Today, in the context of the formation of the digital educational ecosystem, one of the urgent scientific tasks is the development of innovative diagnostic mechanisms that ensure a reliable and objective assessment of the professional activities of educators. This article theoretically and practically substantiates the multimodal diagnostic model for assessing the professional activities of educators. During the study, evaluation criteria and indicators were developed based on the integration of competency-based, systemic, activity-based, and digital pedagogical approaches. The opportunities for comprehensive monitoring of teachers' professional development based on artificial intelligence technologies, electronic portfolios, learning management systems (LMS), video lesson analysis, and digital traces of activity were also highlighted. The “MuhandislikWeb” information system and the "Engineers' Accounting" module developed by the author allow for the automation of the assessment process and an increase in the reliability of diagnostic results.

This article is devoted to substantiating the significance of terminological competence in professional activity and communication, the need to master terminological competence as the most important indicator of professionalism and a factor in improving the professional communication quality. In addition, the article analyzes English professional vocabulary, in particular jargon associated with the use of animal names, provides examples of the most difficult to translate and perceive vocabulary, namely zoonyms used in the oil and gas industry. Moreover, the article contains a large number of examples from modern literary sources.

The article provides a comprehensive analysis of the experience in organizing and conducting audit activities in European states. The research covers the legal foundations, organizational structures, professional standards, and control mechanisms of audit systems in the United Kingdom, France, Germany, Belgium, Italy, Greece, and Ireland. The influence of European Union directives and regulations in the audit field, as well as the role of audit control in ensuring corporate governance and financial reporting transparency, is examined.

This article provides a scientific-theoretical and practical analysis of the mechanism for the effective development of students’ professional competencies within an integrative educational environment. The relevance of the study is justified by the need to train competitive specialists who meet the requirements of the modern labor market and possess creative thinking skills. The article highlights the essence and content of the integrative approach, its role in the educational process, as well as the factors influencing the formation of professional competencies based on interdisciplinary integration

This article focuses on the fact that improving the organization of classes aimed at developing students' intellectual abilities is a complex and multifaceted process that requires a systematic approach and consideration of modern educational trends. In the context of rapid technological development and increasing requirements for graduates' professional training, the relevance of this topic is becoming increasingly obvious. Suggestions and recommendations are given that one of the main aspects of improving the educational process is the introduction of interactive teaching methods that promote the active involvement of students in educational activities.

The article presents comprehensive research on methods for the targeted and effective use of digital educational resources in the world's leading higher education institutions and research centers, as well as on the implementation of modern educational technologies into the educational process that serve to form technical thinking, spatial imagination, and creative thinking in students.

In this article, the author discusses the ongoing work to develop the communicative competence of future specialists, given the results about the study of the role of communicative competence in the professional activities of future specialists and the problems that arise in this process.

This article analyzes the implementation of Teaching Factory elements in pedagogical technical colleges to align students’ learning activities with real professional practice. The study was conducted over 12 weeks across five institutions involving 60 students. The experimental group engaged in mini-projects, demo lessons, real-task assignments, and portfolio-based assessment. Results indicated a 24–31% improvement in creative thinking, problem solving, digital literacy, reflection, and collaborative skills. Statistical analysis (p<0.001, high Cohen’s d) confirmed the strong impact of the Teaching Factory model. The findings demonstrate that Teaching Factory is an effective approach for enhancing competency-based training in pedagogical technical colleges