The article discusses the role of artificial intelligence, particularly ChatGPT, in scientific communication and the writing of research papers. The author comments on the advantages and challenges associated with using AI in the creation of scientific reviews and other forms of academic writing. Special attention is given to the ethical and legal aspects of using such technologies, as well as their impact on the quality and reliability of scientific publications. Examples are provided of how AI can assist researchers in writing articles; however, the need for a cautious approach and adherence to established editorial policies is emphasized. The author concludes that while ChatGPT can significantly ease the writing and editing process, it should not replace the role of the author and requires careful oversight and verification of results.

Introduction: In today’s academic landscape, there is a growing emphasis on cultivating key qualities in students that are integral to their professional development. This study delves into the topic of academic integrity within the broader context of fostering professional attributes, with a specific focus on understanding how adherence to principles of academic integrity affects the quality of training received by aspiring professionals, namely their professionally significant qualities. Recognizing academic integrity as a crucial component of the educational journey and prerequisite of professional integrity is essential for equipping students to navigate the ethical demands of their future careers successfully. 

Purpose: To explore the impact of academic integrity on the cultivation of traits that are crucial for the success of future professionals. The author views academic honesty not merely as a set of regulations, but as a foundational trait that enhances professionalism, critical thinking, and ethical decision-making capabilities.

Results: The importance of integrating the principles of academic integrity into the educational process as a means of improving the quality of education and training capable, responsible and ethically conscious specialists is revealed.

Conclusion: The article contributes to the development of understanding of academic integrity as a key element of academic culture, influencing the formation of professionally significant qualities and strengthening the ethical foundations of professional activity. The findings of the study can be used by universities to develop and implement educational programs and methods aimed at the formation and development of professionally significant qualities of students, taking into account the requirements of academic and professional integrity.

Introduction: Student research activities are a critically important element of higher education, especially in the context of the modern labor market, which demands that graduates possess research competencies. The introduction emphasizes the significance of primary professionalization, student engagement in the academic community, and their contribution to the creation of new knowledge.The purpose of this article is to analyze the role of student research activities in their professionalization, as well as to examine the factors influencing their participation in research, such as critical evaluation and peer review, and how these factors support their integration into the academic community.Main Points: The study considers primary professionalization as a key stage in the formation of professional identity, showing how student participation in research contributes to this process. Student engagement in the academic community is analyzed in terms of its importance for expanding knowledge, developing critical thinking, and strengthening professional identity. Special attention is given to how students can contribute to science through original research and publications, and how critical evaluation and peer review help develop skills in objective analysis and foster a culture of continuous improvement.Conclusion: The need for active student involvement in research activities for their professional growth is evident. It is recommended to integrate real research activities into the educational process, allowing students to develop key research competencies and make meaningful contributions to the academic community.

Введение: Развитие профессиональных коммуникативных навыков имеет решающее значение в профессиональном и высшем образовании, особенно на начальных этапах профессионализации. 

Цель: В данной статье рассматривается концепция «коммуникативного пространства» в образовательных учреждениях, с акцентом на то, как оно способствует приобретению, практике и совершенствованию этих навыков.

Концептуальные основы: Исследование изучает компоненты коммуникативного пространства, подчеркивая его роль как активной среды, где осуществляется обмен идеями, сотрудничество и развитие навыков, которые постоянно обсуждаются и пересматриваются. В статье используются теоретические подходы, такие как концепция Хайдеггера о «совместном бытии» и процесс коммуникативной (пере)конструкции пространств.Роль коммуникативного пространства в профессиональной коммуникации: Влияние коммуникативного пространства на профессиональную коммуникацию анализируется через его способность способствовать взаимодействию и сотрудничеству, усиливать критическое мышление и преодолевать разрыв между академическим обучением и практическим опытом. В исследовании также рассматривается значение цифровых пространств в современном образовании.Импликации для образовательного дизайна: Результаты исследования показывают, что понимание коммуникативного пространства как комбинации физических, социальных и цифровых элементов может помочь педагогам создавать среды, которые лучше поддерживают развитие коммуникативных навыков и начальную профессионализацию студентов.Выводы: Коммуникативное пространство играет ключевую роль в подготовке студентов к профессиональной жизни, способствуя взаимодействию, поддерживая формирование идентичности и обеспечивая практическое применение коммуникативных навыков. В статье подчеркивается необходимость дальнейших исследований по изучению эффективности различных коммуникативных пространств в развитии профессиональных коммуникативных навыков в различных дисциплинах.

Introduction: Modern educational systems face increasing complexity and new demands, compelling higher education institutions to continuously improve their pedagogical practices. One of the ways to address these challenges is through the professional development of teachers, which must possess certain characteristics to effectively enhance the learning process and student performance.

The purpose of this study is to identify the key aspects of students' perceptions of the level of professionalization within their educational discourse and to compare the perceptions of professional-oriented discourse between students of pedagogical and natural science universities, as well as to identify the main factors influencing these perceptions.

Materials and Methods: The study involved 200 students from two universities in Moscow, evenly divided between pedagogical and natural science profiles. Data were collected through a questionnaire designed to assess students' perceptions of professional-oriented discourse, satisfaction with the educational process, and expectations for their future profession. The data were analyzed using both statistical methods and thematic analysis.

Results: The findings revealed significant differences in how students from different profiles perceive the educational process. Pedagogical students rated the use of professional terminology and the orientation of teachers towards their profession higher, while natural science students emphasized the importance of practical assignments and attention to practical aspects of their education.

Conclusion: The study confirms the importance of professional discourse and practical training in preparing future specialists. However, the differences in student perceptions suggest the need for further research on the impact of educational context on professional development. Understanding these aspects can contribute to improving the preparation of future professionals in both pedagogical and natural science fields.