THEORETICAL FOUNDATIONS OF THE TECHNOLOGY FOR TRAINING FOREIGN SPECIALISTS IN EDUCATIONAL ORGANIZATIONS OF THE RUSSIAN FEDERATION

The proposed article is devoted to the description of the theoretical foundations of the technology for training foreign specialists in a modern Russian educational institution of higher education. It is shown that the relevance of developing technologies for training foreign citizens in Russian higher education is due to the following circumstances: an increase in the number of students; change and expansion of the composition of the representative states; the currently existing opportunities for teaching in a non-native language, provided by the global digitalization of the educational process. The results of the study and analysis of pedagogical research devoted to the application of the technological approach in pedagogical practice are presented. The semantic content of the concept of “pedagogical technology” is analyzed. It was revealed that when designing the technology for training foreign students, it is necessary to take into account the peculiarities of the legal support of training; different levels of readiness of foreign citizens to master Russian educational programs; their insufficient knowledge of the Russian language. It is proposed to consider the technology of training foreign specialists in a Russian educational organization of higher education as a multidimensional process of implementing an educational program designed on the basis of selected scientific grounds, which ensures the most effective achievement of the educational goals set. The scientific base of the design is proposed. Concepts: humanism and anthropologism in pedagogy; principles: pre-university training of foreign students (A.I. Surygin), system quantization and cognitive visualization; approaches: personality-oriented, praxeological, thesaurus; prototechnologies: professionally oriented, health-saving, modular, informational, level differentiation, information visualization. The component composition of the technology for training foreign specialists is singled out: target, content, procedural, resource-digital, cross-cultural components; levels of technological vertical (meta, meso, macro, microtechnologies). A three-dimensional model of technology for training foreign specialists in Russian higher education has been developed, in which the first dimension is technology levels; the second dimension is the procedural component; the third dimension is a set of meaningful, resource-digital, cross-cultural components.