The existing modern trends, associated with the need for a wider inclusion of children with disabilities in society, actualize the problem of the formation of inclusive competence of teachers, and the teachers of foreign languages are not an exception. We should start the process of development of this professional competence at university level. The article aims to state the importance of the acquiring inclusive professional competence in teaching children with special educational needs by university students, studying at the department of foreign languages, through profession-based volunteering. federal state educational standard of higher education provides the universities with the list of necessary competences that should be developed in educational process. These competences can be divided into groups: general, basic, special and specific competences. The object of the research is the process of inclusive competence development of future foreign language students of Murmansk arctic state university through profession-based volunteering. The article analyzes the results of the survey conducted in Murmansk arctic state university.

The article focuses on the problem of developing interactive and autonomous skills of the future teachers of foreign language and culture within the university educational programme. The study evaluates the effectiveness of interactive activities in promoting learners' autonomy of pre-service teachers in the course of English language and culture studies at university and provides teaching tips for implementing the interactive model in language teachers' education. The research adopted a pretest-posttest quasiexperimental method design and the effectiveness of interactive language classroom model was measured against a traditionally taught class with the help of self-evaluation charts based on a Likert-type scale. The findings of the experimental teaching revealed a higher level of self-beliefs of respondents of the experimental group about the development of their autonomous skills and professional confidence in their education in foreign language and culture, which indicated the effectiveness of interactive activities in developing learners' autonomy and a correlation between interaction and autonomy in linguistic and cultural studies. It was concluded in the experimental study that autonomy as a personal characteristic can be developed through interactive practice in and outside the classroom, and the interactive model of teaching can be successfully integrated into the concept of autonomous language and culture studies.

The importance of correct English pronunciation is growing due to its central role in communication and the speaker’s identity. Non-native English speakers lack a natural linguistic environment and tend to carry articulation rules and intonation from their mother tongue. Modern conditions of the fast-paced world require a revision of the forms and methods of the educational process. Teachers should engage students in independent and individual work at classes, increase the use of practical and research tasks. Information technologies in the teaching process at different levels of education (both school and university) change the roles of all participants in the educational process. Thus, teachers are given more opportunities to improve their work, and students are taught a foreign language at a higher level. The article aims to state the advantages of using multimedia technologies as an educational tool in teaching English practical phonetics and to find out university students’ attitude to it. The object of the research is the benefits of working in a language laboratory, equipped with Rinel-Lingo (a multimedia language programme to train phonetics of a foreign language of university students). The article analyzes the results of the survey conducted in Murmansk arctic state university.

This article is motivated by the topicality of the development of professional competencies of bachelor students. Most of the literature concerning volunteering does not focus on the possibility to incorporate volunteering into the university curriculum. In contrast, this article's main goal was to study university students' attitude to "equating" profession-based volunteering for the internship. Following the goal, the authors had the following objectives: having studied the regulatory framework of volunteering, find if it was possible to combine volunteering with an internship as part of the education process and identify the potential of student volunteering. Authors described the regulatory documents governing volunteer activities, analysed the measures to support volunteering in Murmansk region, and identified the specifics of volunteer activity in an educational organisation (MASU) that law students can do in the framework of university departments or student unions. Based on the analysis of the survey results of 102 bachelor students of Murmansk Arctic State University (Murmansk, Russia), the authors concluded that profession-based volunteering is appealing to university students and helps them acquire professional competencies, which made it possible to count volunteering as internship training. Since internship can occur in an educational organisation or an organisation suitable to the competencies the student must develop, an internship in a volunteer organisation is technically possible since such an organisation is also subject to state certification. To assess student internship prospects in volunteer organisations, this option must be legally formalised for volunteering students. We suggest that including that amendment into legislation will help educational strengthen relations between non-governmental organisations and universities.

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