Introduction: Structuring a scientific manuscript plays a key role in the effective transmission of scientific knowledge and optimizing communication among researchers.

Purpose: This article discusses the main approaches to creating a well-structured and logical scientific paper, including the application of the IMRaD framework (Introduction, Methods, Results, Discussion) and the "context-content-conclusion" (C-C-C) concept.

Main Content: Practical recommendations for authors are provided to make scientific texts more understandable, persuasive, and memorable. The article also highlights the importance of adapting the text for different audiences, improving logical flow, and using data visualization. The author emphasizes that adhering to a clear article structure not only enhances the quality of scientific writing but also improves interactions within the scientific community and facilitates the integration of new knowledge into professional practice.

Conclusion: This article offers a practical guide for authors aiming to improve the quality of their publications and their contribution to scientific development.

Introduction: In the context of higher education modernization, the process of primary professionalization of students has acquired particular significance. It represents a critical stage in the formation of professional identity, during which students develop foundational knowledge and skills necessary for successful professional activity. However, this process is accompanied by numerous risks and barriers that can slow down or even disrupt students’ professional development.Purpose: A comprehensive study of the potential risks and barriers arising during the primary professionalization of students.Results: The study identified the main risks accompanying the process of students’ primary professionalization, including a lack of communication with instructors, low academic motivation, psychological crises, intellectual barriers, difficulties with independent work, and issues related to the professional competence of teaching staff. These risks stem from both external and internal sources and negatively affect the formation of students’ professional identity.Conclusion: The analysis of the identified risks allows for the proposal of comprehensive measures to minimize them, including enhancing the quality of interpersonal interactions within the educational process, improving academic programs with a focus on the practical relevance of knowledge, strengthening psychological support for students, integrating modern pedagogical approaches, and fostering the professional development of teaching staff. Comprehensive risk management can significantly enhance the primary professionalization process and increase students’ readiness for successful professional activity.

Introduction: The use of artificial intelligence (AI) in educational activities is gaining popularity among students, offering opportunities for automating routine tasks and enhancing the quality of academic texts. However, alongside these advantages, the application of AI in the academic environment raises questions regarding ethics, integrity, and its impact on students' cognitive skills.

Purpose: To analyze the perceptions of Russian students regarding the use of AI tools for academic communication, as well as to identify the benefits, limitations, and ethical challenges associated with their application.

Materials and Methods: This study is based on a mixed design that includes surveys and semi-structured interviews with students from Russian universities. The survey covered 589 respondents and included questions on the frequency and purposes of AI usage, as well as perceptions of its benefits and risks. To gain deeper insights, semi-structured interviews were conducted with 20 participants, providing personal experiences and ethical views on AI in academic activities. Quantitative data were processed using descriptive statistics, while qualitative data were analyzed thematically to identify key categories.

Results: AI tools contribute to improving the quality of academic texts, saving time, and boosting students' confidence in their skills. However, significant risks were identified, including dependence on technology, a decline in independent thinking, and threats to academic integrity. Respondents noted the need for ethical standards and support from instructors.

Conclusion: The study emphasizes the need for a responsible approach to using AI in the learning process. AI tools can enrich the educational experience but require balanced and ethically sound application to meet educational goals and maintain academic integrity.

Introduction: The article presents and describes seven communicative roles and the results of a survey of students regarding the effectiveness of teacher-student interaction in the educational process. It identifies the key roles for successful communication in the academic environment.

Purpose: To analyze approaches to identifying communicative roles in order to optimize academic communication.

Main Content: The article outlines seven key communicative models in the academic environment and provides their characteristics.

Conclusion: The research findings can be used to develop strategies for structuring the educational process to enhance the quality of higher education through improved communication between teachers and students.

Introduction: In the context of modern higher education, professional student associations play an important role in the professional and personal development of students. However, in the Russian context, such associations remain insufficiently studied. This study aims to analyze the motivations, barriers, satisfaction levels, and perceived impact of participation in professional associations on students' academic and career lives.

Purpose: To explore the main motivations, barriers, and outcomes of participation in professional student associations among students of the Russian Biotechnological University and RUDN, and to propose recommendations for improving their work.

Materials and Methods: A mixed-method approach was used in the study, including surveys for collecting quantitative data (n=200) and semi-structured interviews for qualitative analysis (n=20). The survey included questions on motivations, barriers, expected benefits, and satisfaction levels. Qualitative data were analyzed using thematic analysis.

Results: The primary motivations for participation included the development of professional skills (75%) and building professional connections (65%). The main barriers were lack of time (55%) and financial costs (40%). Participants reported a high level of satisfaction, with 70% expressing positive attitudes towards their involvement. Most students noted the positive impact of associations on their academic achievements and career prospects.

Conclusion: The results of the study highlight the importance of professional student associations in preparing students for professional activities. However, it is necessary to reduce financial barriers, improve information dissemination, and increase the flexibility of event organization. Future research should include a broader sample and incorporate objective data to verify the findings.