IV international scientific conference. Sydney. Australia. 16-17.10.2025

Expanding knowledge through interdisciplinary research Proceedings of the IV International Scientific and Practical Conference 16-17 October 2025 Sydney. Australia 2025 UDC 001.1 BBC 1 IV international scientific conference. “Expanding knowledge through interdisciplinary research”. Sydney. Australia. October 16-17. 2025. 104 p. ISBN 978-92-44514-72-6 DOI https://doi.org/10.5281/zenodo.17414989 Publisher: «World of Conferences» Main organization: Editor: Tarmo Vesik Layout: Asko Laar The conference materials are in the public domain under the CC BY-NC 4.0 International license. The publisher is not responsible for the materials published in the collection. All materials are provided in the author's edition and express the personal position of the participant of the conference. The sample of the citation for publication is: Abbasova Gultekin, Gadjieva Lala, Safarli Gunel THE STUDY OF ENERGY AND GEOMETRIC PARAMETERS OF THE DIPEPTIDE MOLECULE // Expanding knowledge through interdisciplinary research. Proceedings of the IV International Scientific and Practical Conference. Sydney. Australia. 2025. Pp. 12-16. URL: https://conference-w.com/ Contact information Website: https://conference-w.com/ E-mail: inf[email protected]om Content Arts Imankulov Yernar Askhatovich, Kenzikeyev Ruslan Vladimirovich IVAN VASILEV: THE CREATIVE PATH OF A BALLET ARTIST 5 Astronomy Victor D. Krasnov THEORY OF THE UNIVERSE (MATRIX) 11 Economic sciences Blerim Kola THE EVOLUTION AND IMPACT OF INFLUENCER MARKETING: A GLOBAL ANALYSIS WITH A FOCUS ON ALBANIA 24 Seyidmahir Zakizade Samir DIRECTIONS FOR THE FORMATION OF SUSTAINABLE INFRASTRUCTURE IN THE POST-CONFLICT PERIOD IN KARABAKH AND EASTERN ZANGEZUR 28 Geological and mineralogical sciences Amrenova Araylym Zhanbolatovna GEOLOGICAL STRUCTURE OF THE KOSKUDUK DEPOSIT (KARAGANDA REGION) 32 Jurisprudence Kateryna Kharkivska THE EVOLVING ROLE OF BUSINESS MEDIATION IN THE U.S. LEGAL SYSTEM: TRENDS AND CHALLENGES IN 2025 36 Medical sciences Arman Khozhayev, Gulaiym Orazbekova, Rauan Assylbek, Arai Konisbaeva, Zere Kasymbekova, Nursultan Lykanov, Talgat Arynov LARYNGEAL CANCER: A MODERN VIEW OF THE PROBLEM 44 Pedagogical sciences Anastasiia Denysova-Yermolenko, Kateryna Stepanchuk INNOVATIVE STEM PROJECTS IN PROFESSIONAL PRE-HIGHER EDUCATION 53 Avedyan Vlada Levonovna A SYSTEM OF EXERCISES AIMED AT DEVELOPING PROFESSIONAL SKILLS 58 Abbasova Süsən Qoşqar, Daşdəmirov Arzu Oruc THE ROLE OF STEAM IN DEVELOPING FUTURE SKILLS 63 Philological sciences Arzu Huseynli BOOSTING LEARNER ENGAGEMENT IN SPEAKING ACTIVITIES 67 Prokopyeva O., Kokenova Z. , Unaikulov K. DISTANCE LEARNING IN TERMS OF ITS ADVANTAGES AND DISADVANTAGES 69 Smagulova B., Yarmukhamedova A., Bagymbayeva F. THE CLASSICAL WAY OF ACQUIRING KNOWLEDGE IN DIALOGUE WITH THE DISTANCE-LEARNING FORMAT 72 Ongarbayeva A., Baikenova K., Tuleubaeva M. TRENDS IN THE DEVELOPMENT OF PEDAGOGICAL SCIENCE IN CONTEMPORARY SOCIETY 75 Maymakova A., Martynova Lyudmila, Kovalenko Y. MODERN EDUCATION IN TODAY’S REALITIES 79 Lomova E., Omarova G., Yessimbek S. THE CONCEPT OF FLUID INTELLIGENCE AND THE VECTOR OF ITS REAL CAPABILITIES 83 Shabnam Ahmadova Agasi PHILOLOGY AND DIGITAL HUMANITIES: EXPANDING KNOWLEDGE THROUGH TECHNOLOGICAL INTEGRATION 86 Physical sciences Aygün Sultanova Haji gizi ELECTRIC WAVES AND HUMAN HEALTH 91 Psychological sciences Omarov Omar Mehman oglu THE SECRETS OF HYPNOSİS AND MAGİC. A STUDY WİTHİN THE CONTEXT OF MONEY AND THE COLLECTİVE 95 Technical sciences Zakir Huseynov, Mahil Mammadov, Esgerov Nizami INTEGRATION AND VISUALIZATION METHODS OF DATA IN THE INFORMATION SPACE 101 IV international scientific conference. Sydney. Australia. 16-17.10.2025 5 Arts IVAN VASILEV: THE CREATIVE PATH OF A BALLET ARTIST Imankulov Yernar Askhatovich Republican State Enterprise on the Right of Economic Use Kazakh National Academy of Choreography Kazakhstan, Astana Kenzikeyev Ruslan Vladimirovich Doctor of Philosophy (PhD), Head of the Department of Pedagogy, Faculty of Choreography, Republican State Enterprise on the Right of Economic Use “Kazakh National Academy of Choreography”, Astana, Kazakhstan ORCID: https://orcid.org/0000-0002-0986-9904 Introduction Ivan Vladimirovich Vasiliev, born on January 9, 1989, in Vladivostok, is one of the most outstanding representatives of contemporary Russian ballet. His creative path represents a unique combination of rigorous classical training, virtuosic technique, and a commitment to artistic experimentation. Within a relatively short period of professional activity, Vasiliev has performed on the world's leading stages, gained recognition from international experts and critics, and realized himself as a choreographer. The relevance of studying Ivan Vasiliev's creative path is determined by several factors. First, his career demonstrates the evolution of a modern ballet artist who is not limited by the framework of one theatre or one style. Second, Vasiliev's transition from performing to choreography reflects an important trend in contemporary ballet art, where artists increasingly become creators of their own works. Third, his creative work is of interest from the perspective of preserving the traditions of the Russian ballet school while simultaneously mastering new expressive means. The purpose of this study is to trace the main stages of Ivan Vasiliev's creative path, identify the characteristics of his performing style, and determine the significance of his work for the development of contemporary ballet art. To achieve this goal, it is necessary to solve the following tasks: analyze the stages of the artist's professional formation, examine his repertoire and choreographic works, characterize the features of his performing style, and evaluate the recognition of his work in the professional community. Keywords: Ivan Vasiliev, ballet, Bolshoi Theatre, Mikhailovsky Theatre, creative path, choreography, performing artistry. Literature Review The source base of the study includes several categories of materials. The first group consists of official biographical references and documents from the theatres where Ivan Vasiliev worked. The most complete information is presented on the websites of the Mikhailovsky Theatre, the Bolshoi Theatre of Russia, and American Ballet Theatre, which contain data on repertoire, premiere dates, and the artist's professional achievements. The second group of sources comprises materials from international ballet competitions and festivals. Of particular value are publications from the Varna International Ballet Competition, where Vasiliev received a bronze medal in 2004 and the Grand Prix in 2006, as well as materials from the Dance Open festival in St. Petersburg, where the artist has repeatedly been honored with awards. The detailed information about the 2009 award. The third group of sources includes interviews with the artist himself, published in professional publications and media. Of special note is the interview with The Telegraph, where Vasiliev expressed his views on ballet art, emphasizing the importance of narrative and emotional connection with the audience. In an interview with Premiere Media, the artist spoke about his choreographic works and the significance of combining performing and staging activities. The fourth group consists of critical reviews and analytical articles. Publications in Dance Magazine, Bachtrack, and other specialized publications contain professional assessments of Vasiliev's performances, analysis of his technical capabilities and artistic qualities. Of particular interest are reviews of the joint project IV international scientific conference. Sydney. Australia. 16-17.10.2025 6 with Natalia Osipova "Solo for Two" (2015), where critics noted the wide range of the artist's capabilities in working with both classical and contemporary repertoire. The fifth group of sources consists of encyclopedic and reference publications, including Oxford Reference and Russian theatrical encyclopedias, which contain systematized biographical data and characteristics of the artist's work. It should be noted that there are currently no monographic studies devoted to Ivan Vasiliev's work in the academic literature. Existing publications are predominantly informational or review in nature. This circumstance emphasizes the relevance of the present study, which aims to fill this gap and present a comprehensive analysis of the artist's creative path. Research Methodology The methodological basis of the study consists of an integrated approach including several complementary methods. The biographical method is applied to reconstruct the life and creative path of Ivan Vasiliev, identify key stages of his professional formation, and factors that influenced the formation of his artistic individuality. This method involves careful study of documentary sources, chronological systematization of events, and identification of causal relationships between different stages of his career. The comparative – historical method is used to analyze the evolution of Vasiliev's performing style at various stages of his work, compare his work in different theatres, and identify changes in repertoire preferences. This method allows tracing the artist's development from a performer of classical roles to the creation of his own choreographic works. The content analysis method is applied when working with interviews with the artist and critical reviews. Systematic analysis of Vasiliev's statements allows identifying his aesthetic views, understanding of ballet art tasks, and creative principles. Analysis of critical reviews makes it possible to reconstruct the professional perception of his work and identify the most significant characteristics of his performing style. The analytical method is used to study the artist's repertoire, systematize performed roles, and identify features of his artistic range. Analysis of the repertoire list allows determining the artist's preferences, his ability to work in various stylistic directions, and the evolution of repertoire interests. The method of expert assessments is applied when studying awards and recognition of Vasiliev's work by the professional community. Analysis of decisions by international competition juries, awarding of professional prizes, and critical assessments allows objectively evaluating the significance of the artist's work for the development of ballet art. The source base of the study was formed on the basis of principles of reliability and verification. Priority was given to official theatre documents, materials from international competitions, and publications in recognized professional publications. All sources used were verified for consistency of information and reliability of factual data. The Creative Path and Features of Ivan Vasiliev's Performing Style Education and Early Success (1989 – 2006) Ivan Vasiliev's professional formation began in early childhood. After initial training at the Dnepropetrovsk Ballet School in Ukraine, he continued his education at the Belarusian State Choreographic College in Minsk, where he studied under the outstanding teacher Alexander Ivanovich Kolyadenko. The choice of this educational institution proved decisive for the formation of the future artist's professional mastery. Already during his studies, Vasiliev demonstrated outstanding abilities. He performed leading roles on the stage of the National Academic Bolshoi Opera and Ballet Theatre of Belarus: Basilio in the ballet "Don Quixote" (choreography by Valentin Elizariev) and Ali in the ballet "Le Corsaire" (choreography by Pyotr Gusev). Such practice, when a student performs principal roles in professional productions, testifies to the exceptional level of his training. Parallel to his studies, Vasiliev began participating in international ballet competitions, which became an important stage in his professional recognition. In 2004, at the age of fifteen, he received a bronze medal at the Varna International Ballet Competition – one of the most prestigious ballet competitions in the world. In 2005, victory followed at the Moscow International Ballet Competition, as well as first prize at the "Arabesque – 96" competition in Perm. The culmination of this period was receiving the Grand Prix at the Varna Competition in 2006, which effectively opened the path to a professional career on leading stages. Period of Work at the Bolshoi Theatre (2006-2011) Immediately after graduating from the Belarusian Choreographic College in 2006, Ivan Vasiliev was accepted into the Bolshoi Theatre of Russia troupe as a soloist. This fact is noteworthy, since artists usually begin their careers in the corps de ballet or in junior roles. Direct admission as a soloist testified to the theatre management's high assessment of his potential. IV international scientific conference. Sydney. Australia. 16-17.10.2025 7 At the Bolshoi Theatre, Vasiliev quickly mastered the main classical repertoire. His roles included Basilio in "Don Quixote," Solor in "La Bayadère," Ali and Conrad in "Le Corsaire," the title role in "Spartacus," the Prince in "The Nutcracker," Count Albrecht in "Giselle," and many others. Already in 2010, just four years after beginning his professional career, he was promoted to principal dancer – the highest rank of soloists performing leading roles. Of particular significance was Vasiliev's performance of the role of Spartacus in Yuri Grigorovich's ballet of the same name. This role, requiring not only technical perfection but also powerful dramatic expressiveness, became one of the artist's calling cards. Critics noted that Vasiliev managed to give the image of Spartacus not only heroic power but also psychological depth. Parallel to his work at the Bolshoi Theatre, Vasiliev began performing on the international stage. He was invited by the world's leading ballet companies, which contributed to the expansion of professional experience and the artist's recognition outside Russia. During this period, he received one of the most prestigious awards in ballet - the Benois de la Danse prize in 2009 for performing the roles of Philippe in "The Flames of Paris" and Conrad in "Le Corsaire." Transition to the Mikhailovsky Theatre and Development of International Career (2011 – 2015) In 2011, Ivan Vasiliev made the decision to transfer to the Mikhailovsky Theatre troupe in St. Petersburg in the position of principal dancer. This step was unexpected for many observers, since a career at the Bolshoi Theatre is traditionally considered the pinnacle of professional achievements for a Russian ballet artist. However, as Vasiliev later explained in interviews, the transition was motivated by the desire for greater creative freedom and the opportunity to work in various productions and styles. At the Mikhailovsky Theatre, Vasiliev's repertoire expanded significantly. In addition to classical ballets such as "Don Quixote," "Giselle," "Sleeping Beauty," "Romeo and Juliet," "La Fille Mal Gardée," "Swan Lake," "La Bayadère," "Laurencia," "La Sylphide," "The Flames of Paris," "Le Corsaire," and "Spartacus," he gained the opportunity to work with contemporary choreographers and master the neoclassical repertoire. Simultaneously with his work at the Mikhailovsky Theatre, Vasiliev developed his international career. In 2012 – 2013, he worked as a principal dancer with American Ballet Theatre - one of the leading ballet companies in the USA. This collaboration allowed him to become acquainted with the American ballet tradition, master new repertoire, and expand his circle of professional contacts. Vasiliev also regularly performed as a guest soloist in theatres in Europe, Asia, and America. An important event of this period was the awarding to Vasiliev in 2014 of the honorary title "Honored Artist of Russia," which confirmed official recognition of his merits to domestic ballet art. In the same year, he participated in a ceremony related to the Olympic Games in Sochi, performing in the production "Natasha Rostova's First Ball." Formation as a Choreographer (2015 – 2017) Beginning in 2015, Ivan Vasiliev's creative work entered a new phase: he began creating his own choreographic works. His debut as a choreographer took place in spring 2015 with the production "Ballet No. 1," which was an evening of short ballets. This work generated significant interest in the professional community, as it demonstrated the artist's desire for independent artistic expression. In 2016, Vasiliev's one-act ballets were presented at the Mikhailovsky Theatre: "Morphine," "Blind Connection," and "Bolero." These works, different in theme and musical material, showed the range of the choreographer's interests. "Morphine" addressed the theme of addiction and internal struggle, "Blind Connection" explored the complexities of human relationships, and "Bolero" to the music of Maurice Ravel represented work with increasing dramatic tension. The culmination of this period was the production of the full-length ballet "A Christmas Carol" in the winter of 2016 – 2017. This work, based on the classic Christmas story, demonstrated Vasiliev's ability to work with large forms, build the dramaturgy of a full-scale performance, and create diverse choreographic images. In May 2016, the premiere of Vasiliev's ballet "Love Is All Around" took place on the stage of the Bolshoi Theatre in Moscow, and in February 2017, this performance was shown at the Mikhailovsky Theatre. Turning to the Bolshoi Theatre for the premiere of his own work was a significant event, testifying to recognition of Vasiliev not only as an outstanding performer but also as a serious choreographer. In 2016, Vasiliev extended his contract with the Mikhailovsky Theatre for another five years, until 2021, which confirmed the mutual desire of the artist and the theatre to continue cooperation. Choreographic activity did not replace performing work but complemented it: Vasiliev continued to dance principal roles while developing as a choreographer. Contemporary Period (2018 – 2025) IV international scientific conference. Sydney. Australia. 16-17.10.2025 8 From 2018 to the present, Ivan Vasiliev's creative work is characterized by a balance between performing and choreographic activities, as well as active international concert work. From 2022 to 2024, his status at the Mikhailovsky Theatre changed to guest soloist, which provided him with greater flexibility in planning performances in various theatres around the world. In the 2024 – 2025 season, Vasiliev returned to the Mikhailovsky Theatre troupe as principal dancer, which testifies to the preservation of close creative ties with this theatre. His current repertoire includes both classical roles and participation in contemporary productions. Choreographic work also continues: the ballets "Morphine," "Blind Connection," "Bolero," "Love Is All Around," and "A Christmas Carol" remain in the theatre's repertoire. Of special significance are Vasiliev's performances dedicated to professional anniversaries. In April 2025, he performed in Minsk in the role of Count Albrecht in the ballet "Giselle" on the stage of the Bolshoi Theatre of Belarus. This performance was timed to coincide with the 90th anniversary of his teacher Alexander Kolyadenko, which emphasizes Vasiliev's preservation of ties with his teacher and gratitude for the education received. Vasiliev continues his touring activities, performing on various international platforms. His programs include both classical pas de deux from famous ballets and original numbers. Such concert work allows the artist to maintain contact with a wide audience beyond stationary theatres and demonstrate the diversity of his repertoire. Features of Performing Style Ivan Vasiliev's performing style is characterized by several key features. The first and most obvious is outstanding technical equipment. Critics and colleagues invariably note the virtuosity of his jumps, distinguished by height, lightness, and purity of execution. Vasiliev is capable of performing the most complex technical elements – multiple pirouettes, grand jumps with various positions in the air, rapid turns – with seeming ease. The second important characteristic is powerful physical preparation and athleticism. Vasiliev possesses a strong, muscular build, which allows him to perform roles requiring not only grace but also strength. This is especially evident in heroic roles such as Spartacus or Solor, where it is necessary to convey the masculinity and physical power of the character. The third feature is deep emotional expressiveness and artistry. Vasiliev does not limit himself to demonstrating technical mastery but strives to create a convincing stage image and convey the inner world of the character. In an interview with The Telegraph, he emphasized that the narrative of the ballet is important to him, the ability to understand what he is telling the audience through dance. Abstract ballets, by his own admission, present great difficulty for him precisely because they lack a clear story or character that could be embodied. The fourth characteristic is stage charisma and the ability to establish emotional contact with the audience. Vasiliev possesses a bright stage individuality; his performances attract the attention not only of professionals but also of a wide audience. This ability to affect viewers emotionally, create atmosphere, and engage the audience in what is happening on stage is a rare quality that distinguishes outstanding artists from merely technically perfect performers. The fifth feature is versatility and a wide repertoire range. Vasiliev successfully performs both classical roles requiring strict adherence to academic school and roles in contemporary and neoclassical productions where plastic freedom and readiness for experiments are necessary. This ability to work in various stylistic directions expands the artist's possibilities and makes him in demand in various theatres and productions. Awards and Recognition Ivan Vasiliev's creative work has received wide recognition in the professional community, which is confirmed by numerous awards and achievements. The already mentioned victories at international competitions in Varna (bronze medal in 2004, Grand Prix in 2006), Moscow (first place in 2005), and Perm (gold medal at the "Arabesque-96" competition in 2006) laid the foundation for his international recognition. The Benois de la Danse prize, received in 2009, is one of the most prestigious awards in ballet, often compared to the "Oscar" in cinema. The awarding of this prize to a young artist for performing specific roles (Philippe in "The Flames of Paris" and Conrad in "Le Corsaire") testified to the high appreciation of his work by leading experts in the ballet world. Vasiliev has repeatedly received awards at the Dance Open festival in St. Petersburg, one of the most important ballet festivals in Russia. In 2010, he was awarded the "Virtuosity" prize, and in 2011, he received the Grand Prix of the festival. These awards are given based on assessments from both professional juries and audience voting, which confirms Vasiliev's recognition from both experts and the public. IV international scientific conference. Sydney. Australia. 16-17.10.2025 15 If the regions of space depicted in Fig. 4 are compressed and decompressed with a frequency exceeding the time required for the spatial expansion to propagate to the midpoint of the distance between them, these regions will remain in place. The spatial tension (gravitational interaction) established between them will not change. At the same time, a zone of maximum tension forms around the compressed region of space (as a result of the vibrator's operation). The size of this zone (layer) depends on the speed of the compressive and decompressive forces. This layer of maximum spatial tension is perceived as the radius of action of nuclear forces, and the force of spatial tension is perceived as nuclear forces. When compressed regions of space (particles) approach each other, and their regions of maximum compression (areas of action of nuclear forces) intersect, the particles, entering the zone of maximum spatial tension, will be attracted to each other. Until they touch. From this point on, the elastic forces of the compressed regions (formed by electromagnetic quanta) will repel each other. Attraction will turn into repulsion. According to current understanding, each nucleon consists of three quarks (a question not yet fully resolved). The proton consists of two up quarks and one down quark . The neutron consists of two down quarks and one up quark. Let's assume that quarks (partons) move within the volume of nucleons at the speed of light in a circle around the center of the nucleon. The diameter of a nucleon is 0.75 fm. The diameter of a quark (parton) is 10 -17 cm. The diameter of the circle of motion of a quark (parton) is 0.75 fm - 0.01 fm = 0.74 fm, where 0.01 fm is the diameter of the quark (parton). The size of the circle along which the parton moves is 0.74*π = 2.3247785636564469….268 fm, or 2.32477856365644699….268e-13 cm. In one second, a quark, moving at the speed of light, will pass through this circle 3*10 10 / 2.3247785636564469964623561036268e-13 = 1.29 044 548 452 888 11... 878 e 23 times. Since three quarks are rotating, at each point in space a quark occurs 1.29044548452888110082878 e 23 * 3 = 387 133 645 358 664 330 248 636.18 e 15 times per second. This is the frequency with which quarks (formations of electromagnetic quanta) compress and decompress space at each point in their orbit within a nucleon. This is the vibrator that expands and compresses the substance of space around the formed particle. The time a quark spends at each point of the orbit 1/ 1.29 044 548 452 888 110 78… e 23 = 2.5916471213279599849684466962978e-24 sec. During this time, the quark will compress the space from the beginning of the compression point by 2.591647...*10 -24 * 3*10 10 cm = 7.774941363983879954904e-14cm = 0.7774941363983879954904fm If we assume that the stretching in the substance of space spreads at a speed of 3*10 10 cm/sec, the stretching of space will spread along the radius away from the center of compression, also by 0.7774941363983879954904 fm. The total stretched layer (the zone of action of nuclear forces) will be 1.5549882726 fm, which is consistent with today's experimentally obtained data. According to today's data, the zone of action of nuclear forces between nucleons ceases at a distance of 2.0 - 2.5 fm, i.e. at a distance of 1.0 - 1.125 fm from the center of each nucleon. This distance is made up of the compression distance and the distance over which the tension (stretching) will extend in the radial direction. Fig. 6 shows a possible construction of a quark. IV international scientific conference. Sydney. Australia. 16-17.10.2025 16 Fig. 6. Quark structure (possible). Circulating electromagnetic vortices create compressive forces equal to thousands of Tesla. 5. Formation of particles, the world we perceive Particles (compressed regions of space), formed by electromagnetic quanta, falling into the zone of maximum expansion of each other's space - into the zone of action of nuclear forces, are attracted by nuclear forces and form various compositions - various particles of matter perceived by us. Interacting with each other, these particles form compositions we perceive as neutrinos, photons, nucleons, atoms, and molecules, which then form the entire diversity of the world around us. Each composition is a set of electromagnetic quanta grouped in a specific manner. Some examples: Fig. 7. Possible compositions moving in space at a speed of 3*10 4 km s. Composition b shows that there are at least seven particles traveling at the speed of light. IV international scientific conference. Sydney. Australia. 16-17.10.2025 17 Fig. 8 A rotating pair of quanta, not moving in space 6. Black holes. It is known that two stars rotate around a barycenter. Between the stars there is a point (the center of mass), relative to which the stars are attracted with equal force, Fig. 9a. In the simple case of two bodies, the distance from the center of the primary object to the barycenter, r 1, is defined as Where: • 1 r is the distance from the center of body 1 to the barycenter • a is the distance between the centers of two bodies • 1 m and m 2 are the masses of two bodies. Fig. 9 Rotation of stars around the barycenter Let's add another pair of stars to this pair, Fig. 9 b. Now four stars are rotating around the common barycenter. We'll add more and more pairs of stars. The result will be the formation of a spiral galaxy in which all the stars revolve around a single barycenter (Fig. 10). Fig. 10. Stars orbit a common barycenter. This appears to be rotation around a single, very large mass. IV international scientific conference. Sydney. Australia. 16-17.10.2025 18 It looks as if the stars are orbiting a very large mass—a mass that holds them in their orbits. The barycenter is the point where the tension of space (the stretching of space, the intensity) created by the masses of stars formed by electromagnetic quanta in the process of compression of space is the same for any radially located pair and has a maximum value. The barycenter behaves as if it (the barycenter) were a huge mass. In fact, the barycenter is a pseudomass . When electromagnetic quanta form the entire number of stars located in a circle, the tension of space (intensity) occurs relative to one common barycenter, relative to the center of the galaxy, Fig. 11. Fig. 11. The stretching of space by electromagnetic quanta to form the stars of a galaxy, relative to a common barycenter. The arrows indicate the direction of space stretching. The location of greatest space stretching is the center of the galaxy. If all the arrows were rotated 180 degrees, they would point in the direction of the attraction acting on the stars—the direction of gravitational forces (attraction). From the figure, it is clear that the greatest spatial tension is at the center of the star formation. The magnitude of spatial tension is the spatial tension at each point. 6. I. Newton's law of universal gravitation (gravitational constant) 𝐹 = 𝐺 𝑀1𝑀2 𝑅2 According to current understanding, the gravitational constant is independent of where it is measured, whether it's the Earth, the Moon, Jupiter, or any other body of any mass. It doesn't matter whether it's measured on the surface of the body or at some distance from the surface. The mass of the planet and the gravitational attraction of the planet (star) do not (according to today's concepts) affect the value of the gravitational constant. The intensity of the gravitational field (according to today's concepts) also does not affect the measured value - the gravitational constant. That is, if we assume that we have reached the mass at the center of the galaxy (the black hole) and on its surface (if it exists) or at some distance from it (for example, before reaching the event horizon) and performed a measurement using a torsion balance, the result should be unchanged. After all, measurements above the surface of the Earth, the Moon, or the surface of any other mass do not affect (according to today's concepts) the result of the measurement. Fig. 12. According to modern concepts, the magnitude of the gravitational constant is independent of the location of its measurement. It is a fundamental universal physical constant. IV international scientific conference. Sydney. Australia. 16-17.10.2025 19 In Chapter 3, "Gravity," it was shown that gravitational interaction arises from the tension of space—a tension that occurs during the formation of particles. It arises during the formation of the observable (surrounding us), tangible form of the material world. When two areas of space compressed by electromagnetic quanta interact, the tension of the space between them attracts these formations (these particles) Fig. 13. Fig. 13. Gravitational forces between quarks (and any other particles) attract the particles. Gravitational forces directed from interacting quanta are aimed at breaking the interaction of the formed particles . The spatial tensions directed away from the particles attempt to break the interaction that has formed. To break the formed particle. To break the gravitational interaction. If a planet or a star formed, then an extended space arose around it. If one or two bodies (masses) appear in this space, their own spatial tension is formed around them, which is superimposed on the background tension created by the planet or star. The gravitational interaction between the Earth and the Moon, the two masses in the Cavendish experiment, and any objects (masses) in the solar system occurs against the backdrop of the tension of space created by the mass of the Sun. This tension is also due to the tension of space created by the center of our galaxy and the entire stellar environment. For example, the tension of space in the area of the Sun’s location, created the estimated mass (pseudomass) located at the center of our galaxy is: - the mass at the center of the galaxy (the mass of the black hole) is equal to 4.31*10 6 solar masses = 8.570435*10 36 kg. - the distance to the region where the Sun is located is 2.46*10 20 m from the center - g = G *M b.d. / (2.46x10 20 ) 2 = 6.6x10 -11 *8.570435*10 36 /(2.46x10 20 ) 2 = 9.347*10 -15 N The space tension created by the Sun at a point at a distance from the Sun of 1.9*10 16 km, located in the middle of the distance between the Sun and the star Proxima Centauri: - g = G * M s / (1.9*10 16 ) 2 = 6.6*10 -11 *1.9885*10 30 / (1.9*10 16 ) 2 = 3.635486*10 -13 N The obtained values of space tension correlate with the dimension of the gravitational constant in I. Newton's law - measured by Cavendish in the region of the Earth. When calculating the gravitational interaction between masses, the spatial tension in each specific region must be used. From the above we can conclude: -The gravitational constant is the tension of space at a specific point of measurement, formed by the environment of all masses. -The gravitational constant is not a fundamental constant. -I. Newton's formula should be written in the form 𝐹 = 𝑔(𝑀1𝑀2 𝑅2) Where g is the tension of space at a specific measurement point The gravitational field strength—the spatial tension—the force stretching space—changes according to a square law. It decreases inversely proportional to the square of the distance from the center of origin, and increases from a distant point toward the center, directly proportional to the square of the distance. If the space tension in the region of the Earth, in the region of the Sun is equal to 6.67*10 -11 , then the space tension in the center of our galaxy will have a value (is equal to): g =ɣ* R 2 = 6.6743*10 -11 * (2.46*10 20 ) 2 = 4.039019388*10 30 n/kg. This tensile force acts in all radial directions. This is the force with which the nearest stars are attracted to the center of the galaxy, this is the force with which the tension of space breaks the bonds between molecules, atoms, nucleons, quarks - breaks down to an elementary quantum. IV international scientific conference. Sydney. Australia. 16-17.10.2025 20 This tension is created by the enormous tension of space at the center of the galaxy, This is the tension of the substance of space, which appears as the attraction of a huge mass. Hence the conclusion: the gravitational constant G is not a fundamental constant. Its value varies at different points in space. G is the gravitational field strength (the tension of space) at each specific point in space, created by the entire set of scattered masses. The same thing happens between nucleons. Nuclear forces (also known as rapidly pulsating gravitational forces) prevent nucleons from scattering, and the tension in space around these nucleons tends to break their bond. The tension of space, the stretching of space (gravitational interaction), increases as the masses formed at a given point in space increase. And when this tension in space exceeds the force of gravitational attraction between nucleons, the nuclei of atoms will be torn apart. The gravitational field strength is a characteristic of the tension of space. As has been shown, the strength of the gravitational field increases proportionally to the square of the approaching distance as one approaches the center of the galaxy. When this tension exceeds the forces that bind the atoms into molecules, the molecules will be torn apart into atoms. When the tension of space (the tension of space) exceeds the magnitude of the nuclear forces holding the nucleons together, the nuclei of atoms will be torn apart into individual nucleons. When the tension in space exceeds the magnitude of the forces that form partons (quarks), surpassing the "nuclear" gravitational forces that hold quanta together, the matter formed around us and tangible to us will transform into a stream of radiation. This is observed in the center of galaxies. 7. Warming up the stars According to current ideas, the energy for heating stars is released in the process of synthesis of hydrogen nuclei and their transformation into helium nuclei. As the hydrogen is depleted, the amount of energy (heat to heat the star) decreases, which will eventually lead to the Star cooling down, turning into a red giant and then dying. In Chapter 3, Gravity, it was shown that in the process of the formation of matter tangible to us from the substance of space, in the process of compression of space into particles, around the compressed matter of space, it (space) stretches. And the larger the formed mass, the greater the force of space expansion in all radial directions from the center of the formed mass (from the center of the formed object). The force of gravitational attraction is greater. The force directed at tearing (!) the formed mass is greater. On the surface of the Sun this force is 273.799 N The radius of the Sun is 6.96*10 8 m At the center of the Sun, the tension of space (tensile forces) increases proportionally to the square of the approach to the center and is equal to: 273.799* (6.96 *10 8 ) 2 = 1.32 632 616 384 * 10 20 N As we move towards the center of the Sun, there is a region where hydrogen burns, turning into helium. And there is a region where the tension of space (tensile forces) breaks helium atoms into hydrogen atoms. Hydrogen moves closer to the surface of the Sun and burns again, turning into helium No additional (external) energy is required to break apart helium atoms. It's present within the Sun. It's the tension of space, the gravitational pull. This cycle continues until the star is torn apart by falling into a region where the tensile forces exceed the forces holding molecules, atoms, and nucleons together (a supernova explosion). Or until the star merges with another star. Red stars are stars that have not gained the required mass. 8. Matrix Every particle, every object, every substance in the world around us is a stable set of electromagnetic quanta, ordered in a certain way, that form the images we perceive in a given area of space, their movements, their interactions, their qualitative characteristics. This ordered set of electromagnetic quanta is a matrix. The world around us is not built from localized material particles. Matter does not move in space. Only sets of electromagnetic quanta, matrices, ordered in a certain way, move in space. Matrices that form in a given area of space , images perceived by us, tangible by us, their qualitative characteristics, their interactions. Each atom, each molecule is a separate, independent matrix. IV international scientific conference. Sydney. Australia. 16-17.10.2025 21 9. Conclusions. The world around us consists of space - an elastic, flexible substance - and electromagnetic quanta moving in space in the form of a transverse compression wave, at a speed of 3*10 8 m.s. in all directions. At the center of an electromagnetic quantum, as a result of the compression of space (the substance of space), a region of increased spatial density is formed. This region of increased density within the electromagnetic quantum is an elementary particle of the world around us. Matter does not move through space. The particles we perceive (volumes of compressed substance) are formed at the location of the electromagnetic quantum. Only electromagnetic quanta move in space. The density of space p is 1.037 037 037*10 13 g/cm 3 - p - 9.5 251 992 720 350*10 13 g cm 3 Gravity is the force of tension of space around a region of space (the substance of space) compressed by electromagnetic quanta. Nuclear forces are the zone of maximum spatial expansion created by electromagnetic quanta. These are gravitational forces pulsating at high frequency. The formation of the matter that surrounds us and is perceived by us occurs as a result of the unification of electromagnetic quanta into ordered combinations. Black holes are areas of maximum space expansion that occur during the formation (in the space surrounding this area) of stars, planets, comets, asteroids, and other objects. There is no mass within a "black hole" as we perceive it. The region of maximum spatial tension, extending in all radial directions, manifests itself as a very large (enormous) mass. A "black hole" is a pseudomass. The gravitational constant G in Newton's law is not a fundamental universal constant. The "gravitational constant" is the tension in space created at each specific point by the entire environment of stars, planets, and other objects. Stars heat up as a result of the energy released during the formation of helium atoms from hydrogen atoms. As helium atoms move deeper into the star, they are torn apart by gravitational forces (space tension) into hydrogen atoms. As hydrogen atoms move closer to the surface (into a zone of less space tension), hydrogen burning resumes. This cycle can continue forever. Red giants are stars that have not gained enough mass. Every material object in the world around us represents an ordered, stable set of electromagnetic quanta. It is a Matrix. Experimental verification of the theory. It was noted that, according to current understanding, the gravitational constant G in Isaac Newton's law is a fundamental universal constant. It is constant on Earth, the Moon, and Mars. It is the same everywhere. This value is a UNIVERSAL CONSTANT! According to the presented "Theory of the Universe," this value G reflects the spatial tension (the tension of the substance of space) in each specific region of space. It depends on the cluster of stars and planets in a given region of space, as well as on the volume of matter formed by electromagnetic quanta and perceived by us. Therefore, if a probe with a torsion balance were directed toward the surface of the Sun, the attraction between the masses (spheres) would increase as it approached the Sun. This would confirm the presented "Theory of the Universe." P. S. The presented "Theory of the Universe" describes the fundamental principles of the world order. The calculations presented are (mostly) estimates and require clarification. This theory serves as a blueprint for large teams of astronomers, physicists, mathematicians, programmers, and philosophers. It is a program for revising many ideas about today's world order. References Sources used. 1. Sazonov A. B. "Nuclear Physics" UDC 539.16(075.8) BBK.22.383я73 ISBN 978-5-534-05463-7 • Publisher: Yurait • ISBN: 9785534118292 • EAN: 9785534118292 • Books: Textbooks for Universities Natural Sciences • ID:13964601 IV international scientific conference. Sydney. Australia. 16-17.10.2025 22 2. V. V. Manturov http://www.vmanturov.ru/index.php/articles/2/57 Appendix 1 Calculation of space density using Photon parameters (estimated) Mass <10 -22 eV/s 2 (experimental limit 10 -50 kg.) 1 eV = 1.78 x 10 36 kg Size 1.21315529*10 -10 cm (data from the Internet without a link to the source) 2.426 310 58* 10 -10 cm (V. Manturov “On the size of a photon)) The volume of a photon (if represented as a sphere) based on data from V. Manturov. V =4/3* π * r 3 =4/3* π *(2.426 310 58* 10 -10 /2) 3 = 5.9831209905625538590793573869346 e -29 cm 3 Photon mass ( V x density of nuclear matter) = V * 2.8*10 14 = 1.67527387735751508054212e-14 g At a distance of 3*10 10 cm, which a photon travels in one second, the photon fits: 3*10 10 / 2.426 310 58* 10 -10 = 1.23644517100527171587*10 20 times At every point in space there is a photon 1/1.23644517100527171587*10 20 = 8.0877*10 -21 sec During this time, the electromagnetic quantum will compress space in the direction perpendicular to the motion of the photon (all actions occur at the speed of propagation of electromagnetic quanta in space) 8.0877*10 -21 * 3*10 10 = 2.42631058*10 -10 cm The size of the space for photon formation (diameter). Photon size (according to V. Manturov) + radial compression multiplied by two 2.42631058*10 -10 + 2.42631058*10 -10 *2+=7.27893174*10 -10 cm The volume of space required for the formation of a photon V = (4/3) * π ( d /2) 3 = 1.6154426674518895419514264944723e-27cm Density of space Photon mass/volume of space required for photon formation 1.67527387735751508054212e-14 g/1.758780923 e -28= 9.5 251 992 720 350*10 13 g cm3 Appendix 2 Calculation of the space density through the parameters of nucleons (estimated) Particles (whatever they're called) rotate within the nucleons, formed by electromagnetic quanta. Quanta that compress space into the nucleons' interior. The size of a nucleon is 0.7-0.8 fm (0.7-0.8*10 -13 cm). For calculations, we assume 0.75 fm. The distance between nucleons at which nuclear interaction is absent is 2-2.5 fm (2-2.5*10 -13 cm). For calculations, we assume 2.25 fm. Fig. 5 a. The distance at which nuclear forces change to repulsion is less than one femtometer, <1*10 -13 c m. For the calculation we take 0.75 fm. Fig. 5 b. Fig. 5 Half the distance between nucleons (their centers), at which nuclear interaction is absent, is the distance to which the tension of space has spread during its compression by moving electromagnetic quanta in the process of forming the contents of the nucleon. IV international scientific conference. Sydney. Australia. 16-17.10.2025 23 Half the distance between the surface of the nucleon and the point to which the tension of space has extended is the distance at which electromagnetic quanta, The particles that form the contents of the nucleon compress space. And from this point, space expands in the opposite direction. And so, the diameter of the sphere compressed by electromagnetic quanta to form particles that make up the nucleon is equal to D = 1.5 fm. The volume of space compressed by electromagnetic quanta V =𝜋 6𝐷3 V = 1.767145867…*10 -39 cm 3 The volume of a nucleon is d = 0.75 fm V =𝜋 6𝑑3 V n = 2.208932334…*10 -40 cm 3 The mass of a nucleon is the volume multiplied by the density of nuclear matter = 2.8*10 14 g/cm 3 V*2.8*10 14 = 2.208932334*10 -40 * 2.8*10 14 = 6.185010536…*10 -26 g. The density of space (the substance of space) is the weight of a nucleon/volume of space, used to form a nucleon = 6.185010536…*10 -26 / 1.767145867…*10 -39 = 3.5*10 13 g cm 3 IV international scientific conference. Sydney. Australia. 16-17.10.2025 24 Economic sciences THE EVOLUTION AND IMPACT OF INFLUENCER MARKETING: A GLOBAL ANALYSIS WITH A FOCUS ON ALBANIA Blerim Kola Prof. Asoc. Dr. Abstract Influencer marketing has evolved into one of the most powerful and effective tools in the digital advertising landscape, driven by the rise of social media platforms such as Instagram, YouTube, and TikTok. This form of marketing leverages the influence of individuals with substantial online followings to promote products, services, or brands in a manner that appears more organic and authentic compared to traditional advertising channels. Globally, the influencer marketing industry has become a multi-billion-dollar sector, with brands across various industries—from fashion to technology, food to travel—investing heavily in collaborations with influencers to reach their target audiences. This article explores the global evolution of influencer marketing, highlighting key trends, platforms, and strategies that have shaped the current landscape. The article also addresses ethical concerns surrounding influencer marketing, such as transparency, authenticity, and the regulation of sponsored content, which are gaining increasing attention both globally and locally. Additionally, the paper explores the evolving relationship between influencers and their followers, who often perceive these digital personalities as more relatable and trustworthy compared to traditional advertising spokespeople. Ultimately, this paper provides a comparative analysis of the state of influencer marketing in the global context and its adaptation to Albania’s growing digital market, offering insights into how this marketing strategy is likely to evolve in the future. The findings suggest that while Albania faces challenges in terms of regulation and budget limitations, it also presents significant opportunities for influencers and brands to develop more personalized and culturally resonant marketing campaigns. Keywords: Influencer marketing, global trends, Albania INTRODUCTION Influencer marketing, a form of social media marketing that involves partnering with individuals who have significant online followings to promote products or services, has become one of the most pervasive marketing strategies in the digital era. As social media platforms like Instagram, TikTok, and YouTube have grown in popularity, so has the reliance on influencers to communicate brand messages to targeted audiences. Globally, influencer marketing is predicted to be a multi-billion-dollar industry, with major brands allocating substantial portions of their advertising budgets toward influencer collaborations. While global trends in influencer marketing are widely documented, the landscape in smaller and developing markets, such as Albania, remains underexplored. This article aims to address this gap by providing a detailed comparison of influencer marketing strategies in global markets and Albania. We will investigate how Albanian businesses leverage influencer marketing, the challenges they face, and the distinct dynamics of this market. The rise of social media platforms in the early 2000s, such as Facebook, Instagram, and YouTube, opened new avenues for brands to communicate with potential customers. The concept of "influencers" emerged as individuals with large and engaged followings on these platforms began to monetize their online presence through brand partnerships. The shift toward influencer marketing was catalyzed by the decline in traditional advertising methods, such as television commercials and print ads. Consumers became more skeptical of direct advertisements, leading to a rise in trust for peer recommendations, especially those from online personalities they admired or followed. This transformation signified the transition from traditional forms of advertising to the digital, personalized approach of influencer marketing. Influencer marketing globally has evolved along several key trends: Diversification of Influencer Types: Influencers are categorized into various tiers, ranging from megainfluencers with millions of followers to microand nano-influencers with more niche, but highly engaged, audiences. IV international scientific conference. Sydney. Australia. 16-17.10.2025 31 4. Zəkizadə S.S. Les directions de la formation d'une infrastructure industrielle innovante dans les régions économiques du Karabagh et du Zanguezur oriental en Azerbaïdjan. Sciences of Europe (Praha, Czech Republic). No 143 (2024), pp.28-34. DOI: https://doi.org/10.5281/zenodo.12540720 5. Zəkizadə S.S. Heydər Əliyev və Azərbaycanda infrastrukturun inkişafı. İqtisadi Artım və İctimai Rifah, Bakı, 2023, №4. pp.159-168. 6. Zəkizadə S.S. Azərbaycanın işğaldan azad edilmiş ərazilərində innovativ yüngül sənaye infrasrtukturunun formalaşdırılması istiqamətləri. “Audit” elmi-praktiki jurnalı, Bakı, 2025. № 2, pp. 100-114. DOI: https://doi.org/10.59610/bbu2.2025.2.10 7. Zəkizadə S.S. İşğaldan azad edilmiş ərazilərdə turizm infrastrukturunun yaradılmasının regional inkişafa təsiri. “Xəzəryanı ölkələrdə multikultural dəyərlər və turizmin inkişafı problemləri” mövzusunda Beynəlxalq elmi konfransı. Bakı, 27 May 2022. pp.144-148. 8. Зекизаде С.С. Оценка формирования сельскохозяйственной инфраструктуры в Карабахском и Восточно-Зангезурском экономических районах. Финансовый бизнес: научно-аналитический журнал, № 10 (часть 3), 2023, с.267-271. 9. Ağaməmmədov T. Ağdamın işğaldan azad olunmuş ərazilərində su ehtiyatlarının qiymətləndirilməsi ilə əlaqədar iclas keçirilib. İki sahil. - 2021. - 24 iyun. - S.5, https://anl.az/down/meqale/iki_sahil/2021/iyun/749025.htm IV international scientific conference. Sydney. Australia. 16-17.10.2025 32 Geological and mineralogical sciences GEOLOGICAL STRUCTURE OF THE KOSKUDUK DEPOSIT (KARAGANDA REGION) Amrenova Araylym Zhanbolatovna Doctoral Student, D. Serikbayev East Kazakhstan Technical University, Kazakhstan ҚОСҚҰДЫҚ КЕН ОРНЫНЫҢ ГЕОЛОГИЯЛЫҚ ҚҰРЫЛЫМЫ (ҚАРАҒАНДЫ ОБЛЫСЫ) Амренова Арайлым Жанболатовна Д. Серікбаев атындағы Шығыс Қазақстан техникалық университетінің докторанты, Қазақстан Abstract The Koskuduk deposit is located in the central part of the Tasaral–Kyzylespe anticlinorium and is characterized by a complex geological structure formed through multi-stage tectono-magmatic evolution. The area hosts intrusive rocks ranging from gabbro to alaskite granites, with the most significant being granites of the Kyzylespe (Upper Devonian) and granodiorites of the Topar (Upper Carboniferous) complexes. These units determine the metallogenic specialization of the Karatas ore node, which includes the Koskuduk deposit. The rocks display variable composition and texture, with pervasive quartz-sericite alteration. The geological structure is dominated by intrusive and subvolcanic rocks—granodiorites, granites, amphibolites, and gabbro-amphibolites—controlled by sublatitudinal, northeast, and northwest fault systems. The overall framework reflects a long sequence of metamorphic, granitization, and tectono-magmatic processes that shaped the presentday morphology and ore-structural pattern of the area. Аңдатпа Коскудук кен орны Тасарал–Қызылеспе антиклинорийінің орталық бөлігінде орналасқан жəне аймақтың көп сатылы тектоно-магмалық эволюциясының нəтижесінде қалыптасқан күрделі геологиялық құрылымымен сипатталады [2]. Ауданда габбродан аляскитті граниттерге дейінгі интрузивтік жыныстар дамыған, олардың ішінде ең маңыздылары — Қызылеспе (жоғарғы девон) граниттері мен Топар (жоғарғы карбон) гранодиориттері. Бұл кешендер Каратас кен торабының, соның ішінде Коскудук кен орнының руда мамандануын айқындайды. Жыныстардың құрамы мен құрылымы айнымалы, окварцтану жəне серициттену белгілері байқалады. Геологиялық құрылыста интрузивтік жəне субвулкандық жыныстар — гранодиориттер, граниттер, амфиболиттер мен габбро-амфиболиттер басым, олардың орналасуы субендік, солтүстік-шығыс жəне солтүстік-батыс бағыттағы жарылымдармен бақыланады [1]. Кен орнының геологиялық құрылысы метаморфизм, граниттену жəне тектоно-магмалық белсенділіктің ұзақ кезеңдік үдерістерін көрсетеді, бұл аймақтың қазіргі морфологиялық жəне руда-құрылымдық бейнесін айқындайды. Keywords: Koskuduk, Karatassky ore node, Tasaral-Kyzylespinsky anticlinorium, granitoids, amphibolites, granodiorites, intrusive complexes, tectonic faults, Upper Proterozoic, Upper Carboniferous. Түйін сөздер: Қосқұдық, Қаратас кен торабы, Тасарал-қызылеспе антиклинориі, гранитоидтар, амфиболиттер, гранодиориттер, интрузивті кешендер, тектоникалық ақаулар, жоғарғы протерозой, жоғарғы карбон. Ауданның позициясы оның Тасарал-Қызылеспе антиклинориясының орталық бөлігіндегі орналасуымен анықталады. Оның негізі-жоғарғы протерозой жасының кристалды негізі. Бұл кешеннің қалыптасуы геосинклинальды жағдайда болды жəне Байкал тектоникалық циклінде аяқталды. Сонымен бірге протерозой жыныстары гранитті гнейстер, эвтаксистік граниттер жəне амфиболиттер пайда болғанға дейін тік шаттл қатпарларға ұсақталып, қарқынды метаморфозданды. Қатпарлану субмеридиональды соқтығысты, шөгу моноклинальды, 30-85° бұрышта, қатпарлардың еңісі негізінен батысқа, солтүстік-батысқа қарай. Жапырақ қабаты əдетте қатпарлы осьтерге сəйкес келеді. Антиклинорийдің өзегін құрайтын жоғарғы протерозой шөгінділерін Балқаш көлінен Мойынты станциясы мен Қызыл-Еспе кен орнына дейін 150 км-ден астам жерде байқауға болады. IV international scientific conference. Sydney. Australia. 16-17.10.2025 33 Субвулкандық фракция: 1 - Керегетас қабаты, кварц порфирлері, липариттер; 2 - липарит-дацит порфирлері. Жоғарғы протерозой: 3 - эвтакситті граниттер, гранодиориттер; 4 - эвтакситті диориттер, 5 - эвтакситті амфиболиттер, габбро-амфиоболиттер; 6 - кремнийлі, кварц-серицитті жыныстар, тақтатастар (Мыңшұқыр кешені). Интрузивті түзілімдер: 7 - андезиттік порфириттер(1), габбродиабаздар(2); 8 -диабаздық порфириттер(3), диориттік порфириттер (4) (жақсытағалы кешені). 9 - гранодиорит порфирлер( қонырат кешені); 10 - габбро (топар кешені); 11 - граниттер, лекократтар (1), раниттер (2); 12 - кварц жилалары; 13-тектоникалық бұзылулар; 14 -жыралар жəне олардың нөмірлері; 15 - 2000 жылы ГРК өткен жыралар; 16 - барлау профильдерінің желілері, олардың нөмірлері; 17 - 2000 жылы ГРК бұрғылаған тарихи бағаналы ұңғымалар; 18 - 2022 жылы бұрғыланған инженерлік-геологиялық жəне гидрогеологиялық ұңғымалар. 1 сурет. Қосқұдық алтын-полиметалл кен орнының геологиялық картасы (Сулейменов Ж.А., 2022) Жоғарғы протерозойдың граниттенген метаморфтық жыныстары аумақтың шамамен жартысын алып жатыр. Метаморфизм мен магмалық процестердің əсерінен интрузивтік сипаттағы (граниттер, гранодиориттер, диориттер, габбро) жыныстар қалыптасқан, олардың метаморфтық белгілері сақталған. Кешеннің ерекшеліктері: a) граниттенген жыныстар арасында мəрмəр, кварцит жəне тақтатас қабаттарының болуы; b) құрамның амфиболды габбродан алашкитке дейін өзгеруі; c) кварц пен плагиоклаздың бағдарлануынан туындайтын гнейс пен шистозды текстураның болуы. Қаратас кен торабының (Коскудук, Көкзабой) құрамында силур дəуірінің Венлок–Лудлов ярустарының қатпарлы түзілімдері дамыған [6, 8]. Олар Тасарал–Қызылеспе антиклинорийінің қапталдарында кездесіп, конгломераттар мен мəрмəрленген əктастармен қабаттаса орналасқан жасылсұр құмтастармен ұсынылады. Карбон жүйесінің Қарқаралы жəне Керегетас свиталары шектеулі таралған, лавалық жəне туфты липарит-дацит құрамды жыныстармен сипатталады. Субвулкандық фациялар кең таралған жəне жабынды эффузивтік фацияларға ұқсас. Шеңгелбай свитасының континентальды түзілімдері VI аномалиясының солтүстігінде кездеседі. Қаратас кен торабының интрузивтері петрографиялық құрамы бойынша əркелкі (габбродан гранитке дейін) жəне жастық ауқымы кең. Жоғарғы девонның Қызылеспе кешенінің граниттері субмеридиан бағытта доға түрінде орналасқан. Ауданның шығысында Көкзабай, батысында Шоқин массивтері дамыған. Біріншісі қоңыр-қызыл, ірі түйірлі лейкократты граниттермен, екіншісі — плагиоклаз мөлшері аз, калийлі шпатқа бай граниттермен сипатталады. Бұл граниттер жоғарғы протерозой мен силур шөгінділерін жарып өтеді, олардың үстінде Керегетас свитасының вулканиттері орналасқан [4]. IV international scientific conference. Sydney. Australia. 16-17.10.2025 34 Көкзабай граниттерінің жасы 309–330 млн жыл аралығында. Топар кешені үш фазадан тұрады: габбро-диориттер, гранодиориттер жəне лейкократты граниттер. Бірінші фаза шектеулі таралған, ал негізгі жəне үшінші фазалар Солтүстік пен Орталық массивтерді құрайды. Орталық массив Грейзеновый мен Көкзабай-Медный кен орындарын жалғайды жəне Талкудук–Каратас–Борлы тектоно-магмалық белсенділік аймағын көрсетеді. Гранодиорит-порфирлер (С₃–P₁ kn) Қаратас торабының металлогендік жəне құрылымдық ерекшеліктерін анықтайды [7]. Олар шток, линза, дайка түрінде дамыған жəне брекчияланған аймақтармен байланысқан. Бұл жыныстар қою сұр түсті, тығыз, құрамында плагиоклаз, кварц жəне биотит бар. Гидротермалық өзгерістер кең таралған — интенсивті кварцтену мен серициттену байқалады. Ауданда гранит-, гранодиорит-, фельзит-, андезит-, жəне диорит-порфирлі дайкалар кең таралған, олар солтүстік-батыс бағытта 10 км-ге дейін созылады. Тектоникалық бұзылыстардың рөлі зор: ежелгі субмеридиан жарылымдары ежелгі блоктарды шектейді, ал солтүстік-шығыс бағыттағы жарылымдар герциндік кезеңде интрузиялар мен вулкандық құрылымдарды бақылаған. Солтүстік-батыс бағыттағы соңғы жарылымдар блоктардың 200–300 м вертикаль жылжуын туғызған [9]. Кенорын құрылымында интрузивтік жəне субвулкандық түзілімдер жетекші рөл атқарады. Мыншұқыр кешенінің жоғарғы протерозой гранитоидтары кен орнының морфологиясы мен генезисін анықтайды [3]. Олар этаксиалды гранодиориттер, граниттер, амфиболиттер жəне габброамфиболиттермен берілген. Батыс жəне солтүстік-батыс бөлігінде амфиболит пен габбро-амфиболит блогы бөлінеді [5]. Бұл жыныстар плагиоклаз, амфибол, биотит жəне кварцтан тұрады, текстурасы массивті немесе қабатты. Төменгі гранитоидтар биотитті жəне мүйіз алдамшылы разностармен сипатталады, құрылымы гранобластты жəне катакластикалық. Кварц мөлшері айтарлықтай, түсті минералдар хлорит пен карбонатқа ауысқан. Құрамына қарай кейбір жыныстар диоритке ұқсас жəне кен орнының солтүстік-шығысында шағын линза түрінде кездеседі. Олар өтпелі аймақтарда орналасқан жəне габбро-амфиболит пен гранитоидтармен құрылымдық үйлесімде. Түсі қоңыр-қызыл, гидрооксидтер мен темір, мырыш, марганец тотықтарының болуы тотыққан жəне кварцтанған аймақтарға тəн [10]. Қорытынды Коскудук кен орнының геологиялық құрылысы Тасарал–Қызылеспе антиклинорийінің көпсатылы дамуын бейнелейді, ол жоғарғы протерозойдан кеш палеозойға дейінгі тектоно-магмалық жəне метаморфтық үдерістердің өзара əсерінен қалыптасқан. Қиманың негізін жоғарғы протерозойдың граниттенген метаморфтық жыныстары құрайды, олардың шегінде əртүрлі жастағы интрузивтіквулканогендік кешендер қалыптасқан. Қызылеспе жəне Топар кешендерінің граниттері мен гранодиориттері руда денелерінің жəне гидротермалдық белсенділік аймақтарының дамуын бақылайды. Тектоникалық жарылымдармен байланысты окварцтанған жəне серициттенген жыныстардың болуы гидротермалдық үдерістердің белсенді қатысуын көрсетеді. Солтүстік-шығыс жəне солтүстік-батыс бағыттағы жарылымдар интрузиялардың орналасуы мен руда учаскелерінің шоғырлануын анықтайды. Коскудук кен орны герциндік тектоно-магмалық циклмен жəне протерозой фундаментінің граниттенуімен байланысты құрылымдық-бақыланатын интрузивтік-гидротермалдық түзілім болып табылады. References 1. Gorkin D.S., Shatalin S.A. "Report on the results of geophysical research at the Koskuduk deposit in the Karaganda region", Geodjet Exploration LLP, Moscow, 2021 2. Zhukov M.I. "Report on the search for stratified polymetallic deposits within the Tasaral-Kyzylespinsky anticlinorium", Funds of TU "Centrkaznedra", 1974. 3. Instructions on the requirements for materials submitted for state expertise on the preliminary geological and economic assessment of deposits of solid minerals. Kokshetau, 2004. 4. Kalinin L.S. "Geological structure and minerals of the Tasaral-Kyzylespinsky middle massif" L-4352B, Funds of TU "Centrkaznedra" 5. Methodological guide on the content, design and procedure for submitting materials for calculating reserves of solid minerals for the state examination of the subsoil, Committee of Geology and Subsoil Use of the Republic of Kazakhstan, Astana, 2008 IV international scientific conference. Sydney. Australia. 16-17.10.2025 35 6. Mogilin V.S., Bukhantsov S.G., Kazantsev O.P., Ospanov S.A. "Report on additional exploration of the Koskuduk gold-polymetallic deposit with a feasibility study of conditions and reserves calculation as of 07/01/2001. (zinc, lead, gold, silver) Karaganda region, Aktogay district, Nurdaulet LLP, Astana, 2001. 7. Order of the Acting Minister of Investment and Development of the Republic of Kazakhstan dated May 31, 2018 No. 419 "On approval of forms of reports on geological exploration of subsurface" 8. Order of the Minister of Ecology, Geology and Natural Resources of the Republic of Kazakhstan dated August 25, 2020 No. 200 9. Sadykov Ch.K., Rakhymbai Z.S., Azimzhanov I.I. "Technical report on the results of hydrogeological surveys for the Koskuduk deposit, Almatygeocenter LLP, Almaty, 2022. 10. Tazhieva A.A. "Report on laboratory studies on the physico-mechanical properties of samples from the Koskuduk site", Almatygeocenter LLP, Laboratory of Engineering and Geological Research, Almaty, 2022. IV international scientific conference. Sydney. Australia. 16-17.10.2025 36 Jurisprudence THE EVOLVING ROLE OF BUSINESS MEDIATION IN THE U.S. LEGAL SYSTEM: TRENDS AND CHALLENGES IN 2025 Kateryna Kharkivska PhD in Law Consultant of Business Mediation Member of the Ukrainian Bar Association Associate Member of American Bar Association Founder of the NGO "Center for Public Safety Research", Ukraine Abstract In recent years, business mediation has evolved from a supplementary alternative dispute resolution (ADR) mechanism into a strategic legal instrument shaping corporate decision-making, regulatory compliance, and litigation avoidance in the United States. Whereas mediation once occupied a peripheral role in commercial disputes, today it operates at the intersection of law, business strategy, and governance. The year 2025 marks a critical point in this transformation: rapid technological development, changes in corporate governance structures, and shifts in both federal and state legal frameworks have redefined how mediation functions within commercial and legal spheres. This article examines the dynamic role of business mediation within the U.S. legal system in 2025 by analyzing structural trends, regulatory evolution, and practical challenges. It traces the historical development of ADR policies in the U.S., focusing on how federal and state approaches have progressively shaped the modern mediation landscape. Mediation is increasingly embedded in contractual frameworks, corporate compliance programs, and judicial processes, moving beyond its original voluntary nature to become an expected step in dispute resolution. A particular focus is placed on the interplay between legal policy and corporate culture, which now drives the adoption of mediation not merely as a cost-saving tool but as a governance mechanism aligned with ESG (Environmental, Social, and Governance) standards, risk management systems, and stakeholder expectations. Technological disruption represents another powerful factor reshaping mediation practice. Artificial intelligence (AI), online dispute resolution (ODR) platforms, and data-driven case management systems are transforming the speed, accessibility, and structure of mediation processes. These innovations allow parties to manage complex disputes more efficiently and enable mediators to draw on predictive analytics and automated workflows. At the same time, they raise new ethical and regulatory questions surrounding data protection, algorithmic transparency, and mediator neutrality that practitioners and policymakers must address in real time. The article also identifies several emerging trends and challenges defining 2025. These include the increasing integration of mediation clauses into complex commercial contracts, which makes mediation a contractual precondition to arbitration or litigation; the gradual federalization of mediation standards to reduce regulatory fragmentation; the growing reliance on hybrid dispute resolution models that combine mediation with arbitration or litigation; and the rising need for highly specialized mediators capable of handling technology-intensive, cross-border, and ESG-related disputes. Drawing from the perspective of a practicing business mediator, this study provides a forward-looking analysis that combines legal frameworks, empirical trends, and professional practice. It highlights how mediation is no longer an optional alternative but a central component of the U.S. dispute resolution ecosystemone that is increasingly shaped by legal innovation, corporate governance, and technological transformation. Keywords: Business mediation; U.S. legal system; ADR trends; corporate governance; technology and AI; mediation ethics; federal vs state law; hybrid dispute resolution; ESG; commercial contracts Introduction Business mediation has undergone a significant transformation in the United States over the last two decades. Originally perceived as an alternative mechanism for resolving commercial disputes outside of formal court structures, it is now recognized as an integral component of the broader legal and regulatory ecosystem. By 2025, mediation is no longer confined to voluntary processes between disputing parties but has become IV international scientific conference. Sydney. Australia. 16-17.10.2025 37 embedded in contractual frameworks, corporate governance policies, and court-annexed programs across multiple jurisdictions [1, p. 12]. The increasing use of mediation clauses in commercial agreements, combined with the strategic role of mediation in corporate risk management, has elevated its importance for both legal practitioners and business executives. At the same time, federal and state regulatory bodies have been revising ADR policies to address emerging challenges, such as digitalization, cross-border disputes, and the integration of AI technologies in dispute resolution [2, p. 7]. This article explores the evolving role of business mediation in the U.S. legal system through historical, regulatory, technological, and cultural perspectives. It identifies key trends shaping 2025 and examines the challenges faced by mediators, legal professionals, and policymakers in adapting to this rapidly changing environment. This transformation reflects broader shifts in the U.S. legal landscape, where efficiency, flexibility, and preventive dispute resolution strategies are increasingly prioritized over adversarial litigation. Courts across various jurisdictions have adapted by creating structured mediation programs, providing incentives for early settlement, and integrating mediation into pretrial procedures. In parallel, businesses have redefined their internal legal strategies to view mediation not as a reactive tool but as a proactive element of governance and stakeholder management. The expansion of mediation has also been influenced by economic and cultural factors. High litigation costs, unpredictable jury outcomes, and reputational risks associated with prolonged disputes have pushed corporations to seek methods that preserve relationships and minimize uncertainty. Mediation, with its confidential and interest-based approach, offers an avenue for achieving mutually acceptable solutions while protecting commercial interests. Furthermore, the increasing complexity of global supply chains and the rise of multinational business operations have created disputes that transcend single jurisdictions. In such contexts, mediation serves as a flexible and neutral forum capable of accommodating diverse legal systems, cultural expectations, and regulatory regimes. This has contributed to the growing perception of mediation as a mechanism that can operate effectively in both domestic and international commercial environments. From a strategic perspective, the evolving legal and business climate has also placed new demands on mediators themselves. Beyond facilitation skills, mediators must now demonstrate sector-specific expertise, technological literacy, and the ability to navigate multifaceted legal frameworks. These developments underscore the extent to which business mediation has moved to the center of the U.S. dispute resolution ecosystem by 2025. Historical Context and Legal Framework The modern history of business mediation in the United States can be traced back to the 1970s, when the Pound Conference (1976) triggered a national debate about the inefficiencies of the court system and the potential of alternative dispute resolution mechanisms [3, p. 44]. The subsequent Alternative Dispute Resolution Act of 1998 marked a turning point by mandating federal district courts to establish ADR programs, thereby institutionalizing mediation as part of the judicial process [4, p. 3]. Over the following decades, both federal and state governments developed ADR infrastructures tailored to their legal cultures. Federal agencies such as the Federal Mediation and Conciliation Service (FMCS) played a critical role in promoting mediation at the national level, particularly in labor and commercial contexts [5, p. 56]. Meanwhile, individual states crafted their own mediation rules and court-annexed programs, resulting in a complex, layered system where legal frameworks vary significantly depending on jurisdiction. By the early 2000s, business mediation became increasingly embedded in commercial practice through contractual clauses that required parties to attempt mediation before initiating arbitration or litigation. This approach reflected the influence of major arbitration institutions, including the American Arbitration Association (AAA) and JAMS, which began offering structured mediation services alongside arbitration [6, p. 18]. A major driver of growth in the 2010s and 2020s was the growing recognition of mediation as a costeffective and time-efficient method of resolving disputes compared to traditional litigation. Empirical research demonstrated that mediation could reduce dispute resolution costs by up to 60 % and significantly shorten the timeline for resolution [7, p. 102]. As businesses sought to avoid reputational damage, regulatory uncertainty, and prolonged litigation, mediation became strategically attractive not only for dispute resolution but also as a governance mechanism aligned with risk management and compliance objectives. By 2025, mediation has evolved beyond its original scope, functioning not merely as a procedural tool but as an instrument of legal policy and corporate strategy. Federal courts increasingly encourage pre-trial mediation, while many states have adopted mandatory mediation for certain categories of commercial disputes. IV international scientific conference. Sydney. Australia. 16-17.10.2025 38 This dual federal-state structure sets the stage for the next phase of mediation’s development, in which national policy trends and local legal cultures intersect in complex ways. Federal vs. State ADR Dynamics The structure of alternative dispute resolution (ADR) in the United States reflects the country’s distinctive federal system, where legal authority is distributed between national and state governments. This duality has profound implications for the development, regulation, and practice of business mediation. Unlike unitary systems with centralized control, the U.S. legal framework allows for parallel and sometimes overlapping mechanisms at different governmental levels. For practitioners and businesses, this means navigating a complex regulatory environment where federal policies set broad standards while states experiment with diverse models tailored to local legal cultures and economic priorities. The dynamic relationship between these levels of governance has been both a catalyst for innovation and a source of fragmentation, shaping the evolution of mediation in unique ways. One of the defining characteristics of the U.S. legal system is the coexistence of federal and state legal frameworks, each with its own approach to mediation. This dual structure has shaped the evolution of business mediation by generating both opportunities and challenges for practitioners, policymakers, and corporations [8, p. 66]. At the federal level, the framework for mediation is primarily shaped by the Alternative Dispute Resolution Act of 1998 and subsequent amendments, which mandate federal district courts to implement ADR programs and encourage pretrial mediation for civil cases [4, p. 5]. Federal agencies such as the Department of Justice and the Federal Mediation and Conciliation Service have expanded their mediation initiatives, particularly in fields like labor relations, antitrust enforcement, and commercial regulatory disputes [5, p. 58]. By 2025, federal courts increasingly rely on standardized mediation procedures and specialized rosters of mediators, reflecting a shift toward greater institutionalization and professionalization of mediation practice. Historically, the federal government’s involvement has played a stabilizing role, providing consistent frameworks across jurisdictions. Federal courts typically emphasize uniform procedural rules, structured mediator rosters, and integration of mediation into pretrial management systems. This ensures predictability for parties, particularly for corporations that operate nationwide. The presence of federal standards also promotes confidence in the mediation process by ensuring baseline procedural safeguards and encouraging professionalization among mediators. At the state level, mediation policies vary widely. Some states, such as California and Florida, have established robust court-annexed mediation systems with mandatory pretrial mediation for specific types of business disputes, supported by certified mediator rosters and clear procedural guidelines [9, p. 77]. Others rely on voluntary or hybrid models, where mediation is encouraged but not required. This variation reflects broader differences in legal culture, court capacity, and political priorities across the United States. These differences are not accidental-they reflect the flexibility inherent in the U.S. federal system. States act as «laboratories of democracy», experimenting with different approaches to mediation. For example, California’s early adoption of structured court-annexed mediation programs set a precedent for other states. Florida’s focus on mediator certification standards helped raise the professional bar nationwide. Meanwhile, states with less formalized programs allow parties greater autonomy in shaping mediation procedures, which can be advantageous for highly customized commercial disputes. For businesses and legal practitioners, this landscape offers both advantages and challenges. On the one hand, states with developed mediation infrastructures provide efficient mechanisms that can reduce time and litigation costs. On the other hand, inconsistency across jurisdictions can make cross-border business disputes more complex, forcing companies to tailor their contractual ADR clauses to different regulatory contexts. The interaction between federal and state approaches produces both synergies and tensions. On the one hand, federal ADR standards provide consistency and predictability for businesses engaged in multi-state operations. On the other hand, divergent state-level rules can create legal uncertainty, procedural fragmentation, and strategic forum shopping by litigants [10, p. 41]. The trend for 2025 indicates a gradual convergence between federal and state ADR systems. Several states are aligning their procedural rules with federal guidelines, while federal courts increasingly recognize state-certified mediators and mediation outcomes. This hybridization aims to strike a balance between uniformity and local flexibility, supporting the broader policy objective of promoting efficient and accessible dispute resolution nationwide [11, p. 16]. Looking forward, this convergence may lead to the emergence of a more cohesive national mediation framework. While maintaining state autonomy, policymakers are increasingly aware of the need for interoperability between systems. For mediators, this means that certifications and qualifications may soon carry weight across jurisdictions. For businesses, it promises reduced procedural uncertainty and clearer IV international scientific conference. Sydney. Australia. 16-17.10.2025 39 expectations when disputes arise in multiple states. The U.S. model thus represents a blend of central coordination and localized innovation-a structure that continues to evolve as mediation becomes a core element of the national dispute resolution landscape. Corporate Culture and Mediation Uptake Understanding the rise of business mediation in the United States requires more than a purely legal analysis; it demands an examination of the deeper cultural forces driving corporate behavior. Over the past decade, companies have undergone a profound shift in how they perceive conflict and manage risk. Traditional adversarial approaches, centered on litigation, are increasingly being replaced by strategies that prioritize cooperation, speed, and reputation management. Mediation has emerged as a key element of this transformation, not as an optional tool but as a fundamental part of how corporations structure their relationships and resolve disputes. This cultural evolution has been shaped by economic pressures, governance reforms, investor expectations, and the rise of data-driven management practices that demand demonstrable results from every legal and operational process. The evolution of business mediation in the U.S. cannot be understood without analyzing its interaction with corporate culture. In recent years, companies have embraced mediation not merely as a legal requirement but as a strategic governance tool, integrated into risk management, compliance programs, and ESG (Environmental, Social, and Governance) strategies [12, p. 24]. Corporate adoption of mediation has been particularly strong among Fortune 500 companies, which view mediation as a way to control litigation costs, protect brand reputation, and maintain commercial relationships. In-house legal departments increasingly insert mediation clauses into complex contracts, making mediation a mandatory step before arbitration or litigation [13, p. 11]. These clauses often specify institutional rules (e.g., AAA or JAMS) and preselect mediators or panels with sector-specific expertise. This strategic use of mediation reflects broader shifts in how corporations conceptualize legal processes. Instead of treating disputes as isolated legal events, companies now view them through the lens of enterprise risk management. A dispute is not merely a potential legal cost but a reputational and operational risk that must be managed with the same precision as financial or cybersecurity threats. By formalizing mediation in contracts, corporations ensure that conflicts are addressed early, confidentially, and in a manner aligned with business objectives. Moreover, mediation aligns well with the data-driven culture of American corporations. Companies increasingly use metrics to evaluate dispute resolution outcomes, including settlement rates, time-to-resolution, and stakeholder satisfaction [14, p. 32]. Mediation provides quantifiable benefits in these areas, making it an attractive option compared to protracted litigation. Corporate governance trends also indicate a shift in leadership attitudes toward mediation. Boards of directors and general counsels are no longer treating mediation as a fallback but as part of strategic decisionmaking. For example, mediation is now integrated into enterprise risk management frameworks and compliance audits, reflecting its role as a preventive mechanism rather than a reactive measure [15, p. 19]. This cultural shift is supported by external factors, including investor expectations, regulatory scrutiny, and social responsibility pressures. In 2025, mediation’s role in corporate culture extends beyond resolving disputes; it shapes organizational behavior, contractual architecture, and reputational strategies, making it a core component of corporate legal identity in the United States. Technological Disruption and AI Technological innovation is one of the most transformative forces reshaping business mediation in the United States by 2025. The rapid development of artificial intelligence (AI), data analytics, and online dispute resolution (ODR) platforms has fundamentally changed how mediation is initiated, conducted, and monitored [16, p. 5]. One of the most significant shifts involves the integration of AI-powered case management systems. These platforms assist mediators and parties by analyzing large volumes of legal and commercial data, identifying settlement patterns, and generating predictive models for likely outcomes [17, p. 92]. By leveraging algorithms trained on historical mediation data, these tools can help mediators prioritize issues, tailor negotiation strategies, and identify creative settlement options. This use of technology supports mediators in handling increasingly complex, multi-party disputes. ODR platforms, which gained momentum during the COVID-19 pandemic, have become fully embedded in corporate ADR strategies. By 2025, major mediation providers such as AAA and JAMS offer secure, AI-augmented virtual mediation environments that allow parties to conduct negotiations remotely with enhanced document-sharing, real-time translation, and automated scheduling features [18, p. 14]. This has expanded access to mediation for small and medium-sized enterprises that previously faced barriers due to geographical distance or cost. IV international scientific conference. Sydney. Australia. 16-17.10.2025 40 Technological disruption is also visible in contract design. Businesses increasingly incorporate «smart mediation clauses» into digital contracts, enabling automated initiation of mediation when predefined conditions are met [19, p. 41]. For example, in supply chain disputes, blockchain-based contracts can trigger mediation procedures automatically when performance thresholds are breached. This trend demonstrates the convergence of ADR with legal tech and fintech, where mediation becomes part of automated commercial ecosystems. However, these advancements are not without challenges. Concerns about algorithmic bias, data privacy, and the transparency of AI-generated recommendations have emerged as critical issues for mediators and policymakers alike [20, p. 88]. The reliance on AI raises fundamental questions about mediator discretion, party autonomy, and the neutrality of the process. These questions are particularly pressing in cross-border disputes, where regulatory frameworks differ and data governance rules may conflict. Ethical and Regulatory Challenges As mediation processes in the United States become increasingly digitalized and technologically sophisticated, the ethical and regulatory frameworks governing these practices are being tested in unprecedented ways. The shift from face-to-face mediation sessions toward online platforms, AI-assisted analysis, and data-driven negotiation techniques offers significant opportunities but also generates a host of novel dilemmas. These dilemmas are not simply theoretical: they affect how mediators perform their roles, how parties engage in dispute resolution, and how regulators ensure fairness and accountability in a rapidly evolving legal environment. The challenge for 2025 is to maintain the core values of mediation-confidentiality, impartiality, party autonomy, and trust-while adapting to the practical realities of technological transformation. The technological transformation of mediation brings with it a range of ethical and regulatory dilemmas that require careful consideration by both legal professionals and policymakers [21, p. 56]. First, the principle of confidentiality, a cornerstone of mediation, faces new pressures in digital environments. ODR platforms and AI tools necessarily involve data collection, storage, and analysis, which may expose sensitive commercial information to cybersecurity risks or third-party access [22, p. 29]. Mediators and providers must implement robust data protection protocols to ensure compliance with both federal privacy laws and state-specific regulations such as the California Consumer Privacy Act (CCPA). In practical terms, this means that mediators must now develop competencies that were once outside the traditional scope of mediation practice. They need to understand encryption standards, assess platform security, and evaluate third-party vendor compliance. For businesses, the confidentiality challenge is even more complex when mediation involves international transactions, where data may cross borders and become subject to multiple privacy regimes. This raises questions about data sovereignty, jurisdiction, and the applicability of foreign privacy laws-issues that many mediators are not yet trained to navigate. Second, mediator impartiality and independence are being redefined in the context of algorithmic support. When AI tools suggest negotiation strategies or predict outcomes, mediators must decide how much to rely on these recommendations without compromising their professional judgment [20, p. 90]. Ethical guidelines for the use of AI in mediation are still in their infancy, with organizations such as the American Bar Association (ABA) and the National Center for State Courts (NCSC) beginning to issue preliminary frameworks [23, p. 11]. This development raises difficult questions about accountability. If a mediator follows an algorithmic suggestion that leads to a biased or suboptimal outcome, who bears responsibility-the mediator, the software developer, or both? Furthermore, algorithms themselves may reflect underlying data biases, amplifying inequities that mediation is intended to mitigate. Establishing clear standards for transparency, explainability, and oversight is therefore crucial to maintaining public trust in mediation technologies. Third, the regulatory landscape remains fragmented. While some states have issued rules on ODR and AI-assisted mediation, there is no comprehensive federal framework that governs the use of technology in ADR. This regulatory gap creates uncertainty for mediators and businesses operating across multiple jurisdictions [24, p. 4]. It also raises potential conflicts of law, particularly in interstate and international disputes. Finally, the human element of mediation remains essential. While technology can enhance efficiency, over-reliance on digital tools risks eroding the interpersonal dynamics that are central to successful mediation [25, p. 47]. Emotional intelligence, cultural sensitivity, and the mediator’s ability to build trust cannot be replicated by algorithms. For this reason, 2025 is characterized not by the replacement of mediators with machines but by the coexistence of human expertise and technological augmentation. Emerging Trends in 2025 The landscape of business mediation in the United States is experiencing a pivotal moment. As the commercial environment becomes more interconnected and technologically advanced, mediation is adapting IV international scientific conference. Sydney. Australia. 16-17.10.2025 47 reported the largest increases. On the other hand, four populations showed significant decreasing trends, Turkey (AAPC=−6.50; 95% CI: −11.64-1.07; P=0.025) reported the largest decline, followed by Canada (AAPC=−4.36; 95% CI: −6.94-1.70; P=0.006), and the white population in the USA (AAPC=−2.98; 95% CI: −5.13-0.78; P=0.014). Similar distribution but larger increase was found in males aged below 50 Norway (AAPC=18.77; 95% CI: 4.55-34.92; P=0.014) and Thailand (AAPC=10.24; 95% CI: 0.36-21.09; P=0.044) reported significant increasing trends, whereas evident decreasing trends were observed in 17 countries, predominately Asian and European countries, with Germany (AAPC=−17.17; 95% CI: −26.66-6.44; P=0.007), Denmark (AAPC=−9.88; 95% CI: −17.74-1.26; P=0.030), and France (AAPC=−9.66; 95% CI: −14.70-4.32; P=0.004) showing the greatest decreases. From the raw data, the highly significant increasing trend observed in the younger male population of Norway and Thailand was likely due to the statistical base effect as unusually low ASR was reported in the start of the 10-year interval 2010-2011 (Norway); 2003 (Thailand). For their younger females aged below 50, significant decreases were observed in two countries/regions: Hong Kong, SAR, China (AAPC=−12.44; 95% CI: −21.77-1.99; P=0.026) and Korea (AAPC=−11.79; 95% CI: −21.660.67; P=0.041), while no country reported significant increase [3]. In conclusion, our colleagues point out that the reported incidence for LC has been decreasing remarkably for the past decades, especially for the male population, potentially due to the reduced consumptions of cigarettes and alcohol. Its mortality has also been decreasing, possibly attributable to broader availability and applications of treatments. However, regional disparity in mortality remains due to difference in level of access to surgical care. On the contrary, it is alarming that some evident increases were observed in the female populations and younger subjects from some countries. If no mitigation interventions are implemented, such trends may continue. It is also recommended that governments should continue the implementation of smoking and alcohol reduction campaigns, to minimize further burden on healthcare system. Nocini R. et al. in their work they say that [5] LC is a form of malignancy originating from the anatomic site called larynx (also commonly known as “voice box”), which is anatomically divided in three regions including the supraglottic larynx (encompassing the epiglottis, false vocal cords, ventricles, aryepiglottic folds and arytenoids), the glottis (encompassing the true vocal cords and the anterior and posterior commissures) and the subglottic region. Among squamous cell carcinomas, the well and moderately differentiated forms slightly prevail over poorly differentiated tumors; the larger number of LC cases originate from the glottic region (i.e., approximately two-third), followed by the supraglottic area (about 30%), whilst transglottic and purely subglottic tumors are generally less frequent. The more important risk factors for LC include tobacco use, excessive alcohol ingestion, gastro-esophageal reflex, Plummer-Vinson syndrome, anatomical malformations, exposure to heat, chemicals, asbestos, nickel or ionizing radiations, along with some viral infections (e.g., HPV). The most frequent symptoms of laryngeal malignancies include hoarseness, sore throat, dysphagia and/or painful swallowing, impairment in voice quality, otalgia, cough and hemoptysis. Despite hoarseness can develop early in patients with laryngeal malignancies, in many cases the cancer has already deeply involved the vocal cords and spreads to regional lymphatics at diagnosis. Primary tumor volume, composite nodal volumes, composite primary tumor and nodal volumes are significant predictors of unfavorable prognosis, along with advanced age, performance status, grade and depth of invasion. In their work, the researchers note that LC is an important oncologic entity, whose prognosis depends on establishing appropriate preventive and diagnostic measures, especially in populations at higher risk. The current incidence, prevalence and mortality of LC are estimated at 2.76 cases/year per 100,000 inhabitants, 14.33 cases/year per 100,000 inhabitants and 1.66 deaths/year per 100,000 inhabitants, respectively, averaging 3.28 million Disability-Adjusted Life Years each year. Incidence and prevalence have increased by 12% and 24%, respectively during the past 3 decades, whilst mortality has declined by around 5%. The epidemiologic burden of this malignancy is approximately 5-fold higher in males and increases in parallel with ageing, peaking after 65 years of age. Both incidence and mortality rates are higher in Europe and lower in Africa, but the ratio between deaths and incidence is the highest in Africa. Incidence has gradually declined in Europe during the past 3 decades, whilst it has increased in South-East Asia and Western Pacific. Cigarette smoking and alcohol abuse contribute for about 90% of overall worldwide mortality for LC. At the same time, the conclusions state that LC still poses a high clinical and societal burden, with an escalating temporal trend not expected to reverse soon [5]. An interesting work was presented by Li C. et al. [6]. In this study, authors aimed to explore the roles of cuproptosis-related genes in LC and their potential as prognostic markers and therapeutic targets. LC, characterized by high recurrence rates and a lack of effective biomarkers, has been associated with cuproptosis, a regulated cell death process linked to cancer progression. They collected comprehensive data from The Cancer Genome Atlas and Gene Expression Omnibus databases, including gene expression profiles and clinical data IV international scientific conference. Sydney. Australia. 16-17.10.2025 48 of LC patients. Using clustering and gene analysis, researchers identified cuproptosis-related genes with prognostic significance. A risk model was constructed based on these genes, categorizing patients into highand low-risk groups for outcome comparison. Univariate and multivariate analyses were conducted to identify independent prognostic factors, which were then incorporated into a nomogram. Gene Set Enrichment Analysis was employed to explore pathways distinguishing highand low-risk groups. This risk model, based on four genes, including transmembrane 2, dishevelled binding antagonist of β-catenin 1, stathmin 2, and G protein-coupled receptor 173, revealed significant differences in patient outcomes between highand low-risk groups. Independent prognostic factors were identified and integrated into a nomogram, providing a valuable tool for prognostic prediction. Gene Set Enrichment Analysis uncovered up-regulated pathways specifically associated with high-risk patient samples. The authors point out that this study highlights the potential of cuproptosis-associated genes as valuable prognostic markers and promising therapeutic targets in the context of LC and sheds light on new avenues for understanding and treating this complex disease. In a study by Ren L. et al. [7], immune signatures of LC were systematically analyzed and their role in tumor progression was assessed. Differentially expressed immune-related genes (IRGs) were screened between LC and normal tissues from The Cancer Genome Atlas (TCGA) dataset. Then, two prognosis-related IRGs aquaporin 9 (AQP9) and zeta chain of T cell receptor associated protein kinase 70 (ZAP70) were analyzed by a series of survival analysis. Based on them, molecular subtypes were constructed by unsupervised cluster analysis. Differences in survival outcomes, human leukocyte antigen (HLA) expression and immune cell infiltrations were assessed between subtypes. Expression of AQP9 and ZAP70 was validated in LC tissues and cells by reverse transcription-quantitative polymerase chain reaction (RT-qPCR) and immunohistochemistry. After silencing and overexpressing AQP9 and ZAP70, cholecystokinin-8 (CCK-8), 5-ethynyl-2'-deoxyuridine (EdU), wound healing and transwell assays were performed in TU212 and LCC cells. Totally, 315 IRGs were abnormally expressed in LC. Among them, AQP9 and ZAP70 were distinctly correlated to patients’ prognosis. Two subtypes were developed with distinct survival outcomes, HLA expression and immune microenvironment. Low expression of AQP9 and ZAP70 was confirmed in LC. AQP9 and ZAP70 up-regulation distinctly suppressed proliferation, migration, and invasion of LC cells. The opposite results were investigated when their knockdown. Our colleagues focus on the fact that the obtained findings revealed the roles of AQP9 and ZAP70 in progression of LC, and suggested that AQP9 and ZAP70 could potentially act as candidate immunotherapeutic targets for LC. Collectively, this study proposed two prognosis-related IRGs AQP9 and ZAP70. Two molecular subtypes based on AQP9 and ZAP70 may reflect immune microenvironment of LC. In vitro, their upregulation inhibited proliferation, migration and invasion of LC cells. Results obtained demonstrated that AQP9 and ZAP70 might be candidate therapeutic targets and prognostic signatures for LC, which may assist guide clinical therapy in the future [7]. Liu W. et al. [8] in their work they say that LC is one of the most common malignant tumors among head and neck cancers. Accumulating studies have indicated that long noncoding RNAs (lncRNAs) play an important role in LC occurrence and progression, however, the functional roles and relative regulatory mechanisms of lncRNA growth arrest-specific transcript 5 (GAS5) in LC progression remain unclear. The expression of lncRNA GAS5 in both LC tissues and cell lines was evaluated using quantitative RT-qPCR assay. The relationships between lncRNA GAS5 expression and clinical parameters were also analyzed. To determine the biological function of lncRNA GAS5, a lncRNA GAS5-specific plasmid was first transfected into LC cells using lentiviral technology. Cell counting kit-8 assay, flow cytometry, and Transwell assays were used to detect in vitro cell proliferation, apoptosis, cycle distribution, and metastasis abilities, respectively. Furthermore, in vivo cell growth experiments were also performed using nude mice. Additionally, western blotting was performed to identify the underlying regulatory mechanism. In the current study, lncRNA GAS5 was downregulated in LC tissues and its low expression was closely associated with poor tumor differentiation, advanced TNM stage, lymph node metastasis, and shorter overall survival time. In addition, lncRNA GAS5 upregulation significantly inhibited LC cell proliferation both in vitro and in vivo. Moreover, in response to lncRNA GAS5 overexpression, more LC cells were arrested at the G2/M stage, accompanied by increased cell apoptosis rates and suppressed migration and invasion capacities. Mechanistically, this data showed that the overexpression of lncRNA GAS5 significantly regulated the PI3K/AKT/mTOR signaling pathway. LncRNA GAS5 might act as a suppressor gene during LC development, as it suppressed cell proliferation and metastasis by regulating the PI3K/AKT/mTOR signaling pathway; thus, lncRNA GAS5 is a promising therapeutic biomarker for the treatment of LC. Overall, lncRNA GAS5 could serve as a tumor suppressor gene in LC, which would be a promising therapeutic biomarker for LC treatment. Liberale C. et al. [9] note that LC is one of the most frequent tumors of the upper aero-digestive tract. While certain factors such as alcohol consumption and tobacco smoking have been established as risk factors IV international scientific conference. Sydney. Australia. 16-17.10.2025 49 for LC, the correlation of many other risk factors with the mechanism of carcinogenesis remains unclear. The process of laryngeal carcinogenesis has been well described; however, there are still aspects that lack understanding, and the underlying biological mechanisms have not been fully elucidated. Indeed, the emerging role of lncRNAs, miRNAs, and mRNAs is becoming increasingly important in our understanding of cancer development and its clinical and therapeutic implications. These non-coding RNAs have been shown to play critical roles in various aspects of cancer biology, including tumor initiation, progression, metastasis, and response to treatment. Gaining insight into the molecular mechanisms involved in carcinogenesis could enable the prediction of tumor progression and facilitate targeted interventions at various stages of the disease. The ultimate goal is to develop precise and effective therapies through a precision medicine approach. Achieving this objective requires further comprehensive studies on the molecular biology of cancer and the role of different risk factors. Özdaş T. et al. [10] point out that while LC does not show any obvious early symptoms, it tends to have a poor prognosis in advanced clinical stages. Chromosome region maintenance 1 (CRM1) mediates the nuclear export of some RNAs, major and tumor suppressor proteins and has been associated with the pathogenesis of many tumors. However, the clinicopathological significance of CRM1 gene expression in LC has not been clarified yet. CRM1 expression in matched tumor and normal tissues obtained from 43 LC patients were evaluated intracellular for protein and mRNA levels by immunohistochemical staining (IHC), western-blot, and quantitative real-time qRT-PCR, respectively. IHC, western-blot, and qRT-PCR analyses showed that CRM1 expression was significantly increased in LC tissue compared to normal tissue. Increased expression of CRM1 has been associated with poor prognostic clinicopathological features, including advanced tumor stage, increased tumor invasion, larger tumor size, positive lymph node metastasis, distant metastasis, and invasive histological type by IHC, western-blot, and qRT-PCR. Kaplan–Meier survival analysis showed that patients with high expression of CRM1 exhibited lower overall survival compared to those with low expression (Logrank = 7.16, p = 0.007). According to the TCGA datasets, elevated CRM1 expression in head and neck cancer including cases of squamous cell laryngeal origin is associated with advanced tumor stage and histological grade (p > 0.05, for all). Consequently, CRM1 plays an important role in LC and may serve as an indicator and prognostic factor for poor overall survival in LC patients. In conclusion, this study revealed that CRM1 is a predictive biomarker for poor overall survival in LC patients, and that the evaluation of the clinical pTNM staging system of the tumor and CRM1 expression together may provide additional prognostic information. Moreover, inhibition of CRM1 expression may be a new therapeutic strategy for LC. Furthermore, prospective large-scale studies are needed to explore the true prognostic role of elevated CRM1 expression in laryngeal squamous cell carcinoma. The aim of the study by Luo M.S. et al. [11] was to develop an autophagy-related model to predict the prognosis of patients with LC. Autophagy, a major cause of cancer-related death, is correlated with the pathogenesis of various diseases including cancers. Our colleagues analyzed the correlation between expression profiles of autophagy-related genes (ARGs) and clinical outcomes in 111 LC patients from TCGA. Afterward, gene functional enrichment analyses of gene ontology and Kyoto Encyclopedia of Genes and Genomes were performed to find the major biological attributes. Univariate Cox regression analyses and multivariate Cox regression analyses were performed to screen ARGs whose expression profiles were significantly associated with LC patients overall survival (OS). Furthermore, to provide the doctors and patients with a quantitative method to perform an individualized survival prediction, we constructed a prognostic nomogram. Thirty eight differentially expressed ARGs were screened out in LC patients through the TCGA database. Related functional enrichments may act as tumor-suppressive roles in the tumorigenesis of LC. Subsequently, 4 key prognostic ARGs (IKBKB, ST13, TSC2, and MAP2K7) were identified from all ARGs by the Cox regression model, which significantly correlated with OS in LC. Furthermore, the risk score was constructed, which significantly divided laryngeal cancer patients into highand low-risk groups. Integrated with clinical characteristics, gender, N and the risk score are very likely associated with patients OS. A prognostic nomogram of ARGs was constructed using the Cox regression model. As the researchers note this study could provide a valuable prognostic model for predicting the prognosis of LC patients and a new understanding of autophagy in LC. A novel autophagy-related model and a predictive nomogram were conducted to robustly estimate LC patients survival. Now, regarding this pathology in our country at the republican level. The incidence of LC in the Republic of Kazakhstan in 2023 was 2.2 per 100 thousand population with an increase rate of 15.5% compared to the previous year (1.9 in 2022), which in absolute numbers amounted to 436 people (370 cases a year earlier), second only to prostate cancer (16.7%). The proportion of cases diagnosed for the first time in life, recorded by oncology organizations, was 1.2% (1.1% in 2022). At the same time, 384 men fell ill (the proportion is 2.4%, 13th rank place), women - 52 (the proportion is 0.2%, 22nd rank place), which clearly shows the gender IV international scientific conference. Sydney. Australia. 16-17.10.2025 50 difference in the incidence of this pathology with a pronounced predominance of the male population [12]. The LC level above the national average was established in 9 regions of the country: North Kazakhstan - 5.8 (the maximum indicator); Pavlodar - 3.8; Kostanay - 3.6; East Kazakhstan - 3.4; Abay - 3.3; Karaganda - 3.0; Akmola and Atyrau - 2.9; Mangistau - 2.6. This indicator is below the national average in 11 regions: Turkestan - 0.6 (the lowest level); the city of Astana - 1.0; Kyzylorda - 1.2; the city of Shymkent - 1.5; Ulytau and Almaty - 1.8; West Kazakhstan and Zhambyl - 1.9; Aktobe and Zhetysu regions and the city of Almaty - 2.1 per 100 thousand population. Mortality from this pathology was 0.8 per 100 thousand population, the same as a year earlier. The regions where the mortality rate from LC is above the average in the republic include: Abay - 2.5 (maximum level); North Kazakhstan - 1.9; Pavlodar - 1.6; Mangistau and Karaganda - 1.2; Zhetysu - 1.0; Aktobe - 0.9. Akmola, East Kazakhstan, Kostanay regions and the city of Almaty are on par with the national average. The lowest rates were noted in Ulytau - 0.0; Turkestan - 0.1; West Kazakhstan and the city of Shymkent - 0.3; Kyzylorda - 0.5; Atyrau and the city of Astana - 0.6; Zhambyl and Almaty - 0.7 regions per 100 thousand people [12]. One-year lethality was 19.2%, taking the 13th place among all nosological forms of malignant neoplasms. At the same time, the ratio between one-year lethality and neglect (stage IV) was 1.6. At the same time, we recall that the farthest from "1" is the worst ratio between the indicators of one-year lethality and neglect. Next, regarding preventive examinations. It should be noted that during large-scale preventive examinations of the population in 2023, significantly more patients with malignant neoplasms were actively identified than in 2022. This is 25,193 patients versus 23,623 patients identified in 2022, i.e. +6.6%. This is due to the further abatement of the epidemiological trouble with coronavirus and the increased availability of preventive care for the population. The proportion of patients identified during routine examinations increased from 62.0% to 62.4% of the total number of patients identified per year. As for LC, the early detection of this pathology during preventive examinations increased significantly - from 50.6 to 60.9%. The number of newly identified patients with LC registered with oncology organizations amounted to 425 patients (365 patients in 2022). At the same time, the absolute number of patients with LC identified during medical examinations was 274 people (231 a year earlier), and the proportion was 64.5% and 63.3%, respectively. 167 people out of 274 are patients with stages I and II (in 2022 - 117 patients out of 231). The proportion of patients with LC detected at early stages, as indicated above, was 60.9% against 50.6% a year earlier. Of course, when analyzing the epidemiological situation, early diagnosis indicators are very important issues. The regions where the proportion of patients with early stage I of the pathology in question is above the national average (16.5% - 14th rank) include the following regions: the city of Almaty - 34.8% (the best indicator); Abay and Kyzylorda - 30.0%; West Kazakhstan and the city of Astana - 23.1%; North Kazakhstan - 22.6%; Karaganda - 18.8%; Akmola - 18.2%. The lowest rates of early diagnosis were recorded in the Ulytau region (not a single patient with stage I of the disease - 0.0%). Next come: Mangistau - 5.3%; the city of Shymkent - 5.6%; Kostanay - 6.7%; Pavlodar, Zhetysu and Almaty - 7.1%; Atyrau - 10.0%; Zhambyl - 13.0%; East Kazakhstan - 14.3%; Aktobe - 15.0% and Turkestan - 15.4% of the country's regions [12]. It should be noted that every second patient with LC is detected in the early (I-II) stages of this pathology (51.1%). However, the situation with this indicator is deplorable in the Ulytau region - there is not a single patient detected in the early stages of the disease. The regions where the proportion of patients with LC detected at stages I-II is above the national average include the following regions. The best indicator is in the city of Astana - 76.9%. Then follow: Pavlodar - 75.0%; West Kazakhstan - 69.2%; North Kazakhstan - 67.7%; Zhambyl - 65.2%; Aktobe - 65.0% regions and the city of Almaty - 63.0%. Low rates of early diagnosis were recorded in Ulytau - 0.0% (the worst result in the country); Turkestan - 15.4%; Almaty - 21.4%; the city of Shymkent - 22.2%; Zhetysu - 35.7%; Mangistau - 42.1%; East Kazakhstan - 42.9%; Atyrau - 45.0%; Kostanay - 46.7%; Abay, Akmola, Karaganda and Kyzylorda - 50.0% regions [12]. As is clearly seen from the above data, there is a very large spread in early diagnostics rates across the country, from very good to dismal. Of course, it is necessary to take into account migration processes and other factors that affect early diagnostics rates, but nevertheless, the results obtained give reason not to stop there, both for oncologists and otolaryngologists, general practitioners, since improving early diagnostics rates of malignant tumors, as one of the main postulates and one of the main tasks of medicine in general, continues to be relevant today. The proportion of stage IV LC was 9.4%. At the same time, as mentioned above, the proportion of patients with this nosological form of malignant neoplasms detected at stages I-II was 51.1% (stage I - 16.5%, stage II - 34.6%), which indicates that the largest number of patients with LC was detected at locally advanced with loco-regional damage - stage III of the disease. This stage was 39.5%, i.e. almost two patients out of every five, and we know what aggressive, often complex treatment is used with such a spread of the IV international scientific conference. Sydney. Australia. 16-17.10.2025 51 oncological process and what a disappointing prognosis is for these patients. As for the average national indicator of the proportion of stage IV (9.4%), against this background, West Kazakhstan, Mangistau, Turkestan regions and three megalopolises - the cities of Astana, Almaty, Shymkent stand out, where not a single patient was detected in the terminal stage - 0.0%. Then come: Almaty - 3.6%; Aktobe - 5.0%; North Kazakhstan - 6.5%; Zhetysu and Pavlodar - 7.1%; Zhambyl - 8.7%; Kyzylorda - 10.0%; Kostanay - 13.3%; East Kazakhstan - 14.3%; Atyrau - 20.0%; Akmola - 22.7% regions. This list is closed by three regions, where every fourth patient was detected in the incurable stage of the disease with the worst indicator of 25.0% - Abay, Karaganda and Ulytau regions [12]. The morphological verification rate of LC in the country was 98.8%, second only to non-melanoma skin cancer (99.6%), breast cancer (99.4%) and lip cancer (99.1%) in the first three positions. At the same time, in the Pavlodar region, the morphological verification rate was 92.9%, in Akmola - 95.5%, in Almaty - 96.4%. In other regions, the disease verification rate was 100%. The total number of patients with malignant neoplasms registered with specialized oncology organizations of the republic continued to increase and by the end of 2023 amounted to 218,186 people, with an increase of 6.0% compared to the previous year (2022 - 205,822, +5.8%). The overall incidence rate of malignant neoplasms increased by 3.9%, from 1055.3 to 1096.4 per 100 thousand people. The growth of this indicator is due to both the increase in the incidence and detection of pathology, and the increase in the survival of cancer patients. In addition, statistical data on patients diagnosed with malignant neoplasms, who have been under observation for 5 years or more, and continue to be observed in 2023, showed that the number of patients under the observation of oncological organizations in Kazakhstan for over five years continued to grow and at the end of the reporting year amounted to 117,616 people, with an increase of 6.2% (2022 - 110,790 people, + 6.6%) (form No. 7). It is impossible to ignore such an important clinical aspect as the coverage of patients with a first-time diagnosis of LC in the Republic of Kazakhstan with special treatment. In 2023, the number of hospitalizations for all nosological forms of malignant tumors in the country's oncology organizations amounted to 108,252 cases (2022 - 101,095), with an increase of 7.1% compared to the previous year, which is associated with a constant increase in the number of cancer patients, improved standardization of oncological care, and the development of palliative and restorative services. At the end of 2023, the absolute number of LC patients who completed specialized treatment was 247 people, continuing treatment - 135 patients. The following results were obtained in percentage terms by methods and types of treatment. Only 12.6% of patients received surgical treatment, only radiation - 19.4%, only drug treatment - 8.9%, combined - 26.7%, complex - 21.5% and chemo-radiation - 10.1%. Further, regarding the five-year survival of patients. As for LC, at the end of 2023, 2032 people were registered for dispensary care, or 10.2 per 100 thousand of the population. At the end of 2022 - 1899 patients or 9.7 per 100 thousand of the population, respectively. At the same time, the mortality rate of the observed contingents in 2023 decreased compared to the previous year and amounted to 7.6% in 2023 (8.6% in 2022). The five-year survival rate of patients with LC was 52.2% in 2023 and 53.2% in 2022 [12]. Summarizing the above, we can conclude that LC, despite not having the highest place in terms of incidence among all existing malignant tumors of other localizations, deserves close attention from specialized specialists. At the same time, taking into account a number of factors, the indicators of early diagnostics do not allow oncologists to "sleep peacefully", since the locally advanced stage III, which prevails over all stages, in addition to being widespread, gives a large number of complications due to the location of vital centers and tissue structures near the primary focus and locoregional metastases. The veiled and variable symptoms, its similarity with various non-core processes, leads to the neglect of the disease. All this requires both oncologists and, first of all, primary health care workers and, of course, otolaryngologists to increase the level of cancer alertness, inform the population about early symptoms that may indicate this pathology or the onset of proliferative changes and conduct high-tech diagnostic measures, including for the purpose of differential diagnosis and, as a result, timely treatment. People from the risk group are recommended to visit specialized specialists annually and, if necessary, undergo an examination. An epidemiological assessment of the situation with LC in our country suggests that there are sometimes significant differences in the regions not only in incidence rates, but also in the state of early diagnosis and mortality from this disease. In connection with the above, this pathology continues to be a serious problem in modern clinical oncology. References 1 Klinicheskij protokol diagnostiki lechenija «Zlokachestvennye novoobrazovanija gortani» - Odobren IV international scientific conference. Sydney. Australia. 16-17.10.2025 52 Ob#edinennoj komissiej po kachestvu medicinskih uslug Ministerstva zdravoohranenija Respubliki Kazahstan ot «07» marta 2019 goda, Protokol №57. – 38 s. (In Russ.). 2 Rak gortani. Klinicheskie rekomendacii. God utverzhdenija: 2024. ID:475. Odobreno Nauchno-prakticheskim Sovetom Minzdrava Rossijskoj Federacii. – 80 s. (In Russ.). 3 Huang J, Chan SC, Ko S, Lok V, Zhang L, Lin X, Lucero-Prisno DE 3rd, Xu W, Zheng ZJ, Elcarte E, Withers M, Wong MC. Updated disease distributions, risk factors, and trends of laryngeal cancer: a global analysis of cancer registries. Int J Surg. 2024 Feb 1;110(2):810-819. doi: 10.1097/JS9.0000000000000902. 4 Sung H, Ferlay J, Siegel RL, Laversanne M, Soerjomataram I, Jemal A, Bray F. Global Cancer Statistics 2020: GLOBOCAN Estimates of Incidence and Mortality Worldwide for 36 Cancers in 185 Countries. CA Cancer J Clin. 2021 May;71(3):209-249. doi: 10.3322/caac.21660. 5 Nocini R, Molteni G, Mattiuzzi C, Lippi G. Updates on larynx cancer epidemiology. Chin J Cancer Res. 2020 Feb;32(1):18-25. doi: 10.21147/j.issn.1000-9604.2020.01.03. 6 Li C, Zhu Y, Shi S. Effective prognostic risk model with cuproptosis-related genes in laryngeal cancer. Braz J Otorhinolaryngol. 2024 Mar-Apr;90(2):101384. doi: 10.1016/j.bjorl.2023.101384. 7 Ren L, Li P, Li Z, Chen Q. AQP9 and ZAP70 as immune-related prognostic biomarkers suppress proliferation, migration and invasion of laryngeal cancer cells. BMC Cancer. 2022 Apr 28;22(1):465. doi: 10.1186/s12885-022-09458-8. 8 Liu W, Zhan J, Zhong R, Li R, Sheng X, Xu M, Lu Z, Zhang S. Upregulation of Long Noncoding RNA_GAS5 Suppresses Cell Proliferation and Metastasis in Laryngeal Cancer via Regulating PI3K/AKT/mTOR Signaling Pathway. Technol Cancer Res Treat. 2021 Jan-Dec;20:1533033821990074. doi: 10.1177/1533033821990074. 9 Liberale C, Soloperto D, Marchioni A, Monzani D, Sacchetto L. Updates on Larynx Cancer: Risk Factors and Oncogenesis. Int J Mol Sci. 2023 Aug 18;24(16):12913. doi: 10.3390/ijms241612913. 10 Özdaş T, Özdaş S, Canatar İ, Coşgun E, Şenyurt EB, Görgülü O. CRM1 expression: association with high prognostic value in laryngeal cancer. Turk J Med Sci. 2023 Aug;53(4):909-923. doi: 10.55730/13000144.5655. 11 Luo MS, Huang GJ, Liu HB. An autophagy-related model of 4 key genes for predicting prognosis of patients with laryngeal cancer. Medicine (Baltimore). 2020 Jul 24;99(30):e21163. doi: 10.1097/MD.0000000000021163. 12 Kaidarova D.R., Shatkovskaya O.V., Ongarbayev B.T., Zhylkaidarova A.Zh., Seisenbayeva G.T., Lavrentyeva I.K., Sagi M.S. Indicators of the oncology service of the Republic of Kazakhstan, 2023: statistical and analytical materials – Almaty: KIOR JSC, 2024. – 410 p. IV international scientific conference. Sydney. Australia. 16-17.10.2025 53 Pedagogical sciences INNOVATIVE STEM PROJECTS IN PROFESSIONAL PRE-HIGHER EDUCATION Anastasiia Denysova-Yermolenko Bila Tserkva Applied College of Service and Design, Deputy Director for for Educational Work, Kateryna Stepanchuk Bila Tserkva Applied College of Service and Design, Head of Department ІННОВАЦІЙНІ STEM-ПРОЄКТИ У ФАХОВІЙ ПЕРЕДВИЩІЙ ОСВІТІ Анастасія Денисова-Єрмоленко заступник директора з навчальної роботи Білоцерківського фахового коледжу сервісу та дизайну, Катерина Степанчук завідувач відділень Білоцерківського фахового коледжу сервісу та дизайну Abstract The article explores modern approaches to integrating STEM education into the professional training of students in professional pre-higher education, using the example of the Bila Tserkva Vocational College of Service and Design. Given the challenges of digital transformation and rapid technological development, the demand for specialists with interdisciplinary knowledge and skills continues to grow. The authors emphasize that STEM education—combining science, technology, engineering, and mathematics—is an effective tool for developing competitive professionals capable of adapting to change and thinking critically. The article presents practical steps taken by the college, such as organizing STEM-related events, participating in nationwide initiatives like the “STEM Spring 2024”, “STEM Spring 2025” festivals, and conducting thematic classes, projects, and competitions. Special attention is given to the development of a digital STEM ecosystem that includes the use of VR technology, holography, interdisciplinary learning, and the implementation of modern teaching methods. Examples of international cooperation are provided, along with the college's notable achievement of obtaining the European STEM School Label, which certifies the institution's high level of STEM education. The article highlights how integrating STEM elements into vocational education promotes not only professional competencies but also soft skills such as communication, teamwork, project management, and innovative thinking. Future development prospects for STEM education at the college are also outlined, including increased collaboration with businesses, expansion of practice-oriented modules, and the implementation of emerging educational technologies. Анотація У статті висвітлено актуальні підходи до інтеграції STEM-освіти у професійну підготовку здобувачів фахової передвищої освіти на прикладі Білоцерківського фахового коледжу сервісу та дизайну. Зважаючи на виклики цифрової трансформації та швидкий розвиток технологій, потреба у фахівцях, які володіють міждисциплінарними знаннями і навичками, зростає з кожним роком. Автори статті акцентують увагу на тому, що STEM-освіта – інтеграція природничих наук, технологій, інженерії та математики – є ефективним інструментом для формування конкурентоспроможного професіонала, здатного адаптуватися до змін і критично мислити. Описано практичні кроки, реалізовані в коледжі: впровадження STEM-заходів, участь у всеукраїнських ініціативах, зокрема фестивалях «STEM-весна 2024», «STEM-весна 2025», проведення тематичних занять, проєктів та конкурсів. Особливу увагу приділено створенню цифрової STEMекосистеми, яка включає використання VR-технологій, голографії, міждисциплінарних занять і впровадження сучасних методів навчання. Наведено приклади співпраці з міжнародними партнерами та досягнення коледжу — зокрема, отримання європейської емблеми STEM School Label, що підтверджує високий рівень організації STEM-освіти в закладі. У статті підкреслено, що інтеграція STEM-елементів у фахову освіту сприяє розвитку не лише фахових компетентностей, а й гнучких навичок: комунікації, командної роботи, управління проєктами, IV international scientific conference. Sydney. Australia. 16-17.10.2025 54 інноваційного мислення. Стаття також окреслює перспективи подальшого розвитку STEM-освіти в коледжі, включаючи посилення співпраці з бізнесом, розширення практико-орієнтованих модулів та впровадження нових освітніх технологій. Keywords: STEM education, vocational training, digital ecosystem, innovation, interdisciplinary skills Ключові слова: STEM-освіта, професійна підготовка, цифрова екосистема, інновації, міждисциплінарні навички Актуальність дослідження. Сучасний ринок праці та розвиток технологій вимагають від випускників не лише глибоких теоретичних знань, а й уміння застосовувати їх на практиці у реальних умовах. STEM-освіта охоплює природничі науки, технології, інженерію та математика, що стають основою для формування критичного мислення, навичок вирішення проблем та інноваційного підходу до роботи. Для забезпечення ефективності діяльності STEM-галузі Урядом України розроблено низку нормативно-правових документів, а саме: Концепцію розвитку природничо-математичної освіти (STEM-освіти), План заходів щодо реалізації Концепції розвитку STEM-освіти до 2027 року; Типовий перелік засобів навчання та обладнання для навчальних кабінетів і STEM-лабораторій, тощо. Концепція розвитку природничо-математичної освіти спрямована на модернізацію, широкомасштабне впровадження на всіх складниках та рівнях освіти; встановлення партнерства з роботодавцями та науковими установами для залучення їх до розвитку природничо-математичної освіти… Її метою розвитку є комплексне поширення інноваційних методик викладання та об’єднання зусиль учасників освітнього процесу і соціальних партнерів у формуванні необхідних компетентностей здобувачів освіти, які дадуть можливість запропонувати розв’язання проблем суспільства, поєднавши природничі науки, технології, інженерію та математику [1]. Виклад основного матеріалу. Відтак, річними планами роботи Білоцерківського фахового коледжу сервісу та дизайну на 2023-2024, 2024-2025 навчальний рік [2] окреслені завдання з розвитку STEM-освіти та побудови екосистеми цифрових рішень, що мають надзвичайну важливість і актуальність та полягають у можливості надавати конкурентну освіту, яка відповідає потребам цифрового суспільства та сприяє формуванню фахівців нового покоління. Освітній процес, побудований за принципами STEM, допомагає розвивати у здобувачів освіти гнучкі навички, зокрема командну роботу, креативність, адаптивність до нових технологій і здатність вирішувати міждисциплінарні завдання. Це сприяє як підвищенню загальної якості освіти, так, і відкриває нові можливості для працевлаштування випускників та готує їх до викликів сучасного світу. Актуальність цього напряму також підтверджується швидкими змінами в технологіях та потребою в кадрах, що мають ґрунтовні знання у STEM-дисциплінах. Побудова цифрової екосистеми допомагає інтегрувати сучасні технології в освітній процес та сприяє інтенсивному розвитку інфраструктури закладу. Завдяки активній участі у міжнародних STEM-ініціативах, коледж отримує можливість взаємодіяти з іншими освітніми установами, впроваджувати найкращі європейські практики. Таким чином, розвиток STEM-напряму в коледжі є стратегічним завданням, яке дозволяє підвищити рівень професійної підготовки студентів, зміцнити позиції закладу серед конкурентів, а також сприяти розвитку інноваційного потенціалу в регіоні. Це завдання робить коледж не лише осередком освіти, а й важливим партнером у розвитку сучасного суспільства. У 2024 та 2025 роках Білоцерківський фаховий коледж сервісу та дизайну активно долучався до Всеукраїнського фестивалю «STEM-весна – 2024», «STEM-весна – 2025», який організовує ДНУ «Інститут модернізації змісту освіти». Цей масштабний захід об’єднує освітні форуми, конференції, семінари, майстер-класи, конкурси, виставки та інші активності, спрямовані на популяризацію STEMосвіти в Україні (рис. 1). IV international scientific conference. Sydney. Australia. 16-17.10.2025 55 Рис.1 Участь у заходах Всеукраїнського фестивалю «STEM-весна – 2024», «STEM-весна – 2025» У рамках фестивалю у 2025 році в коледжі було проведено низку цікавих і змістовних заходів: мультиспортивний STEM-фестиваль «Спорт Фест», що поєднав науку й активний спосіб життя; фізико-математичний конкурс «STEM-Ерудит», де здобувачі освіти продемонстрували глибокі знання та креативне мислення; футуристичні дебати «Generation Next», присвячені викликам і перспективам технологічного майбутнього; інженерний челендж з фізики, який розвивав конструкторські здібності та командну роботу; edutainment Quests «Код да Вінчі: наукова версія», що об’єднав науку, логіку та інтелектуальну гру. За активну участь і досягнення на фестивалі учасники освітнього процесу коледжу отримали низку почесних нагород, що підтвердили високий професіоналізм, творчість та внесок в розвиток STEM-освіти. Участь у фестивалі «STEM-весна – 2025» стала черговим кроком у реалізації місії закладу освіти – формувати покоління креативних, інноваційно-орієнтованих та конкурентоспроможних фахівців. Завдяки своїй ініціативності та вагомому внеску у розвиток STEM-напряму коледж став частиною міжнародної освітньої кампанії Scientix STEM Discovery Campaign (https://www.scientix.eu/campaigns/sdc/sdc25). Білоцерківський фаховий коледж сервісу та дизайну відзначено на офіційній карті STEM Discovery (рис. 2). Рис.2 Карта STEM Discovery Ключовим кроком до розбудови STEM-екосистеми стало прагнення коледжу здобути міжнародно визнану емблему STEM School Label. Для цього було здійснено підготовчий етап, який включав аналіз наявної навчальної програми, матеріальних ресурсів та інфраструктури, з метою визначення областей для покращення. На наступному етапі відбулося залучення всіх зацікавлених сторін – педагогів, здобувачів освіти, батьків та адміністрації – до обговорення переваг STEM-освіти. Активне спілкування сприяло формуванню спільного бачення, яке націлене на впровадження інновацій в освітній процес. Коледж провів також оцінку ефективності впроваджених заходів, що дозволило визначити найуспішніші методи та зони, де потрібно вдосконалення. На основі цього було розроблено чіткий план дій, спрямований на підвищення якості STEM-освіти, що відповідає міжнародним стандартам. IV international scientific conference. Sydney. Australia. 16-17.10.2025 56 У результаті, пройшовши всі етапи, коледж отримав емблему STEM School Label, яка не лише підтверджує високий рівень STEM-освіти, але й забезпечує доступ до європейської мережі закладів освіти (рис. 3). Це відкриває нові можливості для розвитку освітнього середовища та підвищення його престижу. Відтак, впровадження таких підходів сприяє формуванню STEM-культури в коледжі, де інтерактивні та міждисциплінарні заняття допомагають здобувачам освіти здобувати нові знання, розкривати їхній потенціал, розвивати інтерес до наукових досліджень і проєктів. STEM-культура розвиває такі навички, як комунікація, управління проєктами, адаптивність та аналітичне мислення, які є необхідними для професійного успіху. Завдяки STEM-культурі студенти краще підготовлені до роботи в умовах швидких технологічних змін. Цей досвід підсилює позиції коледжу як освітнього лідера в Україні та підкреслює його готовність до викликів цифрового суспільства. Рис.3 STEM School Label Перспективи розвитку STEM-освіти у Білоцерківському фаховому коледжі сервісу та дизайну є достатньо обнадійливими, оскільки цей напрям сприяє формуванню інноваційного середовища, де студенти отримують практичні знання та навички, необхідні для сучасного ринку праці. Отримання емблеми STEM School Label відкриває перед закладом нові можливості для інтеграції у європейську освітню спільноту, що підвищує його видимість на національному та міжнародному рівнях; дозволяє покращувати якість освіти та обмінюватися досвідом із іншими провідними STEM-закладами, адаптуючи їхні найкращі практики. Іншим перспективним напрямом вбачаємо подальше залучення інноваційних технологій в освітній процес. Наприклад, віртуальна і доповнена реальність, а також 3D-моделювання та робототехніка, які вже частково реалізовані в коледжі, можуть зайняти центральне місце у STEM-програмах. Ще одним важливим аспектом є розвиток співпраці з бізнесом, створення спільних програм практичної підготовки, стажування та працевлаштування випускників, це сприятиме формуванню фахівців, які мають ґрунтовні знання в точних науках та здатні впроваджувати їх у реальні технологічні рішення. Висновки. Загалом, розвиток STEM-освіти у Білоцерківському фаховому коледжі сервісу та дизайну дозволяє коледжу залишатися в авангарді сучасної освіти, яка відповідає потребам цифрового суспільства, сприяє не лише професійному зростанню здобувачів освіти, розвитку і вихованню всебічно розвиненої, освіченої, інноваційної особистості, але й підвищенню якості освіти загалом. Список використаних джерел 1. Про схвалення Концепції розвитку природничо-математичної освіти (STEM-освіти) : Розпорядж. Каб. Міністрів України від 05.08.2020 № 960-р. URL: https://zakon.rada.gov.ua/laws/show/960-2020-р#Text (дата звернення: 18.11.2024). 2. План роботи Білоцерківського фахового коледжу сервісу та дизайну на 2024-2025 навчальний рік. БФКСД. 67 с. URL: https://bcsd.org.ua/doc/Plan_23_24.pdf (дата звернення: 18.11.2024). References 1. On Approval of the Concept for the Development of Natural and Mathematical Education (STEM Education): Resolution of the Cabinet of Ministers of Ukraine No. 960-р, dated August 5, 2020. URL: https://zakon.rada.gov.ua/laws/show/960-2020-р#Text (accessed: 18.11.2024). IV international scientific conference. Sydney. Australia. 16-17.10.2025 63 THE ROLE OF STEAM IN DEVELOPING FUTURE SKILLS Abbasova Süsən Qoşqar Azərbaycan Dövlət Pedoqoji Univeristeti, magistr Daşdəmirov Arzu Oruc Azərbaycan Dövlət Pedoqoji Univeristeti, dossent. РОЛЬ STEAM В РАЗВИТИИ БУДУЩИХ НАВЫКОВ Abbasova Susan Goshgar Azerbaijan State Pedagogical University, Master Dashdemirov Arzu Oruj Azerbaijan State Pedagogical University, Associate Professor Abstract STEAM education systematically cultivates essential future skills through its interdisciplinary approach. It develops critical thinking and problem-solving by integrating scientific inquiry, mathematical reasoning, and practical engineering applications. The inclusion of the Arts fosters creativity and innovation, enabling learners to generate original ideas and apply them effectively in fields such as design and artificial intelligence. STEAM enhances digital literacy and technological proficiency by engaging students with coding, robotics, and data analysis, aligning skills with the demands of the digital economy. Iterative processes within STEAM cultivate adaptability and resilience, encouraging learners to embrace failure as part of continuous improvement. STEAM promotes global and ethical awareness by addressing real-world challenges like sustainability and healthcare, fostering systems thinking and social responsibility. Аннотация STEAM-образование систематически развивает необходимые будущие навыки посредством своего междисциплинарного подхода. Оно развивает критическое мышление и решение проблем путем интеграции научных исследований, математических рассуждений и практических инженерных приложений. Включение искусств способствует творчеству и инновациям, позволяя учащимся генерировать оригинальные идеи и эффективно применять их в таких областях, как дизайн и искусственный интеллект. STEAM повышает цифровую грамотность и технологическую компетентность, вовлекая учащихся в кодирование, робототехнику и анализ данных, согласовывая навыки с требованиями цифровой экономики. Итеративные процессы в STEAM развивают адаптивность и устойчивость, побуждая учащихся принимать неудачи как часть непрерывного совершенствования. STEAM способствует глобальной и этической осведомленности, решая реальные проблемы, такие как устойчивость и здравоохранение, способствуя системному мышлению и социальной ответственности. Keywords: STEAM, pupil, innovation, skill, future direction Kлючевые слова: STEAM, ученик, инновации, навык, будущее направление The role of STEAM education in developing future skills especially critical thinking and problem solving is fundamental and demonstrable. As an interdisciplinary approach that unites Science, Technology, Engineering, Arts, and Mathematics, STEAM systematically cultivates the analytical and evaluative abilities required to solve complex, multifaceted problems in the modern world. Critical thinking, defined as the objective analysis and evaluation of an issue to form a judgment, is naturally fostered in STEAM disciplines through structured inquiry processes. Science and mathematics contribute significantly by promoting logical reasoning and evidence-based analysis. Scientific methods require hypothesis formulation, experimentation, data interpretation, and formalizing conclusions processes that inherently teach students to rigorously evaluate information and avoid cognitive biases. Mathematics develops abstract reasoning, pattern recognition, and precise problem formulation; together these form the methodological foundation for critical appraisal. Engineering and technology emphasize applied problem solving focused on the design, development, and optimization of systems or products. These fields require an iterative approach encompassing problem identification, solution conceptualization, prototyping, testing, and refinement. This cyclical process instills a systematic methodology that equips learners to break down complex problems into manageable components IV international scientific conference. Sydney. Australia. 16-17.10.2025 64 and synthesize innovative solutions [4]. The integration of technology facilitates hands-on engagement with tools and platforms that simulate realworld scenarios, strengthening practical understanding and adaptability. Integrating the arts within STEAM enhances creativity and divergent thinking both essential for innovation and for generating novel solutions. Artistic disciplines contribute perspectives on aesthetics, user experience, and cultural context, expanding problem-solving frameworks beyond purely quantitative or technical considerations. This multidisciplinary synergy develops cognitive flexibility, enabling learners to approach problems from multiple angles and use holistic strategies. STEAM educational frameworks inherently prioritize active learning, collaborative projects, and experiential engagement social interactions and co-construction of knowledge that reinforce critical thinking and problem solving. These pedagogical strategies cultivate communication, negotiation, and reflective thinking skills, further strengthening students’ capacity to analyze problems critically and develop effective joint solutions. Through a comprehensive, interdisciplinary approach that combines logical rigor, practical application, creative exploration, and collaborative learning, STEAM education develops critical thinking and problem-solving skills. This approach prepares students to confront and resolve complex real-world problems with precision, ingenuity, and intellectual agility, equipping them with core competencies for future academic, professional, and civic demands. The integration of the arts within STEAM education plays a pivotal role in fostering creativity and innovation indispensable competencies for the rapidly evolving demands of present and future professional landscapes. Creativity defined as the capacity to generate original ideas and approaches emerges through deliberate engagement with artistic processes that encourage exploration, experimentation, and expression beyond conventional bounds. Including the arts alongside Science, Technology, Engineering, and Mathematics increases cognitive diversity essential for innovative problem solving and design. The arts cultivate creative thinking by emphasizing divergent thinking skills, which involve generating multiple, varied solutions to complex problems. Artistic disciplines require learners to manipulate materials, concepts, and symbols in novel ways, thereby strengthening imagination and original thought. This process complements the convergent thinking emphasized in technical fields, where logical analysis and precise guided solutions are refined. The synergy between artistic creativity and technical rigor forms a comprehensive cognitive framework that drives innovation. Innovation the practical application of creative ideas to develop new or improved products, processes, or services thrives in the STEAM context through this interdisciplinary interplay. Fields such as design, artificial intelligence (AI), and product development require not only technical expertise but also the ability to envision unconventional applications and user experiences. The arts provide core skills in visual communication and aesthetic judgment that enhance product usability and market appeal. These artistic competencies enable practitioners to anticipate user needs, cultural trends, and emotional responses, facilitating the creation of solutions that resonate meaningfully across diverse audiences. The collaborative nature of STEAM projects promotes interdisciplinary dialogue and knowledge exchange, further stimulating innovation. Interaction between artistic and technical perspectives yields hybrid solutions that transcend traditional disciplinary boundaries. For example, incorporating artistic insights into interface design or ethical considerations in AI development leads to more intuitive and socially responsible technologies. Such integrative processes lie at the heart of innovative practice [2]. STEAM education employs pedagogical strategies that emphasize project-based learning, iteration, and reflective critique, mirroring real-world creative and innovative workflows. These strategies promote persistence, adaptability, and calculated risktaking— habits essential for sustaining innovation in dynamic environments. By embedding artistic practices within STEM education, STEAM cultivates learners who think critically and creatively, merge technical skills with imaginative vision, and generate groundbreaking solutions that advance technological and social progress. Within STEAM, the arts act as a catalyst for creativity and innovation by expanding cognitive capacities and fostering interdisciplinary collaboration an approach that equips learners to generate transformative ideas and apply them effectively across diverse and evolving fields. Developing digital literacy and technological skills driven primarily by the integration of technology and engineering disciplines constitutes a core aim of STEAM education. Digital literacy encompasses the ability to use digital tools effectively, understand computational concepts, and critically evaluate digital content, while technological proficiency involves mastering specific technical skills such as coding, robotics, and data analysis. These competencies are indispensable in a digital economy where technological innovation and data-driven decision-making dominate professional environments. Within STEAM, technology education systematically develops students’ capacity to work with contemporary digital tools and platforms. For example, coding instruction provides learners with foundational understanding of programming languages, algorithms, and software development processes. This knowledge IV international scientific conference. Sydney. Australia. 16-17.10.2025 65 enables students to create, modify, and optimize digital applications while developing both logical reasoning and computational thinking. As students learn to translate abstract problems into precise, machine-executable instructions, proficiency in coding also enhances problemsolving abilities. Engineering education complements technology by focusing on the design, construction, and operation of systems and devices, including robotics. Robotics education integrates mechanical design, electronics, and programming, offering students hands-on experience with complex systems. This multidisciplinary engagement deepens learners’ understanding of automation, control systems, and sensor technologies. Practical exposure to robotics develops troubleshooting, system integration, and iterative design skills competencies closely aligned with industrial standards in manufacturing, automation, and artificial intelligence. Instruction in data analysis within STEAM equips students to collect, interpret, and visualize data, facilitating informed decision-making. Competence in data analysis entails understanding statistical principles, data management methods, and the use of specialized software tools. This expertise enables students to detect patterns in large datasets, test hypotheses, and derive actionable insights skills critical across sectors such as finance, healthcare, marketing, and scientific research. By integrating these technological and engineering components, STEAM ensures that students acquire both theoretical knowledge and practical skills required for the digital economy. STEAM curricula emphasize experiential learning and project-based activities that simulate real-world technological challenges. This approach strengthens adaptability, continuous learning, and collaboration within a rapidly evolving digital landscape. By engaging students in coding, robotics, and data analysis, STEAM develops digital literacy and technological proficiency that directly align with workforce demands, equipping learners to navigate, contribute to, and innovate within the digital economy. STEAM education plays a crucial role in cultivating adaptability and resilience skills essential for navigating the complexities of rapidly evolving industries. Iterative processes embedded in STEAM such as prototyping, testing, and refinement explicitly frame failure as a constructive and integral component of the learning cycle [1]. This experiential approach enables students to develop a growth mindset, enhancing their capacity to respond effectively to uncertainty and change. The iterative methodology central to STEAM promotes continuous improvement through repeated cycles of design, evaluation, and modification. During prototyping, students deliberately create initial models or solutions that are imperfect by design, recognizing that early attempts serve as instruments for learning rather than final products. Testing these prototypes reveals design flaws and functional limitations, prompting critical analysis and data-driven revisions. This process requires learners to engage in systematic problem identification and solution iteration, cultivating cognitive flexibility and receptiveness to feedback. Normalizing failure within STEAM contexts removes fear and stigma associated with mistakes, developing emotional strength and perseverance. Students come to understand that setbacks contribute to deeper understanding and skill mastery, thereby increasing self-efficacy and motivation. This psychological resilience prepares learners to endure professional challenges, recover from errors, and maintain performance under pressure. Adaptability is further strengthened by STEAM’s emphasis on interdisciplinary collaboration and realworld problem solving. Students frequently encounter unforeseen variables and evolving requirements that necessitate rapid adjustment of strategies and approaches. The capacity to absorb new information, revise assumptions, and adapt core solutions aligns directly with the demands of industries characterized by technological innovation and market volatility. STEAM equips learners with both the mindset and the skills to manage uncertainty and complexity effectively. Project-based learning in STEAM simulates professional workflows that prioritize agile development and iterative improvement. These pedagogical practices mirror industry approaches such as design thinking and lean startup methodologies embedding adaptability and resilience as professional competencies. By integrating failure as a learning mechanism and promoting continuous improvement, STEAM’s iterative processes enhance adaptability and resilience, furnishing students with the psychological and cognitive tools needed to thrive in dynamic, rapidly changing professional landscapes and to remain effective contributors and innovators throughout their careers. STEAM education plays a vital role in developing global and ethical awareness by incorporating realworld issues such as sustainability and healthcare into its interdisciplinary curricula. This integration compels students to engage deeply with current societal challenges, fostering a sense of responsibility and ethical reasoning essential for socially responsible innovation. Embedding global issues into STEAM curricula exposes learners to complex, interconnected problems that transcend national borders and disciplinary silos. Sustainability, for example, encompasses ecological balance, resource management, and social equity, requiring students to evaluate environmental impacts, IV international scientific conference. Sydney. Australia. 16-17.10.2025 66 economic viability, and ethical trade-offs [3]. By analyzing these multidimensional aspects, students develop systems thinking and ethical reasoning that allow them to understand the broader implications of technological and scientific advances. Healthcare issues similarly demand ethical consideration of access, equity, and privacy. STEAM projects addressing healthcare innovation prompt students to consider not only the technical feasibility of solutions but also their social impacts, including potential benefits and risks for diverse populations. This dual focus develops moral sensitivity and the ability to balance innovation with human rights and well-being. STEAM actively promotes global awareness through collaborative projects and cross-cultural exchanges that simulate real-world professional environments. These experiences expose students to diverse perspectives, values, and regulatory frameworks, enhancing intercultural competence and ethical understanding. Interaction with peers from different backgrounds fosters respect for diversity and for the ethical complexity inherent in solving global problems. The pedagogical emphasis on inquiry and reflection within STEAM further strengthens ethical awareness. Students critically evaluate the societal impact of their work, identify potential unintended consequences, and deliberate on responsible courses of action. This reflective practice ensures that ethical considerations are not an afterthought but an integral part of the innovation process. By encouraging learners to design solutions that prioritize sustainability, inclusivity, and fairness, STEAM strengthens social responsibility. Situating innovation within the context of global challenges prepares students to become conscientious innovators who contribute positively to society. By integrating realworld problems into interdisciplinary learning and by cultivating systems thinking, ethical reasoning, and intercultural competence, STEAM education develops global and ethical awareness. This approach prepares students to advance socially responsible innovations that address critical global challenges while upholding ethical standards, ensuring that their contributions align with the needs of a just and sustainable world. References 1. Ge, X., Emerging Technologies for STEAM Education: Full STEAM Ahead, Cham, Springer, 2022 2. Khine, M., STEAM Education: Theory and Practice, Cham, Springer, 2021 3. Maslyk, J., STEAM Makers: Fostering Creativity and Innovation in the Elementary Classroom, Thousand Oaks, Corwin, 2021 4. Smith, K. A., & Watson, M., International Perspectives on Engineering and STEAM Education, New York, Springer, 2019 IV international scientific conference. Sydney. Australia. 16-17.10.2025 67 Philological sciences BOOSTING LEARNER ENGAGEMENT IN SPEAKING ACTIVITIES Arzu Huseynli Azerbaijan State Pedagogical University, Foreign Languages Centre https://orcid.org/0000-0002-4571-4678 Abstract Engagement in speaking activities is crucial for language acquisition and communicative competence. However, many learners often exhibit low participation due to factors such as anxiety, lack of motivation, or uninteresting activities. This article explores effective strategies to enhance learner engagement in speaking tasks by incorporating interactive techniques, leveraging technology and multimedia, and creating a supportive environment. Drawing on recent research and pedagogical frameworks, it offers practical recommendations for educators to foster active participation and improve speaking skills among learners. Keywords: learner engagement, speaking activities, interactive techniques, technology in language learning, supportive environment Incorporating Interactive Techniques to Enhance Participation Engagement in speaking activities can be significantly increased through the use of interactive techniques that promote active participation. Traditional teacher-centered approaches often limit student involvement, leading to disengagement. Conversely, student-centered strategies such as role-plays, debates, and pair work encourage learners to actively use language in meaningful contexts (Davies A. 2007, p 13). For example, role-playing allows students to simulate real-life situations, making the learning experience more relevant and engaging. Additionally, incorporating games like "find someone who" or "word association" can motivate learners by adding an element of fun and competition . Research indicates that interactive activities not only boost motivation but also improve retention and fluency (Larsen-Freeman & Anderson, 2011, p 7). When learners are given opportunities to negotiate meaning, ask questions, and receive immediate feedback, their confidence and willingness to participate increase. Therefore, teachers should design speaking tasks that are dynamic, student-centered, and relevant to learners' interests and experiences. Using Technology and Multimedia to Capture Learners' Interest The integration of technology and multimedia tools can significantly boost learner engagement by making speaking activities more interactive and appealing. Digital platforms, language learning apps, and multimedia resources provide authentic language input and diverse opportunities for practice. For example, students can participate in video conferencing discussions, record their speeches, or engage with online language games (Godwin-Jones, 2015, p.4). Multimedia presentations, such as videos and animations, can serve as stimuli for discussion and debate. Using tools like Padlet, Flipgrid, or Kahoot, teachers can create collaborative and competitive speaking tasks that motivate learners to participate actively. These technologies also cater to different learning styles, allowing visual and auditory learners to engage more effectively. Research highlights that technology-enhanced speaking activities significantly foster increased motivation, autonomy, and confidence among learners. (Chapelle, 2003, p. 16). By integrating digital tools and multimedia resources into language instruction, students are often more engaged and enthusiastic about practicing their speaking skills. These activities provide diverse and interactive opportunities that cater to different learning styles, making the speaking practice more appealing and less intimidating. Furthermore, multimedia tools such as videos, audio recordings, language apps, and online communication platforms enable learners to practice speaking outside the traditional classroom setting. This flexibility allows for continuous and self-directed language practice, which is essential for language acquisition and fluency development. Such ongoing engagement not only reinforces vocabulary and pronunciation but also encourages learners to take ownership of their learning process, ultimately leading to more autonomous and confident speakers. Overall, the integration of technology in speaking activities creates a dynamic and supportive environment that enhances language development beyond classroom boundaries. Creating a Supportive Environment to Foster Confidence and Communication IV international scientific conference. Sydney. Australia. 16-17.10.2025 68 A supportive classroom environment is essential for encouraging learners to participate in speaking activities without fear of judgment or embarrassment. Teachers can foster such an environment by establishing clear guidelines for respectful communication, emphasizing the learning process over perfection, and providing positive reinforcement. Building learners' confidence involves creating low-stakes opportunities for practice, such as group discussions, peer feedback sessions, and informal conversations. When students feel safe and supported, they are more willing to take risks and experiment with language (Dörnyei, 2001, p.5). Additionally, promoting a culture of collaborative learning, where peers encourage and learn from each other, can reduce anxiety and increase engagement. Moreover, teachers should take into account individual differences among learners, such as varying language proficiency levels, learning styles, interests, and cultural backgrounds. By adapting activities to meet these diverse needs, educators can create more inclusive and effective learning experiences. Providing learners with choices in speaking topics or formats—such as debates, storytelling, role-plays, or presentations—allows students to select activities that resonate personally with them. This sense of ownership and relevance can significantly boost their motivation and engagement, making speaking practice feel more meaningful and less intimidating. Additionally, regularly celebrating learners' progress and efforts—whether through positive feedback, peer recognition, or small rewards—helps foster a supportive and encouraging classroom environment. Recognizing achievements, no matter how small, reinforces learners’ confidence and willingness to participate actively in speaking tasks.( Chinenye Okoye 2023, p 11) This ongoing support cultivates a positive attitude toward speaking challenges, encouraging students to view mistakes as part of the learning process and to develop resilience and perseverance in their language development journey. Studies highlight that a supportive learning environment plays a crucial role in language acquisition, as it is closely linked to higher levels of student engagement and progress in language skills. By fostering trust and a growth mindset, educators can motivate learners to engage more deeply in speaking activities. Conclusion Boosting learner engagement in speaking activities requires a multifaceted approach that combines interactive techniques, innovative use of technology, and a supportive learning environment. By implementing these strategies, educators can create dynamic, motivating, and inclusive classrooms where learners feel confident and eager to participate. Ultimately, engaged learners develop better speaking skills and a deeper appreciation for language learning, leading to greater communicative competence. References 1. Davies A. (2007) An Introduction to Applied Linguistics from Theory to Practice. Edinburgh, Edinburgh University Press 2. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and Principles in Language Teaching (3rd ed.). Oxford University Press. 3. Godwin-Jones, R. (2015). Emerging Technologies: Mobile-Assisted Language Learning. Language Learning & Technology, 19(2), 2-11. 4. Chapelle, C. A. (2003). English Language Learning and Technology: Lectures on Language Learning and Technology , John Benjamins Publishing. 5. Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press. 6. Chinenye Okoye (2023) Language Teaching Methodology: Historical Development and Contemporary Issues, Journal of Education and Practice, Vol.5, №15 IV international scientific conference. Sydney. Australia. 16-17.10.2025 69 DISTANCE LEARNING IN TERMS OF ITS ADVANTAGES AND DISADVANTAGES Prokopyeva O. Principal of Gymnasium number 35, Almaty, Kazakhstan Kokenova Z. Senior Lecturer of the Department of Russian Language and Literature of the Kazakh Abay National Pedagogical University Unaikulov K. Master of Science Kazakh National Pedagogical University named after Abay Abstract The advantage of distance learning lies in the rapidly growing demand for obtaining educational services remotely. This form of instruction makes it possible to implement an individual approach to every participant in the educational process. Modern computer technologies are associated with the automation of many processes that used to be part of each teacher’s routine work. This format has become possible because students, wherever they are, have access to numerous scholarly electronic resources and online libraries. Distance learning also entails certain technical issues. One particular challenge in this case is the development of appropriate curricula. Distance learning requires a sufficient level of self-discipline from the student and is an urgent requirement of the present day. Keywords: online format, motivation, self-discipline, distance learning system, computer technologies Distance learning is increasingly entering our lives and professional practice. Without this not-so-new form of instruction, it is impossible to imagine a full-fledged educational process. The advantage of distance learning is the rapidly growing demand for remote access to educational services. Alongside consumer demand, the range of technological solutions applicable to studying specific disciplines or fields of scholarly knowledge is expanding. Electronic gradebooks, diaries, educational programs, textbooks, and other internet technologies “have firmly taken their place in the structure and organization of the educational process” [1, 93]. This form of instruction makes it possible to implement an individual approach to every participant in the educational process, which is often very difficult to achieve in group formats. Individualized learning allows for maximum consideration of each student’s abilities and interests. The instructor can take into account the student’s individual level of preparedness and select appropriate assignments and projects. This format also makes it possible to effectively identify weaknesses in a student’s preparation and to motivate them to address their shortcomings. Individualized preparation implies close contact between the instructor and the student, thanks to which the student overcomes hesitancy and introversion and more fully reveals their potential in mastering knowledge. The student’s creative activity increases, and the motivation for professional growth in future work is strengthened. Modern computer technologies are connected with automating many processes that previously belonged to a teacher’s routine. In particular, these technologies make it possible to keep records of academic performance more efficiently and reduce the time spent checking tests or essays. Another advantage of distance learning is the excellent opportunity to acquaint students with the most up-to-date manuals and textbooks that can be found on the internet. In this way, the principle of knowledge relevance is upheld, ensuring students do not rely on scholarly information that is outdated and does not meet the requirements of the modern educational system. Distance-learning educational technologies provide direct contact with the student, who can ask questions via messages or in an online format. Distance learning helps to increase students’ creative activity and offers them assignments and projects that “require scholarly and research inquiry” [2, 39]. This form of instruction has become possible because students, wherever they are, have access to numerous scholarly electronic resources and online libraries. They successfully use electronic versions of books, monographs, and articles that help them write essays and various research projects. It should also be borne in mind that many printed publications are quite expensive, whereas the internet offers students various educational and scholarly editions free of charge. IV international scientific conference. Sydney. Australia. 16-17.10.2025 70 Distance learning is undoubtedly relevant and sufficiently effective for the current level of scientific and educational development. However, despite its attractiveness to learners and a certain degree of effectiveness, distance learning also faces particular problems. One problem in distance learning can be the student’s remote location and the lack of high-speed internet access. This issue may also arise for low-income students who are forced to rent inexpensive housing where adequate internet speeds are not available. In such cases, students with limited means are compelled to use internet cafés and other external locations where they can access internet of appropriate quality. A similar problem arises in large families that cannot afford to purchase an internet-enabled phone or a laptop for each child. Often in such families the parents themselves also work remotely, which further “complicates the process of quality learning for their children in a distance format” [3, 31]. Distance learning also involves certain technical issues. For example, during an online lecture the network may not allow access for a large number of students. If the number of live lecture attendees reaches several hundred, problems with sound or video may occur. The distance-learning model adopted in modern universities requires significant financial expenditures. These are associated with acquiring the necessary “modern equipment and the most expensive computer technologies” [4, 83]. Another challenge in this case is the development of appropriate curricula capable of maintaining the effectiveness of the educational process and training specialists in this area. Such specialists should help instructors upload assignments, tests, and educational programs, as well as take an active part in promptly resolving emerging technical difficulties. In this respect, the ZOOM platform is considered quite successful, as it allows each student to see and hear the instructor and ask questions. From this point of view, the introduction of proctoring systems should be noted for their positive effect, as they enable high-quality assessment of students’ knowledge. Distance learning is also associated with a psychological problem that lies “in the degree of the student’s motivation in the process of acquiring new knowledge” [5, 75]. Schoolchildren and, subsequently, first-year university students do not always fully appreciate the importance of the volume of knowledge offered to them for their future professional success. This is often due to the fact that their choice of profession was dictated not by the student’s own preferences but by the wishes of parents or relatives. Distance learning requires from the student a sufficient level of self-discipline and the presence of willpower, patience, and purposefulness. Without these qualities, distance learning loses its effectiveness and leads students to a decline in their level of knowledge. Another psychological problem of distance learning is the lack of live, in-person communication between the instructor and students, and among students within their group. In face-to-face instruction in a classroom, numerous friendly contacts, sympathies, and antipathies arise. Such communication is extremely important at a young age, as it is connected with subsequent behavior in many complex life circumstances and situations and ultimately shapes a person’s civic and life stance. With live contact, a student naturally compares themselves and their academic successes with the results and achievements of classmates. A possible solution in this situation should be to cultivate in students the ability to evaluate their own knowledge independently, without reference to the results and potential successes of others. But in any case, everything is known in comparison, even if any comparison is relative. The distance education system is an urgent requirement of today. This fact must be acknowledged, although much in this system still requires improvement. Nevertheless, the distance-learning system is the most important resource for acquiring knowledge in any field and creates favorable conditions for a young specialist’s professional growth and successful adaptation in human communication. References 1. Demkin V. N. Principles and Technologies for Creating Electronic Students. – St. Petersburg, 2011. – 207 p. 2. Distance Learning: A Textbook. – Moscow, 2008. – 192 p. 3. Vymyatin V. M. “Information and Technology—DL” // Open and Distance Education. – 2000. – №1. – P. 27–34. 4. Vymyatin V. M. Distance Learning and Its Technologies. – Moscow, 2009. – 173 p. IV international scientific conference. Sydney. Australia. 16-17.10.2025 71 5. Kirilova G. I. “Information Technologies and Computer Tools in Education” // Education Technology and Society. 2001. №4 (1). – P. 73–79. IV international scientific conference. Sydney. Australia. 16-17.10.2025 72 THE CLASSICAL WAY OF ACQUIRING KNOWLEDGE IN DIALOGUE WITH THE DISTANCE-LEARNING FORMAT Smagulova B. Candidate of philology, senior lecturer Kazakh National Pedagogical University named after Abay Yarmukhamedova A. Deputy Director for Academic Affairs Gymnasium №35 Bagymbayeva F. Master of Science, senior lecturer Kazakh National Pedagogical University named after Abay Abstract Distance learning interests not only students but also specialists from various fields of science, commerce, and industry. This form of study has its own specifics, which are linked to an adaptation period to the online format while studying a particular subject. Distance learning requires ongoing improvement of computer literacy and does not rule out technical difficulties. It also demands special psychological readiness from the student. Above all, it is necessary to emphasize the importance of self-discipline and self-monitoring. Time management plays an important role in distance learning. During this form of study it is crucial to maintain a sufficient level of student motivation. The online format allows learners to work on the issue of personal effectiveness. Self-monitoring is connected with short-term and long-term planning. In the distance format one should apply the Pareto principle and the principle of problem-based learning. Distance learning is an effective way of acquiring knowledge in the present and in the future. Keywords: videoconference, online format, time management, link, information resource, user, website, video library. In the modern system of knowledge acquisition, the distance format occupies a special place. It is a serious alternative to the classical approaches and methods of traditional educational programs in any discipline. The structure of the online learning process includes various online courses, mobile applications, video calls, and videoconferences. Demand for distance learning is growing rapidly, and, according to economists’ estimates, “in the future year 2025 it will reach around 325 billion dollars” [1, 49]. The growth of this demand is primarily explained by the accessibility of this form of learning to every participant regardless of location and time. Distance learning interests not only students but also specialists from different fields of science, trade, or industry. Using the online format, they can successfully master more advanced programs and acquire skills and competencies useful in their business. Study in the distance format can take place at the office or at home, which eliminates time lost to long distances or heavy traffic with numerous jams. Another advantage of online learning is its environmental friendliness, since it significantly reduces energy consumption and carbon-dioxide emissions. Thus, we can say that the distance-learning format helps combat negative global climate change on our planet. Distance learning has its own specifics associated with an adaptation period to the online format while studying a particular subject. In such cases, the instructor should inform students about the content and scope of the theoretical and practical material they must master over the course. Links to resources they can use are extremely helpful. It is also advisable to recommend websites with meditative practices that can help students maintain necessary physical condition and relieve excessive emotional stress. Distance learning requires continuous improvement of computer literacy. Students should have good skills with standard office applications such as MS Word and PowerPoint. In this regard, building a library of video lectures or video seminars can be highly effective in the educational process. Distance learning does not exclude technical difficulties. Problems may arise “with compatibility between certain learning platforms and particular systems” [2, 75]. There may also be issues using the provided educational software via available browsers or smartphones. Difficulties related to technical problems reduce students’ motivation to choose an online program. In such cases it is necessary to choose simple platforms for IV international scientific conference. Sydney. Australia. 16-17.10.2025 79 MODERN EDUCATION IN TODAY’S REALITIES Maymakova A. Candidate of philology, associate professor Kazakh National Pedagogical University named after Abay Martynova Lyudmila Teacher Expert, Gymnasium Number 35 of Almaty, Kazakhstan Kovalenko Y. Master, senior lecturer Turan University Abstract The modern level of civilization rests on a fundamental link between theoretical knowledge and a person’s practical training. The educational process is characterized by continuity and presupposes a human need to acquire knowledge and necessary skills throughout one’s conscious life. This has become a defining feature of contemporary human communication, which unfolds amid constantly changing socio-economic conditions. An optimal model of a holistic pedagogical process is built on a poly-paradigmatic foundation and results in the formation of a person with a high level of intellect who shares the moral norms of the social order. Such a person is also sufficiently competitive and in demand across many fields of professional activity. Keywords: humanization, pedagogical process, curriculum, level of thinking, intelligence, personality Humanity today lives in a multicultural space in which the educational sphere shapes the level of an individual’s intellectual development. Despite the ongoing information revolution, the most important value of modern social order remains the human being and their spiritual, inner world. Human communication still needs a person capable of mastering new knowledge and skills and of making creative decisions. In the modern educational system, individualized learning programs and distance modes of mastering knowledge are increasingly relevant. Internet technologies assume the functions of producing, storing, and transmitting information [1, 113]. In university and school education, the development of methods of cooperation and co-creation—and the organization of activity in small creative groups—becomes a key point. The educational paradigm includes, in its structure, the transformation of scientific information from the person who possesses it to a person sufficiently educated to perceive it adequately. The notion of being educated encompasses not only awareness in a particular scholarly field, but also “adherence to universal spiritual orientations and moral values” [2, 96]. An educated person is in a state of constant cultural development. Such a person is able to analyze various socio-political views and beliefs critically and is characterized by tolerance toward representatives of other religious confessions. Education links the concepts of personality and culture and ultimately shapes civic stance and the choice of professional activity. Under current globalization, the development of human communication is closely connected with the sociocultural aspect, which is continually replenished by scientific advances, cultural achievements, and the practical activity of humanity as a whole. In contemporary practice, the development of the educational process is based on the principle of humanization. At its core lies mutual respect between teachers and students. The humanization of education is aimed at respecting the rights of the individual, recognizing their sense of dignity, and developing the full potential of their creative abilities. Humanization should be incorporated into curricula of any level and type and should include a person’s readiness to communicate amicably with people of different nationalities and religious views and to address social and political issues that arise in society. Humanization also presupposes a deep interest in one’s national culture and native language, as well as economic and legal literacy. The modern educational system requires the introduction of the principle of differentiation, which implies orienting educational services toward a personal perception of the value of knowledge for future success in life and professional activity. Curricula develop within the concept of unity between diversification—which provides a wide choice of educational institutions and specialties—and standardization, which implements the requirements of the state educational standard. In the educational system, it is extremely important to have multiple pathways and for pupils and students to be able to seize their chance to achieve success in their endeavors. The younger IV international scientific conference. Sydney. Australia. 16-17.10.2025 80 generation is thus prepared to make responsible decisions and to develop skills of alternative and independent thinking. The principle of multiple pathways creates conditions for choosing the necessary pace of learning and allows differentiation to be maintained based on an individual’s characteristics [3, 49]. In the educational system, interconnections should be developed among individual disciplines and branches of scholarly knowledge. The educational process has a multilevel structure and includes a gradual transition from one stage to another. Each stage has its own goals and objectives and provides the level of scientific information acquisition that corresponds to the individual’s interests. The modern level of civilization is based on the fundamental link between theoretical knowledge and a person’s practical training. The educational process is characterized by continuity and presupposes a person’s need to acquire knowledge and necessary skills throughout their conscious life. This becomes a vivid hallmark of modern human communication, which exists amid constantly changing socio-economic conditions of life. In the process of acquiring new knowledge, “the scientific substantiation of the principle of a core foundation as a certain sum of rapidly adaptive knowledge” is reinforced [4, 49], enabling pupils and students to retain the necessary volume of information. This core foundation of knowledge and skills can then be expanded through additional information resources important for mastering specific professional activities. Modern education cannot develop productively without global integration among universities and schools of different levels and profiles located in various countries. In the modern individual, the capacity forms to generalize disparate facts and concepts on the basis of a common scientific concept. The synthesis of seemingly unrelated facts and phenomena can reveal the commonality of their inner nature and promote the development of a person’s creative thinking. The thinking of the modern person is dialogic by its nature, since every member of the social community has the right to freedom of choice and may realize their individuality by any means that do not contradict the law and moral norms. A person has the right to exist independently in the world of culture and art, while bearing responsibility for their behavioral motives and recognizing this right of choice for others as well. The modern image of a person is associated with the concept of multiculturalism, on the basis of which their personal characteristics are formed—“representing the features of the cultural heritage and mentality of a particular national ethnos” [5, 143]. An optimal model of a holistic pedagogical process is built on a poly-paradigmatic component and results in the formation of a person with a high level of intellect who shares the moral norms of the public and social order. Such a person is also sufficiently competitive and in demand in many spheres of professional activity. One area of pedagogy is the problem of academic success among university and school students. The academic success of students is connected with an integral orientation and manifests itself at various levels. First, learning should be practical-activity-based and oriented toward achieving important, meaningful educational goals that should ensure young specialists’ future career growth. The educational process should take into account students’ psychological state and monitor the level of their “subjective satisfaction with the structure and results of their educational activity” [6, 79]. An education system is successful if it includes a mental-axiological aspect that presupposes a connection between specific results of educational activity and the moral pathways to scholarly or professional success. Academic success characterizes the quality and effectiveness of the educational process and the degree of student engagement. Its indicators include the level of academic performance; the degree of development of cognitive activity and readiness for independent scholarly work; as well as the levels of creativity and reflection. Academic success has subjective components. These include a student’s intellect, which should be sufficient for productive scholarly activity. In this sense, attention should be paid to a student’s motivational orientation and individual style of scholarly work. Motivational orientation is considered in terms of specific academic motivation and non-specific motivation within the educational process, which speaks to an individual’s desire to achieve life success. Subjective criteria of academic success also include indicators of high, adequate self-esteem and a high level of volitional qualities. Volitional qualities most effectively contribute to productive activity among students and schoolchildren. IV international scientific conference. Sydney. Australia. 16-17.10.2025 81 The academic success of students and schoolchildren is closely linked to pedagogical conditions that depend on the specifics of youth. At all age levels, the formation of personal identity, worldview, and the nature of one’s relationships with the human community as a whole is underway. The goal of educators is to create an emotional environment that could promote the manifestation of cognitive activity among students and schoolchildren. In this positive educational environment, the younger generation attains a high degree of participation in knowledge acquisition. Students and schoolchildren begin to perceive themselves as personally responsible for the results of their professional growth. The current stage of social development calls for a fundamental modernization of the education system. Today’s reality imposes heightened demands not only on the organization of the educational process but also on the individual as its immediate subject. The individual must be involved in the educational process to enable the comprehensive development of their abilities. For its part, the educational process must take into account the age-related and individual capacities of each student and schoolchild. In the learning process, it is important to pay attention “to the educational needs and interests of students and schoolchildren” [7, 13]. It should be recognized that an organizational format in which the learning unit is a group of students or schoolchildren inevitably leads to the “averaging out” of the individual and does not foster the growth of creative potential or the possibilities of comprehensive self-development. Meanwhile, the degree of personal self-development is directly linked to the key indicators of society’s well-being. Self-development lies at the foundation of a successful educational process and forms the spiritual underpinnings of the student’s moral condition. Personal self-development should be based on a comprehensive approach to solving life problems, and pedagogical help and support play a significant role in this endeavor. In modern society, pedagogical and methodological approaches that study optimal conditions for developmental learning are in great demand. Such methods foster the development of an individual’s internal potential and form analytical thinking. Using these pedagogical methods, students and schoolchildren acquire the ability to forecast the results of their activity and to successfully develop strategies for solving various scholarly questions and problems. During university study, the process of personal self-development acquires “priority significance for one’s future life success” [8, 29]. The technological determinants of modern society make it necessary to rethink education’s basic benchmarks. The education system should aim to train specialists who respond flexibly to continuously changing social conditions. The traditional education system is aimed at mastering a certain volume of knowledge that is normative within a given sphere of the economy, industry, or scholarly activity. Preserving this approach in the educational system requires a certain stability of social mechanisms that make it possible to predict an individual’s degree of success across different areas of professional activity. But contemporary conditions advance the concept of anticipatory (or “ahead-of-the-curve”) education, and multi-level, multi-functional professional-training programs are being created that provide incentives for lifelong learning. Under current conditions, the renewal of pedagogical technologies becomes critically important. In this respect, it is essential to maintain a balance between the principle of technologizing education and the principle of its humanization. Humanization implies orienting educators toward nurturing the unique personality of each student or schoolchild and presupposes exploring ways to support their natural self-development and intellectual potential. Pedagogical technologies should be aimed at studying the content of a student’s or schoolchild’s personally developmental potential. The development of creative activity should occur in the process of pedagogical interaction. Yet under these conditions it is important to pay attention to the entropy of value benchmarks among participants in the educational process during an era of radical societal change and a permanent global crisis of the humanities. The transformation of the social system entails the danger of losing personal self-identity and leads to a decline in practical activity. The eclecticism of contemporary pedagogical theory should be overcome by creating innovative concepts in pedagogical science that analyze opportunities for revealing the intellectual, cultural, and spiritual wealth of students and schoolchildren and that form effective characteristics of pedagogical interaction aimed at developing an individual’s creative activity. That is, in theoretical terms, this is the problem of scientifically substantiating and constructing an integrated pedagogical technology that would underlie a learner-centered educational process. In practical terms, pedagogy faces the task of developing a model of a personally developmental educational structure and substantiating the pedagogical conditions for its implementation. IV international scientific conference. Sydney. Australia. 16-17.10.2025 82 References 1. Granin, Ya. “Education in the Context of Globalization” // Higher Education in Russia, 2004. – №12. – Р. 112–116. 2. Gusinovsky, E. N., Turchaninova, Yu. I. Introduction to the Philosophy of Education. – Moscow: Logos, 2000. – Р. 96. 3. Nurgaleev, Baranovskaya, L. “Dialogue of Cultures as the Basis of the Pedagogical Paradigm” // Higher Education in Russia. – 2004. – №12. – Р. 48–51. 4. Smirnov, S. D. Pedagogy and Psychology of Higher Education. – Moscow, 2006. – 207 p. 5. Sharonova, S. “The Bologna Process: A View from Europe” // Higher Education in Russia. – 2005. – №12. – Р. 142–146. 6. Dushina, E. V., Lutoshlieva, E. S. “Trends and Features of Modern Education” // International Journal of Applied and Fundamental Research. – 2009. – №5. – Р. 78–90. 7. Belova, S. V. “Textual-Dialogical Pedagogical Technology in the System of Humanities Education” // Innovation in Education. – Moscow. – 2007. – №6. – Р. 4–15. 8. Berulaeva, S. A. Styles of Individuality. – Moscow, 2006. – 45 p. 9. Bespalko, V. P. Pedagogy and Progressive Learning Technologies. – Moscow, 2005. – 209 p. IV international scientific conference. Sydney. Australia. 16-17.10.2025 83 THE CONCEPT OF FLUID INTELLIGENCE AND THE VECTOR OF ITS REAL CAPABILITIES Lomova E. Associate professor Kazakh National Pedagogical University named after Abay Omarova G. Associate professor Kazakh National Pedagogical University named after Abay Yessimbek S. Master of Pedagogical Sciences, Senior Lecturer Kazakh National Pedagogical University named after Abay Abstract Fluid intelligence is an important component of a student’s overall cognitive development and serves as a fundamental basis for mastering new theoretical knowledge and practical skills. Educational researchers emphasize the qualitative characteristics that distinguish fluid intelligence from its other types. From the standpoint of diagnostics and experimental research, this information is particularly significant. Modern science continues to study the structural organization of the cognitive functions of the human body, as well as the range of capabilities of fluid intelligence in solving problems not directly related to personal life experience or professional skills. Keywords: fluid intelligence, cognitive pedagogy, thinking activity, practical experiment The study of so-called fluid intelligence has become one of the promising areas in cognitive pedagogy. This term refers to the human brain’s ability for learning and cognitive activity in solving non-standard tasks that fall outside the scope of an individual’s concrete life and practical experience. This complex human cognitive ability includes standard mental operations such as induction, deduction, diversification, and the formation of representations of facts, objects, or phenomena of reality. The founder of the theory of fluid intelligence is rightly considered to be the British-American scientist Raymond Cattell, who made a significant contribution to the development of differential psychology — particularly concerning the fundamental properties of human personality, its abilities, and potential positive motivation. In Cattell’s work, fluid intelligence is viewed through the paradigm of logical thinking and the human capacity to solve problems in real-life situations of a maximally unconventional nature. Fluid intelligence constitutes an essential structure of general cognitive development in schoolchildren and students and serves as a foundation “for mastering new theoretical knowledge and practical skills” [1, p.9]. In theoretical studies, this type of intelligence is often described as fluid or flexible in nature. In global pedagogical science, fluid intelligence is regarded as highly important for the effectiveness of the educational process. Pedagogically, it is considered a predictor of academic success in both college and university. A sufficient level of fluid intelligence is necessary for achieving progress and desired outcomes in professional activities requiring intellectual effort. Cattell asserted that human consciousness comprises both central and local abilities as well as specific operational factors. Central abilities perform a dominant function and are engaged in all cognitive processes. Their individual variations depend on the structure and functioning of the brain. The sensory and motor zones of the human brain have specific characteristics and belong to a set of local abilities of the subject. These abilities have a genetic nature but improve through human activity throughout life. Cultural traditions and the social environment activate operational factors of consciousness. These help a person acquire auxiliary and specialized skills in fields of interest. Cattell emphasized that human consciousness contains two structural components of intelligence — fluid and crystallized. Fluid intelligence is crucial for solving problems unrelated to prior experience; therefore, similar problem situations are not modeled in consciousness, nor do associative reminders of comparable past events arise. Crystallized intelligence, conversely, is linked to an individual’s accumulated general and specialized knowledge, shaped by sociocultural and educational influences. Individuals may share similar social and educational environments, yet their differences in fluid intelligence often correlate with levels of crystallized intelligence, which encompasses established traits. Conversely, people from different cultural or educational backgrounds may have similar levels of fluid IV international scientific conference. Sydney. Australia. 16-17.10.2025 84 intelligence while differing greatly in crystallized intelligence. This suggests that fluid intelligence may function independently of accumulated knowledge and cultural influence. Cattell believed that both forms of intelligence could be measured through testing. His theory had empirical grounding but encountered challenges in practice because both types of intelligence showed high intercorrelation, making them difficult to distinguish. Later, John Horn refined Cattell’s theory, expanding the range of human abilities. He included capacities for processing visual and semantic information, emphasized the importance of shortand long-term memory, and noted that cognitive ability depends on the speed of information processing and decision-making. Horn identified human proficiency with numbers, reading, and writing as cognitive indicators. His model of human intelligence gained wide recognition, though it also generated debate. Subsequently, John Carroll compiled systematic results of experiments in this field. He identified three levels of intelligence: 1. General intellectual abilities, 2. Broad abilities, including fluid and crystallized intelligence (responsible for memory, visual and auditory perception, and information-processing speed), 3. Narrow abilities, encompassing specific skills acquired through education or life experience. Carroll’s concept aligned with Cattell and Horn’s views, leading to broad recognition of this tripartite model as the most substantiated in modern psychology and pedagogy. Empirical and Pedagogical Studies Researchers such as W. Schneider and K. McGrew analyzed the core characteristics defining narrow abilities associated with fluid intelligence. They concluded that it develops through deduction, when “fundamental properties or features of a phenomenon, fact, or event are discovered” [4], [5]. They also highlighted scientific reasoning — the capacity to justify one’s conclusions logically — and quantitative reasoning, which synthesizes induction and deduction, particularly in numerical and mathematical operations. Fluid intelligence assessment is often carried out using Raven’s Progressive Matrices, which reveal high activity in the prefrontal cortex. Pediatric psychologist R. Wright conducted experiments with children (6–13 years) and adults (19–26 years) using analogy-based tasks. For example, linking “tree” with “gift” or “sea” with “vacation.” Children solved associative tasks faster, relying mainly on the left hemisphere, while adults showed greater left-hemisphere activity in analogy reasoning — indicating neural restructuring of cognitive systems with age. K. Wendelken conducted similar experiments with verbal analogies (e.g., snow–rain–sun–heat → weather), finding that “the human prefrontal cortex is most active during such tasks” [4, p.69]. Working Memory and Fluid Intelligence Fluid intelligence is closely connected with working memory, defined in cognitive studies as an active system enabling temporary information storage and manipulation. This type of memory becomes especially active when individuals must reach decisions under interference or competing stimuli. Researchers P. Kyllonen and R. Christal confirmed the direct relationship between working memory and fluid intelligence, supported by R. Colom’s experiments, which showed “a dependence of individual fluid intelligence levels on the volume of working and short-term memory” [7, p.169]. Interestingly, in some cases, short-term memory exerted more influence than working memory, suggesting that short-term memory acts as a bridge between the two. Statistical models distinguishing working and short-term memory revealed that when short-term memory was treated as a variable, the connection with fluid intelligence weakened. However, E. Conway disputed Colom’s findings, failing to confirm the necessity of differentiating between working and short-term memory [8]. Despite disagreements, the general relationship between the two constructs is widely recognized. Studies show that the fluid intelligence index is “significantly lower in children with delayed mental development” [9, p.163]. This group is of special interest, as their cognitive profiles reveal deficits in executive functions, attention, and working-memory capacity — brain areas essential for fluid intelligence. At the current stage, research on fluid intelligence remains ongoing. Scientists continue to study its structure and potential in solving tasks unrelated to personal experience or acquired skills. These findings are crucial in pedagogical and psychological practice, offering methodological assistance for both child and adult education. Diagnosing fluid intelligence is particularly valuable for assessing educational quality and for working with multilingual or developmentally challenged learners. IV international scientific conference. Sydney. Australia. 16-17.10.2025 85 References 1. Cattell, R. B. The Theory of Fluid and Crystallized Intelligence: A Critical Experiment. // Journal of Educational Psychology. – 1963. – Vol. 54(1). – Р. 1–22. 2. Biryukov, S. D., Khodakova, V. Yu. Fluid Intelligence as a Predictor of Learning Success. In: Intellect and Creativity. – Moscow: Institute of Psychology RAS, 1999. – Р. 66–78. 3. Voronin, A. N. Intellectual Activity: Manifestations of Intelligence and Creativity in Real Interaction. // Psychology Journal of the Higher School of Economics. – 2006. – Vol. 3(3). – Р. 35–58. 4. Schneider, S., Beege, M. A Meta-Analysis of How Signaling Affects Learning with Media. // Educational Research Review. – 2018. – Vol. 23. – Р. 1–24. 5. McGrew, K. CHC Theory and the Human Cognitive Abilities Project. // Intelligence. – 2009. – Vol. 37(1) – Р. 1–10. 6. Wendelken, C., Nakhabenko, D. “Brain is to Thought as Stomach is to Food”: Investigating the Role of Rostrolateral Prefrontal Cortex in Relational Reasoning. // Journal of Cognitive Neuroscience. – 2008. – Vol. 20(4). – Р. 682–693. 7. Colom, R., Pebollo, L. Complex Span Tasks, Simple Span Tasks, and Cognitive Abilities: A Reanalysis of Key Studies. Memory & Cognition. – 2006. – Vol. 34(1). – Р. 158–171. 8. Conway, A. R. A., Cowan, N. A Latent Variable Analysis of Working Memory Capacity, Short-Term Memory Capacity, Processing Speed, and General Fluid Intelligence. // Intelligence. – 2002. – Vol. 30(2). – Р. 163–183. 9. Christoff, K., Ream, J. M. Evaluating Self-Generated Information: Anterior Prefrontal Contributions to Human Cognition. // Behavioral Neuroscience. – 2003. – Vol. 117(6). Р. 161–168. IV international scientific conference. Sydney. Australia. 16-17.10.2025 86 PHILOLOGY AND DIGITAL HUMANITIES: EXPANDING KNOWLEDGE THROUGH TECHNOLOGICAL INTEGRATION Shabnam Ahmadova Agasi Baku Business University EFL instructor of the Chair of Languages https://www.linkedin.com/in/Shabnam-ahmadova/ https://orcid.org/0000-0002-8756-3636 Abstract Philology and digital humanities have combined to transform language, literature, and cultural studies. Advances in technology like digital archiving, computer analysis, and corpus linguistics have made traditional textual study an interdisciplinary, data-driven enterprise. The present study investigates the ways in which digital humanities technologies improve philological practices, aid in the conservation of language legacy, and foster interdisciplinary cooperation. Notwithstanding several obstacles, including issues with accessibility, data dependability, and the danger of becoming overly dependent on automation, digital integration is still a crucial way to advance academic research and democratize access to cultural texts. Keywords: Philology; Digital Humanities; Corpus Linguistics; Computational Linguistics; Textual Analysis; Digital Archiving; Interdisciplinary Research; Technological Integration. Introduction Philology, once confined to the meticulous study of language and ancient texts, has evolved significantly through the emergence of digital humanities. Have you ever wondered how we understand ancient texts, how languages change over time, or why certain words mean what they do? For centuries, that's been the job of "philologists" – a fancy word for language detectives who meticulously pore over old documents, trying to piece together linguistic puzzles. It's a bit like being an archaeological explorer, but instead of digging for artifacts, they're digging for meanings buried in words and sentences. Traditionally, philologists examined the historical, linguistic, and cultural dimensions of written texts through manual analysis. This painstaking work, often involving the collation of multiple manuscript versions, the reconstruction of lost texts, and deep dives into etymology and grammar, laid the groundwork for our understanding of linguistic and cultural heritage. However, the rise of digital technology has created new research opportunities, pushing the boundaries of what is possible in textual scholarship. Now, imagine if you suddenly had access to satellite imagery, ground-penetrating radar, and a team of data scientists! That's essentially what's happening in the world of philology thanks to something called "digital humanities." This isn't just about putting old books online; it's about using powerful computer tools to breathe new life into language, literature, and culture. It's turning a solitary, dusty pursuit into a vibrant, interdisciplinary adventure. The field of digital humanities, which merges computational methods with humanistic inquiry, has allowed philologists to engage in large-scale text analysis, digital preservation, and interactive scholarship (Barbakadze & Rekhviashvili, 2025). This synergy has not merely accelerated existing processes; it has fundamentally reshaped the very nature of philological research, enabling linguistic, historical, and cultural insights to emerge from vast quantities of digital data in ways previously unimaginable. This transformation facilitates deeper textual interpretation, democratizes access to rare materials, and fosters new forms of collaborative scholarship, making philology more dynamic and relevant in the 21st century. Digital Humanities in the Service of Philology A vast array of technological tools and approaches, including as corpus linguistics, digital editions, text mining, and data visualization, are included in the field of digital humanities. Three primary areas in philology have seen the greatest success using these approaches, each with unique benefits and new research directions. Corpus Linguistics and Empirical Analysis Researchers identify language patterns, frequency distributions, collocations, and historical transitions across time and genres by using corpus linguistics, which offers a methodical and data-driven approach to analyzing large collections of digital texts. According to Kuchumova, Muhamejanova, and Ibrayeva (2024), corpus-based approaches have given language studies an empirical component by converting qualitative insights into numerical data. In addition to improving accuracy and objectivity, this methodological change makes it possible to monitor language events with statistical reliability, guaranteeing that interpretations are repeatable and corroborated by other investigations. IV international scientific conference. Sydney. Australia. 16-17.10.2025 87 Capturing language variance at both the macro and micro levels is corpus linguistics' main strength. Large-scale dataset analysis allows researchers to identify minor changes in discourse structures, grammar, morphology, and word meaning that might otherwise go undetected in small-scale textual analysis. For example, philologists can see how lexical items change over centuries in terms of meaning, connotation, or frequency by using historical corpora. Once neutral or positive, a phrase may progressively acquire negative or context-specific connotations as a result of social, political, or cultural shifts. Such diachronic studies are made possible through large digital collections such as the Corpus of Historical American English (COHA) and the Early English Books Online (EEBO) corpus. The COHA, containing over 400 million words from 1810 to the present, allows scholars to trace lexical and grammatical changes in American English across two centuries. Similarly, the EEBO corpus, with its extensive archive of texts from 1475 to 1700, offers unique insights into the evolution of Early Modern English and the linguistic shifts that influenced canonical writers like Shakespeare and Milton. These resources enable cross-comparative research, where patterns of linguistic innovation and standardization can be studied in relation to sociocultural developments. Furthermore, historical linguistics is not the only field that uses corpus analysis. It makes it easier to analyze how language is used in particular genres in modern situations, like academic discourse, journalism, and internet communication. Researchers can contribute to disciplines like discourse analysis, sociolinguistics, and applied linguistics by analyzing corpora of contemporary text types in order to spot disciplinary conventions, stylistic trends, and pragmatic indicators. Beyond theoretical applications, corpus linguistics has proven highly beneficial in educational settings. Alenizi and Adawi (2024) demonstrate that corpus-based materials have strong pedagogical implications in English as a Foreign Language (EFL) contexts. By engaging students with authentic language data rather than artificial textbook examples, learners gain exposure to realworld patterns of word usage, collocations, and idiomatic expressions. This experiential approach enhances their lexical awareness, grammatical competence, and critical linguistic sensitivity. For example, when students explore corpus data to compare how words such as “make” and “do” function across registers, they internalize collocational norms naturally. Apart from that, corpus-assisted pedagogy promotes self-directed analytical abilities. Students gain knowledge on how to analyze concordance lines, query corpora, and extrapolate linguistic rules from empirical data. This encourages an inquiry-based learning environment in which language is viewed as a dynamic and changing phenomenon that is open to investigation rather than as a set system to be learned. By enabling both researchers and learners to interact with living language in its natural settings, corpus linguistics helps close the gap between linguistic theory and practical application. Thus, corpus linguistics signifies a paradigm shift in philology as a whole. It combines computational accuracy and scalability with the classic close reading of texts, which is a fundamental component of philology. Modern digital philology encompasses complete textual ecosystems, whereas classical philology concentrated on individual manuscripts. Our knowledge of how language both influences and reflects human civilization has been enhanced by the field's recent integration of linguistic, cultural, and historical research under a single empirical framework through corpus-based approaches. Digital Archiving and Text Preservation: Building the Libraries of Tomorrow The methodical digitization and preservation of rare and endangered manuscripts is one of the most revolutionary contributions of digital humanities to philology. Imagine a world where priceless ancient texts, handwritten by monks centuries ago or etched onto fragile papyrus, are crumbling to dust. Or perhaps they're locked away in remote monasteries, accessible only to a handful of dedicated scholars who can afford the journey and gain permission. For much of history, this was the reality for countless endangered manuscripts and rare texts. They are fragile, susceptible to environmental decay (think of light fading ink, or humidity causing mold), and often housed in geographically isolated archives, effectively limiting their accessibility to a select few. The clock is constantly ticking on these irreplaceable pieces of our human story. This is where one of the most significant and profound contributions of digital humanities to philology truly shines: the preservation of these precious cultural artifacts through digitization. Digitization offers a powerful, multi-faceted solution by creating high-fidelity digital surrogates – essentially, perfect digital twins – that can be stored securely, replicated, and, crucially, disseminated widely without ever risking the original. This isn't just taking a quick photo; it's a meticulous process involving specialized scanners, high-resolution cameras, and careful handling to capture every detail, from the texture of the paper to the subtle variations in ink. The underlying technological framework for such initiatives is often grounded in the Text Encoding Initiative (TEI), an international standard for encoding textual materials in digital form. According to Del Grosso and Marchi (2013), TEI-based digital editions provide a flexible and interoperable structure that supports collaborative scholarship and multi-layered analysis. TEI encoding allows for the inclusion of variant IV international scientific conference. Sydney. Australia. 16-17.10.2025 88 readings, marginalia, editorial notes, and linguistic annotations, enabling scholars to visualize the evolution of a text across manuscripts and editions. This approach supports what Sahle (2016) terms “digital scholarly editing,” where the digital medium is not merely a vessel for text reproduction but an active framework for critical interpretation and comparative study. Moreover, TEI ensures machine readability—a vital feature in the age of computational philology. Encoded texts can be processed using software for stylometric analysis, named-entity recognition, or semantic mapping, bridging philology with computational linguistics. This convergence allows for new forms of inquiry, such as visualizing the diffusion of linguistic features, tracking intertextual references, or reconstructing textual transmission networks. In this sense, digital archives become living laboratories for multidisciplinary collaboration, where computer scientists, linguists, and literary historians converge on shared datasets. The impact of digital archiving also extends to cultural heritage preservation. Many digitization projects, such as the British Library’s Endangered Archives Programme and the World Digital Library (UNESCO), focus on protecting manuscripts from conflict zones, climate threats, and political instability. By digitizing and distributing these materials globally, institutions ensure that cultural memory is not lost to time or circumstance. Furthermore, open-access models align with the principles of academic inclusivity and epistemic justice, granting scholars from developing regions the same access to resources as those in elite institutions (Smithies, 2020). The philologist's profession is essentially redefined by digital archiving. Digital philology combines preservation, accessibility, and innovative analysis into a single ecosystem, whereas traditional philology required painstaking human collation and restricted physical access. In addition to preserving the past, it reimagines how we engage with it by converting textual artifacts into data that is dynamic, analyzed, and shared. The digital humanities' developments serve to reinforce philology's long-standing goal of preserving, interpreting, and passing on humanity's literary legacy to coming generations. Computational and Interdisciplinary Collaboration On top of that, digital philology encourages cooperation among historians, computer scientists, and linguists, resulting in a genuinely interdisciplinary study environment. Researchers can automate tasks that would take too much time for human scholars to do on a broad scale, such as textual comparison, semantic tagging, and linguistic classification, by using computational modeling and artificial intelligence. By using statistical patterns from linked corpora, machine learning algorithms can be trained to recognize particular authorial styles, categorize texts by genre, or even help reconstruct incomplete manuscripts by suggesting believable textual completions. The integration of philology with computational linguistics, history, and cultural studies marks a profound paradigm shift in the humanities—one that redefines both methodology and scope. As Konyratbayeva (2025) observes, this interdisciplinary convergence extends far beyond mere data processing; it represents a new epistemological orientation in which shared tools, analytical frameworks, and interpretive models generate deeper and more multifaceted understandings of language, culture, and history. Traditional philology, once characterized by its meticulous focus on textual authenticity, etymology, and literary tradition, is now being recontextualized within digital and computational paradigms. This transformation does not replace classical methodologies but rather enhances and expands them through the incorporation of quantitative and data-driven perspectives. The use of computational linguistics in philology allows for large-scale text mining, pattern recognition, and semantic modeling—techniques that reveal relationships between texts, authors, and cultural movements that were previously inaccessible through manual analysis alone (Jänicke et al., 2015). For the purpose of obtaining social and ideological networks from large historical archives, for instance, historians have started using text-mining algorithms. These methods can trace how ideas change and spread both inside and between historical periods by identifying recurrent names, concepts, or rhetorical patterns. By tracking influences, partnerships, and discussions among academics, network analysis of Enlightenment-era correspondence collections, for example, might shed light on how intellectual movements expanded throughout Europe (Moretti, 2013). By placing texts in the context of larger cultural and communicative systems rather than as discrete artifacts, this computational approach to intellectual history enhances the philological tradition. To investigate how linguistic innovations spread throughout time and place, linguists have also embraced statistical modeling and network visualization. Researchers can see how dialectal traits, word senses, or grammatical constructions emerge and change by using algorithms to identify co-occurrence patterns and semantic alterations. By providing tangible evidence of how language changes in response to social and technical forces, these techniques empirically support ideas of linguistic development put forth by historical linguists like Labov and Trask (Brezina & Meyerhoff, 2018). Interdisciplinary philology offers resources for examining the relationship among language, ideology, and IV international scientific conference. Sydney. Australia. 16-17.10.2025 95 Psychological sciences THE SECRETS OF HYPNOSİS AND MAGİC. A STUDY WİTHİN THE CONTEXT OF MONEY AND THE COLLECTİVE Omarov Omar Mehman oglu public figure, independent researcher ТАЙНЫ ГИПНОЗА И МАГИИ. ИССЛЕДОВАНИЕ В РАМКАХ ДЕНЕГ И КОЛЛЕКТИВА. Омаров Омар Мехман оглы Общественный деятель, независимый исследователь Abstract Hypnosis and magic are the most unexplored areas of human activity. A new and unique perspective on this problem is presented, harmoniously uniting these mutually exclusive fields. This will give each person the opportunity to reveal their enormous potential and direct it to transforming the surrounding reality. Only new ideas and changes in basic approaches to solving vital problems can serve as a reliable basis for cooperation of all healthy forces of humanity for the benefit of the whole world. To achieve this goal, a method of understanding the philosophy of the new universe is used, namely, a systemic analysis from three sides and at three levels of complexity. Аннотация. Гипноз и магия самые неисследованные области жизнедеятельности человечества. Представлен новый уникальный взгляд на эту проблему, благодаря которому взаимоисключающие области гармонично объединяются. Это даст возможность каждому человеку раскрыть свой огромный потенциал, и направить его на преображение окружающей действительности. Только новые идеи и изменение базовых подходов к решению жизненно важных задач, могут служить надёжной основой для сотрудничества всех здравых сил человечества во благо всего мира. Для осуществления этой цели применяется метод познания философии нового мироздания, а именно системный анализ с трёх сторон и на трёх уровнях сложности Keywords: hypnosis, magic, principle, image, logic, practice, task, solution, conclusion, result. Ключевые слова: гипноз, магия, принцип, образ, логика, практика, задача, решение, вывод, итог. Введение. Вы не знаете, что происходит вокруг вас. Но вы точно знаете, что ваша зарплата низкая, и вы заслуживаете большего. Почему её невозможно повысить, а когда её повышают, её всё равно недостаточно? Потому что, как я уже сказал, вы конкретно не знаете, что происходит вокруг вас. Читайте, и всё станет ясно. Ваша первая ошибка — вы слишком дёшево относитесь к деньгам. Например, 1 килограмм сотен долларов — это 100 000 долларов, и, по вашему мнению, 10 килограммов будет неплохо, а 100 — хорошо. Вы видите только материальную сторону денег, поэтому закон денег вам этого не прощает. Деньги — мощный источник энергии, поэтому они напрямую связаны с магией и гипнозом. Точнее, деньги — это всего лишь рамка для портрета, то есть люди, увидев только рамку, улетают в фантазии, а портрет остаётся в тени... в руках других. Поэтому, когда в руки человека внезапно попадает большая сумма денег, его мозг получает серьёзный удар, его психика повреждается, человек психологически меняется, будто его подменили. Получается, что деньги падают с неба не в руки человека, а на голову, как будто этим портретом тысячу раз настучали по голове. Я говорю это сейчас, чтобы у вас выработался иммунитет и были готовы к таким ситуациям. Теперь перейдём к магии и гипнозу. Гипноз – научное понятие, а магия – ненаучное, её ещё называют оккультными науками. И то, и другое, как две стороны одной монеты, отличается только смысловой язык. Это как у человека: у кого-то активнее левое полушарие, у кого-то – правое. Современный человек обладает очень большими экстрасенсорными способностями. Люди, жившие 100 лет назад, рядом с ним выглядят младенцами, то есть энергетическая разница как между великаном и младенцем. Понятно, что деревенская магия, колдовство, существует уже тысячи лет, но сейчас о ней не знает 1-2 человека, а раньше, наоборот, знали 1-2 человека конкретно. Всем известно, что все именитые IV international scientific conference. Sydney. Australia. 16-17.10.2025 96 люди, мягко выражаясь, пользуются услугами необычных людей, и хорошо им платят. Вам и доллара не дадут, а для них тысяч не жалко. Проблема не в деньгах, каждый как хочет пусть так и живёт. В чём проблема? Слишком много книг, наук и информации на эту тему издаётся, а их положительное влияние на общество очень мало. Магия, наоборот, будь она белая или чёрная, оказывает слишком негативное влияние на общество, потому что существует такой принцип: «ломать не строить», ломать может даже ребёнок. То есть, назовите себя «супермагом», создайте таинственную атмосферу, непонятную, загадочную обстановку, сделайте рекламу, и дорога сама поведёт вас. Все поверят, будут реальные результаты, и не нужно читать никаких книг или заканчивать институты. Проблема в том, что обычные граждане, не подозревая о своих супер сверхспособностях, под видом овечек занимаются только тем, что «ломают мозги» окружающим. Они тратят время на тренировку таких навыков, развлекаются и занимаются праздными делами, а когда попадают в беду, бегают туда-сюда, как богачи, разбрасываясь деньгами. Подумайте сами: на каждой встрече все приветствуют друг друга двумя-тремя стандартными вопросами, для незаметного выноса мозга много не надо. Некоторые талантливые люди задают по сотне вопросов, а информации ноль. Современная магия тоже начинается с маленьких, незаметных, изящных слов и, подобно анаконде, медленно, годами, втягивает в себя вас, ваших коллег и начальство. Примечание. Статья основана на 33-летнем опыте работы в многочисленных командах в разных странах и по разным специальностям. Практическая цель статьи: помочь читателям понять причины, по которым их зарплата не повышается, несмотря на все усилия. Это поможет им избежать многочисленных ошибок в карьерном росте. Научная цель: раскрыть глубинные секреты гипноза, магии и денег. Это поможет читателю понять их масштаб и влияние сил, с которыми они работают. Информация эксклюзивная, представлена по принципу достаточного минимума, пользуйтесь. 1-е заблуждение о гипнозе. Образная картина Гипноз не есть просто врачебный сеанс, Гипноз — это многолетний процесс трансформации мыслительной деятельности большой массы людей. Его нельзя поймать на словах, невозможно доказать, потому что, во-первых, сначала он создаётся в сознании врага (в бизнесе друзей или врачей не бывает), во-вторых, его заворачивают в букет правильных слов, и, в-третьих, прячут в тени эмоций, шуток, смеха, в шуме суеты, за громом криков и сцен нервных срывов. Это вам кажется, что человек, просто нервничает, потому что он такой или все такие, а на самом он постоянно устраивает шоу перед окружающими и тем самым усыпляет их бдительность. Весь этот мир — большое шоу. И продолжая в таком же духе человек постепенно превращается в высококлассного мага мирового уровня. И это не шутка, потому что, ничего не скрывая, шутя-шутя поставить на колени сотни людей и годами сопровождать этот процесс, уметь надо. Не верите, смотрите. Ему ничего не докажешь: скажешь, что молоко белое, он, смеясь, якобы в шутку, скажет, что чёрное, и все улыбаясь закивают головой. Если дать ему денег, он как конь на дыбы встанет и упрётся, хоть казни, будет всё отрицать. Когда всё откроется, всегда найдутся убедительные оправдания. Например, «не может быть, как же я забыл, с тобой прям пошутить невозможно, да… я просто проверял тебя, а ты» – все работы запутывает, усложняет, бесконечные разговоры, выяснения, сплетни, и в итоге всех движений тебя делают виноватым. Закон: так как всё в этом мире наоборот, да к тому же двухсторонне, вообще доказать что-либо невозможно. Например, когда говорят, что «да я ради тебя всего себя на части рву, а ты…» на самом деле говорят чистую правду. Выставляют должником, но не говорят, что ты «по-горло уже достал», поэтому «рвут себя», ночами не спят думают, как стереть, избавиться от тебя. Когда видишь, что человек какое-то время добрый, заботливый, а потом вдруг резко меняется, взрывается, кричит, ругается на кого-то, или громко с вами говорит, это называется эмоциональными качелями. Цель этого – раскрыть подсознание, отвлечь человека, перенаправить его внимание в другое русло, а затем, когда пациент готов, ударить негативными эмоциями, и человек впадает в длительный невидимый гипнотический транс. Сделать это извне невозможно. Только человек, завоевавший доверие, способен и делает это осознанно, открыто, перед всеми. В нормальных семьях говорят не выноси сор из избы, а тут ровно наоборот. Все «кабинетные разговоры» также служат этой цели. Коллективы делятся на мелкие группы и в каждой группе часто между собой, без какой-либо практической пользы проводятся душевные, поучительные, познавательные разговоры, а фактически сплетни. В психологии часто используют пример медленной варки лягушки. Когда это происходит системно, управление коллективом перехватывается в течении 1-2 лет, независимо от того руководитель сильный или слабый. Видимо по этой причине, в прошлом некоторые правители на главные посты ставили тупых и глупых, а нужных людей их помощниками. Другая отличительная черта коллектива со слабым руководителем в том, что все кому не лень, даже простая уборщица ведёт себя как самая важная персона мира. На следующем этапе проблемы будто исчезают. Говорят, за день до смерти человек как бы полностью выздоравливает, радуется, душа расцветает, строятся новые планы, а в коллективе один день растягивается на годы. Нет, ничто никуда не IV international scientific conference. Sydney. Australia. 16-17.10.2025 97 исчезает, проблемы меняют форму и опускаются с небес на землю, из образного уровня до физических болезней, а транс подымается до массового уровня. После того, как в человека вселили страх, появляются диабет, гипертония, инфаркты, быстро седеют волосы, ухудшается зрение и множество других заболеваний. Ситуация передаётся в семью, детям, расходы растут, а времени на раздумья нет. Человек, сам того не осознавая, становится игрушкой, куклой для битья. Никто этого не замечает. В такой трансовой атмосфере, если внезапно крикнуть на ничего не подозревающего человека, бывало и такое, он от страха проглатывает язык и умирает, может стать немым. На этом этапе с любым человеком, с людьми можно делать все, что угодно, и делают. Это и называется «поставить на колени», а цена этому, мягко выражаясь, недешёвая. Горькая правда: в таком положении, когда мозг «слегка тронулся», он в лёгком трансе, человек не может адекватно оценивать и правильно поступать в вопросе здоровья семьи и себя. Простой пример: когда у мастера «голова на месте», он мгновенно находит причину поломки машины и быстро её устраняет. Когда «голова не на месте», процесс растягивается на месяцы, годы. У врачей также, поймал суть, поставил правильный диагноз и вопрос за пару дней закрыт. Разница в том, что, когда у пациента не всё на месте, правильный диагноз поставить не получается. Болезнь как-бы бегает по телу, мозг врача если и не был ранее «тронут», сейчас точно «тронется». Годами идёт сражение, а деньги отлетают пачками. Такова судьба тех, кто дёшево относится к деньгам. Заметьте, болезни «бегают» не по одному телу, они уже перебросились в младенцев, на их лечение любыми путями собирают миллионы и…? Всё общество больное и никто при этом на самом деле не виноват. Хоть болезнь физиологическая, причины не в физиологии. Простые решения существуют, но чтоб их услышать, принять, нет головы, кому скажешь, в лучшем случае тебя самого назовут больным и дураком. Принцип: «протягивая руку помощи, получи пинок благодарности». Все люди будто во сне. Поэтому падение не останавливается и на следующем этапе проблемы достигают материального уровня, изнутри наружу вываливаются в скандалы, драки, аварии, катастрофы. Общеизвестно, отрицательная энергетика притягивает несчастья. Ничто не происходит случайно, всегда нужно быть готовым ко всему. На следующем этапе — проверки, наказания, банкротство. А потом говорят: вот были бы деньги, всё было бы хорошо. А подсознание это слышит, как: давай свои деньги и иди как ты подальше, умник нашёлся. Если выйдет боком, не нужно таких денег, голова нужна, а деньги приложатся. Итак, гипноз — это сложный массовый процесс, систематически осуществляемый посредством эмоциональных слов, плохих взглядов, откровенной лжи и пустой болтовни. Поскольку процесс осуществляется медленно, никто не обращает на него внимания, а потом уже слишком поздно. Как было сказано, да, ничего нельзя доказать, но… смотря, кто доказывает. Вам кажется, что слова «да это просто слова», «ну сказал там кто-то», «ну покричал», нет, слова в руках умелого человека — материальная сила, опирающаяся на биоэнергетику говорящего. «Словом можно убить, словом можно спасти, словом можно полки за собой повести». Напомню, основоположником науки о гипнозе был В.М. Бехтерев. Автор массового гипноза А. Кашпировский не оформил его как науку и даже не называет гипнозом, а просто практически использует. Несмотря на то, что массовый гипноз так и не оформлен в науку, он повсеместно используется, например в менеджменте, маркетинге, СМИ. В этой статье, вообще к гипнозу выполнен уникальный подход с новой точки зрения, благодаря чему открываются новые вершины для развития людей и самой науки. 2-е заблуждение о гипнозе. Логика. Гипноз не делают, просто глядя человеку в лицо. Самый простой вариант вы знаете: «доченька, на тебя кричу, чтобы невестка слышала». Но на работе не обязательно кричать или ругаться. В присутствии руководителя несколько раз, в разное время, можно непринуждённо, шутя о человеке небрежно выразиться, высмеять, обругать, и до конца жизни опустить его значимость. Вскоре руководитель, независимо от себя, перестанет воспринимать этого сотрудника всерьёз, чаще всего при его виде будет пробуждается ненависть. В семьях также, 2-3 раза бросив 1-2 слова, поселяют раздор между отцом и сыном, брат восстаёт на брата и так далее. Тот, кто часто встречается с руководителем, прежде всего, методично вбивает клин между ним и сотрудниками и берёт ситуацию под свой контроль. Принцип: «Разделяй и властвуй». Формально, руководитель занят только подписью документов, вечно в раздумьях, на нервах. Кроме того, что у всех боссов вечно не хватает денег, головную боль им доставляют его приближенные с их интригами и скандалами за право играть первую роль перед ним. А на поверхности в коллективе бурлят эмоции, страсти будто в раю. Видя такое, руководство поражается «мы тут пашем как в аду, а эти себе наслаждаются» и не воспринимает их за людей. «Эмоции – показатель приближения проблем». В таких условиях, даже если сотрудник идеален, его не ценят как личность, его профессионализм, лишние старания, серьёзные инновации, увеличение прибыли никому абсолютно не интересны. Главный критерий — полное подчинение руководителю и его окружению, лиш- IV international scientific conference. Sydney. Australia. 16-17.10.2025 98 ние слова, идеи, мнения, взгляды, напоминания о зарплате категорически пресекаются. Главная ценность — лесть, что бы вы ни делали, всё — результат их мудрого управления. Помню, в другой компании, руководству говоришь, «вы на грани банкротства, всё ещё можно спасти, вы меня хорошо знаете». Ответ уникален, «подожди, сейчас выберемся, потом поговорим». На первый взгляд, коллектив и руководство могут казаться современными, всё действительно очень красиво, но за кулисами всё совершенно иначе. Это не вина работников, и у кролика нет вины, просто волк голоден. Они боятся, надеются, что всё будет хорошо, и за это слава богу. Конечно, если сказать что-то сразу, то будут проблемы, быстро сожрут, лучше позднее, авось пронесёт. Сначала нужно разобраться, что происходит, затем разработать стратегию и постепенно действовать. Да какой там разбираться, кому это нужно, потом, потом… В любой стране большинство коллективов можно назвать так: «коллектив — это бассейн, полный крокодилов». Когда первый раз приходишь на работу, кажется, что все мило улыбаются, нет, они стискивают зубы и радуются: свежая рыба, свежее мясо. Если хочешь здесь добиться успеха, не ищи никаких человеческих ценностей, это бизнес, «кто кого сожрал, тот и съел», ничего личного. «Он подумал, что наконец-то фортуна ему улыбнулась, а она просто оскалила зубы». По крайней мере, знайте, что можно что-то сделать, делайте, есть что предложить, предлагайте, в будущем не пожалеете. Хорошее выражение: «Конфликт – точка освобождения». Никто не сможет украсть вашу надежду и уверенность, душу если вы сами того не хотите. Проблем становится всё больше, они выросли до общемировых, для их решения назначаются новые люди, новые должности, и борьба за кусок хлеба успешно продолжается. Именно поэтому самая большая проблема во всём мире сейчас — это чрезмерное количество чиновников, бюрократов. Каждый день в прессе упоминаются ненужные международные организации, критикуется их руководство, а принципиально ничего не меняется. Параллельно с их числом постепенно растут цепочки бюрократических процедур, бесконечное количество законов, одно тронешь, другое дёргается. Растущий с каждым днём, чёрный треугольник «закон — бюрократия — чиновник», как бездонный колодец, тянет весь мир к пропасти. Вывод: Недостаток индивидуального подхода заключается в том, что при решении любой проблемы не учитываются более глубокие структуры. Это как со старой машиной, чинишь одно, отваливается что-то другое. Правда, специалисты мирового уровня (гипнотерапевты, маги и т.д.) обращаются к самым прошлым жизням пациента, восстанавливают, но не могут просчитать изменения в будущем. Для этого нужно по порядку пройти все уровни начиная от себя, далее семья, род, работа, общество, деревня, город, страна, мир. Никто столько не заплатит. Когда всё это не учитывается, любое действие создаёт негативные последствия в будущем пациента. Поэтому наиболее верным методом познания является системный подход. Он связан с совершенно другой наукой – философией. Метод познания используемый здесь - системный анализ с трёх сторон и на трёх уровнях сложности в рамках философии нового мироздания. Объектом исследования являются средние коллективы, состоящие из 100– 1000 человек. Такие коллективы, как микромир, принципиально соответствуют общему миру, то есть принципу: понимание малого вносит ясность для понимания глобальных процессов. 3-е заблуждение о гипнозе. Практика. В офисах для проведения такой массовой работы используется огромное количество веществ и примитивных техник. Чем проще, чем более уму непостижимо, тем эффективнее. В пропаганде, «чем невероятнее ложь, тем быстрее в неё поверят», а тут наоборот. Напомню, подмешивание веществ — приворот, простейшая форма колдовства, простое нервное сидение рядом с человеком, или нервный разговор по телефону при вас, простейшая форма порчи, неприязненный взгляд, простейшая форма сглаза. Приврать, извратить и донести, простая форма клеветничества. Никто ничего не проверяет поэтому работает очень эффективно. Например, выражения, «ты что больной?», «ты что идиот?», что «совсем уже.?» с примесью бескультурных слов очень сильная порча. При частом использовании коротких и простых выражений они очень легко укладываются в подсознании и играют главную роль в принятии важных решений. Такие воздействия происходят в коллективе каждый день, по чуть-чуть, и тем не менее важно знать, что они имеют накопительный характер. Раны в теле заживают, а деформации (раны) в биоэнергетических структурах накапливаются ежедневно, набухают и лопаются в самом слабом месте вашей жизни, в самое неподходящее время. У времени нет обратного отсчёта. Очень простой классический пример, проверенный Ибн Синой тысячу лет назад. Волка и овцу держали на расстоянии нескольких метров друг от друга, и через три дня овца умерла. Вот вам результат без какихлибо действий, без веществ, без слов, может и без взгляда, просто от одного присутствия. Давайте проверим на людях. Посадим мужчину напротив красивой женщины, пусть они спокойно работают, что тут такого? Что произойдёт? Никто не умрёт, мы же не животные в конце концов, но, независимо от того, кто кем является, их биоэнергетические структуры разрушатся и станут причиной плохих со- IV international scientific conference. Sydney. Australia. 16-17.10.2025 99 бытий в будущем. И, в лучшем случае, только деньги потекут рекой. Интересно то, что по мере увеличения количества людей, эффект становится гораздо сильнее и проще в исполнении. Смысл этого примера: даже расположение столов влияет на рабочую атмосферу и напрямую связано с доходом и успешностью компании. Другой примитивный пример — спаивание сотрудников на корпоративах, выставление их в дурном свете, глумление над ними. Я называю это скрытым буллингом, травлей. Снимают аудио, видео, фото, делают любой монтаж, а затем, якобы, чтобы повеселить начальника, его окружение, показывают их в совместных групповых чатах. Есть и древние, проверенные методы воздействия, и кого бы я ни спросил, как привязать к себе человека, «закрыть ему рот», подчинить себе, какие используются подручные «вещества», не поверите, все всё прекрасно знают. Интересно, как всегда, кроме нас с вами, все всё знают, и получается, никто ничего просто так не делает. Поразительно, но факт. Очень простой способ узнать любого человека: после контакта обратите внимание на свои ощущения, а затем обязательно обращайте внимание на вопрос подмешивания «веществ». Посмотрите, как этот «заботливый» человек наливает вам воду, чай, кофе, и как вы наливаете кому-то. Важен процесс, поведение. Разница в том, что вы никогда не прячете стакан, не ведёте себя подозрительно, «зубки не заговариваете», внимание не усыпляете. Часто на вечеринках можно увидеть людей, которые услужливо заботясь, своей вилкой в вашу тарелку накладывают деликатесы или просто лезут в общие тарелки грязными руками, незаметно «добавляя вещества» прямо у вас на глазах, и таких вариантов множество. Необходимо быть более внимательным и осторожным на мероприятиях, как с точки зрения гигиены, так и культуры, и безопасности. Например, подхватить гепатит или другие вирусы можно в парикмахерской, в больнице, где угодно. Причина — элементарная беспечность, сознательное молчание, страх оказаться в центре внимания, нежелание нагнетать ситуацию. Всё начинается с мелочей, как «эффект бабочки». Выход: снимите пелену с глаз. Есть такой пример, дедушка рассказывает внуку, что внутри каждого человека днём и ночью идёт борьба чёрного и белого волков. Внук спрашивает: кто победит? Дедушка говорит: кого кормишь, тот и победит. Смысл здесь в том, что в борьбе добра и зла мы забываем о хорошем. Мы не только не способны сделать добро никому, мы даже себе не способны сделать и капельки добра. Плохие слова, техники, дела на уровне суперпрофи пожалуйста, сколько угодно. Спросишь, а какие такие хорошие слова ты сознательно используешь, сразу замирают, потому что используют только словесные шаблоны, паттерны и «словечки» как топор или копья, как меч и стрелы. Люди настолько подсознательно боятся друг друга, что даже в хороших словах что-то ищут, ковыряются «а что он хотел сказать», «а кроме этого, что ещё может быть», «на него посмотри…» Мы смотрим на всё однобоко, поэтому всем и всё должны, но забываем, что у всего есть обратная сторона. Говорят, бог любит троицу, для начала можно учитывать хотя бы две стороны. Например, мы думаем, что говорим свои слова и мысли, но на самом деле говорим то, чего от нас ждут. Часто у вас спрашивают, зная ответ, и вы это заведомо знаете, но, несмотря на это, вы мило произносите ответ. Затем ваши слова используются против вас, вот в чём подвох. Оказывается, мы не можем говорить, нужно учиться. Точно так же руководители принимают решения с полной уверенностью, но как сформировались эти мысли, откуда растут ноги, куда они ведут остаётся неизвестным. Другой пример — в организме есть хорошие и плохие клетки. Разница между ними в том, что хорошие клетки обладают иммунитетом, а у плохих нет защиты от плохих влияний. То есть, зло может исчезнуть в одно мгновение. Стоит лишь обратить на него внимание, сфокусировать на нём своё внимание, и оно исчезает, потому что сам фокус внимания — выжигающий луч лазера. На практике это означает, что для восстановления любого человека или команды достаточно всего одной минуты. Внимание: любого человека менее чем за минуту можно вытащить из любого плохого состояния, каким бы оно катастрофическим не казалась, с помощью простых слов, без гипноза, не касаясь, не смотря в глаза, неважно, верит он или нет. Ни одно учение или практика в этом мире такого эффекта не даёт. Вот настоящая сила хороших слов - она спасает жизни людей. Понятно, никто за минуту не станет профессором или не выучит иностранный язык, не в этом дело. Надо уметь давать шанс добиться, открывать веру в огромные возможности человека, и дорога для свершений откроется. Идти или не идти, дело самого идущего, никто никого не сделает счастливым, не сделает чемпионом мира по всем видам спорта, ответственность за свою жизнь на плечах самого человека. Всё изменилось. До сих пор все преступления в этом мире происходили потому, что никто не смотрел, не обратил внимания, видел и отвернулся. Теперь же, ничего не зная, не глядя, не подсматривая всё можно знать. Гельвеций: «Недостаток некоторых фактов компенсируется знанием некоторых принципов». То есть, думая принципиально, можно легко вытащить любого человека или команду из любой сложной ситуации. Каждый хочет получить от мира шанс, и это наконец стало возможным. Теперь вы стали обладателем этих принципов. Поздравляю! Значит, «Вы заслуживаете то хорошее, что IV international scientific conference. Sydney. Australia. 16-17.10.2025 100 с вами произойдёт». Для справки: эта статья основана на ряде других статей. Например, статьи «Основы психологии нового мироздания» и «Основы мировоззрения. Как повысить статус в XXI веке» показывают сложную структуру человеческой природы, благодаря чему устраняются причины всех проблем. В научной статье «Универсальный метод управления» доход любого предприятия очень легко увеличить, и, конечно же, в результате этого улучшения вырастут и зарплаты. Не нужно вдаваться в подробности, можно объяснить одним-двумя словами. Главное, что все приведённые здесь слова основаны на науке, просты на первый взгляд, но содержат глубокие исследования, практику и опыт. Эти слова оказывают, оказали и будут оказывать прямое положительное влияние на судьбы, здоровье и карьеру тысяч людей. Воистину, «Вас ждут великие дела». P.S.: По истечении некоторого времени статью рекомендуется заново перечитать. References 1. «The Worldview of Modern Man.» Omarov O.M. - Baku: Nurlan printing house, 2011; [Publishedin Russian] 2. «Book of Love». Omarov O.M. - Baku: Nurlan printing house, 2013; [Published in Russian] 3. «Book of Secrets». Omarov O.M. - Baku: Nurlan printing house, 2013; [Published in Russian] 4. «Book of Miracles». Omarov O.M. - Baku: printing house “Science and Education”, 2015; [Published in Russian] 5. “Fundamentals of the philosophy of the new universe” Omarov O.M.; Scientific and practical journal of the Academy of Labor and Social Relations No. 2(12) p.47; - Baku: ed. «Teacher», 2019. [Published in Russian] 6. “Fundamentals of the economy of the new universe”, Omarov O.M. Jalalov M. International scientific and practical conference “Sustainable Development purposes” p.160 - Baku: ed. ADNSU, - 2019. [Published in Russian] 7. “The shortest course in Economics” Omarov O.M., “Polish journal of science” No. 48, 2022 vol.1, p.16; [Published in Russian] 8. “Universal management method” Omarov O.M. “Polish journal of science” No. 64, 2023, p.24; [Published in Russian] 9. «Declaration of the Freedom of Man and Humanity» Omarov O.M. “Polish journal of science” No. 71, 2024, p. 41; [Published in Russian] 10. «The nature of war, crime, LGBT» Omarov O.M. IX International scientific conference. «Theoretical and practical perspectives of modern science», May 21-22, 2024, Stockholm. Sweden. p.78; [Published in Russian] 11. “Fundamentals of the psychology of the new universe” Omarov O.M. XIII International scientific conference. «Modern science: actual problems», June 11-12, 2024, Manchester. UK. p.69; [Published in Russian] 12. “Perfect principle of organizing a country” Omarov O.M. IX International Scientific and Practical Conference «Modern science: fundamental and applied aspects», June 25-26, 2024, Rome. Italy. p.20; [Published in Russian] 13. “New philosophy of football.” Omarov O.M. XIII International Scientific and Practical Conference «Scientific advances and innovative approaches», September 12-13, 2024, Tokio. Japan. p.244; [Published in Russian] 14. “The thinking of great men. The perfect way of thinking” Omarov O.M. XVII international scientific conference. “Development of science in the XXI century”. Dortmund, Germany. November 07-08, 2024, p.548; [Published in Russian] 15. “Worldview basics: how to raise your status in the 21st century” Omarov O.M. II international scientific conference. «The future of intelligence: human, artificial, collective», Bern. Switzerland. 2425.06.2025 p.27; [Published in Russian] IV international scientific conference. Sydney. Australia. 16-17.10.2025 101 Technical sciences INTEGRATION AND VISUALIZATION METHODS OF DATA IN THE INFORMATION SPACE Zakir Huseynov PhD in Technical Sciences, Associate Professor Azerbaijan State Agricultural University, Ganja ORCID: 0000-0003-3828-091X Mahil Mammadov PhD in Technical Sciences, Associate Professor Azerbaijan State Agricultural University, Ganja ORCID: 0000-0002-9384-2746 Esgerov Nizami Master’s Student Azerbaijan State Agricultural University, Ganja Abstract In the modern information society, the rapid growth of data volume necessitates the application of new approaches for their effective management, integration, and visualization. The aim of this study is to analyze and comparatively evaluate methods for integrating data obtained from various sources within a unified information space and presenting them in a comprehensible visual form for users. The research methodology includes comparative analysis, exploratory data analysis, statistical analysis methods, and experimental testing of modern visualization technologies. Within the framework of the study, integration mechanisms of relational and non-relational databases, ETL processes, and data normalization and transformation methods were examined. The practical significance of the study lies in its applicability to enterprises, educational and research institutions that require real-time processing of large-scale data. The results show that modern integration methods improve data quality by an average of 35–40%, while proper selection of visualization techniques accelerates decision-making processes by 50–60%. The scientific novelty of the study consists in the development of a hybrid integration model and adaptive visualization algorithms, which enable the automatic selection of the optimal presentation format depending on the data context. Keywords: data integration, visualization methods, information space, ETL processes, interactive dashboards, big data analytics, data quality INTRODUCTION In the era of digital transformation, organizations generate and collect massive volumes of data in their daily operations. These data are obtained from various sources, stored in different formats, and often reside in isolated systems. Such fragmentation hinders the extraction of full value from data and complicates decisionmaking processes. The hypothesis of this research is that systematic data integration combined with the application of modern visualization methods can significantly enhance the analytical capabilities of organizations and improve the efficiency of decision-making processes. Recent studies in the field of data integration and visualization confirm the relevance of this direction (Khan & Shah, 2011; Kiljan, 2025). For organizations operating in various sectors, the consolidation and visual presentation of data hold strategic importance. Research indicates that visual representation of data is processed by the human brain 60,000 times faster than textual or tabular formats (Khan & Shah, 2011). In this context, the process of data integration plays a crucial role, as combining information from different sources within a unified system provides the foundation for visualization. Research conducted in both scientific and practical domains demonstrates the diversity of approaches to data integration. Studies show that compared to traditional file-based ex-situ integration, modern user interface-based in-situ integration yields more efficient results, allowing users to combine data directly during analytical operations (Şimge, 2024). Contemporary research on data visualization emphasizes the importance of interactivity, scalability, and ethical principles (Kiljan, 2025). Investigations in the field of biopharmaceuticals reflect an increasing demand for simple and accessible data integration and visualization in the study of complex diseases and multi-omics research contexts (Bioradiations, 2020). The purpose of this study is to conduct a comprehensive analysis of data integration and visualization methods within the modern information technology environment, identify the strengths and weaknesses of IV international scientific conference. Sydney. Australia. 16-17.10.2025 102 existing approaches, develop practical recommendations, and establish the foundations for new scientific and practical approaches in this field. Within the framework of the research, all stages of data collection from various sources, integration, transformation, and presentation in an optimal visual form for end users will be systematically examined. MATERIALS AND METHODS The materials used in this research include real-world databases obtained from various sources, opensource data sets, and experimental test scenarios. To investigate data integration processes, SQL-based relational databases, NoSQL systems, and cloud storage solutions were utilized. During the testing of visualization methods, technologies such as Tableau, Power BI, and Python libraries (Matplotlib, Plotly, Seaborn), as well as D3.js, were employed. In the statistical analysis part of the study, correlation analysis, regression modeling, and analysis of variance (ANOVA) methods were used. Data quality assessment took into account indicators such as completeness, accuracy, consistency, and timeliness. Within the framework of the empirical study, various scenarios of data integration processes were tested, and the performance indicators of each method were measured. Table 1. Comparative characteristics of data integration methods Integration Method Processing Speed Resource Requirement Application Area ETL (Extract–Transform–Load) Medium High Data warehousing systems ELT (Extract–Load–Transform) High Very high Big data environments API-based integration Very high Medium Real-time systems Manual file-based Low Low Small-scale projects During the analysis of data visualization methods, the following parameters were evaluated: visual clarity, degree of interactivity, data density, user experience, and performance indicators. The effectiveness of various visualization types (line charts, bar charts, heatmaps, scatter plots, and composite dashboards) was tested in different usage scenarios. Figure 1: General scheme of the data integration and visualization process The software tools used in the study include the Python 3.9 environment, Jupyter Notebook, the Apache Spark data processing framework, PostgreSQL and MongoDB databases, as well as Tableau Desktop and Power BI visualization tools. Automated scripts and validation algorithms specifically developed for this research were used to verify data quality. RESULTS AND DISCUSSION The results of the conducted research show that the proper organization of data integration processes significantly improves data quality. Experimental tests revealed that the implementation of automated ETL processes can increase data completeness from 35% to 92%. These findings correlate with those obtained by Kiljan (2025) and confirm the practical relevance of modern data science methods. The main challenges encountered during the integration of data from multiple sources include format incompatibilities, semantic inconsistencies, data duplication, and time mismatches. The study demonstrated that solving these issues requires a comprehensive approach encompassing data cleaning, normalization, and validation stages. Experimental results proved that investing in data quality considerably increases the value of the final product and ensures the reliability of analytical processes. Table 2. Comparison of the effectiveness of visualization methods Visualization Type Perception Speed Interactivity Data Capacity Application Area Line charts High Medium Medium Trend analysis Bar charts Very high Low Low Comparisons Heatmaps Medium High High Correlation analysis Interactive dashboards High Very high Very high Complex analysis The analysis of visualization methods showed that the choice of visual representation format should depend on the nature and purpose of the data. According to the study’s findings, line charts are the most effective for time series analysis, while bar and pie charts are preferable for categorical data comparison (Khan & Shah, 2011). The use of interactive dashboards enables users to explore data from different perspectives and perform deeper analyses, significantly enhancing the quality of decision-making processes. IV international scientific conference. Sydney. Australia. 16-17.10.2025 103 When compared with recent studies, the obtained results confirm general trends. As noted in the study by Bioradiations (2020), although finding common dimensions for data integration is challenging, SQL-based join operations significantly simplify this process. Our research also shows that having at least one common column in data tables facilitates integration; however, when querying numerous factual tables, complexity increases exponentially. Experiments conducted within the research demonstrated that real-time data visualization requires substantial computational resources. The application of API-based integration methods optimizes this process and minimizes latency. The use of cloud-based solutions addresses scalability issues and allows organizations to build infrastructures tailored to their specific needs. The results indicate that maintaining a balance between aesthetics and functionality is crucial in data visualization. Excessive decorative elements may obscure the core information, whereas overly minimalist approaches may fail to convey sufficient detail. As a result of the study, an optimal visualization strategy was developed, which involves selecting appropriate methods depending on the type, volume, and target audience of the data. In comparison with other studies, the similarities include the importance of data quality, the role of visualization in decision-making, and the value of interactivity. The distinctive aspects lie in the proposed hybrid integration model and the development of adaptive visualization algorithms. Our approach introduces a context-aware visualization method that automatically adjusts to the characteristics of the data. The experimental results are supported by quantitative indicators. Automation of data integration processes reduces errors by 78% and shortens processing time by 65% compared to manual methods. The optimal selection of visualization techniques increases information perception speed by 3–5 times and raises user satisfaction by 40–45%. These results confirm the practical significance and effectiveness of the proposed approaches. CONCLUSION The results of the conducted research indicate that the integration and visualization of data within the information space are of strategic importance for modern organizations and represent a necessary condition for achieving competitive advantage. The study demonstrated that data integration carried out through a systematic approach significantly improves data quality, while the proper application of visualization methods enhances the speed and accuracy of decision-making processes. The proposed hybrid integration model enables the efficient merging of data from diverse sources and combines the advantages of existing approaches. The developed adaptive visualization algorithms automatically determine the optimal presentation format based on the data context, thereby considerably improving the user experience. Future research directions include exploring the application of artificial intelligence and machine learning methods in data integration and visualization processes, employing augmented and virtual reality technologies for immersive visualization solutions, as well as addressing the challenges of real-time processing and visualization of large-scale data. References 1. Berchenko, D. A. (2017). 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