The paper deals with the thematic stratification of regional phraseological units that have appeared in the spoken Russian speech of Dagestani youth over the past 3-5 years. The question of emotional and evaluative stereotypes in forming the linguistic phenomenon under study is raised. Recommendations are given for students of language universities on the systematization and fixation of new phraseological units in vocabularies. The aim of the study is to conduct a thematic analysis of one of the groups of regional phraseological units, noting a number of ways to create expressivity and identify the most promising areas of university work with them. Methods. Analysis, survey, observation, systematization, generalization. Results. The examples presented in this work are taken from the lively speech of young people, in particular, dialogues in the streets, in transport, in universities of Makhachkala, in places of mass gathering of young people, as well as dialogues and monologues presented in the mass media. As a result of the analysis, we have identified the following thematic groups of phraseological units (hereinafter referred to as TG): 1) TG of phraseological units denoting a quarrel, scandal, fight; 2) A set of phraseological units indicating an assessment of a person or situation; 3) A set of phraseological units denoting a relationship to a person or an object. Conclusion. In the course of the study, it was found that the most numerous, and therefore the most commonly used, group of regional phraseological units are verbal neophrasemes. In general, it can be stated that morphological, syntactic and semantic methods of word formation are one of the most productive ways to replenish modern Russian with expressions.

Аim. Conducting the extended comparative historical analysis of pedagogical and special pedagogical students’ professional training in Russia.

Methods. The study uses theoretical methods (the study of interdisciplinary scientific sources on the chosen research topic). The paper outlines the most important scientific and theoretical aspects of the development of professional training of students-teachers and students-defectologists for each historical period of development in order to identify the prospects for their further professional training at the present stage of higher education development.

Result. The key criteria for the formation of a comparative historical analysis of students-teachers and students-defectologists in Russia are outlined. The results of the conducted research show the importance and interrelation of the key provisions of the history of general pedagogy, pedagogy of special education and pedagogy of higher education for each period of the historical development of Russia and Western European countries for the further modernization of higher education of pedagogical and defectological personnel. Conclusion. The comparative historical analysis of the professional training of pedagogical students and students of defectology in Russia shows a number of the most important key criteria of each historical period for the further development of higher pedagogical and defectological education in the form of a phased formation of university education, the emergence of pedagogical education in Russia and abroad, changes in the axiological views of society in relation to persons with developmental disabilities, changes in the content of education for teachers and speech pathologists, the emergence of new specializations in the profile of professional training of teachers and defectologists, the presence of the needs of pedagogical practice in the personnel of special (defectological) education.

The aim of the article is to study the role of the use of online resources in the education of preschoolers. The relevance of the research is due to the rapid introduction of digital technologies into the educational process of preschool educational organizations.

Methods. To conduct the experimental part of the study, we allocated three classes, within which, during three experimental months, online resources were introduced into the traditional form of the lesson.

The result of such work showed positive pedagogical dynamics. The study also presents fragments of presentation material that was used in the course of experimental work.

Conclusion. The advantage of using online resources is undeniable, since this form of work is innovative for the transfer of knowledge, skills and abilities, as well as preparing children for primary school.

The aim of this study is to show the need for citizens to have better command of foreign languages for the comprehensive development of the individual and the education of patriots and internationalists.

Methods. The work used systemic, historical-literary and comparative-typological methods.

Results. A foreign language as an academic subject has truly unlimited possibilities for the comprehensive development of the individual. This is what determines the search for ways to improve the level of proficiency of schoolchildren in a foreign language, as well as the implementation of its educational, developmental and developmental potential.

Conclusions. The study concluded that a comprehensive approach is needed for successful teaching of a foreign language, as a rule, this is the implementation of extracurricular activities (club classes, evenings, viewing and discussing films in a foreign language, holding round tables, reading fiction, etc.), which presupposes the creative initiative of the teacher, his constant search.

This study aims to explore effective persuasion techniques that social pedagogues can employ when working with minors in precarious situations. The article examines persuasion as a key method in the social pedagogue's toolkit, characterizing the specific challenges faced by this group of children and highlighting the complexities of engaging with dysfunctional families. The paper outlines various strategies and techniques designed to assist social pedagogues and professionals working with adolescents in building trust, fostering understanding, and providing essential support during challenging times. It emphasizes the role of persuasion as a powerful tool for influencing students, facilitating shifts in their life perspectives, enhancing behavioral patterns, and aiding their escape from dangerous circumstances. Research methods utilized include literature review, data analysis and synthesis, interviews, experiments, and comparative studies.

Results. The study investigates current persuasion methods and their relevance to the work of social pedagogues with at-risk minors. It identifies and theoretically supports the unique aspects of applying persuasion in this context. The research also uncovers the primary factors that lead minors into precarious situations and develops strategies for using persuasion to avert such circumstances. The effectiveness of various persuasive techniques in the context of social pedagogy is analyzed, along with the psychological traits of minors in these situations and how they affect the success of persuasion efforts. Recommendations for social educators on implementing persuasive methods with these minors are provided. The study includes examples of successful applications of these techniques by social educators and discusses potential improvements and further applications as effective tools for assisting minors facing difficult life challenges.

Conclusion. Engaging with challenging adolescents through persuasion requires patience, resilience, creativity, and a commitment to adapting approaches to meet the unique needs of each individual. It is crucial to recognize that every teenager is distinct, and successful intervention hinges on the ability to tailor strategies to each one.

Aim. This article examines the impact of design techniques on the development of creative thinking and independence of students in law lessons. The use of project methods in the educational process is a key aspect of effective teaching of law at school and the formation of students' independence, initiative and creativity.

Methods. Analysis, synthesis, generalization, conclusions, pedagogical experience.

Result. The project-based teaching methodology is aimed at developing creative and cognitive processes, critical thinking, and the ability to independently acquire knowledge and apply it in practice. It is supposed to organize independent activities of students, organized in the form of individual, pair or group work.

Conclusion. An analysis of the relevant psychological, pedagogical and methodological literature indicates that project methods allow students not only to master the theoretical aspects of the legal system, but also to actively apply them in practice through participation in various projects. The author explores the advantages of using design techniques and draws attention to the development of students' creative thinking in the process of creating projects that require original ideas, analysis and a creative approach to solving problems. The importance of developing students' independence, which is a necessary skill for the successful implementation of projects and further self-realization in society, is also highlighted.

This article is devoted to the means of forming creativity, it substantiates the relevance of creativity as a necessary factor for the success of a modern specialist in the world of globalization and in conditions of intense competition. The phenomenon of creativity is considered from the point of view of interpretation of the concept in a narrow and broad sense.

The aim of the article, based on the history of studying the phenomenon of creativity, is to identify the optimal ways, methods, techniques and ways of forming creativity. The novelty of the research lies in the review of techniques and methods that allow students to develop creative competence by reviewing extensive research material using methods of observation, conversation and analysis, as well as experimental data obtained in the course of teaching.

Result. Creativity can and should be developed among students at various stages of the educational process. The result will justify the efforts invested and serve as a trigger for the development of abilities, abilities and skills both in the field of education and in the field of professional activity.

Conclusion. In a modern innovative society, creativity is the leading factor in human success in various fields of professional activity. Creativity allows a person to adapt to rapidly changing living conditions and is the key to a person's success in any professional activity.

Aim. The formation of students' holistic worldview based on respect for cultural heritage and historical memory.

Methods. Research of art history catalogs, architectural encyclopedias, specialized literature, disclosure of creative views on the images of architectural art.

Result. Architecture as an art forms students' sense of beauty and harmony. Familiarity with various styles and directions of architecture develops aesthetic perception, which can inspire students to express themselves creatively. Participation in excursions and master classes in architecture can be an incentive for the development of artistic skills and interest in art in general.

Conclusion. The study of architectural monuments in the process of moral education of students is an important tool for the formation of their personality. It helps to develop not only knowledge about culture and history, but also personal qualities necessary for an active and responsible life in society.

Aim. To reveal the issues of the development of digital technologies in modern conditions, leading to their inevitable transformation.

Methods. Comparative analysis of specialized and scientific literature, reflection on foreign and domestic experience in ensuring information security.

Result. Digital technologies modify communications and interactions between all subjects of modern society. In this regard, our task is to follow the ongoing trends of digital transformation, as well as to reveal their essence and give an appropriate description.

Conclusion. Existing types of digital technologies, the use of which makes it possible to maximize all the possibilities inherent in them, significantly increase competitiveness. Therefore, the introduction of digital technologies will be the turning point that will bring public relations to a completely new level in the near future.

Аim. The article analyzes the methods and techniques of patriotic education of young people in modern Russian society, highlights shortcomings and omissions in the development of patriotism, and offers a comprehensive solution to the pressing problems associated with the weakening of ideology.

Methods. In the process of studying the issues of patriotic education, methods of observation, comparison, and comparative analysis were used. The changes associated with the development of patriotism are analyzed, and the disadvantages caused by the weakening of patriotic and ideological education in recent years are noted.

Results. Compared to previous times, there is a decrease and weakening of the basic fundamental axiological values, which in turn worsens both the economic and political state of the country in the international arena. There is an outflow of young people from the country and a huge increase in the population in Western countries. In the 21st century, due to the current political situation, the necessary measures are being re-formed to reanimate and form in modern conditions the spiritual, moral and, above all, patriotic education, which is so important for the stability and independence of Russia, and methods of work are being resumed and improved using the latest technical achievements. Currently, there is a slight decrease in the alarming trend, although the problem of fostering patriotism remains in the spotlight and requires intensive work, taking into account all related parameters.

Conclusion. Targeted and widespread work is needed to reanimate the patriotic component among Russian citizens. It is necessary to raise the level of patriotic development in all age categories through education, upbringing and practical work that contributes to improving spiritual development and physical fitness.

Аim. It consists in identifying the possibilities of continuity of general education organizations and organizations of additional education in the development of creative talent of primary school-age children. The relationship between the two institutions is given, which consists in close cooperation between the heads of institutions in solving educational and educational tasks, the coincidence of the contingent of institutions, and the general activity of institutions in solving municipal administrative and managerial tasks.

Methods. The practice of working with gifted children is analyzed and summarized, as well as the work of general education organizations and organizations of additional education. The results of the initial and final academic performance of children in subjects of mathematical, natural science, social science, humanitarian, labor and other groups of subjects are compared.

Result. Analyzing the results of the experimental group, it can be noted that girls have the maximum increase at a younger age (9-11 years), which may be due to the early development of their interest in academic disciplines. In boys, the greatest dynamics becomes noticeable at the older ages (13-14 years), probably due to the awareness of the importance of academic responsibility. By the age of 14, girls' growth rates decrease, which indicates a stabilization of academic performance.

Conclusion. The experiment showed that the inclusion of creative tasks related to theater and cinema contributes not only to the development of creative potential, but also to the improvement of social, analytical and practical skills in children. Teamwork, familiarization with the basics of cinematography and shooting practice made the learning process exciting and rewarding.

The aim of the study is to reveal the potential of the teachers' teaching workshops of the year in the formation of universal pedagogical competencies of future teachers.

Research methods: analysis of scientific literature; educational practice of the university; pedagogical experience of teachers of the year; classification; systematization; pedagogical experiment.

Results. The types of universal pedagogical competencies are specified; the potential of pedagogical workshops of teachers of the year in the formation of universal pedagogical competencies is studied and generalized; according to the results of the pedagogical experiment, the possibility of realizing the potential of pedagogical workshops and its effectiveness in the formation of universal pedagogical competencies is proved.

Conclusions. The pedagogical workshop has significant potential in the formation of universal pedagogical competencies. The methods and forms of transferring the experience of teachers of the year prove their effectiveness: master class; TED lecture; interactive viewing of TV lessons; intellectual contests of trainees, etc.

The aim of the study is to highlight issues related to the moral and aesthetic education of students within the framework of a linguistic higher education institution.

Methods. Analysis of psychological and pedagogical literature, observations, systematization, generalization of the experience of educating students.

Results. The approaches to solving this problem are considered, where the established traditions of the multinational Dagestan society can become a significant factor in influencing the moral and aesthetic sphere of education. The professional ethics of a teacher is taken as the standard of education, which means high professional knowledge that serves as an authoritative foundation for students.

Conclusion. An analysis of the literature and a generalization of the results allowed the author to identify approaches to solving the problem: important components of the moral and aesthetic education of students are the erudition and professional competence of teachers, their ability not to deviate from topical issues raised at certain stages of educational work in universities, where a special role is given to lectures and seminars conducted at a high ideological and moral level. the level of education.

The aim of the study was to identify levels of anxiety and the effect of high anxiety on personality.

Methods. During the research, the methods of theoretical analysis of scientific literature were used; the biographical method, questionnaires, questionnaires and methods of statistical data processing.

Result. The article presents an experimental study, the purpose of which is devoted to the problem of anxiety and the impact of high anxiety on personality. The reality of today shows the urgency of this problem, as anxiety has penetrated deeply into all aspects of our lives. In this regard, the levels of anxiety in early and middle age periods and protective mechanisms are considered. The research hypothesis suggests that the anxiety level of middle-aged people exceeds the anxiety level of early age; high levels of anxiety can affect changes in the personal sphere. Calculations comparing distributions on a quantitative basis using the method of mathematical statistics – the Fisher criterion confirm that the level of anxiety in middle-aged people exceeds the level of anxiety in early adulthood, respectively, it is concluded that subjects of the middle period of adulthood are more anxious than subjects of the early period of adulthood.

Conclusion. The results obtained during the study make it possible to conclude that the level of anxiety in middle-aged people exceeds the level of anxiety in early age, and a high level of anxiety can affect changes in the personal sphere.

The aim: to investigate professional burnout, which determines character deformations and autodestructive behavior.

Methods. Theoretical substantiation of the phenomenon of professional burnout, character deformation, and autodestructive behavior based on research data on labor subjects.

Result. The main aspects and mechanisms of professional burnout, character deformations and autodestructive behavior identified as a result of a survey using specially designed questionnaires and standardized tests of professional burnout and character accentuations are highlighted. The study took into account the formation of character and its deformations during professional burnout as a result of professional activity and the mechanisms of self-destructive behavior. Two blocks of preventive measures are given to prevent and get rid of professional burnout and prevent autodestructive behavior.

Conclusions. It is necessary to carry out preventive measures directly at enterprises and organizations to prevent the development of professional burnout, which determines the formation of character deformations and patterns of autodestructive behavior.

Aim. The objective of this article is to consider the issues related to the consideration of financial well-being as a control variable in psychological research.

Methods. The main method is a literature review, comparative analysis and synthesis.

Results. The manuscript presents a number of important theses, in the context of which financial well-being is used as a control variable.

Conclusion. Financial well-being is an increasingly common concept in psychological research models. However, there are a number of unresolved theoretical contradictions behind this, which are important to update in the modern discussion: the ratio of accumulated and operational wealth, taking into account attention when assessing well-being.

The aim of the study was to develop a program aimed at overcoming the psychological consequences of experiencing traumatic events.

Methods. To obtain empirical data, the following methods were used: the suicide risk questionnaire modified by T. N. Razuvaeva, the test questionnaire "Determining the level of self-esteem" by S. V. Kovalev; the questionnaire "Loneliness" by S. G. Korchagina; the Beck anxiety scale; the questionnaire "Beck Hopelessness Scale"; the Spielberger-Khanin scale of personal and situational anxiety.

Results. The analysis of the results after correction showed a decrease in the level of hopelessness, anxiety, loneliness, as well as statistically significantly decreased levels of situational and personal anxiety, loneliness experiences.

Conclusions. The effectiveness of the program has been confirmed and it can be recommended for working with people who have experienced traumatic events.