The relevance and feasibility of this study are determined by the absence of serious, scientific research, as well as teaching materials, when it comes to the use of Augmented Reality (AR) in teaching students and future teachers Descriptive Geometry, Engineering and Computer Graphics (DGECG). The purpose of the study is to examine the current state of knowledge and practice of existing courses, which use the AR concept; to conduct a pedagogical experiment by teaching students how to create an information model of a building structure using the AR concept; to study the impact of the AR technology on students, lecturers, on the quality of students' design works and project presentation. The research methods used were a set of various, complementing each other methods, which can be divided into two groups: 1) theoretical: analysis of the teachers' and psychologists' works on the point of the research, analysis of methodological and educational literature; empirical: observation, statement, pedagogical experiment. The authors synthesized qualitative and quantitative AR research in the field of education. A team of students from Saint-Petersburg Mining University, Kazan (Volga region) Federal University and Financial University under the Government of the Russian Federation solved a design problem using AR and created an informational 3D-model of the structure. Existing methods of teaching students were supplemented and updated by the method of graphical presentation of the results, with due regard for AR-technologies. It has been found that at the present moment, the concept of AR has gained popularity not only among designers and planners, but also among schoolteachers, as well as among teachers at engineering universities. The absence of scientifically substantiated and proven programs and training materials for training students of DGECG using AR has also been confirmed. The necessity of further scientific research in the field of AR for DGECG has been substantiated. The article materials could prove to be useful for lecturers, schoolteachers and parents.

The coronavirus that emerged in Wuhan, China, in 2020 has affected the world and become a global pandemic. All systems in the world are in place to prevent the spread of the pandemic. The education system is one of those systems. Schools are closed to prevent the spread of the virus and to allow a mandatory transition to emergency distance education. The development, change, and difficulties that occurred in the education system in the Northern Cyprus (NC), the Republic of Turkey(TR), and the Russian Federation(RF) during the distance education process were brought together and compiled in the study. This study aims to investigate the reflections of the COVID-19 pandemic, which has affected the whole world, on the educational process in the Northern Cyprus, the Republic of Turkey, and the Russian Federation and to make suggestions for the development and improvement of distance education in these countries based on the information obtained. As a result, it was found that similar studies have been conducted for primary, secondary, and higher education. The implications of this study suggest that there were difficulties in all three countries in planning online courses and adapting students and teachers to this process. However, precautionary measures and the shift of face-to-face classes to a hybrid or fully online format showed success in combating the health problems caused by the pandemic, resulting in classes continuing without interruption.

The purpose of this study is to develop and validate the evaluation indicators of teaching. The relevance of the present study is due to the problem of improving the quality of school education in the Russian Federation by means of renewal of the content of general education, provided by the RF State program "Development of Education for 2013-2020". The vectors of updating are determined by the tasks of transition to the democratic and constitutional state, the market economy, the need to overcome the dangers of the country lagging behind global trends of economic and social development and, what is the most important, by the growing influence of the human capital on the economy of the country. The aim of this study is to identify the level of readiness of teachers to implement innovative forms of educational activities into the educational process with the help of the analysis of the responses of mathematics teachers to reflexive questions. The presentation of lessons with innovative forms during the methodical workshop and the systematic analysis of the experimental data are the main technologies. As a result of the experimental study, conducted in 2015-2017 in the Kirov region with a group of 71 mathematics teachers we can present the experience of the implementation of innovative organization forms of educational process and summarize the results in the form of the subjective reflective assessment. The article justifies the high level of pedagogical readiness of mathematics teachers to introduce innovative forms of organization of educational activities such as: event-based learning, adaptive teaching, 'bring your own devices', computational thinking, and stealth assessment.

Nutrition is a natural human need. The lack or absence of products affects all vital functions of the body, primarily maintaining health, working capacity, and childbearing. One of the first tasks of the state at all times is the task to provide the population with essential goods, and, above all, with foodstuff. However, in difficult periods for the state, such as on the eve and during the Great Patriotic War (1941–1945), providing the civilian population with food constituted a difficult task for our state. In the presented article, the authors has made an attempt to study the process of providing the urban and rural population of the rear region – the Republic of Tatarstan – with food on the eve and during the Great Patriotic War and fill in the gaps in this problem by the means of analyzing published and unpublished sources.

Аннотация актуальность исследования данной проблемы обусловлена необходимостью определения технологий, стратегически значимых для развития высшего педагогического образования. Цель исследования: на основе анализа проблем подготовки учителя выделить совокупность технологий, обеспечивающих качество педагогического образования в университете. методология исследования строится на концепции «ключевой компетентности» гэри Хэмел, согласно которой сначала необходимо разработать матрицу проблем, затем определить стратегии управления. в работе использованы методы анкетирования, интервьюирования, анализа и сопоставления, методы обобщения результатов статистики, результатов обучения. типология а. и. пригожина развивает концепцию ключевой компетентности и выделяет проблемы назывные, причинно-следственные и др. новизна исследования заключается в том, что на основе полученной матрицы определена совокупность технологий педагогического образования, а также психолого-педагогические условия реализации технологий на уровне бакалавриата, педагогической магистратуры, профессиональной переподготовки работников образования; разработана организационно-педагогическая модель реализации технологий в условиях классического университета. результаты внедрены в практику в виде учебных планов профессиональной переподготовки, содержания дисциплин, образовательных программ в Казанском (приволжском) федеральном университете. ключевые слова: технологии, педагогическое образование, матрица проблем, модель.