The problem under study is topical and significant because of the needs of modern man in the development of different types of leisure activities and travel in spare time with a rational use of all available tourist resources. The purpose of the article is to identify ethno-cultural aspects of tourism development in the Republic of Kalmykia. The leading method of study is marketing analysis of the recreational areas in the Republic of Kalmykia which allows us to identify ethnic and cultural aspects of tourism development based on Buddhist local colour of the region. The main results of the article present the thorough data analysis of domestic and foreign scientific and methodical literature on the problem of tourism development in Russia and abroad. These results allowed us to draw conclusions about the the tourism development as an environmentally safe form of recreation and travel in the international trade in services. The article has practical value for solving economic, social, demographic and cultural challenges in tourism development. The article also provides knowledge of the folklore and ethnographical traditions of the Kalmyk people.

The article deals with the problem of developing a pre-service teacher’s reading culture as a way to build professional competence in the context of digital education in the Republic of Kazakhstan. The results of the questionnaire demonstrated that more than a half of the study pool of pre-service teachers made a conscious choice of a teaching profession, and the same number indicated difficulties in organizing their independent work with different texts. The results have also shown that around 90% of pre-service teachers do not consider books as a professional tool, and indicated major factors impeding reading: the Internet; difficulties in linear and nonlinear reading; lack of attention; financial struggles. The obtained results of the pedagogical experiment, carried out at the West Kazakhstan State University named after M. Utemisov suggest that using pedagogical experiment, with its collaborative workshops in conjunction with the university library, problem-based tasks, and educational role plays, afford beneficial ways of developing the reading culture among pre-service teachers. The materials of the article can be used in the context of higher education for delivering courses on digital pedagogy, as well as in organizing the teaching practice of students at school, etc.

В статье рассматривается сетевая идентичность как феномен самосознания личности, связанный с развитием и внедрением в нашу повседневность интернет-пространства. Она стала важным условием социализации личности и предоставляет по мере развития информационных технологий все новые и новые возможности для взаимодействия и общения. Особый интерес представляет исследование сетевой идентичности студенческой молодежи. Исследование охватило студентов двух российских регионов Калмыкии и Тувы (146 студентов Калмыцкого госуниверситета и 144 студентов Тувинского госуниверситета). Был использован комплекс методик, состоящий из анкеты «Аспекты сетевой идентичности» (И. М. Богдановская, Т. А. Фленина); теста Куна–Макпартленда «Кто я?», модифицированного Т. А. Флениной («Кто я онлайн?»). Для анализа были выбраны компоненты, отражающие процесс саморазвития и эмоционального переживания студенческой молодежи в сетевом пространстве. Выявлено содержание когнитивно-поведенческого и аффективного компонентов, отражающих основные мотивы студенческой молодежи для саморазвития и самопрезентации в сетевом пространстве: ощущение своей значимости, стремление установить связи с другими, получение выгоды, осознание своего «Я» и т. д. В результате корреляционного анализа выделены стратегии студенческой молодежью для самовыражения и самореализации: стратегия приобретения (новых знаний, умений, контактов и т. д.), стратегия преобразования (качественное развитие личности студента и его поведения, переориентацию на другие более эффективные действия); эмоциональная стратегия (развитие чувственной сферы, получение новых чувств и ощущений). Установлено, что структуры сетевой идентичности калмыцких и тувинских студентов являются гомогенными. Различие состоит в том, что студенты из Тувы в сетевом взаимодействии указывают на социально ролевые характеристики, а студенты из Калмыкии более эмоционально включаются в интернет-пространство.

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The topic of this paper considers multilingualism to have many social, psychological and lifestyle advantages for younger generation. Problem Statement. The article analyses the emphasis on multilingual education in Kazakhstan universities. Educators in Kazakhstan know the value of being multilingual and promote learning several languages because it will have positive cultural impacts on students. Purpose of the Study. This study is aimed at investigating a set of problems of forming a multilingual person in educational system in Kazakhstan and conducting an experiment for educating multilingual teachers who know foreign languages and traditions of their nation. Research Methods. The authors used theoretical, methodological, informational and analytical methods to justify the results of experiments of forming a multilingual person in Kazakhstan universities. Theoretical method is used to analyze theoretical and pedagogical literature concerning this problem. Experimental method and method of mathematical processing of research results were also used. Findings. Our experimental investigation has shown that future teachers follow national traditions by enriching themselves through ethno cultural spiritual and moral sources. Conclusion. The results of the research conducted in Western Kazakhstan state University named after Utemisov M. indicated that the process of learning national Kazakh traditions by future teachers encourages the formation of multilingual competence. The field of application the results. The article can be used in the development of lectures on theory and methodology of professional education, pedagogy of institutions of higher education, methodology of teaching native language, as well as in pedagogical work of teacher of philology at school.