Kolobova L.V., Ksenofontova A.N.1, Moroz V.V.
ABOUT DIGITALIZATION IN THE EDUCATIONAL PROCESS ^{[№ 4 ' 2024]}
The introduction of digital educational environment is caused by global changes that the education sector is currently experiencing. One of the strong and constant arguments in favor of the integration of digital technologies in education is their contribution to improving the teaching and learning situation. From this point of view, the government develops and implements digital integration policies, educational entities develop “technopedagogical” practices, and scientists study the consequences in order to identify their effectiveness for teaching and learning. Thus, educational, political and scientific issues related to digital technologies in education have united around the issue of the impact of digital technologies on the educational process. For decades, the perception of digital technologies in education has been dominated by the paradigm that digital technologies carry educational potentials that can change the situation. And, in this case, the task of educational entities, politics and science is how to actualize these potentials so that they have a concrete and noticeable impact. Digital technologies, in terms of their impact on improving the teaching and learning situation, are essentially the driving force of progress and effectiveness of education. By overestimating the role of digital technologies, we neglect the role of educational subjects. Reduced to the role of performers, their main task will be to not hinder the influence of digital technologies, providing them with optimal conditions for realizing their potential. In addition, such a paradigm is an oversimplification of the pedagogical situation, according to which digital technologies are perceived as a determining factor in teaching and learning in a cause-and-effect relationship. The use of multimedia opens the way for students to more independent study of the subject. Properly organized and supported multimedia work with students allows the teacher to activate the processes of knowledge acquisition. In turn, this implies, on the part of both the teacher and the student, mastery of technological culture.

Ezhova T.V., Kolobova L.V.
ON THE QUESTION OF PUPILS’ SELF-EDUCATION ^{[№ 5 ' 2019]}
Fundamental changes in the modern education system require the school as a final product — a developed personality, capable and ready for continuing education. The process of teaching foreign languages at school has great potential from the point of view of upbringing and development: in the lessons of a foreign language, students work out general educational activities and develop communication skills. As an indicative result of a foreign language school education, the ability and readiness of the graduate to further continuous self-educational activities, which are required for successful functioning in a multicultural and multilingual world, are advocated.
In the course of the study, we found that for the successful formation of a culture of self-education in the school, all the necessary methods of educational activity should be worked out successively. We found that with targeted stimulation of students to linguistic and self-educational activities, a stable internal need is formed for the search and development of a system of self-education methods. The activities of students are holistic in nature and occur in the unity of its components: motivational, regulatory and adaptive. The component composition of self-education allowed us to identify the essence of the process of linguo-self-education — this is self-educational activity, the purpose of which is to maintain and increase the level of knowledge of a foreign language culture. The formation of the skills of linguo-self-formation is expressed by the presence of self-regulation, which makes it possible to quickly develop the necessary action schemes for solving the tasks.
Self-education skills are an essential skill for an educated person in the 21st century. The approach, when students themselves create or obtain their knowledge and experience a sense of independence in the educational process, increases the motivation for learning.

Kolobova L.V.
SOME ASPECTS OF POLYCULTURAL EDUCATION ^{[№ 2 ' 2011]}
Aspects of polycultural education are considered in article: a humanisation and education globalisation, culturological aspect and ethnosocial aspect. The polyculturological approach in education is analyzed.

Kolobova L.V.
POLYCULTURAL EDUCATION AS PEDAGOGICAL PHENOMENON ^{[№ 9 ' 2006]}
The essence of the term "polycultural education" – phenomenon which has got its development at the present time because of boards opening and universal processes of globalization and integration, is presented in this article. Not only sociocultural aspect of this phenomenon is regarded but principally its pedagogical meaning is shown. Comparison of the concepts education – culture – society – person is proved in this work and also cardinal changes in society, cultural life are proved too. Changes in the education actualize of the researched problem.

Kolobova L.V.
MULTIASPECTIVENESS OF POLYCULTURAL EDUCATION ^{[№ 10 ' 2005]}
Innovation searches of modern pedagogics – the problems of polycultural education are regarded in this article, also its different aspects, such as: ethnosocial, axiological, culturological and necessity, are characterized here.