Abstract. The mobility of students and teachers plays a significant role not only as a tool of integration of the universities into the international educational space. Today, the ranking of academic mobility is considered as one of the performance indicators of universities. As a factor, contributing to the formation of a qualitatively new workforce, able to take its rightful place in the national economy and the global labor market, academic mobility is not so much necessary as inevitable process. In this work, will be consider the problems of development and ways of modernization and improvement of educational exchanges between Belarus and China. Also there are will be proposed a new model for development and improvement of current educational exchanges between Belarus and China. I will suggest the implementation of a Triple Helix Model into educational exchanges, where all three structures-government, university and business-will integrate with each other through innovations. In this model, all three institution spheres cooperate closely, and obtain the best results for all parties. This model will contribute to the development and improvement of educational exchanges, regions and overall economy of the two countries.

Abstract. Today the dynamic of Belarus-China educational exchanges rapidly increasing. With the spreading globalization increased the integration of the universities into the international educational space. One of the main roles in such cooperation plays a mobility of students and teachers. Educational exchanges contribute to the formation of a qualitatively new workforce, able to take its rightful place in the national economy and the global labor market. In this work, will be considering the weaknesses of current and prospects for future development of Belarus-China educational exchanges. Also there are will be presented a Belarus-China platform of specialties. That platform was created on the base theory of the triple helix model where all three structuresgovernment, university and business integrate with each other and create innovations. Such platform of specialties will contribute to the development and improvement of educational exchanges and regions of China and Belarus.

This study aims to explore the types of learning strategies used by language teachers in EFL classrooms. Additionally, it investigates how language teachers utilize technology to engage EFL students in cognitive and metacognitive activities that facilitate foreign language learning. The study employed a mixed-methods approach, involving 48 language teachers (29 males and 19 females) from two private universities in southern Amman. The participants were divided into two groups based on their specialty majors (English Language and Literature and English Language and Translation). They completed a survey and participated in a focus-group interview. The findings of the study indicated that language teachers in EFL classrooms found tablets and laptops to be the most effective learning strategies. Additionally, the study did not identify any statistically significant gender-related differences in the application of these strategies. However, it was observed that summarizing and evaluating were the most frequently utilized strategies by language teachers in EFL classrooms. Furthermore, the study highlighted that the absence of learning technology, such as tablets and laptops, in EFL classrooms has a negative impact on instructional delivery and consumes time. These learning technologies are considered cognitive tools that enhance language learning.