This article deals with the problem of the culture of professional self-realization of Russian students in the process of university education at the present stage. The role of information and communications technologies is revealed, in particular the interactive technology of self-regulation developed by the authors, as a necessary pedagogical condition for the successful professional self-realization of students. The paper describes the interactive technology of self-regulation formation used in teaching a foreign language in order to improve the educational process. The paper provides an analysis of the current state of the classroom educational environment in teaching a foreign language in order to determine the possibilities of improving the educational process. The main goal of the interactive technology of self-regulation formation is to optimize and intensify the activities of students in the classroom and extracurricular activities. The interactive technology of self-regulation formation in a nonlinguistic university was applied in the proposed work. Special attention was paid to the problem of structuring and the algorithmization of independent work. Ways for increasing interactivity are revealed, and an algorithm for teaching and speech actions in interactive mode was developed. It was established that the introduction of structured algorithmization using the interactive technology of self-regulation formation could be effectively used for teaching poorly prepared students. It has been established that the culture of professional self-actualization for modern students is directly dependent on the quality of online interaction with a university teacher. It was revealed that it is the student's awareness of the objectives of learning interaction and ways for its implementation that allow him to competently perform his academic work, which in turn contributes to the actualization of personal professional qualities that are required by a university graduate for successful implementation in the future.

This paper addresses the problem of the formation of the self-regulation of educational activities of students studying in a technical university. The purpose of this paper is to discuss the problem of the self-regulation of educational activities of students, presenting data from an experimental study of students’ self-regulation. Special attention is paid to the distinction between the terms self-control and self-regulation. This paper presents data on the state of self-regulation among students studying technical specialties. The research methodology is based on the theoretical analysis of the results of scientific works, which present the main provisions on the formation of students’ self-regulation. The research methods include questioning and a methodical experiment. The stages of the formation of students’ self-regulation are highlighted, and the main directions of teachers’ work on the formation of students’ self-regulation are determined. The structure of self-regulation is described and the condition for its formation is justified using the technology of self-regulation formation. Based on the study, students’ self-regulation is linked to the awareness of their professional and personal goals, as well as to the level of regulatory and reflective qualities. Personal and professional self-improvement in the process of vocational education depends on the level of the formation of regulatory and reflexive qualities.

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

Academic mobility is becoming increasingly popular for students and provides great opportunities to communicate with other people, get useful knowledge and experience and practice using a foreign language. Education abroad includes listening to lectures as one of the most common way of presenting information. Thus, students need preparation to understand foreign lecturers and be successful in their studies. Having studied 30 online lectures from diverse MOOCs, the authors identified that their structure is similar to traditional lectures. Consequently, the research was done with the use of academic lectures from the MOOC «Thermodynamics» to teach the experimental group of students from Peter the Great St. Petersburg Polytechnic University. For conducting the research the authors used a pedagogical experiment and descriptive statistical methods to analyse data received (T-statistics, chi-square and Fisher’s test). As a result, students from the experimental group showed better findings of listening comprehension skills with the average score of 65,5% compared to 44,4% of the control group. Moreover, the experimental group showed improvement in listening comprehension skills from the average score of 43% at the initial stage to 65,5% at the end of the experiment proving the effectiveness of learning activities the authors designed and used.

The article substantiates the need to develop a holistic state financial policy for the Arctic regions of the Russian Federation, including budget, tax and customs instruments for implementing this policy in the current economic conditions. The current financial policy system of the Russian Federation does not take into account the specific conditions of the development of the Arctic, it does not include special measures of state supervision aimed directly at supporting and stimulating the socio-economic development of the Arctic region of the Russian Federation. For Russia, investment projects in the Arctic are not just hydrocarbon production projects on the continental shelf. These projects are designed to ensure national and economic security, develop infrastructure, mineral resources, Arctic production and improve the standards and quality of life of people, including indigenous peoples of the North.The author emphasizes that currently the mechanisms for implementing the state financial policy for the Arctic zone of the Russian Federation in terms of the scientific development of the region, the need for financial resources in the priority areas of the development of the Arctic, ways of attracting them and use efficiently, are not working effectively. A method of forming the state financial policy in the Arctic region of the Russian Federation is proposed to ensure sustainable socio-economic development in strategic macro regions and to increase the effectiveness of the implementation of the Arctic policy. The article outlines the consistent formation of the mechanisms for regulating macro-regional development, which can take into account the impact of financial investments on the development of the Arctic, resource utilization factors, risk and efficiency. The stages of fiscal, tax, customs, financial and credit development, as well as financial and institutional mechanisms for the implementation of the national fiscal policy in the Arctic region of the Russian Federation were developed.