The article is devoted to the study of the reception of the archetypal plot about a meeting with a mysterious creature in some fairy tales of Russian writers of the twentieth century, which reveals how differently the folklore and literary traditions evolved in accordance with the artistic tasks set by the writers.

The purpose and relevance of our work are defined by the necessity to explore how A.N. Tolstoy, L.A. Charskaya, M.A. Osorgin rethought one of the archetypal plots in their work, as well as research into national traditions of children's reading and create a more complete history of Russian fiction. The study is based on an integrated approach, including the use of comparative-historical, historical-literary, descriptive-analytical methods.

The artistic images of the fairy tales of A.N. Tolstoy, L.A. Charskaya, M.A. Osorgin are analyzed; their individual-authorial content is determined, reflecting the synthesis of folklore, mythical and realistic plans of the narrative. It is demonstrated that, in accordance with tradition, the primary artistic images, key motifs (meeting with a mystical creature, non-observance of the prohibition and subsequent punishment, violation of the boundary between the human cosmos and the world of evil spirits) and elements of the archetypal plot about the water maiden (mermaid) are preserved in the considered literary fairy tales. It is found that, despite the apparent similarity in the images of the main characters, plot lines, motifs, chronotopes with mythological, folklore, literary canons, the authors, whose fairy tales constitute the material of the study, developed plots and created artistic images that have unique individual qualities and characteristics.

This paper examines different approaches to the study of legal translation and their corresponding research concepts.

The purpose of the study is to identify the essential differences between different research approaches, to compare the semantic features of terminological units in Chinese and Russian, to substantiate the transformation theory as the most effective theoretical and methodological basis of legal translation, to show the pragmatic effectiveness of formal-semantic transformations as a way to achieve translation adequacy.

Methods. The general scientific methods of synthesis, analysis and comparison are used to create an overview of legal translation research. Comparative analysis of terminological units in the languages under study is carried out using definitional analysis, component analysis.

Results. The linguistic and communicative-functional approaches in terms of key parameters have been considered. The main research aspects of the study of legal translation have been characterised. The results of the comparison of legal lexicon in different linguocultures show that non-equivalence of concepts is caused by the divergence of linguistic specificity, inconsistency of concepts according to the legal definition and the presence of culturally specific components. The effectiveness of applying the transformational concept in legal translation has been confirmed.

Conclusion. It is concluded that it is necessary to take into account the specific characteristics of the material to be translated in order to choose a translation approach. It is proved that due to the divergence of word-formation characteristics and grammatical rules of use of legal lexicon of the compared languages, as well as due to the mismatch of legal definitions in different systems of law, it is necessary to apply algorithmic translation operations, which are carried out within the framework of transformation, in order to accurately convey the content of a legal text.

The article is devoted to the features of working with the material of war-themed songs for the purpose of developing sociocultural competence in the context of teaching Russian to foreigners.

The relevance of the study is determined by the need to consider the issues of using war-themed songs for the development of sociocultural competence, which meets the guidelines of modern methods of teaching Russian as a foreign language to master the language in the context of a dialogue of cultures, as well as to form a positive image of Russia in the minds of foreigners.

The purpose of the work is to reveal the didactic potential of war-themed songs in the linguoeducational process, to prove the effectiveness of using such songs as a didactic tool for developing the sociocultural competence of foreign students, to consider the organization of work using this material in Russian as a foreign language classes.

The integration of war-themed songs materials with the aim of improving the sociocultural competence of foreigners was carried out at the South-West State University as part of teaching Russian as a foreign language at the pre-university stage.

In the process of the research, general scientific methods of cognition (analysis, generalization), experimental teaching, as well as the survey method and statistical method were used.

The research material is the lyrics of war-themed songs, the developed system of tasks for them, as well as the results of a survey of students conducted as part of experimental teaching.

The use of war-themed song material in the linguoeducational process with foreign students seems didactically promising for the development of their sociocultural competence. Well-organised work with the selected educational tool within the framework of three consecutive stages (preparatory, main and control) and based on the dialogue of cultures allows us to form and expand the foreigners’ knowledge of Russian traditions, history, Russian mentality, reinforcing their interest in the country, its language, people and culture, contributing to the formation of a positive image of Russia in the foreigners’ minds.

The relevance is determined by the demand for studying the possibilities of VR technologies in the process of teaching the training course «Tourist potential of the Kursk region». In the context of modern education, where traditional teaching methods are often insufficient for full assimilation of the material, the introduction of VR technologies is becoming especially in demand. They are the ones who are able to create an immersive environment that allows students not only visually, but also emotionally immerse themselves in the subject being studied, which significantly increases interest and motivation to study. In this context, the article has practical and theoretical significance. The purpose of the work is to show the place of VR technologies in the development of the students of the training direction 43.03.03 «Hotel business», the profile «Restaurant activity», the discipline «Tourist potential of the Kursk region».

The tasks follow from the research topic and consist in 1) demonstrating the possibilities and advantages of VR technologies in the educational process; 2) evaluating the effect of using VR technologies to form practical skills among students of the 43.03.03 «Hospitality» training area, the «Restaurant activity» profile; 3) formulate proposals for widespread use VR technologies in the educational process.

The research methodology includes methods of analysis, synthesis, comparison and generalization, supplemented by methods of observation, conversation and questioning.

The result of the study was the identification of promising areas of application of VR technologies in the educational process in the study of the discipline «Tourist potential of the Kursk region», which includes the development of methodological recommendations and proposals for the introduction of these technologies into education. Thus, the use of VR technologies can significantly enrich the learning process, making it more interactive and effective. Conclusions: It is difficult to overestimate the place of VR technologies when students master the discipline «Tourist potential of the Kursk region». They are the ones who are able to qualitatively demonstrate regional tourist resources through interactivity and visualization.

The article is devoted to the linguacultural aspect in teaching Russian as a foreign language. Inclusion of authentic unadapted fragments from fiction and journalistic works as an educational text in the practice of teaching Russian as a foreign language contributes to the development of linguacultural competence of foreign citizens studying at Kursk universities.

The relevance of this study is determined by the formation and development of linguacultural competence and adaptation of foreign citizens in the conditions of a new sociocultural environment.

The object of the study is the cultural landscape of Kursk region, presented in E. I. Nosov’s stories and essays of.  The purpose of the study is to develop a lesson model with the inclusion of unadapted fragments from

1. Nosov’s works, characterizing Kursk cultural landscape, contributing to the understanding of the cultural and value space of the region and the adaptation of foreign students in the conditions of a new linguaculture.

The study used the methods of modeling and description, pedagogical observationand the questionnaire method.

The authors of the study developed a questionnaire that involves analyzing the understanding of non-adapted text fragments by foreign students, their understanding of the landscape features of Kursk region.

As a result of the survey conducted based on the results of working with fragments from E. I. Nosov’s works, the understanding of the natural uniqueness of Kursk region and the attitude towards the natural landscape of foreign students were clarified.

The purpose of the study. In modern society, the ability to resolve conflicts is one of the key indicators of success. Two or more parties are always involved in a conflict, each of which has its own strategy of behavior. The choice of strategy depends on the specific situation, goals and interests, as well as the value orientations of the parties. The purpose of our work is to study the influence of students' value orientations on the choice of a conflict behavior strategy, which will help to better understand how students make decisions in conflict situations and how to achieve a mutually beneficial result while maintaining relations between the parties. In our work, we investigated the students' value orientations, preferred strategies of behavior in conflict and revealed the relationship between these indicators.

Methods. We used the following diagnostic techniques: Thomas-Kilmann Conflict Mode Instrument (TKI) test to identify the leading strategy of behavior in conflict, Portrait Value Questionnaire (PVQ-RR) by Sh. Schwartz in adaptation by T.P. Butenko, D.S. Sedov, A.S. Lipatov; Pearson rank correlation coefficient.

Results. In the process of empirical research, it was revealed that the values associated with group relationships (benevolence, sense of duty), independence, the ability to make decisions themselves, security and hedonism are significant for students. According to the results of the study, the least significant values for students were power and dominance. A moderate positive relationship was found between the strategy of rivalry and orientation to power, dominance, between the strategy of adaptation and orientation to interpersonal conformity, tolerance. A moderate negative correlation was found between the values of "power", "independence" and the strategies of "adaptation", "compromise".

Conclusion. Thus, the relationship between students' value orientations and conflict behavior strategies has been empirically discovered and statistically proven. The leading strategy of behavior in conflict among students in our study was compromise, which is explained by the expression of the values of benevolence and tolerance.

Purpose of the study. Modern social media create a fundamentally new format for identity formation, which requires comprehensive study. The purpose of this work was to theoretically substantiate and empirically study the features of the formation of sociocultural identity of modern youth and to analyze the specifics of the influence of mass media and the digital environment on this process.

Methods: collection and analysis of information on this topic, diagnostic survey, questionnaire. The experimental study used the “Methodology for determining sociocultural identity (OSCI)” by O.V. Krupenko, O.V. Frolova, and J. Vinny’s “Civil Identity” method as modified by M.V. Shakurova, methodology “Types of Ethnic Identity” by G. U. Soldatova and S. V. Ryzhova, questionnaire “The Influence of the Media on the Formation of Public Opinion.”

Results. The formation of a person’s sociocultural identity is currently carried out in the context of a new sociocultural reality, which is formed under the influence of the constant development of digital technologies and the large-scale information influence of the mass media personality. A special role is given to Internet platforms, instant messengers, systems for searching and transmitting information, which have become firmly established in everyday life and influence the sociocultural identity of the new generation. Digital technologies become the basis for the formation of a new type of culture and communication and indirectly determine the specifics of a person’s selfidentification. The formation of sociocultural identity of young people can be both a process of conscious choice and adaptation to cultural values and norms, and the result of the influence of external circumstances and the spontaneous influence of the sociocultural environment. Young people form their sociocultural identity under the influence of various factors, but the most significant for them are Internet resources, social networks, and the media. In the process of empirical research, it was revealed that currently the influence of the media on the formation of personal identity is extremely great, since modern society is increasingly dependent on the media, which determine values, beliefs and ideas about the world, contribute to the creation of social images and stereotypes that largely determine how people see, evaluate and represent myself and others.

Conclusion. Currently, the process of personal self-identification is changing significantly. A significant role in this is played by mass culture, the development of new forms of communication and changes in cultural practices, including practices of remote and virtual communication and interaction. Mass culture, media and digital culture have a diverse impact on the self-identification of modern youth. Modern mass media and the digital environment allow young people to receive information about themselves and the world around them much faster than before and to the fullest extent possible. Social media, blogs, video sharing and other platforms allow youth to create and promote their image, share their ideas and beliefs, and build their own online identity. However, negative consequences of the influence of these factors are also possible, for example, the formation of negative stereotypes, the creation of distorted or false forms for identification.

Reforming law enforcement agencies is certainly an important stabilizing factor. The reform of law enforcement agencies, although important, cannot be the only tool for fully optimizing the moral and psychological component of the work of employees. However, despite its importance, it is not able to fully solve the problem of optimizing the moral and psychological component of official activity. Studying the features of interpersonal conflicts among employees of the penal correction system is an important and necessary step to improve the efficiency of this system and preserve the mental health of its representatives. In modern realities, there is an increase in the number of conflicts in the staff of the penitentiary system. This phenomenon is caused not only by the high level of stress and tension at work, but also by the difficult situations that employees face in the course of their professional activities.

The diversity of opinions, approaches to the performance of official duties and differences in the characters of the participants also contribute to the emergence of misunderstandings. For successful conflict resolution, it is extremely important to openly discuss emerging issues, rather than hide them. This allows you to create conditions for a constructive dialogue. Using conflict management techniques and developing communication skills can significantly improve the atmosphere in a team. The formation of an environment of mutual understanding and interaction contributes to the development of cooperation and, ultimately, increases the overall productivity of work.

Objective: to study interpersonal conflicts among employees of the penal system in order to determine the main reasons contributing to the development of conflicts. Relevance. The study of the psychology of conflicts contributes to the understanding of the main mechanisms underlying interpersonal contradictions. This knowledge, in turn, provides opportunities for creating effective strategies aimed at their resolution and mitigation of negative impact. Employees of the penal system work in conditions of increased stress, instability and risk. This can lead to increased conflicts and negatively affect the work of the team. Employees of the penal system are responsible for the safety of both prisoners and their own safety. Frequent conflicts lead to a deterioration in the psychological state of employees, an increase in stress and fatigue, as well as problems in their personal lives.

Studying the characteristics of interpersonal conflicts will help develop effective methods for their prevention and resolution, which will increase the stability and efficiency of the penal system. The empirical study examined the socio-psychological characteristics of interpersonal conflicts among employees of the penal system. At different stages of the study, the following methods were used: theoretical analysis of scientific research; organizational methods; empirical methods: observation, psychodiagnostic methods.

Today, billions of users from all over the world are connected to the World Wide Web. A modern user has virtually unlimited and free access to the Internet, which has become an integral part of our daily lives. Even though the tool has its advantages, it comes with certain «hidden traps», one of which is an excessive reliance on staying within this network. This issue is referred to as «internet addiction» or «problematic internet use». The «Internet addiction» phenomenon is most commonly observed among teenagers and students. The majority of students are vulnerable to internet addiction. The reasons for developing such addiction include persistent overuse of the internet and the inability to disengage from it in a timely manner. Personality traits, such as age, psychological, individual and social factors, are also considered to be significant. They play a crucial role in the development of internet addiction. Individuals with a pronounced internet addiction are often characterized by a lack or complete absence of social connections in their lives, poor communication skills, loneliness, and various psychological issues. Psychological research on internet addiction has yielded conflicting results: some studies indicate that people suffering from this condition are prone to depression, while others suggest that the correlation between the two is negligible. In order to prove or disprove these statements, we organized a preliminary empirical study in which we studied the degree of manifestation of depressive states in student youth suffering from Internet addiction.

In our study, we hypothesized that students who suffer from Internet addiction are more likely to develop depressive states than those students who do not have this addiction. To conduct the empirical study, we used the following methods for psychological diagnostics: 1. The Chen Internet Addiction Scale (CIAS), which was developed by the Chinese scientist S. Chen in 2003; 2. The Beck Depression Inventory-II, developed by the American psychiatrist and psychologist Aron Beck in 1961.

This study involved students studying at the Federal State Budgetary Educational Institution of Higher Education «Southwest State University» in Kursk, groups YUR-33b (humanitarian direction of training) and KS-21b (technical direction of training). The total sample was 50 people aged 18 to 21 years.

In the recent past, it was considered that a qualified specialist should have a set of professional skills corresponding to his specialization. But the ongoing processes of modernization, globalization and digitalization of society have led to a completely different situation: the success of an employee is determined not only by his qualifications in a specific professional activity, but also requires the development of other qualities called soft-skills. The demand for mobile and flexible workers who can easily adapt and adapt to the market system is growing year by year. However, many young professionals face the problem of a lack or insufficient elaboration of flexible skills, which makes it difficult to successfully move up the career ladder. In this regard, when implementing the educational process at the university, special attention should be paid to the development of not only professional, but also soft-skills that will help graduates quickly adapt to the profession. The demand for soft-skills has actualized the search for optimal and most effective ways to develop these skills for professional activity.

The analysis of the results of the empirical study made it possible to determine the current level of formation of students' soft-skills. The subject of the study was such softskills as communication, teamwork, critical thinking, creativity, and emotional intelligence.

The increased interest in the problem of emotional burnout of teachers is associated with high staff turnover in educational institutions. Research shows that common reasons for leaving are emotional burnout and professional deformation. The purpose of the study is to study the peculiarities of the relationship between emotional burnout and socio–psychological attitudes of the individual at various stages of the subjectogenesis of young teachers. It was attended by 64 teachers of higher education from the Federal State Budgetary Educational Institution of the KSMU of the Ministry of Health of the Russian Federation and Southwestern State University aged 22 to 36 years, with professional experience from one year to 13 years. In accordance with the criterion of the duration of professional activity, three experimental groups were formed (young teachers with a length of service up to 5 years; young teachers with a length of service from 5 to 10 years; young teachers with a length of service over 10 years) from higher school teachers. Observation and conversation were used to collect data, as well as standardized methods for diagnosing sociopsychological attitudes of personality and emotional burnout. The results were processed using the computer program "Statistica 10.0". It has been empirically proven that all young teachers of higher education are susceptible to emotional burnout, but the greatest number of existing symptoms and the formed phase of "Resistance" are observed in young teachers with 5 to 10 years of experience. The features of the structure of socio-psychological attitudes of young teachers are revealed: process orientation and with an increase in work experience, altruistic orientation, decreased reflection, difficulties in controlling emotions are observed. main catalysts of emotional burnout with less than 5 years of work experience are immersion in work and focus on the process; from 5 to 10 years are caution in actions and selfishness; more than 10 years are entering into social contact.

The relevance of this study is determined by the fact that conflicts, as a social phenomenon, are quite common in educational institutions. The school acts as a leading social institution in the process of training and educating the younger generation. In this regard, the student, even without being a direct participant in the conflict, can feel its negative consequences and thereby internalize negative behavioral stereotypes. The team of teachers faces a particularly acute problem of finding constructive ways to resolve conflicts, which in turn can negatively affect not only the personality of the students themselves, but also the educational process as a whole.

The purpose of this article is to study the relationship between conflict behavior and individual personality traits of subjects of the educational process.

Thanks to the conducted psychological experiment, definitions of the concepts of subjects of the educational process (teacher and student) were given; the features of the course of conflicts in the primary school teacherstudent dyad are highlighted and characterized; the role of the individual characteristics of a teacher’s personality in the educational process is considered; An empirical study of the relationship between conflict behavior and individual personality traits of a teacher was conducted; the features of the individual properties of students were analyzed through the prism of the teacher’s behavior style; An analysis of the results of an empirical study of the relationship between conflict behavior and individual personality traits of the teacher and student was carried out.

The following methods were used in the study: the «Questionnaire for determining team leadership style» method by A.L. Zhuravleva; methodology «Personal aggressiveness and conflict» E.P. Ilyin and P.A. Kovaleva; Bass-Darkey Hostility Inventory, BDHI.

In the presented psychological study, various methods of analyzing the information obtained were used, including qualitative and quantitative approaches, as well as mathematical methods of data processing.

In the modern socio-cultural environment, the relevance of the problem of the impact of individual self-assessment on the formation of professional identity during adolescence is of great importance. This is due to the fact that it is during this period that active formation of self-awareness occurs, when young people begin to realize their strengths and weaknesses, as well as determine their life priorities and goals. Individual self-esteem plays a key role in this process, since it is the ability of the subject to form a concept of his own "I", to analyze his own actions, and also to evaluate his skills, abilities and personal qualities. A high level of self-esteem can contribute to more confident steps in choosing a profession, while low self-esteem can lead to uncertainty and difficulties in professional self-determination.

The purpose of the study is to identify the relationship between the level of self-esteem and professional self-determination among high school students.

In this paper, a bibliometric analysis of the problem was carried out, as well as an empirical study was carried out, which made it possible to better understand the relationship between these phenomena. To achieve the objectives of this study, various methodological approaches were used, among which the systemic, socio-psychological and axiological ones stand out, with special attention paid to the humanistic principle, which became the basis for the analysis and interpretation of the data obtained. Empirical methods, such as observation, questionnaires and psychodiagnostic methods, played a key role in collecting data, which made it possible to obtain complex and multifaceted information about the influence of self-esteem on the formation and development of professional identity. Thus, the combination of various methods and approaches provided a more complete and profound understanding of the problem under study.