abstract
The purpose of this paper is to demonstrate the approach developed by the authors to assess the current performance of students using the Kullback-Leibler information measure. The methods used are informational, statistical methods. They found their application to the analysis of event pedagogy. The key events under investigation in the article are the results of computerized testing. They can be considered as random events that are influenced by different circumstances and the events are difficult to control. The paper uses the well-known Kullback-Leibler information method. In order for an information method to become a working applied technology, it must be accompanied by a number of additional procedures and tasks related to 1) the preparation of data for the calculations, 2) the calculations themselves, taking into account the limitations and fulfilment of the applicability criteria of the method, and 3) possible techniques for analysing the results of the study. A description of these procedures can be found in the paper. The proposed method for evaluating student test scores takes into account expectations of student success based on prior academic achievement, as well as performance in the context of whole student group performance. In addition, the paper shows the consistency of the obtained results when comparing them with those obtained when using the Mann – Whitney method in pedagogy and psychology research in hypothesis testing. The scientific novelty of the work consists in building appropriate procedures with orientation on pedagogical applications. The presentation is based on the use of specific experimental data obtained as part of the current control after the study of a topic in physics. The practical significance of the work is seen in the possibility of applying the Kullback-Leibler measure to the study of the role of latent variables in the educational process, as well as in the course of experimental teaching by future candidates for degrees in pedagogy.
Tomsk State Pedagogical University Bulletin. 2025;(5):132 - 143
132 - 143
Effective approaches to involving students of transport universities in research and project activities
Abstract
The objectives of the article are to analyze approaches to organizing the process of involving transport university students in research and design activities. The experience of the organization is presented, the goals and objectives of the Student Scientific Society of the Orenburg Institute of Transport are defined. The conditions for organizing research and design activities of a student at a transport university are substantiated, and the main activities carried out by students are described. The analysis of scientific literature in the designated problem field and the results of the work performed were chosen as research methods. The results of the research and project activities of the Student Scientific Society are presented based on the annual reporting and rating data of the educational institution. In the course of the work, approaches to involving students in research and design activities that have shown the greatest effectiveness were substantiated, and variants of principles for organizing student teams in working on projects were developed. The implementation of the presented approaches will make it possible to create favorable conditions in a higher technical educational institution for involving students in research and design work, which, in turn, will contribute to increasing their intellectual potential, acquiring research experience, and consciously choosing the trajectory of professional and personal development of the future railway engineer. The main approach to constructing work to include students in research and design work is the organization of classes and events of an innovative nature aimed at creating a holistic educational space, including the unity of the educational process of the university, the integration of science, education and the manufacturing industry. The main condition for the formation and implementation of the research potential of students is the organization of research and project activities of students based on building a single event space with industry enterprises of railway transport, taking into account the frontiers of science, education and production. A process of interaction between the Orenburg Institute of Railways and enterprises of the Orenburg Territorial Administration of the South Ural Railway has been developed and implemented.
Tomsk State Pedagogical University Bulletin. 2025;(5):144 - 152
144 - 152
Informational-active resonance in education processes
Abstract
In the works of D. Bell, M.K. Burgduff, T.V. Ershova, M. Castells, K.K. Colin, I.V. Robert, A.Y. Uvarov and other domestic and foreign researchers, the concept of the information society inheriting the industrial society was substantiated. The concept of following natural, natural processes in society, science and technology is becoming a modern trend in its development. In this context, the purpose of the work is to consider the pedagogical interaction of educational subjects as a nature-like process of a resonance type, common to many resonance-wave phenomena in the macro- and microcosm surrounding a person. Based on the review of the meaning and role of information in society, science and education, the relationship between information and human activity is considered. It is shown that information is perceived by the user receptor, but its value and existential meaning are determined in the mental (intellectual) apparatus of human consciousness depending on the already accumulated information, knowledge and experience of previous human activity. The conditions for the emergence of information resonance in society, science, and culture are considered. Information and activity resonance in education is interpreted in the work as a methodologi-cally and technologically organized process in which pedagogical communications cause deep emotional and intellectual reactions in students, leading to the formation (education) of subjectivity and personal development of the student. From the point of view of achieving pedagogical information and activity resonance, as a result of the optimal periodicity of subject interaction of subjects of education, the advantage will be the modular organization of the process of professional education, in which there is no large alternation of disciplines for a certain duration of the learning process (semester or trimester at the university).
Tomsk State Pedagogical University Bulletin. 2025;(5):153 - 162
153 - 162
The risk management system of educational projects as a condition for the development of risk competence
Abstract
The increase in the scale, complexity, stochasticity and emergence of educational projects being developed and implemented in Russia at all levels of domestic education actualizes the research of the concept of “development of risk competence”. The purpose of the article is an experimental verification of the risk management system of educational projects developed by the author as a condition for the development of students’ risk competence. As the study showed, the change in the content of training at the bachelor’s and master’s levels, consisting in the introduction of didactic units into the educational material of various academic disciplines reflecting the results of the development of a risk management system for educational projects, led to statistically significant changes in the riskological competence of students. The inclusion of a separate risk management module in the content of teacher training, as well as conducting methodological seminars, leads to an increase in their risk literacy, however, at the level of significance α = 0.01, these changes are not statistically significant. The inclusion of the results of this study in the course of discussions, discussions and decision-making by various expert communities and, thus, the impact on the heads of educational organizations did not lead to statistically significant changes in their attitude to the design of a risk management system for educational projects. At the same time, as the study showed, most managers are aware of the need for such work. The results of experimental work allow us to assert that the risk management system of educational projects is a necessary condition for the development of students’ risk competence and its implementation in pedagogical areas of training at a university is possible if this process is structured systematically, and not episodically and fragmentally.
Tomsk State Pedagogical University Bulletin. 2025;(5):163 - 174
163 - 174
The system of professional training of foreign language teachers in Indian universities: risks and problems of functioning
Abstract
This article analyzes the fundamental legislative proposals and programs implemented to enhance the qualifications of English language teachers in India. The aim of the article is to examine the structure, characteristics, elements, components, features, and principles of the foreign language teacher training system in India. The study employs a systematic analysis method. Based on the analysis of regulatory frameworks and educational policies, the main directions of reforms are identified, including the standardization of training programs, professional development of teachers, the integration of modern technologies, and international collaboration. Particular attention is given to the National Education Policy (NEP) 2020, the Right to Education Act (RTE) 2009, as well as the activities of the National Council for Teacher Education (NCTE) and the National Council of Educational Research and Training (NCERT), State Council of Educational Research and Training (SCERT). The components of the foreign language teacher training system include the goal-oriented, value-based, regulatory, organizationalprocedural, content-based, evaluative-resultative, and conceptual aspects. The article provides an analysis of the current shortcomings of the foreign language education system in India. The risks and challenges associated with the functioning of the foreign language education system in India are described. It is concluded that the training of foreign language teachers in India holds profound significance, extending beyond narrow professional training to encompass aspects of cognition, intercultural interaction, personal development, and social progress. Key factors determining the importance of high-quality training for future foreign language teachers in India are identified: the «social lift» factor, the globalization factor, and the factor of striving for a normative variety of English. In conclusion, it is noted that India’s educational language policy aims to strike a balance between preserving cultural heritage, supporting multilingualism, and preparing citizens to participate in a globalized world.
Tomsk State Pedagogical University Bulletin. 2025;(5):175 - 183
175 - 183