Importance. Understanding business etiquette and existing formats of written communication as ways of expressing corporate culture is an important professional skill for future linguists. The purpose of this study is to examine analytical and creative tasks in the written business communication (WBC) curriculum for linguistic students enrolled in the bachelor's programs “Linguistics” and “Digital Technologies and Foreign Languages” at Peter the Great St. Petersburg Polytechnic University (SPbPU).
Research Methods. Based on a theoretical analysis of scientific literature, a systematization of existing pedagogical assessments of analytical and creative aspects of teaching, and a student survey, methodological conditions for teaching written business communication at a modern university are identified and substantiated.
Results and Discussion. Drawing on recommendations of scientific and methodological literature, developing basic research skills in linguists is highly important. Therefore, it is proposed to introduce two key analytical review tasks into the linguist training program: examining text cohesion at the levels of cohesion and coherence, and analyzing the degree of politeness and formality in business letters. The differences between cohesion and coherence are analyzed and illustrated, and an algorithm for analyzing business letters based on their informative structure, reflecting denotative, pragmatic, and stylistic functions, is described. Digital creativity based on learning platforms and AI reflects the current state of university teaching. The main example is the online course “Expressing Politeness and Formality in Business Communication” on the Stepik platform. A comparative analysis of the learning outcomes of two linguistic groups is provided: the control group of linguists (CG) received traditional instruction, while the experimental group of students studying digital technologies (EG) received instruction using the online course. Both groups demonstrated approximately 30 % improvement in performance. A survey of students was also conducted to determine their attitudes toward the analytical and creative aspects of the PDK course: both groups rated analytical tasks higher than creative ones, with the experimental group rating them 20 % higher than the control group.
Conclusion. The novelty of this study lies in its focus on the need to develop research skills in linguistics students in the WBC course. It was also proved that the online course on politeness and formality in business communication improves students’ written communication skills. These findings can be used to organize written business communication training for students in linguistics programs at university level.

Importance. Technological solutions based on artificial intelligence (AI) are dynamically integrated into various fields of education. At the same time, the ability of artificial intelligence to hallucinate and limited functionality do not allow solving a full range of methodological, educational and research tasks based on most artificial intelligence tools. In August 2025, GPT-5 was released, the flagship family of multimodal large language models from OpenAI, which, according to manufacturers, are significantly superior to all previous versions. The purpose of this research is to examine the large GPT-5 language model’s potential and compare the ability to solve a number of methodological, educational and research tasks of GPT-5 and GPT-4.
Materials and Methods. The research is conducted on the basis of the following methods: analysis of scientific literature on the use of artificial intelligence in teaching specialized disciplines and empirical research. The materials for study and analysis are scientific articles from journals included in the MNS Scopus and Web of Science, as well as the list of the Higher Attestation Commission of the Russian Federation – K1, K2. An empirical study aimed at comparing the abilities of GPT-4 and GPT-5 in solving a number of methodological, educational and research tasks is conducted on the basis of the Tambov The Scientific Center of the Russian Academy of Education, Derzhavin Tambov State. The study focused on comparing GPT-4 and GPT-5 in solving the following tasks: a) developing a lesson plan; b) verifying students’ written creative work; c) developing a research plan. These tasks are identified as particularly important in the professional activity of an English teacher.
Results and Discussion. The work confirms the advantage of GPT-5 over GPT-4 in solving such methodological, educational and research tasks as: a) developing a lesson plan; b) checking students’ written creative works; c) developing a research plan. The feedback from GPT-5 is distinguished by its accuracy and completeness of content. At the same time, at the present stage, GPT-5 is not able to completely replace the teacher, but is a multifunctional tool that significantly optimizes the teacher’s preparation for classes and the organization of some teaching methods.
Conclusion. The novelty of the study is to explore the potential of GPT-5 in solving several methodological, educational and research tasks. Currently, it is legitimate to talk about using GPT-5 as a multifunctional teaching assistant. The study’s promise lies in a more detailed study of GPT-5’s abilities in methodological, educational, and research work.

Importance. The development of corporate education, the digital transformation of business processes, and the growing complexity of professional interactions have collectively precipitated a sharp increase in the requirements for employees’ oral proficiency in a foreign language. It has become critically important for personnel to be able to swiftly deploy general professional vocabulary in typical scenarios of professional interaction. Consequently, there is a growing demand for a teaching methodology that effectively expands lexical range and cultivates functional readiness to perform professional speech acts in a foreign language. Russian and international scholars acknowledge the significance of both the thematic and situational principles in language instruction. Nevertheless, the issues surrounding their integrated application in teaching general professional vocabulary to adults within the context of corporate education remain insufficiently explored. This gives rise to the following problem: despite the recognized importance of the thematic and situational principles, there is a lack of a theoretically grounded model for their integration. Such a model would enable the design of adult professional spoken language courses that ensure both the systematic acquisition of vocabulary and its effective application in typical professional communication scenarios. The aim of this study is to determine the efficacy of a methodology for developing adult professional oral speech within corporate education through a course based on an integrated thematic-situational principle.
Research Methods. The research employed the following methods: 1) Modeling, which is instrumental in substantiating and describing the structural-functional organization of the thematicsituational principle in relation to teaching general professional vocabulary to adults. This method is particularly significant during the theoretical analysis stage, enabling the conceptualization of the future course structure as a system of interconnected elements oriented towards solving professional communicative tasks. 2) The comparative-evaluative method, applied to empirical research data, allowed for the identification of factors enhancing instructional effectiveness. It also facilitated the integration of findings from existing Russian and international studies, their correlation with experimental data, and the justification for transitioning to a more comprehensive instructional model. The combined application of these methods enabled both a theoretical reconstruction of the principle under investigation and its practical validation. The triad of “modeling – comparison – evaluation” ensured the integrity of the study and the reliability of the conclusions drawn. A comparison of means is conducted using the parametric statistical method of Student’s t-test. Six parameters of oral speech served as the control objects.
Theoretical Foundations. The thematic and situational principles initially evolved in parallel, complementing one another; their integration into a thematic-situational principle represents a logical progression within the Russian methodological tradition. The thematic-situational principle, which is grounded simultaneously in topic, situation, and speech stimulus, creates the conditions for integrating systematicity with functionality: the adult learner acquires vocabulary and speech patterns as a means of solving professional tasks within typical communicative scenarios.
Results and Discussion. The thematic-situational principle, as the foundation for designing an oral professional speech course, is trialed during an experimental study and demonstrated its efficacy compared to the thematic principle across all controlled parameters. The conducted experimental work revealed that at the initial stage no statistically significant difference (p > 0.05) is found between the Control Group (CG, N = 23) and the Experimental Group (EG, N = 23). In the Control Group, heterogeneous progress is observed. Statistically significant improvements occurred in only two out of the six parameters. A highly significant increase is noted in the parameter use of general professional vocabulary (p = 0.003), and a significant improvement was recorded for communicative success (p = 0.007). Changes in the remaining four parameters did not reach the threshold of statistical significance (p > 0.05). In contrast, the Experimental Group demonstrated progress across all six parameters, with all six values being significantly lower than p < 0.05, and four out of six below p < 0.001. Progress in four key parameters communicative success, speech fluency, speech accuracy, and use of general professional vocabulary reached the highest level of significance (p < 0.001), indicating the pronounced effectiveness of the applied principle in education.
Conclusion. The thematic-situational principle proves to be the most effective approach for the development of adult oral proficiency utilizing general professional vocabulary. This is due to its capacity to leverage learners’ professional experience and address their immediate needs, ensure immediate applicability of the acquired material, and enhance motivation through problem-based and role-play speech stimuli. Prospects for further research are associated with the development of diagnostic tools, sector-specific course variants, and the integration of digital tools for the automated design of situational-thematic communicative forms of instructional interaction.

Importance. The trends of modern language education, as well as the needs of current and future teachers of foreign languages, show that for successful professional activity today it is necessary not only to master several foreign languages, but also to use the professional metalanguage confidently, as well as to have the ability to code-switch between the languages of the linguistic repertoire easily and quickly. These facts naturally entail the need to rethink the component structure of the communicative competence of a modern plurilingual teacher. In this regard, the purpose of this study is to review the concept and redesign the structure of the communicative competence of a teacher who speaks several foreign languages at the same time.
Materials and Methods. Theoretical methods are used, such as the analysis of the research papers, as well as methods of comparison and generalization. In order to verify the applicability of the developed structure of the communicative competence, the selected components are reconciled with the descriptors of the Moscow University educational standard in the field of Linguistics.
Results and Discussion. Key problems that had not been previously considered in this field are solved. Based on the analysis of scientific literature, the characteristics of the identity of a teacher who speaks and uses several foreign languages in their professional activity were clarified, which made it possible to eliminate substantive ambiguity and structure the competence taking into account the traditions and innovations of language education.
Conclusion. Thus, the teacher’s plurilingual communicative competence includes the components of the communicative competence of the native, first, and second foreign languages that make up the speaker’s plurilingual repertoire at the private language level and plurilingual and pluricultural competencies at the integrative level. The data obtained can be used to develop curricula, modules, advanced training courses and trainings aimed at the formation and development of communicative competence among future and current plurilingual teachers. The research perspective is to create a nomenclature of knowledge, skills, and strategies for each of the defined components.

Importance. In modern conditions, artificial intelligence technologies have a significant impact on the translation industry and act as a key factor transforming translation methods, their quality and the structure of professional translator training. Despite significant automation of processes, there is still a need for highly qualified specialists who are able to ensure high-quality translation and at the same time effectively use the latest artificial intelligence tools. The purpose of the study is to analyze modern educational practices for training translators, taking into account the introduction of artificial intelligence, aimed at developing competencies that ensure effective professional activity in the context of digital transformation.
Research Methods. The research methodology is based on an interdisciplinary approach to training translators in the field of professional communication. The empirical basis of the research is the work programs of academic disciplines under the program of additional professional education “Translator in Professional Communication Field”, implemented at Tambov State Technical University, as well as the professional standard “Translation Specialist”.
Results and Discussion. The integration of assignments focused on post-editing machine translation, as well as the introduction of an interdisciplinary approach, contributes to the development of students' critical thinking, technological literacy, and intercultural competence. The practical use of AI tools allows students to focus on creative adaptation and quality control of the translation product, compensating for the limitations of automatic translation systems.
Conclusion. Currently, the training of translators in professional communication should be based on an integrated approach combining classical linguistic knowledge and AI technologies. This approach will ensure that specialists meet the demands of a dynamically changing labor market while maintaining the central role of humans in translation activities.

Importance. Teaching foreign languages to international students is aimed at preparing them for professional intercultural communication. The purpose of the study is to consider cultural and conceptual competence as a key element of the communicative competence of an international student. Within the framework of the developed cultural-conceptual approach, linguacultural information is directly integrated into the language learning process. This prepares specialists for intercultural interaction. The foundation of this training is the development of cultural and conceptual competence as a key element of students' communicative competence.
Materials and Methods. The study was conducted over three years during experimental training at MGIMO, with 344 students participating. The following methods were used: analysis of theoretical literature on the research problem; surveys and interviews with teachers and students; collection and analysis of educational materials; conducting diagnostic and final assessments; mathematical processing of experimental data; analysis and systematization of learning results.
Results and Discussion. Cultural-conceptual competence, which represents a system of knowledge about the conceptual sphere of the country of the studied language and the ability to use this knowledge in intercultural communication, is considered a fundamental component of intercultural competence. The developed competence allows us to judge the mastery of the conceptual space of the German language and the understanding of the Germans’ value picture of the world, embodied in linguistic concepts. The content of cultural-conceptual competence is realized in the following blocks: 1) knowledge about the values of the people, its history, culture, economy, politics, mentality, presented in the content of the concepts studied; 2) skills: to analyze and critically rethink the received conceptual information; to compare new knowledge with the established conceptual sphere of the native language; adequately use knowledge and linguistic means of expression in the communication process; convey to the interlocutor one's own vision of the problem, using his or her conceptual apparatus and system of concepts.
Conclusion. Developing cultural-conceptual competence prepares specialists to decipher foreign cultural meanings conveyed through conceptual systems, and to comprehend explicit and implicit information in messages. and also teach them to express their own arguments in the partner’s terminology in order to convince them and achieve results that meet the interests of the Russian Federation. The development of cultural and conceptual competence is the main goal of foreign language training for students of internationally focused faculties and a condition for their successful professional activity.

Importance. Currently, there are many artificial intelligence tools available, with ChatGPT, Alice AI, and Le Chat being the most effective and accessible for Russian users. However, the potential of these tools in teaching English for professional purposes has not been fully explored. The purpose of this study is to investigate the capabilities of these chatbots in developing educational materials for English language learners studying journalism and monitoring their progress.
Materials and methods. The object of study is the capabilities of chatbots in creating English language educational materials for future journalists, as well as the criteria for evaluating students’ work. The research methods include the analysis and synthesis of scientific literature on the topic, as well as experimental and practical interaction with chatbots such as ChatGPT, Alice AI and Le Chat.
Results and Discussion. Within the framework of teaching professional English, the useful functions of chatbots have been identified, which consist in generating educational materials in accordance with specific educational needs and goals, as well as in creating criteria for evaluating students’ academic performance.
Conclusion. It has been proven that ChatGPT, Alice AI and Le Chat chatbots are indispensable assistants for teachers in creating educational materials to teach professional English and monitor students’ work.

Importance. The use of visual aids in the formation of phonetic skills in a foreign language is of great importance. Traditionally, the practice of developing auditory-pronunciation skills employs such types of visual materials as transcription, word rhythmic patterns, stress marks, intonation contour diagrams, and cross-sectional illustrations of the speech apparatus. This paper introduces a new form of visualization in this field – ultrasound recordings of the tongue during the articulation of Russian sounds in isolated positions and in open syllables with hard and soft consonants. This approach helps address the task of establishing hard-back and soft-front articulatory settings in foreign students.
Materials and Methods. The creation of educational video materials on Russian phonetics utilized a tongue ultrasound machine, the Articulate Assistant Advanced tool for exporting sound synchronized with ultrasound frames, a questionnaire for recording speech material, and the licensed iSpring software for developing the algorithm of an electronic textbook and populating it with the corresponding video recordings and related tasks.
Results and Discussion. As a result of the work carried out, a registered computer program, the electronic textbook on Russian phonetics “Phonetic Video Visualization”, has been created. The textbook was tested in groups of foreign students, while working with bachelor’s and master’s students of the Philological Faculty in the disciplines “Practical Phonetics” and “Practical Phonetics in the Context of Digital Humanities”, and during professional development courses “Teacher of Russian as a Foreign Language.”
Conclusion. Visualizing the dynamic work of the speech apparatus through ultrasound video recordings of the tongue during sound production is an effective means of forming the foundationsof the language’s phonetic base. It allows for a clear representation of essential articulation moments for the target (Russian) language.

Introduction. The systematic application of AI-powered tools in teaching and learning comes after their initially spontaneous and random testing. The growing capabilities of generative AI, coupled with the rapidly expanding AI services market, raise the question of its role in education. At the same time, it stimulates us to reconsider the interaction between the main participants of the educational process, namely teachers and students. This paper aims to determine the role of AI in education, categorizing the types of used AI services and their functional features.
Materials and Methods. We analyzed the application of AI technology in education by continuously sampling practical cases from China, Singapore, the United States, Russia, the European Union and the United Kingdom, which were available on educational organizations’ internet resources. Additionally, a qualitative analysis (content analysis) was conducted on official reports, case studies and practical recommendations dedicated to the use of AI tools in teacher and student activities. The research employs the technology integration framework developed by Ruben Puentedura.
Results and Discussion. The analysis yields insights into the functional areas of the AI tools at schools and universities, including lesson preparation, creation of educational content and assessment tools, support during lessons, educational analytics-based monitoring, course administration, and self-education support. Depending on its function, the AI is positioned as an assistant, classmate, tutor, coach, mentor or educational navigator. There is an educational trend towards the formation of integrated AI learning systems on an institutional level, e.g. ecosystems and e-campuses.
Conclusion. The categorization of AI tools implemented in educational practice demonstrates the wide range of applications available. However, AI still serves as a tool that replaces or complements routine learning and teaching operations within conventional education frameworks and enriches participants with deeper learning analytics.

Importance. In the context of distance education technologies’ development, the search for pedagogically effective forms of their application in teaching professionally oriented disciplines is becoming increasingly significant. In departmental higher education institutions, this task is further complicated by the need to develop in students not only a solid theoretical foundation but also stable psychological readiness for future professional service, the ability to analyze complex extreme situations, and to make prompt decisions under conditions of uncertainty. In this regard, the methodologically grounded use of video materials in the distance learning of cadets, based on effective didactic approaches, is of particular relevance. Purpose of the study is to provide a theoretical and methodological justification and to test the use of video materials in distance learning of cadets at a departmental higher education institution through the application of didactic tools aimed at developing skills of psychological analysis and professional reflection.
Materials and Methods. The study employed analysis of psychological, pedagogical, and methodological literature; participant pedagogical observation; the flipped classroom approach; problem-based learning; and case analysis.
Results and Discussion. The methodological feasibility of using a feature film as a problemanalytical case in a distance learning format is substantiated. A teaching methodology based on a multilevel system of video material analysis (reproductive, analytical, and reflective-professional levels of questioning) is developed and successfully tested. It is established that the consistent application of these didactic methods facilitates students’ transition from information reproduction to psychological comprehension and professionally oriented reflection, promotes the development of critical thinking, and contributes to the formation of a stable professional position.
Conclusion. The use of video materials in the distance learning of cadets at a departmental higher education institution, when integrated with active didactic methods, increases the effectiveness of professional training. The combination of the flipped classroom technology, case-based learning, and problem-based learning with a multilevel system of questions ensures a guided analytical and reflective activity of students and contributes to professional immunity formation to the destructive influence of extremist ideology. The proposed methodology can be applied in teaching disciplines of psychological and operational-investigative orientation.

Importance. The historical experience of establishing a system of socio-pedagogical rehabilitation for children with developmental disabilities in industrial regions of the USSR, particularly in Donbass, remains understudied. This gap limits understanding of the regional specifics of the Soviet assistance model and hinders effective post-conflict programs’ development. The purpose of the study is to identify institutional and substantive features of the rehabilitation system for children with disabilities in Donbass during the 1950s–1980s.
Materials and Methods. The following approaches are employed: analysis of archival materials from the Central State Archive of Public Associations of the Luhansk People’s Republic and the State Archive of the Donetsk People’s Republic; historical-systemic approach to studying the interconnections between economic development and social policy; comparative analysis of data.
Results and Discussion. Three stages of system development are established: 1. Institutionalization (1950s–1960s). Creation of a network of residential institutions under industrial enterprises (‘patronage system”), special schools for children with sensory impairments (shortage of placements for children with intellectual disabilities), reorganization of pedagogical colleges (15 institutions by 1954). 2. Systematization (1960s–1970s). Expansion of neuropsychiatric dispensaries (with predominance of medical approaches), introduction of vocational guidance groups in vocational schools, persistent staffing shortages (1 special education teacher per 120 children in rural areas). 3. Systemic contradictions (1970s–1980s). Dominance of the institutional model (isolation of 78 % of children), formalization of reporting, absence of early intervention (diagnosis after age 7 for 92 % of children).
Conclusion. Key contradictions were identified between declared inclusion principles and the practice of institutional isolation. Regional specificity was determined by industrial logistics (“enterprise patronage”) and consequences of wartime devastation. Historical experience reveals risks including staffing deficits, resource limitations, and lack of family-centered practices. The research findings are relevant for developing modern rehabilitation programs in Donbass, requiring consideration of regional context and minimization of stigmatizing approaches.

Importance. In older preschool-age children with auditory spectrum disorders, motor skills’ development is extremely challenging. Complex motor coordination, including throwing, poses particular challenges in learning and correcting these disorders. The research objective is to develop a method for correcting throwing disorders. The aim of the study is to develop and experimentally test the effectiveness of a method for correcting ball throwing disorders in 6–7-year-old children with auditory spectrum disorders based on the use of joint movements with limited degrees of freedom of the body’s joints.
Materials and Methods. A review of scientific and methodological literature, a biomechanical video analysis of the movements of 6–7-year-old preschoolers with auditory spectrum disorders, a pedagogical experiment, an expert assessment, and pedagogical testing are conducted. The results are processed using mathematical statistics. The method is based on the use of joint movements with limited degrees of freedom of the body’s joints and is aimed at eliminating errors in arm movements. It is implemented over the course of a year.
Results and Discussion. Following a pedagogical experiment, target throwing performance in 6–7-year-old preschoolers in the experimental group is significantly higher than that of children in the control group (p < 0.05).
Conclusions. The use of a movement correction technique for ball throwing in 6–7-year-old children with auditory spectrum disorders contributed to improved expert assessment and coordination development scores.

Importance. The main issue with the insufficient motor regime of students in IT training areas is not their low fitness level, but rather the lack of a consistent internal desire for regular exercise that persists after they complete their university physical education course. The formation of this need requires the creation of a specific educational environment, different from the traditional sportsoriented model. The aim of this study is to theoretically substantiate and experimentally verify a set of pedagogical conditions that will ensure the efficient formation of students’ need for physical activity.
Materials and Methods. Analysis and synthesis of scientific and methodological literature, pedagogical experiment, questionnaire, pedagogical observation, and methods of mathematical statistics are used in the research.
Results and Discussion. It is established that the implementation of the proposed pedagogical conditions (professional contextualization, supportive environment for basic psychological needs, a reflexive-evaluative component) led to a statistically significant increase in the integral indicator of the need for physical activity in the experimental group. There is a significant increase in all components of the need: cognitive (+1.8), motivational-value (+1.7), emotional (+1.8) and behavioral (+2.0). The share of students with intrinsic motivation in experimental increased from 8 to 42 %, attendance from 67 to 89 %. There are minor changes in the control group following the traditional program.
Conclusion. The developed set of pedagogical conditions is effective for the formation of students in IT fields of sustainable, conscious and internalized need for systematic motor activity in the framework of recreational and recreational football activities. The synergetic effect of the conditions ensures the transfer of external motivation into internal motivation, which creates the basis for maintaining the need for physical activity after graduation.

Importance. Despite the extensive body of scholarly literature on the NEP, there are still many questions that require a new reading of the issue, given that the New Economic Policy itself and the broader period of the 1920s contain numerous manifestations and nuances that require historiographical attention. One such manifestation is the Soviet state’s response to the growing influence of the new bourgeoisie on public consciousness during the transition to the NEP. The analysis of this problem allows us to clarify and systematize the state’s activities in this policy segment and, ultimately, to update scientific research.
Materials and Methods. To solve the problems set in the work, the method of historical description is used, which allows, based on the analysis of sources, to systematically and authentically present events and facts related to the problem under consideration and to come to scientifically substantiated conclusions. Attention is focused on the specific manifestations of state policy in this area.
Results and Discussion. The threat of the ideological degeneration of the revolution and, ultimately, its defeat, led the Bolsheviks to develop a system to counter the influence of the new bourgeoisie on society. The central element of this system was the state’s strict political and ideological stance against the revival of bourgeois ideology, which primarily manifested itself in creating a socially-oriented atmosphere of possessiveness. In the 1920s, the state largely managed to maintain control over the ideological situation in society by using propaganda and ideological methods, as well as direct administrative and forceful pressure on society dangerous anti-socialist tendencies that developed during the NEP period.
Conclusion. The results of the study allow us to provide a realistic picture of the state of public consciousness in the 1920s, and to identify specific methods of the state's struggle against the manifestations of bourgeois influence on society.

Importance. The anecdote is a unique historical source for Russian history, reflecting the population's distinctive mentality and a source for studying the history of everyday life. While there have been numerous studies devoted to various aspects of the anecdote, conducted by scholars in various disciplines (history, philology, psychology, and cultural studies), a comprehensive historiographical review of the scholarly and other literature on the anecdote remains lacking. The purpose of the study is to consider the anecdote in the historiographical aspect as a source of studying the history of everyday life in relation to both the imperial, Soviet and modern periods.
Materials and Methods. The study is based on an analysis of monographs, articles, and other published works, as well as dissertations devoted to anecdotes as historical sources or containing fundamental propositions relevant to this topic. The primary research method is historiographic.
Results and Discussion. It has been established that, among the body of work devoted to the anecdote, philological studies predominate quantitatively, but from the perspective of characterizing the anecdote as a historical source, most of these are of little value. Historical works have identified and characterized two main areas of anecdote research: 1) the study of personalized anecdotes dedicated to Peter the Great, Catherine the Great, and Paul I; 2) the study of the “modern” anecdote as a genre of urban folklore and a historical source for the history of Russian mentality.
Conclusions. Despite the considerable amount of research on the anecdote, there are no comprehensive studies that specifically attempt to characterize the Russian mentality and Russian legal consciousness in their static and dynamic forms, based on the study of historical sources such as anecdotes from the 18th to early 20th centuries. The anecdote as a historical source for the history of everyday life is also virtually unexplored.

Importance. The activities of Tambov city authorities, public organizations and institutions, their motives in working to preserve military-historical memory in the urban environment during the second half of the 20th – beginning of the 21st centuries are considered, based on a study of the office documents of Tambov municipal authorities. The relevance of the research is due to the need for a comprehensive study using trends in modern historical science – an interdisciplinary approach to research, political history and historical urbanism – of the activities of Russian city authorities (based on materials from Tambov), understanding the reasons and motives for their decisions to preserve military historical memory in urban toponymy and objects of monumental art during the second half of the 20th – the beginning of the 21st century, which will allow obtaining qualitatively new knowledge on the topic.
Materials and Methods. The methodological basis of the research is based on the principles of consistency, historicism, and objectivity. Comparative historical, historical-typological, problemchronological methods are used. The research is based on such general scientific methods as analysis, synthesis, generalization, and systematization. The main sources of the research are archival materials stored in the funds of the archival department of the Tambov city administration.
Results and Discussion. The analysis of archival sources made it possible to trace the activities of the city authorities in the field of memorial culture for five decades (1964–2015). The features of the ideological work of local authorities on the formation of military-historical memory are analyzed. The patterns and continuity of approaches in the military-historical work of the city authorities at different chronological stages are revealed. The mechanisms of preserving the memory of specific people whose lives are connected with the history of the city of Tambov are investigated. The individual acts of commemoration in urban toponymy, as well as the phenomenon of reverse renaming, aimed at eliminating the ideologized names of the Soviet era are considered. The forms of historical and patriotic information about the objects of urban toponymy and monumental art created during the development of the urban environment are highlighted.
Conclusion. As a result of the study of the problem, conclusions are drawn about a multifaceted approach in the work of city authorities, institutions and public organizations to preserve militaryhistorical memory in the region.

Importance. In today’s globalized world, paradiplomacy plays a crucial role in shaping state-level foreign policies. Exploring how subnational entities engage externally enhances our comprehension of current geopolitical dynamics. Focusing on Austria, whose federal states (Länder) constitutionally manage external affairs, provides insights into regional diplomatic structures and practices. Specifically examining Salzburg, Tyrol, and Vorarlberg offers fresh perspectives on paradiplomatic interactions. The aim of the study is to determine the mutual influence between the Austrian Länder and the federal center on the development of external relations.
Materials and Methods. Case studies analyze collaboration initiatives within Alpine regions and evaluate paradiplomacy’s impact during ethnic conflicts like those in Bolzano. Qualitative content analysis examines official documentation from partnership organizations and project frameworks to assess Länder involvement in interregional collaborations.
Results and Discussion. These findings fill gaps in Russian academic literature regarding Austrian Länder diplomacy. Highlighting subnational actor engagement in pan-European processes is critical yet underrepresented in existing Russian scholarship. The conclusions of the work also have practical significance, as the experience accumulated by the Austrian Länder can be creatively rethought and adapted for application within the framework of the regional policy of the Russian Federation.
Conclusion. Paradiplomacy mechanisms successfully facilitate transboundary cooperation between Austrian Länder and European Union territories. Efforts of the Austrian Alpine Länder focus on addressing ecological challenges while fostering educational advancement and safeguarding cultural heritage. Each Land demonstrates substantial capacity to shape Austria’s overall foreign relations due to shared interests with adjacent nations. Cooperation across Alpine administrative units remains stable, sustained through ongoing collaborative ventures embedded in long-term strategic partnerships.

Importance. Over the past three decades of independence, fundamental transformations in the political and economic systems have led to profound changes in the social environments of the Central Asian countries. Think tanks, as integral components of modern public administration systems, play a significant role in the political processes of the five Central Asian states, which operate under incomplete democratic systems. Concurrently, given the region's strategic role as a key hub connecting Asia and Europe and a vital bridge for Sino-Russian cooperation, analyzing the current status and developmental disparities among these think tanks holds substantial practical value.
Materials and Methods. Based on think tank rankings published by the University of Pennsylvania's research group and supplementary data from five Central Asian countries, 51 influential think tanks were selected for a comprehensive study. Through statistical analysis, text analysis, case studies, historical research, and comparative analysis, this research systematically examines: the current status and characteristics of Central Asian think tanks; their management and operational odels; the approaches and effectiveness of their participation in policy-making processes; the reasons for disparities in their engagement with political processes.
Results and Discussion. Central Asian think tanks can be roughly divided into three main categories: government, academic, and independent. Their funding sources are diverse, and their research covers a wide range of areas. However, the level of development and influence on government decision-making vary from country to country, depending on political institutions and socioeconomic conditions. Additionally, their organizational and operational models are characterized by relative closeness, meaning information on financing and project management mechanisms is rarely available from open sources. The role of these think tanks in national politics can be divided into two areas: direct influence on policy formation and indirect influence through shaping public opinion.
Conclusion. Among the various types of Central Asian think tanks, government-affiliated institutions exert the strongest influence on decision-making, followed by academic entities, while independent ones have the least impact. Nationally, Kazakhstan‟s think tanks hold the greatest influence, with Uzbekistan ranking second, Kyrgyzstan third, and Tajikistan and Turkmenistan demonstrating the lowest policy impact. This hierarchy correlates with each country‟s political openness, institutional maturity, and think tanks‟ integration into governance processes.