The article aims at determining the specifics of legal consciousness of Russian youth, as well as to determining the ways and possibilities of developing mechanisms for its development. For this purpose, two surveys were conducted: firstamong 30 experts in the field of human rights and freedoms and secondamong 800 respondents aged from 14 to 25 years from 15 regions of the Russian Federation. Characteristic features of legal consciousness of modern students as a subjective factor of reflection and construction of social and legal reality are allocated and described. The levels of formation of the rights consciousness of University students were revealed; the specificity of the legal consciousness of young people depending on the spheres of life (household, business, civil) was revealed; the mechanisms for the correction of legal consciousness in terms of higher education are presented. The results showed that the majority of respondents have an adequate understanding of human rights and freedoms, but a significant proportion of respondents do not have a solid legal knowledge and even refer to the Constitution such rights and freedoms that are not only not provided for in it, but are contrary to the norms of a democratic state.

Introduction. The high demand for specialists in the area of physical education and sport with the teamwork skills, capable of addressing the problems effectively, communicative, resourceful, able to think creatively etc. and insufficiency of pedagogical conditions for physical training “soft skills” development in a higher school bring into focus the search for pedagogical possibilities including foreign language education potential. Justification and implementation of effective pedagogical conditions for physical training bachelors’ “soft skills” development when studying a foreign language within classroom and extracurricular work would resolve the problem. Materials and methods. The experiment on the testing of the pedagogical conditions was held in the Institute of Physical Training, Sport, Health and Safety in the Bunin Yelets State University in 2020–2021. For the research the students of the first and second years were chosen (n=68). The estimation of the students’ soft skills development level was carried out on the basis of theoretical analysis, synthesis, pedagogical observation and testing. The statistical significance of the results was approved with the χ2 Pearson test. Research results. The analysis of quantitative and qualitative data of the experiment showed a significant improvement of physical training bachelors’ ”soft skills” during foreign language studying through creating special pedagogical conditions (χ2 = 11,813> χ20,05). Discussion and conclusion. For the first time pedagogical conditions for physical training bachelors’ “soft skills” development during foreign language studying were justified and implemented on the basis of system and activity, subject-centered and context approaches. Pedagogical conditions imply the learners’ awareness of relevance of communicative, management skills, effective thinking and self-management; structural changes in a foreign language practical lesson, classroom and independent learners’ work. Under these conditions study guides can be developed; they can implement innovative pedagogical practices aimed at providing learners’ personal characteristics development as a predictor of a graduate’s professional success and competitiveness.

The relevance of the present issue is caused by a strong need of higher education practice in scientific and methodological provision of a future teacher's intellectual and creative skills development in the multicultural educational sphere. The aim of the article is to justify scientifically the procedural essence of pedagogical technology of learners' skills development in a higher pedagogical school. The main method of the research is conceptual and terminological analysis, as it helps to define key terms "intellectual and creative skills" and "system and prognostic thinking". On this basis the author reveals the essence of future teacher's intellectual and creative skills development, presents a pedagogical technology including theoretical, empirical and reflexive phases which are carried out through the mechanisms of goal-setting, practical exercising and reflection. The author works out motivation and cognitive, activity and reflexive criteria and indicators which are objective, universal and sufficient for correct fixation of qualitative changes in the level of future teachers' intellectual and creative skills development. The technology created by the author helps future teachers create and carry out new ways of influence on their pupils, perceive the educational process as a dynamic sphere of open tasks. The research materials can be used during future teachers' studying in a higher pedagogical school and advanced training.Key words: intellectual and creative skills, system and prognostic thinking, technology of working on a pedagogical problem, higher pedagogical school.

Introduction. The necessity of master’s degree students’ creative activity enhancement during their future professional activity of a foreign language teacher in a higher school simulating and insufficient development of a technological aspect of the problem highlight the search for perspective pedagogical ways, among them on the basis of immersion technology. The aim of the research is to develop and implement master’s degree students’ creative activity enhancement experimental program which discovers methodological and technological support of the process studied and also identification and scientific justification for pedagogical conditions for its effective implementation. Materials and methods. 68 master’s degree students of the first and second courses of Voronezh state pedagogical university and Bunin Yelets State University (Russian Federation) participated in the pilot study. The level of master’s degree students’ creative activity was diagnosed on the basis of K. Zamfir’s method (A. Rean’s modification) of studying professional activity motivation; V. I. Andreev’s test “Self-development and self-education abilities assessment”, the authors’ questionnaire; the method of expert assessment; the method of self-evaluation and portfolio’s developments. The data processing was carried out on the basis of the χ2-Pearson statistical test. Research results. The first developed program of education master’s degree students’ creative activity enhancement on the basis of system, personal and activity oriented, professionally oriented approaches and identified pedagogical conditions for its implementation using the immersion technology potential allow to develop deliberately and gradually motivational, cognitive, activity oriented and reflexive component of creative activity. Effectiveness and appropriateness of the authors’ program and pedagogical conditions for education master’s degree students’ creative activity enhancement were proved (χ2 = 9.460 > χ20,05). Conclusion. The program predicts a tutorially methodological set development contributing to organization and technique support of education master’s degree students’ creative activity enhancement.

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