«Scientific Research and Experimental Development» (October 2-3, 2025). London, England, 2025

October , 2025 № 11 London, England 2-3.10.2025 Proceedings of the 11th International Scientific Conference 2 UDC 001.1 P 97 Publisher.agency: Proceedings of the 11th International Scientific Conference «Scientific Research and Experimental Development» ( October 2-3, 2025). London, England, 2025. 143p ISBN 978-1-1837-2791-5 DOI 10.5281/zenodo.17282089 Editor: Dorothy Harrison, Professor, University of London International Editorial Board: Anna Davis Professor, AECC University College Donald Cooper Professor, University of Bedfordshire Samantha Simpson Professor, Aston University Patricia Wright Professor, University of Bolton Gary Walker Professor, Buckinghamshire New University Alexander Williams Professor, University of Birmingham Charlie Scott Professor, University of Chichester Tyler Davies Professor, Arden University Emily Price Professor, University of Derby Daniel Taylor Professor, University of Huddersfield Lauren Martin Professor, Leeds Trinity University William Marshall Professor, University of Kent Nancy Price Professor, Keele University Donald Martin Professor, University of Hull [email protected] https://publisher.agency/ «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 3 Table of Contents Pedagogical Sciences FACTORS FOR STIMULATING RESEARCH ACTIVITIES AMONG LAW STUDENTS ...................................................................................... 5 BORISOV A.A. BASHIROV A.V. KHANOV T.A. EXPERTISE MONITORING OF HIGHER EDUCATION AND REPORT FORM CHANGE ............................................................................... 13 SHAKIROVA ARAILY DALELOVNA BAI YU GUO XUELI LEILEI HIGHER EDUCATION IN SHANGHAI AND KAZAKHSTAN: COMPARATIVE PERSPECTIVES AND FUTURE PROSPECTS ........................ 17 ZHOU ZHAN ALCHIMBAYEVA AIGUL BAKITZHANOVNA MONITORING AND EVALUATING EDUCATION SYSTEMS: INSIGHTS FROM EUROPEAN COUNTRIES .................................................. 20 SHAKIROVA ARAILY DALELOVNA CHE XIAODAN ADILGAZY AKKU RESEARCH ON METHODS FOR DEVELOPING WRITING SKILLS IN TEACHING A FOREIGN LANGUAGE................................................. 24 BAZARBAYEVA AIDA ASKAROVNA THE ROLE OF CASE STUDY METHOD IN ENHANCING INTELLECTUAL ENGAGEMENT OF LEARNERS ................................................... 26 VALIKHAN NURAILYM VALIKHANKYZY INTERCULTURAL APPROACH TO TEACHING ACADEMIC WRITING IN ENGLISH: INTEGRATION OF GAME MODELING ...................... 33 ERLANKYZY LAURA ПЕРИОДИЧЕСКИЕ ФОРМЫ ВНЕКЛАССНОЙ РАБОТЫ ПО ИНОСТРАННОМУ ЯЗЫКУ (УТРЕННИКИ,ВЕЧЕРА) .................................. 38 РАФИЕВА ХУРАМАН АЛИ Technical Sciences СИСТЕМА ТЕПЛОВІЗІЙНОГО ДІАГНОСТУВАННЯ ЕЛЕКТРООБЛАДНАННЯ ......................................................................................... 43 ЛЕВИНСЬКИЙ ОЛЕКСАНДР СЕРГІЙОВИЧ ЛАМБОВ ПЕТРО ІВАНОВИЧ ІОНЯЛІС ТОМАС ГІНТАРАС КНЯЗЄВ ОЛЕГ ВІКТОРОВИЧ ЛІТВІНОВ ДМИТРО ОЛЕКСАНДРОВИЧ Agricultural Sciences KAKHETI VITICULTURE TODAY AND IT’S OUTLOOK ................................................................................................................................ 46 ACAD. AVTANDIL KORAKHASHVILI PROF. EVGENY BARATASHVILI DR. NINO CHANKVETADZE Philological Sciences ПРОПОЗИЦІЯ ХМАРНОТЕГОВОГО МЕХАНІЗМУ В ПОЯВІ ІНДОЄВРОПЕЙСЬКОЇ МОВНОЇ СІМ’Ї І ЙОГО ВИКОРИСТАННЯ ДЛЯ ПОДОЛАННЯ ПРОБЛЕМ СУЧАСНОГО ЛЮДСТВА ................................................................................................................................. 54 КОРСАК КОСТЯНТИН ВІТАЛІЙОВИЧ ЛЯШЕНКО ЛАРИСА МИКОЛАЇВНА DISPROPORTIONS OF TRANSLATING CHILDREN’S POETRY: THROUGH THE LENS OF DIFFERENT TRANSLATORS (WITH SPECIAL REFERENCE TO A. BARTO’S POETRY) ....................................................................................................................................................... 72 NARA STEPAN DAVTYAN EMMA ARA HOVAKIMYAN Literature ALI KARIM'S CREATIVE WORKS. ARTISTIC INTERPRETATION OF THE CONCEPT OF MAN AND TIME .................................................. 80 RZAYEVA QERENFIL ZEYGAM Historical Sciences MILITARY ART OF THE HUNS (BASED ON WESTERN SOURCES) ............................................................................................................. 84 ZHUMAGULOV KALKAMAN TURSYNOVICH SADYKOVA RAIKHAN ONALBAYKYZY TURSYN SANZHAR Economic Sciences INTEGRATING ARTIFICIAL INTELLIGENCE INTO BUSINESS EDUCATION: A CASE STUDY OF CURRICULUM IMPLEMENTATION ......... 88 NANA PARULAVA NANA JIKIA EDUCATIONAL TOOLS IN THE CONTEXT OF INNOVATION AND ECOSYSTEM DEVELOPMENT ............................................................. 91 GIMRANOVA RENATA ZHELYU VLADIMIROV Proceedings of the 11th International Scientific Conference 4 Biological Sciences DIFFERENT TYPES OF DEMENTIA: COMMONALITIES AND DISTINCTIONS ............................................................................................. 96 DAVID APHKHAZAVA ARCHIL CHIRAKADZE LEVAN GULUA NODAR SULASHVILI DEVANSHU GANJE KRUPA KAVALE TAMAR OKROPIRIDZE ANANYA NAIK DEVA HARSHA UDAY GUNDLURU MANISH REDDY MOGILAHALLI RAMACHANDRAPPA AHMAD EL HAGE FAREEHA AZIZ MENGAL ANUSHKA ROHIDAS TEMGIRE HARSHITA VIMAL SHARMA RAMASHISH SUBHASHCHANDRA VISHWAKARMA MOHD AMAAN KHAN Geographic Sciences LITOSFER PLITƏLƏRININ MÜASIR HƏRƏKƏTI ........................................................................................................................................ 122 ƏLIYEVA ŞƏFƏQ MƏMMƏD QIZI Medical Sciences THE QUINTESSENCE OF A MODERN VIEW ON THE PROBLEM OF BREAST CANCER ........................................................................... 125 ARMAN KHOZHAYEV MUSLIMA ASSAN LEILA NURLAN AIGERIM TUKUSSOVA AIGERIM SMAGULOVA GULFIZA ALMAGANBETOVA ASEL ISIMBAEVA AIR POLLUTION AND ITS IMPACT ON MATERNAL AND CHILD HEALTH IN CENTRAL ASIA ................................................................. 140 SATU ALBINA SAMATKYZY «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 5 Pedagogical Sciences FACTORS FOR STIMULATING RESEARCH ACTIVITIES AMONG LAW STUDENTS Borisov A.A. Master's student, KarU, Junior Research Fellow Bashirov A.V. Candidate of Technical Sciences, Head of Laboratory, EPI Research Institute Khanov T.A. Doctor of Law, Professor, Director of the EPI Research Institute Abstract The article presents the results of a study on the opinions of law students regarding the necessity and significance of conducting research work in higher education institutions. An analysis of the survey results showed that many students simply do not understand the essence and content of scientific activity, do not have a clear enough idea of the importance of science in the educational process, and therefore do not show much interest in scientific knowledge. According to the authors, the problem lies not only with students, but also with teachers, who do not promote science sufficiently or do not show scientific interest themselves, engaging in science only when necessary, without inspiring much desire in young researchers. Based on the analysis of the data obtained, recommendations have been formulated for improving the research work of law students, which can be applied to students in other fields of study. This article was prepared as part of a grant agreement concluded with the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (project IRN 19676691). Keywords: students' research work, interest in scientific activity, scientific knowledge, questioning, jurisprudence, law. In the era of global digitalisation and the widespread development of innovative technologies and applied software products that can serve both for the benefit and to the detriment of humans, the judiciary faces a serious task: to prepare a legislative framework capable of regulating new social relations in the field of high technology. In this regard, it is important to note that the younger generation is more adept at understanding and adapting to new information technologies than the veterans of Themis. This aspect must be taken into account, and efforts must be made to develop students' skills in lawmaking and scientific analysis of legislation from their very first years of study. This scientific article will examine general issues that are important for the development of legal science in the Republic of Kazakhstan as a whole and for students in particular. In order to clarify the theoretical basis, we consider it necessary, first of all, to distinguish between the concepts of "science" and "scientific activity" from the point of view of their popularisation. In our understanding, the popularisation of science is primarily an increase in students' interest in scientific innovations that regularly appear in society and the study of the foundations and principles associated with the emergence of a particular phenomenon in legal science. For example, the study of the abolition of the death penalty should be considered both from the point of view of psychology and from the point of view of global practices of punishment. Proceedings of the 11th International Scientific Conference 6 Only from this perspective can the study of the topic be called scientific. Scientific activity, in turn, involves a process of creation associated with the use of provisions based on a scientific approach, scientific methods and principles. This manifests itself in participation in scientific conferences, forums, and the publication of reports and articles in scientific journals and collections. By carrying out the activities described above, students will study the "black spots" of a particular problem using a scientific approach based on the latest achievements in legal science. The combination of micro and/or macro research conducted by students in their field of specialisation will enable them to acquire specific skills and form a system of knowledge, and in the future to create a scientifically minded society [1; 2]. In 2024, an event took place in Kazakhstan that showed not only our country but the whole world that people are particularly interested in the processes taking place in the courtroom [3]. By observing the administration of justice, the population develops not only a sense of justice, but also a basic understanding of the procedural aspects of the activities of lawyers, attorneys and civil servants. This surge in popularity highlights the particular relevance and importance of the legal profession. This case points to the need to develop a systematic scientific approach among students not only to law-making but also to law enforcement. Such an approach cannot be successfully developed without clear legal knowledge and systematic skills based on the latest scientific achievements, methods and innovative technologies. However, as previous studies have shown, students' interest in research work is declining [4; 5; 6]. Many factors influence this process. Some authors insist on the significant influence of social factors [7], while others cite economic problems, in particular pointing to the reduction in funding for universities and research programmes [8]. In order to identify the most significant factors, it is necessary to conduct serious comprehensive research to identify the causes and conditions contributing to the decline in student activity in this area. The team at Karaganda University Kazpotrebsoyuz took up the issue. After submitting an application on this issue, they concluded a grant agreement with the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan. Today, they are successfully conducting a comprehensive study of the problems of declining research activity in Kazakhstani universities (IRN project 19676691). Interim results have already been obtained, which form the basis of this article, concerning the research work of students (hereinafter referred to as RWS) in legal specialities. However, the conclusions and provisions on improving RWS, made on the basis of the analysis of the data obtained, may also be applicable to students in other fields of study. The methodological basis of the study was provided by both general scientific methods (historical, logical, analysis, synthesis, induction, deduction, analogy, comparison) and specific scientific methods. In particular, a sociological method was used to study the action of law and public authorities, the conditioning of law by life factors, and the effectiveness of state legal regulation. According to A.V. Malko, this method helps to identify the effectiveness of public authorities, individual institutions, the mechanism of legal regulation, and state legal policy as a whole, through the use of techniques such as observation and questioning. Since the legal material obtained is considered on the basis of specific facts, using the sociological method, the level of legal awareness of individual population groups, the causes of offences in specific areas, and other factors are identified [9]. In this article, we would like to present some of the results of a survey of students studying law, which give rise to a number of reflections, and their analysis allows us to draw certain conclusions. Thus, Figure 1 shows the results of a survey of law students on the importance of skills that should be acquired in the course of research work. The majority of students studying law consider the most important aspects of student research work to be identifying a relevant problem in a particular field of science, choosing a direction for research, correctly formulating the research «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 7 objective and defining the tasks (40%). Twenty-five per cent of respondents consider it important to organise and conduct experimental research, process the data obtained, and identify trends. The same number of students consider it most important to conduct information searches by navigating the information space on the subject under study and then critically processing the information identified. Only 10% of the students surveyed consider the most important aspect of research work to be the presentation of research results in accordance with the requirements for content and style imposed on scientific research. Figure 1. Opinions of law students on the skills that are most important to them. This result indicates that most respondents, in highlighting this priority, are confident in the paramount importance of this activity, on which the success of all research work depends. This position should be agreed with, since for law students, identifying gaps and conflicts in current legislation that affect law enforcement is of particular importance for the preparation and writing of scientific papers. The result, as a rule, is proposals in the form of ways to solve the identified problem, but the very fact of a clear and detailed description of the omissions of the legislator that influenced the emergence of the problem is also important for science. It is precisely this approach of thoroughly studying legal norms, conducting an in-depth analysis of current legislation, identifying problems, and envisioning prospects for legislative innovations that is an important factor for today's young scholars in the field of jurisprudence. The following priorities were identified by respondents: the need to search for and filter information in the information space (25%); to organise and conduct experimental research, process the data obtained, and identify trends (25%). These skills are certainly important, since in modern conditions, given the development of digitalisation and other innovative technologies, lawyers need to be able to find meaningful information and use it correctly. At the same time, it is not superfluous for young scholars to process data obtained experimentally and identify trends that influence people's behaviour and determine the direction of development of law as a whole. Therefore, it is quite natural for law students to highlight these elements. The only thing that is unclear is why so few students (10%) consider the presentation of research results to be the least 40% 25% 25% 10% Identify a current problem in your specific field of science, choose a direction for your research, set goals and objectives Conduct information searches, navigate the information space on the issue, critically process the information identified Organise and conduct experimental research, process the data obtained, identify trends Present the research results in accordance with the requirements for the content and style of scientific research Proceedings of the 11th International Scientific Conference 8 important, since the quality of lawmaking may depend on the correct presentation and style of conclusions. The next result of the survey that we would like to draw attention to is the students' responses regarding the professional and personal qualities of the teacher that influence the effectiveness and efficiency of students' independent research work. These data are shown in the diagram in Figure 2. Figure 2. Professional and personal qualities of a teacher that influence the effectiveness and efficiency of students' independent research work. This diagram demonstrates how students see the ideal research supervisor and what factors they believe play a significant role in motivating law students to engage in research. The most common response among law students is "enthusiasm for science" (32%). In reality, if a student sees that a teacher or research supervisor is passionate about their work, has a good grasp of the material and is thoroughly engaged in the subject of research, then their authority in the eyes of students is unquestionable, and young researchers will strive to learn skills and knowledge from such a professional. However, if a lecturer or research supervisor is only involved in science "for show" ( ), this attitude is passed on to students, and there can be no question of the effectiveness and efficiency of research work. The next most important factor is communication skills (17%). This is a really important parameter for a research supervisor with whom a student has to carry out joint research, as comfortable interaction between both parties yields more fruitful results. Communication on equal terms will in no way undermine or diminish the authority of the supervisor; on the contrary, it will create the conditions in which joint efforts will be most effective and the relationship itself will be long-lasting. Next in importance is organisational experience (16%). However, this is an important factor that helps to streamline the research process, preventing it from becoming chaotic and making the scope of work clearer and more transparent. Therefore, the relatively low rating of this quality by students does not indicate insufficient consideration of this aspect or the absence of this criterion among teachers themselves. 32% 15% 17% 1% 6% 16% 13% Enthusiasm for science Charismatic Communication skills Gender Age Organisational experience Other «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 9 Charismatic personality, as an essential factor for a teacher, received 15% of responses among respondents. The research group believes that this factor should also be at the forefront of all teacher qualities, as it is precisely this that appeals to modern students considering engaging in research work. Charisma is the ability to attract attention and influence people, which is why this quality correlates most closely with the personality of a teacher-researcher. Age and gender are not priority qualities for students, as in modern society there is no fundamental difference in these parameters if other professional qualities meet the demands of students and young scientists. Two more aspects should be highlighted from the results of the study conducted among law students. The first is the question of the necessity and importance of conducting research while studying at university. The second concerns the question of whether students would engage in research without any pressure from teachers. The answers to these questions are shown in a comparative diagram in Figure 3. Figure 3. Respondents' opinions on the necessity and importance of scientific activity during university studies. Analysis of the survey results shows that most students understand (or say they understand) the importance of scientific activity (48% of respondents). In addition, many responded that they would engage in scientific activity (45%) even if they were not forced to do so, i.e. they consider it a necessity. However, it should be noted that 38% of students would not engage in scientific activity without necessity, while only 22% of respondents deny the importance of science for young students. These survey results are key to understanding the popularity of NIRS and to developing measures to increase its effectiveness. In our opinion, students see research work as boring, uninteresting, and a useless skill without any vision of its significance and effectiveness. It should also be noted that 30% of respondents cannot decide whether research activities are important to them or not. Consequently, many students simply do not understand the importance and significance of 0 5 10 15 20 25 30 35 40 45 50 It is important to engage in science I will engage in science 48 45 22 38 30 17 Yes No I am not sure Proceedings of the 11th International Scientific Conference 16 of students and employers. Furthermore, diagnoscs enable early detecon of problems, which is crucial for mely intervenon and long-term strategic planning. Connuous refinement of monitoring systems and report formats is necessary to adapt to evolving academic environments and stakeholder expectaons, especially in an era shaped by digitalizaon, internaonalizaon, and data-driven governance. The experience of diagnoscs and performance evaluaon provides a foundaon for sustainable educaonal excellence by promong transparency, fostering innovaon, and ensuring connuous improvement. Ulmately, a well-designed quality assurance system empowers universies to fulfill their educaonal missions more effecvely and contribute meaningfully to societal development. References 1. Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher educaon: Tracking an academic revoluon. UNESCO Publishing. → Discusses quality assurance and global monitoring systems in universies. 2. Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluaon in Higher Educaon, 18(1), 9–34. → Foundaonal paper on the concept of quality in higher educaon and its evaluaon. 3. Jongbloed, B., Enders, J., & Salerno, C. (2008). Higher educaon and its communies: Interconnecons, interdependencies and a research agenda. Higher Educaon, 56, 303–324. → Focuses on instuonal performance and accountability. 4. Tam, M. (2001). Measuring quality and performance in higher educaon. Quality in Higher Educaon, 7(1), 47–54. → Discusses evaluaon criteria and the role of performance indicators in educaon. 5. Kek, M. Y. C. A., & Huijser, H. (2011). The power of problem-based learning in developing crical thinking skills: Preparing students for tomorrow's digital futures in today's classrooms. Higher Educaon Research & Development, 30(3), 329–341. → Supports diagnoscs and formave assessment as tools to enhance quality. 6. CyberLeninka. (n.d.). Scienfic arcles on educaon quality monitoring. Retrieved from hps://cyberleninka.ru → A recommended open-access resource for research on professional educaon and diagnoscs. 7. OECD. (2018). Educaon at a Glance 2018: OECD Indicators. OECD Publishing. → Offers internaonal benchmarks and data relevant to monitoring and evaluaon in universies. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 17 Higher Education in Shanghai and Kazakhstan: Comparative Perspectives and Future Prospects Zhou Zhan Phd student, Pedagogy and psychology, Department of Pedagogy and Edicational Mnadement, Al-Farabi Kazakh National University Research supervisor: Alchimbayeva Aigul Bakitzhanovna Abstract This paper explores the comparave development of higher educaon in Shanghai and Kazakhstan, two regions that represent different trajectories of educaonal reform in the context of globalizaon. Shanghai, as one of China’s most dynamic metropolises, has posioned itself as a hub for world-class universies and internaonal research collaboraon. Kazakhstan, on the other hand, has undergone a significant transformaon in its higher educaon system since independence, adopng the Bologna Process and implemenng the Bolashak Scholarship Program to strengthen internaonalizaon. This study uses a comparave educaon approach, analyzing governance structures, internaonalizaon strategies, quality assurance mechanisms, and socioeconomic impacts of higher educaon. The findings indicate that Shanghai’s higher educaon system benefits from strong state investment, global integraon, and innovaon-driven policies, while Kazakhstan faces challenges in funding, quality assurance, and research capacity, yet shows promising prospects through cross-border cooperaon. The paper concludes by emphasizing the importance of policy reforms, internaonal collaboraon, and investment in human capital to enhance the global compeveness of both regions. Key words: Shanghai , Educaon, Kazakhstan 1. Introducon Higher educaon plays a crical role in naonal development, innovaon, and integraon into the global knowledge economy. In recent decades, both China and Kazakhstan have recognized the strategic importance of strengthening their higher educaon systems. Shanghai, as China’s leading global city, represents a concentrated effort to create internaonally compeve universies through iniaves such as Project 985, Project 211, and the Double First-Class Program. In contrast, Kazakhstan, following its independence in 1991, has sought to modernize its higher educaon sector by aligning with internaonal standards, parcularly through the Bologna Process and the introducon of state-sponsored programs for academic mobility. The purpose of this paper is to provide a comparave analysis of the higher educaon systems in Shanghai and Kazakhstan, focusing on governance, internaonalizaon, quality assurance, and socio-economic contribuons. The guiding research quesons are: (1) How have Shanghai and Kazakhstan developed their higher educaon systems in the context of globalizaon? (2) What are the key similaries and differences between their approaches? (3) What lessons can be drawn for future policy and cooperaon? 2. Literature Review Exisng scholarship on Chinese higher educaon highlights its rapid expansion, internaonalizaon, and increasing global ranking. Shanghai’s universies, including Fudan University, Shanghai Jiao Tong University, and East China Normal University, have become leaders Proceedings of the 11th International Scientific Conference 18 in research, innovaon, and global partnerships. Scholars note the importance of strong government iniaves in shaping this trajectory. In Kazakhstan, researchers emphasize the country’s post-Soviet transion, where higher educaon reform has been central to modernizaon. The adopon of the Bologna Process in 2010 marked a significant milestone, standardizing degree structures and promong mobility. The Bolashak Internaonal Scholarship Program, established in 1993, has played a crucial role in enabling thousands of Kazakhstani students to study abroad, bringing back knowledge and experse to contribute to naonal development. Despite these efforts, literature also points to persistent challenges in funding, quality assurance, and research output. Comparave studies between China and Central Asia remain limited, but exisng works underline the potenal for enhanced cooperaon under the Belt and Road Iniave, parcularly in educaon and cultural exchange. 3. Methodology This study employs a comparave educaon methodology, drawing on primary sources such as government policy documents, UNESCO and World Bank reports, and secondary sources including academic journal arcles and instuonal publicaons. The analysis is structured around four key dimensions: governance structures, internaonalizaon strategies, quality assurance mechanisms, and socio-economic impacts. By juxtaposing Shanghai and Kazakhstan, this paper idenfies paerns, divergences, and potenal areas for collaboraon. 4. Comparave Analysis 4.1 Governance Structures Shanghai’s higher educaon governance is characterized by strong central government intervenon, with universies receiving significant state funding through iniaves such as the Double First-Class Program. In contrast, Kazakhstan has adopted a more decentralized governance model since independence, allowing instuons greater autonomy, though financial constraints limit their effecveness. 4.2 Internaonalizaon Shanghai acvely promotes internaonalizaon through student exchange, joint programs, and global university rankings. English-taught programs have expanded, and Shanghai universies host tens of thousands of internaonal students. Kazakhstan, meanwhile, pursues internaonalizaon through the Bolashak Scholarship and parcipaon in global university associaons. However, language barriers and infrastructural gaps remain obstacles. 4.3 Quality Assurance Shanghai’s universies are consistently ranked among the top 200 globally, with strong emphasis on research output, faculty development, and innovaon. Kazakhstan has established naonal accreditaon agencies and joined the European Higher Educaon Area, yet challenges persist in ensuring consistent quality across all instuons. 4.4 Socio-Economic Impact Shanghai’s higher educaon instuons are engines of economic growth, supporng China’s innovaon-driven development strategy. Kazakhstan’s universies contribute to naon-building, workforce training, and regional development, though their impact is constrained by limited research capacity. 5. Discussion «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 19 The comparison highlights both strengths and challenges in Shanghai and Kazakhstan. Shanghai’s model demonstrates the benefits of strong state support, global integraon, and innovaon-driven policies. However, it also faces challenges such as academic pressure, equity issues, and the tension between global compeveness and local needs. Kazakhstan, while facing resource limitaons, illustrates resilience and commitment to reform. The Bolashak program is parcularly noteworthy as a tool for internaonalizaon and human capital development. The Belt and Road Iniave provides a framework for expanding cooperaon between Shanghai and Kazakhstan, parcularly in joint research, student mobility, and instuonal partnerships. Such collaboraon could contribute to regional integraon and knowledge sharing. 6. Conclusion This study concludes that while Shanghai has achieved remarkable progress in building a worldclass higher educaon system, Kazakhstan is sll in a transional phase, seeking to balance global integraon with naonal priories. Key lessons for Kazakhstan include the importance of sustained state investment, capacity-building in research, and fostering internaonal partnerships. For Shanghai, collaboraon with Central Asia provides opportunies to expand influence and contribute to regional educaonal development. Ulmately, the future of higher educaon in both regions depends on strategic reforms, internaonal cooperaon, and investment in human capital. References Altbach, P. G., & de Wit, H. (2018). The challenge to higher educaon internaonalizaon. Internaonal Higher Educaon, (95), 2-4. Ministry of Educaon of the People’s Republic of China. (2021). China Educaon Modernizaon 2035. OECD. (2017). Higher Educaon in Kazakhstan. OECD Publishing. QS World University Rankings. (2023). Retrieved from hps://www.topuniversies.com UNESCO. (2020). Global Educaon Monitoring Report. UNESCO Publishing. World Bank. (2019). Kazakhstan: Educaon Modernizaon Project. Li Haiwei Wang Gong Lu Meichen （2023）Exploraon of the Path of Digital Educaon Transformaon and Pracce in Shanghai College of Informaon, Mechanical and Electrical Engineering, Shanghai Normal University, Shanghai 201418, China) Proceedings of the 11th International Scientific Conference 20 Monitoring and Evaluating Education Systems: Insights from European Countries Shakirova Araily Dalelovna PHD, Al-Farabi Kazakh National University, Faculty of Philosophy and Political Science, Department of Pedagogy and Educational Management Che Xiaodan graduate student, Al-Farabi Kazakh National University, Faculty of Philosophy and Political Science, Department of Pedagogy and Educational Management Adilgazy Akku graduate student, Al-Farabi Kazakh National University, Faculty of Philosophy and Political Science, Department of Pedagogy and Educational Management Abstract: Educaon systems require connuous monitoring and evaluaon to ensure quality and effecveness. This paper explores the mechanisms European countries use to assess educaonal outcomes, maintain high standards, and enhance learning environments. It examines standardized assessments, instuonal evaluaons, and teacher performance reviews while comparing these approaches to internaonal standards. Furthermore, the paper discusses how European countries manage examinaons and monitor the educaonal process, providing insights into best pracces and future direcons. Addionally, the study highlights the principles, criteria, and rules of the European Security System Model for maintaining educaon quality, emphasizing equity, accountability, and data-driven decision-making. Introducon Educaon is a cornerstone of naonal development, necessitang systemac monitoring and evaluaon to improve outcomes. Various European countries have established mechanisms to assess the effecveness of their educaon systems. This paper examines these mechanisms, with a focus on examinaon systems, quality assurance agencies, and internaonal monitoring standards (OECD, 2021; UNESCO, 2020). Moreover, it delves into the European Security System Model’s role in ensuring high educaon quality through structured policies and regulaons. Mechanisms for Monitoring and Evaluang Educaon in Europe European countries employ a variety of approaches to monitor and evaluate educaon systems. These include:Naonal Educaon Quality Assurance Agencies: Organizaons responsible for seng and enforcing educaon standards (Eurydice, 2019).Standardized Assessments: Programs such as PISA (Programme for Internaonal Student Assessment) and TIMSS (Trends in Internaonal Mathemacs and Science Study) provide internaonal benchmarks (OECD, 2021).Instuonal Evaluaons and Accreditaon: Regular reviews ensure universies and schools meet naonal and internaonal standards (European Commission, 2022).Teacher Performance Reviews: Connuous professional development and evaluaons improve instruconal quality (Schleicher, 2018).Use of Digital Plaorms: Some countries integrate digital learning plaorms for real-me monitoring of student progress (World Bank, 2021). Different countries adopt disnct examinaon systems to assess student learning:Finland: No standardized naonal exams; assessment relies on teacher evaluaons and connuous assessment (Sahlberg, 2015).Germany: The Abitur exam, varying by state, determines university eligibility (KMK, 2021).France: The Baccalauréat serves as the naonal school-leaving exam, crucial for higher educaon admissions (Ministère de l'Éducaon Naonale, 2020).United Kingdom: GCSE and A-Level exams determine student progression and university admission (Ofqual, 2021). These «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 21 systems reflect varying degrees of centralizaon and flexibility in evaluang student competencies. Principles, Criteria, and Rules of the European Security System Model for Quality of Educaon The European Security System Model for educaon quality is based on several guiding principles:Equity and Accessibility: Ensuring that educaon is available to all students regardless of socioeconomic background (UNESCO, 2020).Accountability: Schools and teachers are held accountable for student performance through standardized assessments and instuonal reviews (OECD, 2021).Quality Assurance Mechanisms: Naonal agencies implement accreditaon and quality control measures (Eurydice, 2019).Lifelong Learning Frameworks: Encouraging connuous learning and skill development beyond formal educaon (European Commission, 2022).DataDriven Decision-Making: Policies are formed based on empirical data and performance evaluaons (World Bank, 2021).Harmonizaon of Educaonal Standards: The Bologna Process ensures consistency in higher educaon qualificaons across European countries (European Higher Educaon Area, 2022). Monitoring the Educaonal Process Beyond examinaons, educaon systems implement comprehensive monitoring strategies:Classroom Observaons and Teacher Evaluaons: Ensure instruconal quality and adherence to curriculum standards (Darling-Hammond, 2017).Student Feedback Surveys: Gather insights on learning experiences and school effecveness (European Commission, 2022).DataDriven Decision-Making: Advanced analycs help idenfy trends and inform policy adjustments (OECD, 2021).AI-Based Learning Analycs: Some European countries have started integrang arficial intelligence to track student progress and idenfy areas requiring intervenon (World Bank, 2021). Internaonal Standards for Educaon Monitoring Organizaons such as OECD, UNESCO, and the World Bank establish global benchmarks for educaon quality. Key criteria include:Student Achievement: Measured through test scores and literacy rates (OECD, 2021).Teaching Quality: Evaluated based on teacher qualificaons and training (UNESCO, 2020).Learning Environment: Factors like classroom resources and student engagement are assessed (World Bank, 2021).Equity in Educaon: Accessibility and inclusivity remain crucial concerns (UNESCO, 2020).Sustainability in Educaon Policies: New strategies emphasize green educaon and the role of sustainability in curricula (European Commission, 2023). Comparave Analysis of Educaon Monitoring Mechanisms A comparison of European and non-European educaon systems highlights:Centralized vs. Decentralized Approaches: Some naons rely on naonal assessments, while others emphasize localized evaluaons (Eurydice, 2019).Effecveness of Different Methods: A blend of standardized tesng and formave assessments enhances educaon quality (Schleicher, 2018).Best Pracces for Ensuring Quality Educaon: Combining teacher autonomy with structured oversight yields posive outcomes (Sahlberg, 2015).Role of Digital Transformaon: The integraon of AI and data analycs in educaon assessment is a growing trend (OECD, 2021). Proceedings of the 11th International Scientific Conference 22 Conclusion and Recommendaons European countries employ diverse yet effecve educaon monitoring strategies. Best pracces include integrang technology, fostering data-driven policy decisions, and maintaining a balance between centralized and decentralized approaches. Addionally, internaonal collaboraon in educaon assessment and monitoring can further enhance global educaon standards. Future efforts should focus on leveraging arficial intelligence and big data analycs for real-me educaon monitoring, strengthening teacher training programs, and promong inclusive educaon policies (OECD, 2021; UNESCO, 2020). Furthermore, adherence to the European Security System Model principles ensures consistent quality assurance, equity, and lifelong learning opportunies, seng a benchmark for global educaon systems. The connuous evoluon of educaonal assessment, including AI-based monitoring and sustainability-focused policies, will shape the future of educaon worldwide. While European countries have made significant progress in educaon monitoring, several challenges remain. The rapid advancement of technology necessitates connuous adaptaon of assessment methods to ensure they remain relevant and effecve. Addionally, ensuring equity in digital learning remains a concern, as disparies in access to technology can affect student outcomes. Future direcons should focus on enhancing internaonal collaboraon in educaon monitoring, further integrang AI-driven analycs, and addressing sustainability concerns in curricula development. Policymakers must also consider teacher well-being, as increased accountability measures can lead to stress and burnout. Strengthening teacher support systems and professional development programs will be essenal for sustaining high- «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 23 quality educaon systems in the future. References: 1. Darling-Hammond, L. (2017). The Right to Learn: A Blueprint for Creang Schools That Work. Jossey-Bass. 2. Eurydice. (2019). The Structure of the European Educaon Systems 2019/20. European Commission. 3. European Commission. (2022). Educaon and Training Monitoring. 4. European Commission. (2023). Sustainability in Educaon: Policy Iniaves. 5. European Higher Educaon Area. (2022). The Bologna Process and its Impact. 6. KMK. (2021). Standing Conference of the Ministers of Educaon and Cultural Affairs in Germany. 7. Ministère de l'Éducaon Naonale. (2020). The French Educaon System. 8. OECD. (2021). Educaon at a Glance 2021: OECD Indicators. 9. Ofqual. (2021). General Cerficate of Secondary Educaon and A-Level Examinaons. 10. Sahlberg, P. (2015). Finnish Lessons 2.0: What Can the World Learn from Educaonal Change in Finland? Teachers College Press. 11. Schleicher, A. (2018). World Class: How to Build a 21st-Century School System. OECD Publishing. 12. UNESCO. (2020). Global Educaon Monitoring Report 2020. 13. World Bank. (2021). Learning Poverty: Educaon Challenges in Developing Countries. Proceedings of the 11th International Scientific Conference 24 Research on Methods for Developing Writing Skills in Teaching a Foreign Language Bazarbayeva Aida Askarovna Master’s Student, Faculty of Tourism and Languages,Sprcialty TESOL-7M01704, Caspian State University of Technology and Engineering named after Shahmardan Yessenov Abstract The development of writing skills plays a crucial role in foreign language teaching as it enhances learners’ ability to structure thoughts, communicate effectively, and integrate other language competencies. This article explores effective pedagogical methods for improving writing skills in foreign language classrooms. The research focuses on communicative and task-based approaches, process writing, and the use of digital technologies. The findings highlight the importance of integrating writing with reading, speaking, and critical thinking activities. Practical recommendations for teachers are provided to foster student motivation and creativity. Keywords: writing skills, foreign language teaching, communicative approach, task-based learning, pedagogy Introduction In the context of globalization, the ability to write in a foreign language has become an essential skill for academic, professional, and intercultural communication. Unlike speaking, which develops more spontaneously, writing requires systematic instruction, scaffolding, and practice. However, many learners face challenges such as lack of vocabulary, grammar difficulties, and limited exposure to authentic texts. Research aim: to identify and analyze effective methods for developing writing skills in foreign language teaching. Objectives: • To review theoretical approaches to teaching writing. • To analyze pedagogical methods applied in foreign language classrooms. • To explore the role of digital tools in developing writing skills. • To provide methodological recommendations for teachers. Methodology The research is based on a qualitative review of scientific literature, analysis of pedagogical practices, and comparison of different teaching methods. The process writing approach, taskbased learning (TBL), and communicative language teaching (CLT) are examined as key frameworks. Results and Discussion Process Writing Approach This method emphasizes planning, drafting, revising, and editing. Students gradually improve their texts through feedback and peer collaboration. Task-Based Learning Writing is developed through meaningful tasks such as writing emails, reports, or creative stories. Tasks simulate real-life communication and increase motivation. Integration with Reading and Speaking Effective writing instruction requires exposure to authentic texts and oral discussions. Reading provides models of language use, while speaking activities help generate ideas for writing. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 25 Use of Digital Tools Online platforms, collaborative writing tools (e.g., Google Docs), and AI-based feedback systems allow learners to practice writing interactively and receive immediate feedback. Conclusion Developing writing skills in foreign language teaching requires a combination of process-oriented methods, task-based activities, and digital integration. Teachers should focus on motivating students, encouraging creativity, and providing constructive feedback. Writing should not be taught in isolation but rather integrated with other skills to foster communicative competence. References 1. Harmer, J. (2015). The Practice of English Language Teaching. Pearson. 2. Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. Routledge. 3. Richards, J. C., & Rodgers, T. (2014). Approaches and Methods in Language Teaching. Cambridge University Press. 4. Hyland, K. (2019). Second Language Writing. Cambridge University Press. Proceedings of the 11th International Scientific Conference 32 driven tools. These innovations can provide learners with immersive environments that replicate authentic communication contexts, enabling them to engage in complex problem-solving tasks even beyond the physical classroom. In addition, comparative studies across academic disciplines and cultural settings would shed light on the versatility of case studies, highlighting both universal pedagogical principles and context-specific adaptations. Such research would also contribute to a more nuanced understanding of how case studies function in diverse educational systems. Ultimately, the success of the case study method lies in its ability to empower learners as active intellectual agents. By fostering habits of questioning, analysis, and reflection, the approach equips students with skills that extend far beyond classroom boundaries. Learners become not only recipients of knowledge but also contributors to its creation, capable of applying critical insights in academic, professional, and social contexts. For this reason, case study pedagogy deserves sustained attention from educators, curriculum designers, and policymakers who seek to cultivate learning environments that are dynamic, participatory, and responsive to the challenges of the twenty-first century. References 1. Bonney, K. M. (2015). Case study teaching method improves student performance and perceptions of learning gains. Journal of Microbiology & Biology Education, 16(1), 21–28. 2. Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Insight Assessment. 3. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. 4. Jonassen, D. H. (1999). Designing Constructivist Learning Environments. Lawrence Erlbaum Associates. 5. Kolodner, J. L. (1993). Case-Based Reasoning. Morgan Kaufmann. 6. Merseth, K. K. (1991). The case for cases in teacher education. American Association of Colleges for Teacher Education. 7. Lundeberg, M., Levin, B., & Harrington, H. (2002). Who Learns What from Cases and How? The Research Base for Teaching and Learning with Cases. Lawrence Erlbaum Associates. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 33 Intercultural approach to teaching academic writing in English: integration of game modeling Erlankyzy Laura 2nd-year Master’s student in Pedagogical Sciences, South Kazakhstan Pedagogical University named after Ozbekili Zhanibekov, Department of Foreign Languages, Shymkent, Kazakhstan Introduction In the context of globalization and international communication, intercultural competence has become an essential component of English language education. Modern universities aim not only to teach linguistic accuracy but also to develop students’ ability to express ideas appropriately within diverse cultural and academic contexts. Academic writing in English, therefore, requires more than grammatical knowledge — it demands awareness of cultural conventions, rhetorical patterns, and communicative norms that vary across cultures. Traditional methods of teaching academic writing often focus on structural and formal aspects of text organization, leaving limited space for intercultural reflection and communicative creativity. As a result, students may struggle to adapt their writing to intercultural academic settings, such as international conferences, journals, or collaborative research projects. To overcome these limitations, educators are increasingly turning to innovative methods that engage students in authentic and interactive learning environments. One of the most effective modern approaches is game modeling, which integrates elements of simulation, role-play, and gamification into the learning process. By modeling real-life intercultural situations — such as academic discussions, debates, and project collaborations — students can practice writing tasks in meaningful contexts. This approach not only enhances motivation and engagement but also helps learners develop deeper cultural sensitivity and communicative flexibility. The purpose of this study is to explore the integration of game modeling within the intercultural approach to teaching academic writing in English. The article aims to identify how game-based activities can contribute to forming intercultural awareness, improving writing competence, and fostering collaboration among university students. It also discusses methodological principles and pedagogical implications for implementing game modeling as a tool for intercultural academic writing instruction. Literature Review Intercultural competence (IC) is commonly defined as the ability to communicate effectively and appropriately with people of other cultures based on one’s intercultural knowledge, skills, and attitudes. Byram’s influential model conceptualizes IC through components such as attitudes (curiosity, openness), knowledge (of social groups and practices), skills of interpreting/relating and discovery/interaction, and critical cultural awareness—the reflective capacity to evaluate perspectives, practices, and products (Byram, 1997). Deardorff (2006) extends this view with a process-oriented and outcomes-based framework in which IC develops iteratively through attitudes (respect, openness), knowledge and comprehension (cultural self- Proceedings of the 11th International Scientific Conference 34 awareness, sociolinguistic awareness), and skills (listening, observing, evaluating), leading to internal outcomes (flexibility, empathy) and external outcomes (effective and appropriate behavior and communication). In higher education, IC is increasingly treated as a transversal graduate attribute. Scholars underscore that language classrooms provide a unique context to cultivate IC because linguistic form, discourse conventions, and cultural meanings intersect. This line of research positions IC not as an “add-on,” but as integral to academic literacy in English, particularly when learners are expected to write for international audiences and engage in cross-border scholarly dialogue. Academic writing in English operates within disciplinary communities that maintain shared genres, rhetorical moves, and stance-taking practices (Hyland, 2019; Swales, 1990). Mastery of grammar and vocabulary is necessary but insufficient; writers must also internalize audience expectations, argument structures, and citation ethics that may differ from local academic traditions. For instance, the degree of writer visibility, hedging, and the balance between personal voice and evidential authority can vary across cultures and disciplines. From an intercultural perspective, academic writing functions as mediated participation in global knowledge communities. Students navigate potential intercultural tensions—direct vs. indirect argumentation, linear vs. cyclic organization, individual vs. collective voice—while aligning with international standards of clarity, coherence, and integrity. Thus, developing academic writing entails cultural apprenticeship: learning the norms of discourse communities, comparing them with local conventions, and negotiating a writerly identity that is both contextually appropriate and authentically one’s own. Game-based learning (GBL) and simulation methods draw on socio-constructivist views of learning (e.g., Vygotsky, 1978) and experiential learning cycles (Kolb, 1984), emphasizing active participation, role-taking, feedback, and reflection. In language education, games and simulations create low-stakes, high-engagement environments that approximate real-life communicative demands while preserving room for experimentation. The literature highlights several mechanisms through which GBL supports learning:  Motivational affordances: challenge, clear goals, immediate feedback, and a sense of progression (Prensky, 2001).  Situated practice: authentic scenarios that require strategic language use and decisionmaking (Gee, 2003).  Social interaction: collaboration, negotiation of meaning, and peer scaffolding in multiplayer or team-based tasks.  Reflective consolidation: debriefings and post-task writing that transform in-game experience into articulated knowledge.  In writing pedagogy, simulations (e.g., mock conferences, editorial boards, grant panels) can be designed to elicit specific genres (abstracts, reviews, rebuttals, policy briefs), aligning playful dynamics with curriculum outcomes. Methodology This study employs a design-based methodological approach aimed at developing an intercultural game-modeling framework for teaching academic writing in English. Since the experimental phase has not yet been implemented, the following section describes the planned research design, procedures, and evaluation instruments that could be applied in a future study. The research will be conducted among firstand second-year Master’s students of Pedagogical Sciences at the Department of Foreign Languages, South Kazakhstan Pedagogical University named after Ozbekili Zhanibekov, Shymkent, Kazakhstan. The expected number of participants is «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 35 about 30–45 students with a B2 level of English proficiency. Participation will be voluntary, and all ethical considerations such as anonymity and informed consent will be observed. The approach integrates simulation, role-play, and gamified elements that reflect real-life intercultural academic contexts. Game modeling is designed around activities such as conference simulations, journal editorial meetings, and collaborative project tasks, which encourage students to write from specific roles — for example, as authors, reviewers, or editors. During these activities, learners are expected to produce abstracts, short articles, reviews, and rebuttal letters that mirror authentic academic genres. Points and badges may be awarded for task completion, creativity, and successful use of intercultural communication strategies such as respectful disagreement, hedging, and appropriate tone. These game elements are expected to enhance motivation, engagement, and self-reflection during the writing process. The planned implementation will take place over six to eight weeks within an academic writing course. It will start with a needs analysis and diagnostic writing task to assess students’ initial level of academic and intercultural competence. The following stages will involve the introduction of game rules and criteria, several cycles of writing-based simulations, and reflective writing after each stage. For example, students will first write a conference abstract for an international audience, receive peer feedback from “reviewers,” and then revise their text based on intercultural and rhetorical considerations. Later stages may include group writing projects in which students from different cultural perspectives negotiate meaning and produce a final written product together. At the end of the course, students will participate in a debriefing session linking their game experiences to real academic writing conventions. Evaluation will focus on three main aspects: motivation, writing performance, and intercultural awareness. Motivation will be measured through preand post-questionnaires assessing students’ engagement, interest, and perceived usefulness of the activities. Writing skills will be evaluated using an analytic rubric that includes criteria such as organization, coherence, stance expression, language accuracy, and audience appropriateness. Intercultural awareness will be examined through reflective journals, where students describe how they adapted their writing to different cultural and academic expectations. Data analysis will combine quantitative and qualitative approaches to identify improvements in students’ writing quality and intercultural sensitivity. Although the intervention has not yet been carried out, this methodological design provides a clear framework for future implementation. It outlines how game modeling can be systematically integrated into academic writing instruction to foster both linguistic and intercultural competence among university students. Results and Discussion Although the practical stage of the study has not yet been implemented, the expected results are based on theoretical assumptions and previous research findings related to intercultural writing instruction and game modeling. It is anticipated that the integration of game modeling into the teaching of academic writing will lead to several positive outcomes. First, students are expected to demonstrate higher motivation and engagement in writing activities, as the game-based format creates an interactive and competitive learning environment. The use of roles, points, and rewards can transform routine writing tasks into meaningful challenges, encouraging learners to take greater responsibility for their learning and to participate more actively in peer interactions. Secondly, improvements are expected in students’ academic writing performance. By participating in simulated academic contexts such as conferences, peer review sessions, and editorial board meetings, learners will gain a clearer understanding of audience expectations, Proceedings of the 11th International Scientific Conference 36 rhetorical structures, and tone appropriate to international academic communication. Writing in assigned roles will help them develop flexibility and awareness of purpose, genre, and reader perspective. As a result, their written texts are likely to show greater coherence, logical organization, and intercultural sensitivity. In addition, the iterative process of writing, feedback, and revision is expected to enhance students’ ability to self-edit and refine their work. A particularly significant anticipated outcome concerns the development of intercultural awareness. Through simulated communication with diverse academic audiences and reflection on cultural differences in writing conventions, students are expected to become more aware of how culture influences academic discourse. They will learn to consider aspects such as politeness strategies, argumentation styles, and the balance between personal stance and objectivity. Reflective memos and journals written after each game cycle will likely reveal progress in students’ ability to analyze and adapt their writing to intercultural contexts. Furthermore, the use of game modeling may contribute to a more collaborative classroom atmosphere. Team-based simulations and role exchanges can reduce anxiety, promote peer learning, and strengthen social bonds among students from different backgrounds. These factors are crucial for developing a supportive environment in which intercultural communication can flourish. Teachers, in turn, can use the data from game-based activities to provide more targeted feedback and to observe students’ growth in both language proficiency and cultural competence. At the same time, the discussion of potential limitations should not be overlooked. The implementation of game modeling requires careful instructional design, sufficient time allocation, and teacher training to ensure that the gaming elements genuinely support learning objectives rather than distract from them. Another challenge is maintaining academic rigor while incorporating playful components, especially in higher education contexts where assessment standards are strict. Nonetheless, if these challenges are addressed effectively, the combination of intercultural approach and game modeling can offer a powerful pedagogical tool for modern English language instruction. In summary, the proposed framework is expected to enhance students’ motivation, academic writing skills, and intercultural competence simultaneously. The discussion highlights that game modeling can transform traditional writing instruction into an active, culturally rich, and student-centered process, preparing learners to communicate more effectively in global academic settings. Conclusion The present study examined the potential of integrating game modeling into the intercultural approach to teaching academic writing in English. The analysis of theoretical and methodological sources indicates that academic writing should not be limited to the acquisition of linguistic forms and structures; it must also address the intercultural dimensions of communication, such as awareness of audience, rhetorical variation, and cultural conventions in discourse. Game modeling provides an effective means of addressing these aspects by creating interactive and meaningful learning situations that mirror authentic academic contexts. The proposed methodological framework suggests that the combination of simulation, role-play, and gamification elements can significantly enhance students’ engagement, writing performance, and intercultural sensitivity. Through active participation in simulated academic settings—such as conferences, editorial boards, and collaborative projects—students can experience real communicative challenges that foster reflection, creativity, and empathy. Such activities encourage learners to consider multiple perspectives, develop critical cultural awareness, and adapt their writing style to different cultural and academic norms. While the practical implementation of this approach has not yet been carried out, the proposed design lays the foundation for future empirical research. It provides a structured plan for developing, testing, and evaluating the effectiveness of game modeling in academic writing «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 37 courses. Future studies may focus on quantitative and qualitative assessment of student outcomes, long-term impact on writing competence, and the role of digital technologies in supporting intercultural game-based learning. In conclusion, integrating game modeling within the intercultural approach offers a promising pedagogical innovation for English language teaching in higher education. It aligns linguistic, cultural, and cognitive objectives, transforming academic writing instruction into a more dynamic, student-centered, and culturally responsive process. This approach not only prepares learners for successful participation in international academic communication but also contributes to the broader goal of developing globally competent graduates. References 1. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters. 2. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002 3. Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan. 4. Hyland, K. (2019). Second Language Writing (2nd ed.). Cambridge University Press. 5. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall. 6. Prensky, M. (2001). Digital Game-Based Learning. McGraw-Hill. 7. Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press. 8. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. 9. Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing Intercultural Competence in Practice. Multilingual Matters. Proceedings of the 11th International Scientific Conference 38 Периодические формы внеклассной работы по иностранному языку (утренники,вечера) Рафиева Хураман Али Старший преподаватель, Шекинский филиал Азербайджанскогo Государственного Педагогического Университета, Азербайджан, Orcid 0000-00019887-4619 Аннотация : Важнейщим условием, обеспечивающим эффективность внеклассной работы по предмету, является соблюдение принципа сочетания коллективных, групповых и индивидуальных форм деятельности учащихся. Организация утренников, вечеров и концертов способствует претворению этого принципа в жизнь. В их подготовке и проведении могут участвовать школьники разным уровнем владения иностранным языком, выполняя роли сценаристов, режиссеров, артистов, гримеров, декораторов, художников и т.д. При этом их художественная деятельность находится в тесном взаимодействии с деятельностью общения на иностранном языке. Массовая внеклассная работа органически вписывается в общешкольный план внеклассных мероприятий; она может проводиться эпизодически или периодически. К этой форме внеклассной работы относятся следующие типы мероприятий: вечера, утренники, конкурсы, викторины, олимпиады, КВН, день иностранного языка, пресс-конференции. В них принимают участие классы, параллели классов, звено (этапы) обучения, даже вся школа целиком. Массовая внеклассная работа органически вписывается в общешкольный план внеклассных мероприятий; она может проводиться эпизодически или периодически. К этой форме внеклассной работы относятся следующие типы мероприятий: вечера, утренники, конкурсы, викторины, олимпиады, КВН, день иностранного языка, пресс-конференции. В них принимают участие классы, параллели классов, звено (этапы) обучения, даже вся школа целиком. Вечера и утренники являются основными типами массовой внеклассной работы. Они могут различаться по содержанию (подробнее об этом мы будем говорить во второй главе). Эти типы внеклассной работы помогают развить целый комплекс умений и навыков владения иностранным языком: овладение новым материалом способствует освоению новых областей знаний по иностранному языку и отработке пройденного материала. В них задействуются индивидуальные когнитивные, творческие навыки, знания в области фонетики, грамматики и лексики.К внеклассной работе относится подготовка и проведение тематических вечеров, бесед, поездок, прогулок, обеспечение участия класса во всех школьных делах. Вечера и утренники являются основными типами массовой внеклассной работы. Они могут различаться по содержанию (подробнее об этом мы будем говорить во второй главе). Эти типы внеклассной работы помогают развить целый комплекс умений и навыков владения иностранным языком: овладение новым материалом способствует освоению новых областей знаний по иностранному языку и отработке пройденного материала. В них задействуются индивидуальные когнитивные, творческие навыки, знания в области фонетики, грамматики и лексики. Важным средством повышения уровня овладения иностранным языком являются различные конкурсы. В практике школ получили распространение конкурсы по следующим видам работы с языком: «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 39 1) Конкурс на лучшее выразительное чтение художественного стихотворения, текста или отрывка; 2) Конкурс на лучший рассказ без подготовки по темам, включенным в программу; 3) Конкурс на лучшее описание рисунков, кадров из видеоили диафильма, на озвучивание видео-отрывка; 4) Конкурс на лучший устный перевод (конкурс переводчиков-синхронистов); 5) Конкурс на лучший письменный перевод; 6) Конкурс на лучшего собеседника. Конкурсы могут проводиться в школьном, районном, городском, областном масштабах, а также в масштабах страны. Как правило, они проводятся в несколько этапов (туров), если это не школьный конкурс: школьный этап, районный этап, городской, областной и этап страны. Прежде всего, деятельность педагога должна быть направлена на создание положительной мотивации. Для создания положительного отношения к учению, надо отмечать и поощрять малейшие удачи ребенка в учебной деятельности, даже незначительные сдвиги к лучшему; подробно обосновывать отметки, выделять критерии оценки, чтобы они были понятны ученикам, постепенно воспитывать в учащихся с трудностями в обучении уверенность в себе и своих возможностях. Утренники - это, как правило, мероприятия для учащихся 6-7-х классов, которые проводятся в дневное время, в редких случаях во время урока. Тематика утренников отражает психологические и особенности уровень языковой подготовленности школьников этого возраста : <<Детская поэзия страны изучаемого языка>> , << Веселые хороводы>> , << Встреча с любимыми литературными героями>>, << В гостях у сказочника>> , << В гостях у нащих друзей >> ,<< Веселый алфавит >>, др. На утренниках учащиеся исполняют и прослушивают песни и стихи на изучаемом языке, разучивают хороводы и любимые игры детей страны изучаемого языка, участвуют в инсценировках, конкурсах, знакомятся с жизнью их сверстников за рубежом, историей возникновения детских организаций в стране изучаемова языка,и их деятельностью. На утренниках короткие, красочно оформленные номера программы динамично следуют один за другим. В их оформлении используются рисунки и костюмы, подготовленные самими детьми. В некоторых случаях к подготовке костюмов и декораций привлекаются родители. Утренник - это красивый веселый детский праздник. Повысить интерес к утренники помогает проведение различных конкурсов: на лучшее исполнение песни или стихотворения, их инсценирование, на лучшую постановку пьесы или народного танца, на лучший рисунок и т.д. Примером программы утренника может быть << Бал цветов >> для учащихся 5-6-х классов. Каждый участник в соответствующем костюме, представляя какой – нибудь цветок, рассказывает об этом цветке, читает стихотворение или исполняет песню. Выступление сопровождается танцевальными движениями, которые повторяют зрители. Помещение укращается рисунками, выполненными учащимися. В программу бала включают небольшие пьески, в которых << цветы >> обмениваются своими впечатлениями о погоде, временах года, времени суток. Завершают бал загадки,викторины и коллективный хоровод , в котором участвуют все присутствующие. На утреннике << В гостях у сказочника >> проводится костюмированное представление сказочных персонажей. На утреннике “В гостях у сказочника “ проводится костюмированное представление сказочных персонажей . Каждый демонстрирует красочно оформленную обложку книги, со страниц которой он сошел, рассказывает о себе , своем доме , своих друзьях , cвоих приключениях. Ведущий – старый сказочник и его помощница – добрая фея . Мановением волшебной палочки они вызывают на сцену новых героев известных сказок ,сдвигают и раздвигают занавес , меняют декорации , заставляют звучать музыку и песни. В завершение дети прощаются со сказками и хором исполняют разученную на уроках иностранного языка песню. Proceedings of the 11th International Scientific Conference 40 Индивидуальная форма работы дает возможность для развития индивидуальных способностей и склонностей учащихся. Эта форма внеурочной работы дает ученикам возможность проявить творческую инициативу и активность. Как правило, ученики, участвующие в индивидуальной форме внеклассной активности, участвуют и во всех остальных формах внеклассной работы. Различают следующие виды внеклассной работы: заучивание наизусть отрывков прозы и стихов, разучивание песен, составление заметок, работа над ролью, оформление материалов для выставки, изготовление альбомов, наглядных пособий, подготовка к докладам, выступлениям в программах вечеров. Таким образом, внеклассной работой называют воспитательные и образовательные виды деятельности, которые проводятся вне урока. Внеклассная работа играет важную роль в обучении ИЯ. Она обладает определенной спецификой, присущей предмету. Внеклассная работа выполняет примерно тот же круг задач, что и урочная. Она мотивирует познавательную деятельность учащихся, формирует их вкус, мировоззрение, расширяет кругозор. Внеклассная работа эффективно помогает раскрыть когнитивный аспект обучения ИЯ, т.к. развивает способности, используемые при межкультурной коммуникации. Подготовка к вечеру или утреннику, как правило, тесно связана с другими формами внеклассной работы, как массовой, так и групповой и индивидуальной. Зачастую в тематический вечер органично вписываются такие ти пы внеклассной работы, как конкурсы и викторины; они дают участникам вечера возможность переключиться на следующий этап представления. Связь с групповой формой внеурочной работы реализуется при подготовке отчетного концерта, отражающего результат деятельно сти того или иного кружка или целого клуба. Индивидуальная форма связана со всеми остальными разновидностями внеклассной работы, т. к. навыки и умения, приобретенные индивидуально, ученики применяют во всех сферах своей деятельности. М. И. Гез и др. отмечают, что уместнее всего проводить вечера или утренники в первом и втором полугодиях. С целью привлечения большего количества учащихся учителя включают проведение вечера или утренника в годовой план различных школьных общественных орган изаций или клубов, если таковые имеются, а также в школьный план. В основном учителя составляют программу вместе с главами клуба или организации или делают это самостоятельно; также в обязанности учителя входит проверка хода подготовки к мероприятию. К п рограмме проведения тематического вечера предъявляют ряд требований. Прежде всего, она должна быть разнообразной (декламация, инсценировки, песни, монтажи, интермедии, танцы, музыкальные номера). Вечер должен проходить в торжественной, праздничной обстанов ке. Тематика должна быть актуальной, отвечать познавательным и культурным требованиям и запросам учащихся, для которых организован вечер. Кроме того, языковой материал, на базе которого проходит вечер, должен быть не только понятным учащимся, но и обогащат ь их языковой опыт. Этот материал должен быть адаптирован согласно типу мероприятия, на который пал выбор организатора. Уместна обширная предварительная работа при подготовке вечера, к примеру, ученики старших классов педагогического лицея г. Димитровграда знакомились с биографией Г. Лонгфелло, его творчеством, готовили выступления, разучивали стихи, делали рисунки и пытались делать свой перевод стихов поэта примерно за месяц непосредственно до начала репетиций. В начале работы продумывается идейно-тематиче ская основа будущего вечера, чётко определяются тема и идея. В практике эти понятия часто недооцениваются, смешиваются, подменяются одно другим, что неминуемо сказывается на качестве сценария. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 41 Тема - круг жизненных явлений, отобранных и освещённых автором в сценарии. Другими словами, тема - это то, о чём автор хочет рассказать участникам вечера. Идея - основной вывод, основная мысль, авторская оценка изображаемых в сценарии событий. Идея - это то, ради чего проводится вечер. На основе идеи решаются методиче ские вопросы. Идея сценария, ставшая точкой зрения автора, служит стержнем для подбора документального и художественного материала, представляет конфликт, композицию, образный строй, подбор выступающих. Нечёткость идеи, как правило, оборачивается нечёткостью сценария, его основных смысловых акцентов. Тема обычно задана с самого начала, а к идее, как общему главному выводу, сценарист и режиссёр должны подвести участников и зрителей театрализованного действия. Подготовку к тематическому вечеру можно условно разбить на следующие этапы: 1. Выбор даты проведения мероприятия. Чаще всего тематический вечер приурочен к окончанию полугодия. Это обусловлено тем, что к этому моменту учащиеся освоили достаточно материала для эффектного и эффективного выступления, а такж е необходимостью наличия времени для репетиций. 2. Отбор материала. Материал отбирается из различных источников: учебника, дополнительных пособий к учебнику, периодических изданий и других источников, которые могут быть указаны учителем или найдены ученика ми. Учитель контролирует отбор материала и помогает его освоить, а также адаптировать согласно выбранному жанру представления. Разумеется, введение определенного количества нового языкового материала неизбежно и даже желательно, потому что этот материал по зволяет улучшать содержательную сторону речевой деятельности и тем самым существенно обогащать индивидуальноречевой опыт учащихся в иностранном языке. Вместе с тем методически и психологически неоправданно перегружать внеклассные занятия большим количеств ом нового материала, потому что это снижает интерес учащихся к таким занятиям в силу его трудности, недоступности, особенно для экспрессивных видов речевой деятельности учащихся. 3. Распределение ролей. В это понятие входит и распределение функций, которые выполняют учащиеся, не участвующие непосредственно в представлении. 4. Репетиции. Репетиции считаются самым ответственным моментом подготовки мероприятия. Сначала обсуждаются общие проблемы и организационные моменты, связанные с представлением, затем след уют непосредственно репетиции, причем индивидуальные репетиции перемежаются с объединенными, коллективными. В конце подготовительного периода проводится генеральная репетиция в полном составе в помещении, где состоится утренник или вечер. Каждая репетиция должна показывать самим учащимся степень их прогресса. Высокие требования предъявляются, прежде всего, к произношению. Важно мотивировать эту сторону подготовки к выступлению, заронить интерес учащихся в том, как они будут «звучать со сцены». Тща тельная отработка произносительной стороны позволит овладеть выразительностью речи, связанной с ее содержательносмысловым планом. На репетициях происходят совместные поиски средств выразительности, которые позволяют передать настроение, точную интонацию и т.д. При этом в опыт учащихся постепенно вводится материал об искусстве актеров, певцов, чтецов в целом. На каждой репетиции учитель должен стремиться углубить представление учащихся о материале, над которым они работают, создавая обстановку, при которой каждый участник будет выполнять свою роль наилучшим образом. 5. Составление подробной программы вечера или утренника. Вся проделанная работа сводится воедино в сценарий, согласно которому проходит мероприятие. Proceedings of the 11th International Scientific Conference 48 past of viticulture in this region. So far, their number is not very large, but according to the data accumulated in recent times, some conclusions can already be drawn. The oldest evidence of viticulture and winemaking today is considered to be the grape pods discovered in 1951 in the village of Ninotsminda, which were found in a tomb dating back to the 4th-3rd centuries BC. Out of the 5 pods found here, two different varieties stand out. Their morphological structure clearly indicates that they belong to already fully formed cultivated grape varieties. Varieties that would have required several centuries of work by an observant grower to form in this form. Pods dating back to the 10th century BC have now been discovered (Uplistsikhe). The wide development of viticulture and winemaking in antiquity is indicated by the discovery of a large number of pitchers and pitcher burials throughout ancient historical Kakheti (from the Akhmeta municipality to the Kakhi region). The jars used as burials often show traces of their use as wine vessels, which is manifested in the fact that their inner rim is strongly grooved. From the early and middle feudal periods, we can find more information to cover the history of viticulture and winemaking in Kakheti. Wine cellarspresses appear quite often in the monastery-dwelling complexes of the early feudal period1. In this regard, the huge wine press located on the first floor of a two-story building on the territory of the Ikalto monastery, to the east of the academy building, is particularly noteworthy, and has been dated by specialists to the 9th-10th centuries. In the feudal period, it seems that in addition to the Ikalto-type cellar, the construction of special buildings for cellars was also characteristic of Kakheti (Baratashvili. 2012). One such cellar, dated to the 11th-13th centuries, was excavated in the village of Matani on the so-called Mlashebi hill. It is a completely independent and fairly well-built building, which has a large two-section wine press, and a large wine storage section, where probably 25-30 mediumsized qvevris could be stored. No less noteworthy is the late feudal-era cellar complex studied on Yagsri Hill, where, according to archaeologists' calculations, qvevris with a capacity of about 1000 dl and two wine presses were found (Armistead. 2023). Not a single simi12lar monument has been discovered on the land of Kakheti, but this is enough to show a brief historical picture. Kakheti is located in the northeastern part of Georgia and includes the following administrative districts: Sagarejo, Sighnaghi, Gurjaani, Tsiteltskaro, Telavi, Akhmeta, Kvareli and Lagodekhi districts. According to the relief features, a significant part of the territory of Kakheti is occupied by the plain and it is mainly represented in the Alazani and Iori valleys. The main massifs of Kakheti vineyards are located on the right bank of the Alazani River - on the northeastern slopes of the Tsivgombori Mountains and on the southwestern slopes of the Main Caucasus (Baratashvili. 2019). The height of the vineyard areas above sea level, exposure and Naidagur-climatic conditions are fully conducive to the widespread development of viticulture and quality winemaking in Kakheti. According to the Ministry of Rural Economy of the Georgian SSR, the total area of vineyards in Kakheti is 44,859 ha, which is distributed according to individual districts as follows: 12,528 ha in Gurjaani district, 9,599 ha in Telavi, 4,362 ha in Sighnaghi, 5,887 ha in Kvareli, Akhmeta 4026 ha, Sagarejo 4,818 ha, Tsitel Tskara 2576 ha, Lagodekhi 1063 ha. As can be seen from this material, Gurjaani district holds the first place in terms of the area of vineyards, followed by Telavi and Kvareli districts, and the smallest area of vineyards is in Lagodekhi district. There are many specialized Soviet farms in Kakheti, which have played a major role in the restoration and development of the viticulture sector. Of these, the following are noteworthy: Khirsi, Mukuzani, Kardanakhi, Kvareli, Tsinandali, Manavi, Akhmeta, Napareuli Soviet farms. There are also many specialized collective farms in viticulture. Before the spread of the grapevine pest, phylloxera, vineyards in Kakheti were built on their own rootstock, which significantly reduced the costs associated with cultivation; at the same time, the work was completed in a short period of time. After the spread of this pest, the situation changed significantly. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 49 The area of vineyards in Kakheti sharply decreased, but later, with the transition to leading viticulture, it was restored and developed at a rapid pace. In connection with the transition to leading viticulture, rootstock vine nurseries and specialized vine nurseries were formed in Kakheti. Rootstock vine nurseries are mainly represented by the Soviet line of farming. Its total area in Kakheti is up to 600 hectares. Among the phylloxera-resistant rootstock vine varieties, RipariaRupestris hybrids - 3309 and 10114 - are widespread. Recently, much attention has been paid to the widespread distribution of Berlandier Riparia 5BB, because, along with strong growth and abundant harvest of reeds, it is characterized by good adhesion to the rootstock, unhindered development in calcareous soils, and regular yield (Agha. 2014). The production of rootstock vines in Kakheti is set at a fairly high level. The Kakheti winegrower is well aware of all the work related to the cultivation of rootstock seedlings. Soil conditions are also very conducive to the production of vine nurseries. In those farms where the achievements and system of measures obtained by scientists are used to the maximum, a high yield of rootstock seedlings is also obtained, which sometimes reaches an average of 50% (Akhmeta, Ruispiri, Mughanlo). In some places it is allocated a small quality area, as a result of which the total yield of quality seedlings does not exceed 30-35%. Practical steps need to be taken to prevent the cultivation of vines on their own rootstock due to the symmetry of the seedling, which occurs in some farms, and to achieve the maximum yield of first-class planting material by rationally conducting work processes. On the base of Georgian Ampelography, which provides information about Georgian vines and their natural conditions, we explaining in detail the physical geography of each district, as well as the orology, land-climate conditions, vegetation, Georgian viticulture time zones, consistency of vine and the placement of each variety in its viticulture district(s), amount of industrial production during recent years (Ketskhoveli, Ramishvili. 2013). The assessment of the competitiveness of Georgian wine products on the domestic market is presented in Table 1. Proceedings of the 11th International Scientific Conference 50 Table 1. Indicators of competitiveness dynamics in the domestic market of Georgian wine products In vineyards where the feeding area is 3 sq. meters are taken, the main work processes, such as: soil tillage, cultivation, fertilizer application, and combating fungal diseases, are completed mechanized, which, along with the fact that the work is carried out in a short period of time, dramatically reduces the cost of production due to labor savings. Vine pruning and shaping It is mainly carried out in a bilateral spanner manner. For this purpose, the vine is given two - 2-3-bud mother plants and two 7-9-bud fruiting plants. In relatively well-developed vineyards and on Indicator 2022 2023 2024 1. Total wine production Million decaliters 45.8 62.4 70 Million GEL 7608.3 10780.6 13061.1 2. Average dollar exchange rate 2.398 2.397 2.4 3. Export of wine products Million decaliters 0.153 1.302 1.5 US dollars 1.4 15.5 18.3 4. Stocks of wine products Million decaliters 2.427 3.369 4.83 Million dollars 403.2 582.15 901.25 5. Consumed wine products Million decaliters 43.13 57.73 63.67 Million GEL 7179.68 9973.5 11879.99 6. Imports of wine products Million decaliters 56,98 55,89 55,45 Million GEL 16131.98 14785.89 13728.33 7. Stocks of imported products Million decaliters 2.79 3.13 2.72 Million GEL 755,68 1008.44 798.5 8. Consumption of imported products Million decaliters 54.19 52.76 52.73 Million GEL 21846.1 26972.88 27377.42 9. Market capacity Million decaliters 97.41 110.49 116.4 Million GEL 21846.11 26972.88 27377.42 10. Level of competitiveness of products Georgian wineries 32.86% 36.98% 43.39% Foreign wineries 67.14% 63.02% 56.61% «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 51 strongly growing vines, free-formation is used. In this case, the vine is given several fruiting and mother plants, and each rootstock is loaded with up to 20-40 buds, which, under proper care and upbringing, ensures a bountiful harvest. In Soviet and specialized collective farms of viticulture, the main arrays of vineyards are set on trellises. The height of the vine stem is set at 45-50 cm. Trellises are mainly concreted (Korakhashvili. 2013). The fight against grapevine blight, which occurs in all farms in Kakheti, is usually carried out by pruning the branches or by pruning the entire vine, as provided for by the agricultural rules of viticulture. To fill a single empty space, they also resort to plucking a well-developed branch from a strongly growing vine. Powdery mildew, ash, white and black rot are widespread in the viticulture regions of Kakheti, and among the pests are phylloxera, false leaf spot, grapevine worm, marbled scurf, wireworm, grapevine scab, etc (Korakhashvili. 2018). Effective measures are used against the named diseases and pests. The fight against pests and diseases is carried out in a timely and high-quality manner, which ensures the receipt of abundant and high-quality products. Hail causes great damage to the viticulture regions of Kakheti (Korakhashvili, Pavliashvili. 2023). Hail, which comes at different times of the year and with different intensities, often leaves the population of Kakheti empty-handed. The previously used method of fighting with sprays, which was widely used to disperse clouds during the hailstorm, turned out to be ineffective. Scientists are currently working hard to protect vineyards from this harmful phenomenon. In the near future, this issue will be resolved positively and this main aspect of Georgian viticulture will be spared from the harmful effects of hail (Chankvetadze. 2008). Kakheti is very rich in local grape varieties. As a result of expeditionary research by the Institute of Viticulture and Enology, about 60 grape varieties have been obtained in the viticultural regions of Kakheti and characterized by ampelographic methods. Before the spread of phylloxera and fungal diseases, grape varieties were much richer and more diverse, and accordingly, many types of wines were made. However, due to the resistance of these very interesting varieties to diseases and pests, the number and distribution area of production grape varieties have been sharply limited, and currently the main course is taken on the relatively hardy Rkatsiteli (Baratashvili. 2022). Currently, up to 78% of the total area of Kakheti vineyards falls on Rkatsiteli, up to 15% is Saperavi, about 5% is Mtsvane, and the historically famous variety Khikhvi or Jananura occupies only 0.2% of the area. Of the introduced varieties, attention is paid to the spread of Cabernet, which produces high-quality products, although its area currently accounts for only 0.3% of the total planting area of Kakheti vineyards. The remaining varieties: Kisi, Grzeldzmtevana, Chitistvala, Budeshuri, etc. have survived only in the form of single rootstocks. There is no doubt that Rkatsiteli should continue to be developed as a variety that produces high-quality products, but at the same time, special attention should be paid to the widespread distribution of valuable Kakhetian varieties: Saperavi, Mtsvane, Khikhvi, Kisi and others. By introducing the named varieties, we will greatly contribute to the widespread production of high-quality, unique wines and further elevate the name of Georgian wine in world viticulture. Here is a brief description of Kakhetian grape varieties. Rkatsiteli is a white grape wine variety. It is widely distributed in the wine-growing regions of Kakheti. It is also partially present in Kartli. Outside Georgia, Rkatsiteli is distributed in: Azerbaijan, Armenia, Dagestan, Moldova, southern Russia and the republics of Central Asia. It is currently also widely distributed in the Balkan countries, primarily in Romania and Bulgaria. Its wide distribution is explained by its ability to adapt easily to environmental conditions. and valuable agricultural technological indicators. Rkatsiteli products are successfully used for the production of highquality table wines, fortified and dessert wines, the best high-quality grape juice and table grapes for local consumption. The variety is very promising for the main viticultural regions of the Soviet Proceedings of the 11th International Scientific Conference 52 Union. Saperavi is a red-grape wine grape variety. Its main plantings are represented in Kakheti. It is also found in some regions of Kartli and Imereti. Outside Georgia, Saperavi is widespread in southern Russia, Central Asia, Azerbaijan, Dagestan, Ukraine, Moldova and Armenia. The total area of Saperavi in the Soviet Union is up to 3-3.2 thousand hectares, and in this respect it significantly lags behind Rkatsiteli. The main reason for this is its less ability to adapt to ecological conditions and greater sensitivity to phylloxera. Based on appropriate rootstocks and cultivated in favorable ecological conditions, Saperavi is a producer of incomparable, high-quality products. Saperavi products are used to make unique red brandy and dessert wines. In a separate microdistrict, it provides completely original material for the production of semi-sweet wine "Kindzmarauli". The variety is very promising for the southern wine-growing regions of the Soviet Union. Mtsvane is a Kakhetian white-grape wine grape variety. It is widespread in the Sagarejo, Akhmeta, Telavi and partially Gurjaani regions. In other places, Mtsvane Kakhetian is distributed only in collections. Such a limited distribution of Mtsvane is due to its high sensitivity to powdery mildew. In addition, the unsuitability of soil and climatic conditions. When cultivated in favorable economic conditions, Mtsvane produces products of particularly high value. Such are the Mtsvane table wines made in Manavi, Ikalto, Akhmeta, Ruispiri, Napareuli, Tsinandali, Vazisubani and other places. In addition to its exceptionally high taste, Mtsvane wine is distinguished by its tenderness, strong bouquet, great storage ability and transportability. The variety is very promising for the wine-growing regions of Kakheti. It should also be widely tested in similar wine-growing regions of the Soviet Union. Khikhvi, or Jananura, is a white-grape wine grape variety. It is widespread in small plantations in the Gurjaani, Telavi, Akhaltsikhe and Akhmeta regions. In other regions, Khikhvi is only in collections; such a limited distribution of Khikhvi, like Mtsvane, is due to its weak resistance to ash. Sensitivity to soil and climatic conditions and relatively low yield (Korakhashvili. 2023). When grown in favorable economic conditions and with appropriate care (mainly frequent pruning), Khikhvi produces products of exceptional value - unique, rich in content, harmonious, fragrant, storable and transportable table wine, semi-sweet and cool dessert wines. At the same time, it is successfully used as a blending material for Rkatsiteli products. The variety is very promising for the wine-growing regions of Kakheti. Also for distribution in the southern wine-growing regions of the Soviet Union. Each grape variety is a historical monument. Georgian winegrowers spent as much effort on the creation of Rkatsiteli, Saperavi, Mtsvani, Khikhvi and others, and perhaps more, as on the construction of Svetitskhoveli, Jvari Monastery, Gelati or Ikalto Academy (Baratashvili. 2022). CONCLUSION In Kakheti region works related to the cultivation of vineyards, such as the selection, allocation and final preparation of vineyard areas for cultivation, are carried out within the time limits and with quality provided for by agricultural regulations. It is also worth noting the issue of planting vines in a permanent place. Due to the fact that the regions have large plans for the cultivation of vineyards, in order to squeeze in a short period of time for planting work, winegrowers resort to a very simple and, one might say, harmful planting measure - planting vines with a stake. Cut off the root system of one-year-old, well-groomed seedlings at the very base. This method of planting vineyards is used mainly in old and collective farms. This is the result of the great sparseness that occurs in the wine-growing regions of Kakheti. As a rule, planting vineyards should be carried out by planting seedlings in pits. For this purpose, planting with hydrodrills and seedlingplanting machines should be used on large areas. Planting with hydrodrills should be given great attention, because along with the quick work, the seedlings are given water and fertilizer immediately after planting, which provides a great effect of rejuvenation, normal growth and development of vines and early entry into fruiting. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 53 Unfortunately, Georgia do not protect above mentioned unique varieties created by our ancestors and have taken a relatively easier path. Only Rkatsiteli is widespread in Kakheti, and the valuable varieties mentioned above are being forgotten. Our main duty is to treat this matter with special love, to restore and give wide recognition to the historically famous valuable varieties of Kakhetian vine. The national wine market volume in 2024 amounted to 116.403 million decaliters (which increased by 18.996 million decaliters compared to 2022), or 27,377.417 million GEL. In the domestic consumer market, national production controlled 43.39%, while imported products occupied 56.61%. During 2022-2024, there was a steady increase in the competitiveness of national wine production, which is reflected in the growth rate of the domestic market share of the sector's products. In the period 2005-2007, it was 10.53%. References 1. Agha H., (2014), Impact of Working Capital Management on Profitability, European Scientific Journal, vol.10, No 1, pp 3-6. 2. Armistead C., Pritchard J., Achin S., (2023) Strategic Business Process Management for Organisational Effectiveness, Journal “Pergamon”, Vol. 32, No. 1, pp 740. 3. Baratashvili E., Fundaments of Bussines (2012), Tbilisi, GTU, 210 p. - ISBN: 9789941178115, article 4. Baratashvili E., (2012), Claster Politics of Bussines Management, Textbook, (in Georgian), Tbilisi, GTU., 304 p. ISBN: 9789941200564, article 5. Baratashvili E., I. Baratashvili (2019), Managmant of Clasters, “Universal”, Tbilisi, 536 p. 6. Baratashvili E., L. Mamulashvili, (2022), Diversity of Thinking when Making Management Decision, (in Georgian), Tbilisi, Economic profile, pp.23-31. 7. Bas T., Amoros E., Kunc M., Innovation, Entrepreneurship and Clusters in Latin America Natural Resource – Implication and Future Challenges, Journal of Technology Management & Innovation, Volume 3, Issue 3, 2008, pp 5-9. 8. Chankvetadze N. (2008), The Importance of Analyzing the Matrix and Mechanisms of Organizational Interconnections, International Scientific Conference, “Genetic Resources of Cultivated Plants and Their Use in Agriculture”, Collection of Scientific Papers, Tbilisi, pp. 274-282 9. Ketskhoveli N., Ramishvili M., Tabidze D. Georgian Ampelography (1960), Tbilisi, Georgia, 214 p. and 2-nd edition. Tbilisi, (2012), 454 p. 10. Korakhashvili A., (2013), Developed Agriculture as the Guarantee of Independence, Annals of Agrarian Sciences, v.11, #1, 8-12, Tbilisi, Georgia, pp.31-37. 11. Korakhashvili A., T. Kacharava, (2018), Catalog of aromatic, Spiciness and Poisonous Plants of Georgia “Litnauchtechizdat”, Moscow, Russia, 80 p. (in cooperation). 12. Korakhashvili A., S., Pavliashvili, (2023), Climate-Smart and Circular Agriculture of Georgia London, GB, Lambert Academic Press, 276 p 13. Korakhashvili A., at al., (2023), Biological Nitrogen Fixation for Topsoil Contamination Reduction Publisher agency Ireland # 2, Dublin, Ireland, pp. 41-44. 14. Okrotsvaridze Lali, (2007), dissertation “Economic Patterns and Prospects of Viticulture Development in the Conditions of Agro-Industrial Integration (on the Example of Kakheti Region)” Proceedings of the 11th International Scientific Conference 54 Philological Sciences Пропозиція хмарнотегового механізму в появі індоєвропейської мовної сім’ї і його використання для подолання проблем сучасного людства Корсак Костянтин Віталійович професор, кандидат фізико-математичних наук, доктор філософських наук, відповідальний автор Ляшенко Лариса Миколаївна доцентка кафедри іноземних мов Київського національного університету імені Тараса Шевченка, кандидатка педагогічних наук Анотація Стаття не використовує жодної з кількох мовотворчих програм Штучного інтелекту, адже їх інформаційна база ігнорує важливі для нас новітні світові археологічні й інші наукові досягнення і не враховує три глобальні революції у виробництві (№1), в гуманітарній сфері (№2) та в інформаційних технологіях (№3). Мета статті полягає в нашому аналізі всієї проблеми походження і розвитку індоєвропейської мовної сім’ї (ІЄМС) і відповідної культури на основі перших успіхів революцій №1 і №2. Конкретне завдання скероване на порівняння теорій появи ІЄМС і пропонує авторську хмарнотегову модель індоєвропейської експансії. Методика дослідження спирається на комплексне поєднання успішних класичних підходів, засобів і алгоритмів з відкритими нами досягненнями ноонаук (чи мудронаук). Отримані результати полягають в аналізі основних етапів розвитку мовної компаративістики та доведенні важливої ролі хмарнотегового механізму формування ІЄМС і ролі носіїв українських генів у цих процесах. Висновки пояснюють недоліки «західної гібридної моделі появи ІЄМС» і пропонують нові шляхи створення правдивої Prehistory всього людства для підтримки вирішення його сучасних проблем Ключові слова: людство, еволюція, сучасні проблеми, три мегареволюції, Prehistory і мегареволюція №2, поява індоєвропейської мовної сім’ї (ІЄМС), анатолійська гіпотеза, степова (курганна) гіпотеза, Велике Трипілля (ВТ), хмарнотеговий механізм формування ІЄМС з ВТ, «західна» гібридна модель ІЄМС, витоки її недоліків Proposing a tag cloud mechanism in the emergence of the Indo-European language family and its use to overcome the problems of modern humanity Kostiantyn Korsak, Larisa Lyashenko Abstract. The article does not use any of the several language-forming programs of Artificial Intelligence, because their information base ignores the latest world archaeological and other scientific achievements that are important to us and does not take into account the three global revolutions in production (No. 1), in the humanitarian sphere (No. 2) and in information technologies (No. 3). The purpose of the article is our analysis of the entire problem of the origin «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 55 and development of the Indo-European language family (IELF) and the corresponding culture based on the first successes of revolutions No. 1 and No. 2. The specific task is aimed at comparing theories of the emergence of IELF and offers the author's tag cloud model of Indo-European expansion. The research methodology is based on a complex combination of successful classical approaches, tools and algorithms with the achievements of noo-science (or wisesciences) discovered by us. The results obtained consist in analyzing the main stages of the development of linguistic comparative studies and proving the important role of the tag cloud mechanism of IELF formation and the role of carriers of Ukrainian genes in these processes. The conclusions explain the shortcomings of the “Western hybrid model of the emergence of the IELF” and suggest new ways to create a true Prehistory of all humanity to support the solution of its modern problems. Keywords: humanity, evolution, modern problems, three megarevolutions, Prehistory and megarevolution #2, the emergence of the Indo-European language family (IELF), Anatolian hypothesis, steppe (kurgan) hypothesis, Greater Trypillia (GT), cloud-tag mechanism of the formation of IELF from GT, “Western” hybrid model of IELF, origins of its shortcomings 1. ВСТУП 1.1. Постановка задачі і досягнення попередників. Стаття є частиною результатів наших досліджень сучасного стану популяції понад восьми мільярдів «подвійно розумних Homo (надалі — HSS)» і пошуків виходу з глибокої кризи задля уникнення небезпеки повної загибелі. Ми безмежно стурбовані загостренням конфлікту цивілізацій, передбаченому 1993 р. (С.Хантігтон, стаття в «Foreign Affairs»), поділу людства на фрагменти й ознаками початку Третьої світової війни як конкуренції за рештки природних ресурсів разом з формуванням «таборів Добра і Зла». Наш критичний аналіз актуальної теми «порятунок HSS» нещодавно надав прикрий результат — ситуація набагато гірша від «кризи» і вже досягла стадії «повного розпачу». За роки перетворення рашистами обмеженої гібридно-консцієнтальної війни у відверту спробу геноциду українців відбулися десятки наднаціональних форумів, конгресів, конференцій, зібрань G7, G20 та інших світових подій з кількістю учасників понад чверть мільйона осіб — політиків, економістів, науковців і журналістів. Ми переконалися, що всі вони щоразу намагалися виконати три завдання: 1) оцінити всепланетне чи локальне сьогодення; 2) вивчити загрози для HSS і скласти рейтинг їх небезпечності; 3) вказати реальні засоби порятунку й досягнення «сталого розвитку». Виявилося, що в усіх випадках учасники порівняно успішно й об’єктивно оцінювали сьогодення, хоч використовували різні слова й створювали узагальнення неоднакового обсягу. А от у складанні рейтингу небезпечності великих загроз справи йшли гірше й дуже часто замість списку акцентувалася одна єдина небезпека з назвою «Глобальне потепління». Саме так сталося на проведеній ООН СOP29 (Баку, 2024), де мало не два тижні багато десятків тисяч учасників дискутували над неіснуючими загрозами збільшення концентрації вуглекислого газу в повітрі, ігноруючи наукові докази того, що за роки появи цього явища продуктивність біосфери зросла аж на третину (з 120 до 160 млрд. т. щорічно), відбувається легко помітне з космосу «позеленіння» у формі зникнення напівпустель і навіть відступу Сахари у зоні Сахелю. З вивчених нами форумів і конференцій можемо відзначити Давос2024, учасники якого на основі великого анкетування фахівців склали кілька рейтингів глобальних загроз, але ніяк не акцентували війну рашистів проти України, наголошуючи міф про «Глобальне потепління». Та ніхто з них усіх не перевершив якістю пропозицій друге звернення-попередження (Warning-2) одразу 15 364 вчених-біологів із 184 країн [1]. Однак ці пропозиції помилкові та цілковито нереальні, бо пропонують дати спокій лісам, припинити спалювання викопних палив для ліквідації міфічної загрози «перегрівання тропосфери», а також розширити мало не на весь суходіл заповідники усіх видів. Це мега-зібрання фахівців Proceedings of the 11th International Scientific Conference 56 так і не вказало спосіб ліквідації голоду, адже треба рятувати не тільки амазонські ліси, а й надати якісну їжу все більшій популяції HSS. Ми вже мало не чверть століття пропонуємо реальний шлях ліквідації Колапсу-ХХІ і порятунку людства через поширення екологічно ідеальних ноотехнологій і розвиток ноонаук, але наші пропозиції ігнорують не тільки в Україні, а й на Заході. Порятунок полягає у використанні виявлених нами ще в 2000 році екологічно ідеальних варіантів нанота інших новітніх технологій, що надають HSS потрібне й одночасно виліковують біосферу від накопичених індустріальних та інших пошкоджень. Цю тему ми розвивали в багатьох публікаціях, але радимо поглянути і використати насамперед невелику енциклопедію «Nooglossary», що містить понад 200 «термінів з майбутнього» ([2; 3] та ін.). Ми торкалися цього питання і в наших спільних та одноосібних статтях, присвячених проблемам походження і розвитку індоєвропейської мовної сім’ї ([4-6] та ін.).) Ця наша стаття спирається на результати постійного моніторингу за доступними джерелами всіх відкриттів і технологічних проривів, які ми доповнюємо власними досягненнями у вивченні ноонаук і ноотехнологій. Наші колеги в інших державах ще з 1960-х років в процесі обговорення видатної книги «Феномен людини», створеної французьким теологом, палеонтологом і футурологом П. Т. де Шарденом (1881-1955), вирішили заборонити для видань зі світу Sciences&Arts всі терміни з префіксом «noo-», окрім слова «ноосфера», що означає уявну навколоземну spirit-оболонку з поєднаних думок мільярдів HSS (детальне пояснення наведене у статті [7]). Наслідком цих процесів стала виразна відсутність у наукових виданнях ноотермінів і поширення на планеті негативної есхатології з переконанням у неможливості відвернення глобальних загроз і неминучості Колапсу-ХХІ. Тому ми використовуватимемо тільки найважливіші праці зарубіжних та українських авторів, наголошуючи головні досягнення науковців останніх років. Сконцентруємося над вивченням і використанням правдивої долітописної історії людства (надалі — Prehistory). Актуальність цієї теми в Україні та світі в умовах зростання кількості збройних конфліктів аномально висока, адже нам необхідна не тільки збройна перемога на фронтах, а й знищення всієї антиісторичної пропаганди і брехні про українців, якими «рашка» заливає світ. Високу інноваційність статті забезпечимо використанням найновіших наукових даних. 1.2. Мета, завдання, методологія, джерела, результати. Мета статті полягає в поєднанні пояснення фактів перебування HSS у розпачі та безнадії через відмову від використання ноотермінів, пропозиції порятунку шляхом використання помічених і вивчених нами рятівних ноотехнологій і ноонаук, а також у викладі великої нооінформації щодо участі пращурів українців у подоланні кризових періодів життя HSS упродовж останніх десятків тисяч років. Завдання ми вбачаємо у детальному викладі авторської ідеї впливу хмарнотегового механізму поширення технологічних і семантичних досягнень з теренів життя наших пращурів на значну частину континенту Євразії, що мало наслідком переважно мирне формування всієї сучасної індоєвропейської мовної сім’ї. Ми плануємо використати публікацію цієї статті для отримання Свідоцтва про відкриття хмарнотегового механізму виникнення і зміцнення індоєвропейської мовної сім’ї. У методології ми поєднаємо класичні досягнення попередників з новітніми відкриттями. Дотримуватимемося принципу глобального еволюціонізму і поради історика-француза Ф. Броделя (1902-1985) проводити аналіз великих систем і прогнозування їх розвитку лише на основі всіх знань HSS, а не одних лише досягнень однієї-двох академічних наук. У сподіваних результатах ми не чекаємо миттєвого і значного успіху. Безперечно — наші інноваційні відкриття і ноопропозиції заслуговують на загальну зацікавленість не тільки всіх ЗМІ, але й світової наукової громадськості. Прикро, але явище нашого «надвеликого стрибка «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 57 в ноомайбутнє HSS» гальмує і визнання нооінновацій, і їх використання. Ми повторюємо долю винахідника екологічних наук німця Е. Геккеля (1834-1919), екопропозиції якого, здійснені ще в 1866 р., розпочали використовувати тільки в 1950-х роках після серії грандіозних танкерних екокатастроф і локально-смертельних забруднень Великих озер у США і водних джерел у Західній Європі. Висновки і пропозиції скеруємо на переконання читачів у тому, що людство вже відчуває настання четвертої цивілізаційної ноохвилі, що несе з собою заміщення екологічно деструктивних сучасних виробництв «екологічно-лікувальними ноотехнологіями». Для сфери гуманітарних знань ми пропонуємо співвітчизникам розвивати нооархеологію як комплексну точну науку, що відновлює Prehistory на основі ізотопного та іншого датування артефактів та секвенування ДНК й інших білків їх органічної складової. Це значно підвищить реноме Вітчизни на всій планеті, а тому учасники майбутніх світових Самітів Миру стоячи й оплесками вітатимуть прибуття української делегації. 2. ОСНОВНА ЧАСТИНА 2.1. Про важливість футуристичної ноотермінології для порятунку людства Не потребує доведень той очевидний факт, що дуже тривале удосконалення нервової системи у випадку людей за мільйони років їх еволюції супроводжувалося зростанням спроможності мозку до здійснення передбачень не тільки у стані свідомості, а й під час сну чи проміжних станів. Нещодавно науковці вперше досягли досить якісного моніторингу роботи мозку й все частіше пишуть прекрасні твори з поясненням законів його діяльності (але обмежимося вказівкою тільки трьох з вивчених нами книг [8-10]). Хоч існує багато пояснень роботи мозку, але зі свого фаху і власного досвіду ми віддаємо перевагу такому твердженню: успішне мислення і здійснення правильних прогнозів вимагає насамперед якнайбагатшої лексики і вказаної Ф. Броделем високої обізнаності «в усіх наукових фактах». Не забуваємо ми й про те, що в Елладі слово «проблема» мало два значення: 1) дуже складне для пояснення іншій людині поняття; 2) важке для вирішення і пріоритетно важливе в економічному й соціальному значенні теоретичне чи практичне завдання. У цьому вступному параграфі основної частини ми хочемо переконати читачів використовувати ноотерміни й інші «слова з майбутнього» навіть у тому разі, коли від них відмовляється «вся Європа» разом з НАН України. Закони логіки й інших наук невблаганні, а тому ми вважаємо розмову про риси майбутнього лише на основі «перевірених понять з класичних знань» непродуктивною для точних прогнозів і навіть некорисною в сенсі витрати часу. Ми хочемо довести форсмажорну (непереборну) «потрібність» сотень і тисяч ноотермінів як «слів з майбутнього». У своїй науковій діяльності ми зрідка вже стикалися з тим, що редакційні колегії відмовляли нам у тих наших публікаціях, які в назві чи тексті широко використовували слова «ноосфера», «ноопедагогіка», «ноомислення», «ноонауки», «ноотехнології» й інші подібні з префіксом «ноо-», який присутній в багатьох словах десятків індоєвропейських мов з часів Еллади (ось тільки англійська їх ігнорує майже цілковито. А чому так?). Точну відповідь на це запитання ми отримали тільки після проведення спеціального дослідження, яке ми узагальнили у статті [7]. Існують незаперечні докази того, що після смерті П.Т. де Шардена і зникнення заборони Ватикану на поширення його книги «Феномен людини» у громаді провідних науковців світу виникла аномально запекла суперечка щодо її змісту і можливого використання. Урешті всі домовилися називати словом «ноосфера» шарденівську spirit-оболонку з поєднаних усвідомлених і неусвідомлених думок усіх землян, а в журнали і книги всієї світової сфери видань Sciences&Arts не пропускати це слово (бо воно «теологічне») разом з усіма будь-якими іншими похідними. Наслідки подібного консенсусу Proceedings of the 11th International Scientific Conference 64 2.3. Хмарнотегова модель поширення індоєвропейських мов Характерною рисою абсолютної більшості відомих нам зарубіжних наукових праць про віддалене минуле (про Prehistory) є дисциплінарна обмеженість і переконання в тому, що західний науковий світ з високою точністю відтворив події, розпочинаючи зі Стародавнього Єгипту і «глиняних» цивілізацій Межиріччя. Особливістю авторів цієї статті є зацікавлення точними науками і використання їх найбільших досягнень в аналізі Prehistory і в навчальному процесі. У багатьох своїх попередніх публікаціях ми акцентували тему успішності розвитку наук та освіти тих чи інших держав на основі мовної компаративістики. Наприклад, з недавньої історії Європи особливо промовистим вважаємо перетворення німецької мови в світового лідера в науковій сфері. Після агресії наполеонівської Франції усередині німецької нації виник рух до об'єднання і вже на початку цього процесу в столиці Пруссії Берліні Вільгельм фон Гумбольдт (1767-1835) (один з кращих лінгвістів усього ХІХ століття) використав тимчасові права міністра освіти для значної реорганізації всієї обов'язкової і вищої освіти. Серед його безперечних досягнень — заснування в 1810 р. Берлінського дослідницького університету з великими і досконалими допоміжними майстернями. Новий заклад і його клони блискуче виконали завдання робити відкриття і втілювати їх у виробничі технології цивільного і воєнного спрямування. Німеччина швидко стала лідером у вищій освіті та в прикладних науках, що серед множини наслідків мало криваву спробу змінити кордони й всю систему колоній унаслідок переконаності лідерів цієї країни в перевазі своєї армії та її озброєння. Політичні наслідки відомі й ми їх аналізувати не будемо. Науково-освітні успіхи Німеччини були настільки переконливі, що в усіх розвинених державах тих часів стали повторювати цей приклад, цікавитися німецькими виданнями. Наприкінці ХІХ ст. німецька мова стала світовим лідером. Справа дійшла до того, що для миттєвого визнання кожне молоде майбутнє «наукове світило» з будь-якої країни змушене було мати статтю в якомусь з німецьких академічних Zeitschrift. Тому на початку ХХ ст. без воєн і насилля німецька мова буквально заполонила науковий простір і відтіснила на маргінеси всі інші тогочасні мови, але через організацію двох світових війн німці назавжди втратила вказане лідерство. Ми нагадали цей історичний факт для пояснення «хмарнотегового механізму» поширення знань і протоіндоєвропейської мови з Великого Трипілля на ширші терени, адже представники багатьох народів прибували на терени життя носіїв українських генів для запозичення найвищих технологій свого часу і переносили до себе додому теги виробничого значення. У ті століття наші пращури з Великого Трипілля стали незаперечними світовими лідерами в тогочасних найвищих технологіях, що зумовило загальну цікавість і намагання якомога повніше вивчити їх і перенести до себе. Ми набули переконання в тому, що керівники віддалених держав і великих племен посилали у металургійний центр ВТ на Південному Уралі (поселення Аркаїм, Горний, Синташта й інші) своїх посланців (купців-розвідників) з наказом розізнати, яким таким дивом наші пращури отримують мідь і бронзу без спеціальних конструкцій в побутових умовах разом з кашами та хлібом. Виявилось, що головним «технологічним секретом» було використання в тогочасній металургії березового вугілля. Через високу пористість навіть в умовах слабкого протягу в довгій «аркаїмській печі» це вугілля забезпечувало температуру, що аж на 300 градусів Цельсія перевищувала показники «непористого вугілля» (кам’яного чи від твердої деревини — дуба, граба чи інших). Ці міркування спонукали нас використати Гугл-Перекладач для аналізу звучання нашого українського слова «береза» на інших мовах. Ось перший отриманий нами вражаюче «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 65 переконливий результат існування «хмарнотегового» механізму поширення слова «береза», що присутнє в усіх мовах ІЄМС, але його спотворення пропорційні відстані від виробничих центрів Великого Трипілля до місцевості, звідки прибув «купець-розвідник» — бяроза (біл.), берёза (рос.), бреза (болг., серб., макед.), breza (слова., словен., хорв., босн.), brzoza (поль.), bříza (чесь.), beržas (лит.), bērzs (лат.), birke (нім., фризька), birk (дан.), birki (ісл.), berk (нідер.), birch (англ.), beithe (ірл.), betula (латин.), betulla (італ.), abedul (ісп.), bétula (порт.), bouleau (франц.), björk (швед.), bjørk (норв.). Фіни нічого не запозичили й називають берізку «koivu» (естонці і баски діяли так само, тому у них «kask» і «urkia»). У даний момент вказаний Перекладач містить так багато мов, що можна легко простежити кілька головних трас хмарнотегового поширення спільних для всієї ІЄМС технологічних тегів з Великого Трипілля: 1) південний шлях з формуванням латинського betula; 2) широтний з формуванням birke - birk - berk - birch (французьке bouleau ми вважаємо певним винятком); 3) лісовий по трасі Урал - Скандинавія, де жили ті численні невеликі народи, від яких зусиллями росіян сьогодні не лишилося майже нічого. Головною перевагою нашої хмарнотегової теорії над усіма іншими ми вважаємо легкість поширення мови наших пращурів аж до географічних меж (океанів, гір та ін.), включаючи терени відвертих ворогів, які все ж мали гостру потребу в надвисоких технологіях, а також відсутність необхідності для носіїв українських генів збройного захоплення всіх земель між Атлантикою і пустелями Західного Китаю. Всі сучасні намагання відвертих недоброзичливців на Заході звинуватити наших пращурів (вони їх називають «ямниками») у винищенні хліборобів аж на берегах Атлантики, є чистими наклепами, адже ніколи в історії HSS хлібороби не проводили стрімких кінних чи інших атак на сусідів. Величезна індоєвропейська мовна сім’я сформувалася «сама собою» через культурні та інші контакти, через природну людську цікавість про умови життя «за горизонтом». Закінчимо цей важливий для статті підрозділ нагадуванням про те, що розпад Великого Трипілля стався через «пилову зиму», створену мегавибухом вулкана Санторіні в 1628 році до н.е. в Егейському морі, та іншими несприятливими природними чинниками, які в сукупності зумовили набагато короткочаснішу фазу процесу поширення протоіндоєвропейської мови через вимушену еміграцію носіїв українських генів (найвідоміший приклад цього — похід аріїв аж в Індію, де сьогодні живуть приблизно 200 млн. наших генетичних родичів). 2.4. Критичні зауваження до зарубіжних публікацій про ІЄМС Характерною рисою змін в тематиці наукових досліджень та їх висвітленні у ЗМІ ми вважаємо зростання публічної цікавості до археологічних відкриттів, формування хвиль вторинних публікацій після кожної великої праці, опублікованої в Nature, Science чи іншому впливовому журналі. Та існує й негативна тенденція використання перевірених фактів (не кажучи про міфи чи припущення) для досягнення тих чи інших цілей учасниками світової консцієнтальної війни. Тут безліч негативних доказів надає «путінська рашка», але ми відмовимося від їх оцінки чи опису. Нам набагато цікавіше, що відбувається на Заході в секторі нооархеології та нооісторії, де накопичуються точні дані з ізотопних та інших досліджень артефактів. Наше вивчення цього питання засвідчує існування значної кількості недоліків не в описах точних вимірів, а в обговоренні результатів в процесі опису експансії живих людей і пов’язаних з ними мов та інших знань. Тут ми помітили багато принципових недоліків, про які ми повідомляємо молоді з метою формування у них не тільки критичного мислення, а й практичних навичок виявлення Proceedings of the 11th International Scientific Conference 66 у потоках фейків і різноманітних вигадок того невеликого відсотка, що стосується перевірених фактів як частин бажаної Істини. Оберемо з багатьох можливих прикладів наукові праці одного з лідерів палеогенетики американця Девіда Райха і його видатну книгу з оглядом всіх досліджень [25]. У цій книзі він слушно вказує на формування сучасних західноєвропейців через злиття генів трьох груп племен: 1) прадавніх мисливців-збирачів, яких ще в палеоліті витіснили HSS; 2) винахідників с/г, які прийшли з Анатолії; 3) чоловіків-степовиків аж з Сибіру, яких Д. Райх називає «ямниками» і вказує, що вони через Північну Африку дісталися півдня Іберії (Іспанії) й пізніше викликали «зникнення чи занепад» чоловічих генів землеробів і на континенті, і на Британських островах. Частина західних науковців і більшість журналістів сприйняли кінець попереднього речення як вказівку на винищення землеробів ямниками-степовиками, проголосивши їх найбільшими «геноцидниками» в історії Європи. Це збочене твердження легко пояснити тим, що після монгольських атак в головах сучасних європейців слово «степ» тотожне якщо не «дикунству», то щонайменше «варварству». Ця злісна українофобія досить швидко припинилася сама собою через виявлення чесними науковцями того факту, що в складі «носіїв сибірських чоловічих генів» слід акуратно розрізняти дві гаплогрупи — R1а і R1b. Перша старіша на кілька тисяч років від другої і вже у трипільські часи стала важливою й дуже інноваційною частиною українських чоловічих генів, основою появи Великого Трипілля як витоку всієї гуманної частини індоєвропейства аж до меридіану Берліна. А от гаплогрупа R1b відрізняється не так «молодістю», як вибором її носіями агресивного архетипу і вславлення тих, хто убив більше не стільки ворогів, як сусідів. Насправді геноцидниками і пращурами сучасних західноєвропейців є носії R1b. Це ті агресори, що розпочали свої атаки на Схід після повного завоювання Заходу і винищення прафермерів з їх вміннями та гуманізмом. Носії R1b розпочали атакувати терени наших пращурів та інших слов’ян. Про їх грандіозну і провальну атаку 3250 років тому в намаганні оволодіти «Бурштиновим шляхом» від Балтики на Південь і перетворити всіх слов’ян у рабів ми дуже детально пояснили у трьох великих статтях [26]. Атаки припинилися аж на 2000 років, але (всі це вчили в школі) не назавжди. Сподіваємося, що Д. Райх сьогодні розрізняє R1а і R1b. Досягнення Д. Райха і майже 200 співавторів у статті [18] мали значні, але все ж набагато менш гучні для світових ЗМІ наслідки, якщо порівнювати з ажіотажем від статті [27], яку в 2023 році П. Хегарти і його колеги опублікували в Nature. У багатьох тисячах ЗМІ-статей з аналізом цієї праці й коментарями щодо «вирішення в ній всіх загадок появи індоєвропейської мовної сім’ї на основі нової гібридної моделі» наводився рис. 4, що заслуговує належного критичного аналізу. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 67 Рис. 4. Індоєвропейська мовна сім'я почала розходитися приблизно 8 100 років тому з території, що розташована на південь від Кавказу [27] У своїх коментарях ми вказуємо, що цитована стаття не має підстав вважатися «першим у світі описом гібридної моделі появи ІЄМС», адже їй передувала і наша стаття [4], і праці інших авторів, які нам невідомі. Наведені нами у попередній частині цієї статті дані щодо реального Prehistory в аспектах переходу Homo від канібалізму (точніше — фауністичних законів життєдіяльності) до гуманізму й аграрного життєзабезпечення засвідчують, що з самого початку перехід відбувався за участю носіїв українських генів й представників інших народів. Так сталося, що пізніше майбутні курди і вірмени обрали вівчарство і піднялися на Вірменське нагір’я, де вівці й інші копитні мали цілорічне живлення (на рівні моря улітку трава вигорала). Там вони й живуть нині, хоч під тиском обставин сформували великі діаспори. Щойно сказане дає нам змогу стверджувати, що стаття-2023 П. Хегарти і його колег має вузько дисциплінарний характер з виконанням видатного генетичного і лінгвістичного аналізу. Все ж безперечно точні генетичні дані ми вважаємо лише допоміжними, бо дати розходження індоєвропейських мов і формування всієї сім’ї отримані саме методами компаративістики. Порівняння отриманих моментів «розходження» непогано узгоджується з результатами, які вже вказували не менш кваліфіковані науковці ([28] та ін.). А от спроби просторового відтворення невеликої частини інформації про поширення мов на рис. 4 автоматично сприймаються читачами як картина експансії носіїв цих мов — племен і народів. Тут вже помилку роблять читачі, адже часто бувало (найбільше це помітно у наші дні), коли культурний вплив через запропонований нами механізм хмарнотегового поширення істотно змінював мови і без воєнного чи іншого вторгнення. Автори статті [27] могли, але не вказали на те, що: 1) винахід гуманізму, с/г і початкової частини протоіндоєвропейської мови нашими пращурами та іншими племенами стався в інтервалі 14-9 тис. років тому на теренах сучасної Східної Туреччини, а не на «коричневій плямі Вірменського нагір’я», як вказано на рис. 4; 2) поширення йшло не з Вірменського нагір’я упоперек хребтів Кавказу уздовж меридіанів, а дуже повільною широтною експансією на Захід в Європу по придатним для с/г теренах, де «подорожні» вирощували потрібне для життя; Proceedings of the 11th International Scientific Conference 68 3) вказана на рис. 4 «українська» зелена плями утворилася через витіснення морською водою наших пращурів на північ з теренів дельт Дунаю, Дніпра і Дністра (північного берега прісного озера Понтіда); 4) зарубіжна наука через ототожнення слів «степ» і «дикунство» навіть зараз не згодна спокійно сприймати Трипільську культуру з усіма її феноменальними досягненнями, не кажучи вже про Велике Трипілля з його тривалими соціально-технологічними впливами, що сформували індоєвропейський світ, спільність мов і подібність культур; 5) зелена пляма на рис. 4 охоплює приблизно третину площі Великого Трипілля, а зелені стріли з плями означають рух технологій і культури, а не траси атак армій пращурів. 6) навіть лідери-генетики світу (як Д. Райх зі США) якось не помічають того, що з Західного Алтаю прийшли не тільки гуманісти з гаплогрупою R1a, а й реальні бандити з гаплогрупою R1b. «Озброєні» великотрипільськими технологіями, вони по північному узбережжю Африки дісталися Іберії, легко винищили фермерів разом з їх гуманізмом і нав’язали жінкам та спільним дітям агресивний «атлантичний архетип». Наступні майже 4 000 років заповнені війнами, хрестовими походами, інквізицією, спалюванням «відьом», створенням колоній та світовими війнами задля їх повного перерозподілу. Рис. 4 і відповідна стаття не містять навіть мінімальних вказівок на носіїв генів R1b і причини сучасного світоглядного поділу Європи на Захід і Схід. Відзначимо й те, що її автори не зрозуміли причину, час і шлях появи індоєвропейців в Індії й Персії. 3. Висновки і пропозиції Поява засобів ізотопного датування артефактів та секвенування ДНК їх органічної складової зумовлює посилення на Заході потоку великих публікацій з новими даними про Prehistory на індоєвропейських теренах і мало не безперервним редагуванням статті «Індоєвропейські міграції» у світовій Вікіпедії. Але в останні роки вступна мапа цієї статті розпочала ігнорувати внесок «анатолійської колиски» і всі міграції відтворює стрілами, що розпочинаються зі степів України за участю «ямників (курганців)». Особливої гордості ми не відчуваємо, адже Захід робить подвійну помилку, ігноруючи великі цивілізаційні внески носіїв українських і європейських «фермерів» у появу й поширення с/г з Анатолії та безпідставно звинувачуючи «ямників» у зникненні генів «фермерів» в Західній Європі (насправді цей геноцид в інтервалі 6-4 тис. років тому вчинили пращури сучасних європейців-атлантистів з чоловічою гаплогрупою R1b). Та значно неприйнятнішими ми вважаємо непоодинокі спроби зарубіжних українофобів проголосити наших пращурів найгіршими з європейців та їх вперте намагання всюди, де треба писати «трипільський» чи «український», використовувати слово «російський». Схоже, що вони намагаються сподобатися В. Путіну й обґрунтувати його брехню в стилі «українці вже вкрали Prehistory у росіян» задля зміцнення ненависті населення РФ до України та українців. Вкажемо, що найсучасніший виклад на основі нооархеології та нооісторії правдивої історії появи «російської культури» з її збоченнями ми здійснили в колективній статті в міжнародному журналі «Грааль науки» [29]. Наш розгляд головних трендів в еволюції головних акцентів в зарубіжних публікаціях на теми ІЄМС свідчить про повільність поширення правди і все ще великий вплив фінансових та всіх інших зусиль росіян нав’язувати міф про видатні й всепланетні переваги російської літератури, культури і навіть «духовності». Тому ми закликаємо науковців-співвітчизників скерувати свої зусилля на повну ліквідацію всіх внутрішніх мовних конфронтацій, поширення і застосування в науково-освітній сфері згаданих нами та всіх інших досягнень нооісторії, нооархеології й решти частин глобальної гуманітарної меганоореволюції №2. Бажано залучити ЗМІ, україномовний Інтернет й загалом «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 69 всю систему освіти з охопленням не тільки тієї молоді, яка проходить стадію формування світогляду (16-19 років), а й загалу дорослого населення. Необхідно ефективно використати сучасну підвищену цікавість до героїзму українців, адже на планеті з її 8 млрд. населення вона аж ніяк не зможе тривати дуже довго. Виявлені сучасними знаннями факти про «українську Prehistory», що викладені у статті, повинні поширюватися в світі для підвищення реноме нашої Вітчизни, прискорення Перемоги та успішнішого відновлення в ноомайбутньому. References 1. 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The Origin and Features of Russian Culture in Terms of Modern Noosciences. International scientific journal «Grail of Science», №17 (July; 2022) with the proceedings of the: Ill Correspondence International Scientific and Practical Conference «Science of post-industrial society: globalization and transformation processes», July 22th, 2022 by NGO European Scientific Platform (Vinnytsia, Ukraine) LLC International Centre Corporative Management (Vienna, Austria). Pp. 308-333 (DOI 10.36074/grail-of-science.22.07.2022.056) (URL: https://archive.journalgrail.science/index.php/2710-3056/issue/view/22.07.2022) (in Ukrainian) Київ, 1 жовтня 2025 року Proceedings of the 11th International Scientific Conference 72 DISPROPORTIONS OF TRANSLATING CHILDREN’S POETRY: THROUGH THE LENS OF DIFFERENT TRANSLATORS (WITH SPECIAL REFERENCE TO A. BARTO’S POETRY) Nara Stepan Davtyan Leсturer, Department of Foreign Languages, M.Nalbandyan State University of Shirak, Gyumri, Armenia Emma Ara Hovakimyan BA of Philology, MA Student in English Language and Literature, M.Nalbandyan State University of Shirak, Gyumri Armenia Abstract: Due to its expressive and context-dependent nature translation of children’s poetry is a unique and cultural challenge for literary translators. This paper explores the interdependent feature of poetic translation, consisting of three main parts: author, author two(translator), and the reader. Drawing on examples of A.Barto’s book “Toys” and its English translation, the study examines how different translators navigate issues related to the translation of stylistic devices, cultural context and child psychology. Preservation of poetic form is important for maintaining the original message and the tone requires detailed analysis of target language culture, as well as developmental nuances of a child. Successful and accurate translation of children’s poetry relies not only on linguistic accuracy but also cultural sensitivity and the knowledge of child’s psychology at a certain age. Key words and combinations: children’s poetry, stylistic devices, strategies of translation, cultural contact, child’s psychology, child’s development Introduction Due to cultural differences between Russia and England, literary translation can be challenging, as there is often a discrepancy between the linguistic and cultural perspectives of the two countries. This is particularly true when translating children's poetry, as these works often contain unique concepts, imagery and require a delicate balance between preserving the original meaning and adapting it to a new cultural context. The relevance of the work is due to the growing interest of linguists in the use of the language of children's literature, including certain linguistic means in English poetry. The aim of the research is to study the stylistic features of children's poetry, to draw parallels between Russian and English children's poetry, based on the nursery rhymes of Agniya Barto, to note the stylistic techniques that are most problematic for translators. For an adequate understanding of a poem by young readers and adults from another country, it is essential to consider the author's individual style, including his/her vocabulary, syntax, and other linguistic features. This involves understanding the specifics of the author's writing style, as well as their use of various forms of speech, genre, composition, and rhythm. Translating children's poetry also requires an understanding of the history of childhood as a stage of life, the changes it «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 73 brought with its appearance, the psychology of children, and the cultural differences between children from different countries and the way they are treated by adults. Uniqueness of Children’s Poetry Poetry comes first to children in form of oral tradition. The very first form of literature that a child is exposed to is poetry, presented in the form of nursery rhymes or lullabies. Through the shared literature of nursery and lullabies generations of adults and children are linked together It is no coincidence that the best nursery rhymes heard by a person at a very early age often remain in memory for a lifetime. For example, the poems of Russian poets like S. Marshak, A. Barto, K. Chukovsky for Russian culture and Mother Goose rhymes for British one. Charlotte Huck et.al., mentions that “Children’s books are books that have the child’s eye at the center” (Huck, Kiefer, Hepler, & Hickman, 2004, p. 5). The specificity of children's literature, especially poetry, lies in the children's unique perception of reality, which differs significantly from the perception of an adult. The younger the age of the reader, the more specific the works are for children. The peculiarity of the children's work is due to the age-related possibilities of understanding the reader and the tasks facing him or her. The “simplicity” of children’s literature is perceived both at the narrative and discoursal levels (Nikolajeva, 2005). Characters are expected to be uncomplicated, the storyline straightforward, preferably linear, the setting familiar—the same goes for the language: the language of children’s literature is assumed to be “a ‘scaled down’ version of ‘language in general’, simplified to be made accessible to these young readers” (Тhompson & Sealey 2007). Readability and naturalness are key expectations in the translations of children’s literature. Complex terms and nonfigurative notions in poetry tend to discourage children from advancing their interest and comprehension of the concepts of poetry. Since children have low education level and minimal life experience, any poetry directed at them should have straightforward wording and language that the children can grasp with ease. Children still have a lot to learn, and their comprehension of poetry is still undeveloped. Children are more attracted to poetry that is written in their native language compared to poetry that uses profound language that is beyond their age. Hence, children can only be interested in literary work that uses simple language to explain the idea, image, and action in poetry. Russian classic of children's literature Korney Chukovsky introduces the main guidelines of the children's poet in terms of the technique of versification and the peculiarities of children's perception: 1. Graphicity - "... our poems must be graphic, that is, in every stanza, and sometimes in every couplet, there must be material for the artist, because the thinking of younger children is characterized by absolute imagery." 2. Dynamism of images - "The fastest change of images is ... the second rule for children's writers." 3. . Lyricism - "The third rule is that this verbal painting should be lyrical at the same time" 4. Dynamism of rhythm - "... mobility and variability of rhythm is the fourth law for me" 5. Musicality - "Increased musicality of poetic speech" 6. Convenient rhyming "Rhymes in poems for children should be placed at the closest distance from each other" 7. The semantic load of rhyme - "The seventh rule is that those words that serve as rhymes in nursery rhymes should be the main carriers of the meaning of the whole phrase" 8. The integrity of the line - "Each line of nursery rhymes should live its own life and making a separate organism" 9. "Do not abuse adjectives” -"Do not clutter your poems with adjectives..." Proceedings of the 11th International Scientific Conference 80 Literature ALI KARIM'S CREATIVE WORKS. ARTISTIC INTERPRETATION OF THE CONCEPT OF MAN AND TIME Rzayeva Qerenfil Zeygam Senior Lecturer, Agjabedi Branch of Azerbaijan State Pedagogical University, Azerbaijan Abstract. Ali Karim has a special role in enriching poetry with new artistic and philosophical shades in 20th century Azerbaijani literature. In his lyrics, he touched on topics such as the meaning of human life, the problem of time and death, the contradictions of existence, and the inner freedom of man, creating a deep philosophical and psychological line in national poetry. Ali Karim's poetry combines both traces of classical Eastern philosophy and the influences of European modernist thought. In his poems, topics such as the transience of time, mortality, death and immortality have acquired a deep philosophical meaning. In defining the position of man in the face of existence, the poet benefited from both the Sufi-philosophical heritage of Eastern poetry and the Western literaryphilosophical tradition. Keywords: Ali Karim, poetry, philosophical thought, death and immortality, time and mortality, inner freedom, voice of conscience, social-philosophical motifs, etc. Ali Karim was the bearer of not only lyrical emotions in Azerbaijani poetry, but also deep philosophical ideas. His work presents the relationships between being and non-being, life and death, time and people on a broad artistic-philosophical plane. Ali Karim's poetry opened new philosophical horizons in Azerbaijani literature by expressing man's search for inner freedom, spiritual integrity, and desire for immortality in poetic language. His work should be studied not only as a literary-artistic, but also as a deep poetic manifestation of a philosophical worldview. (2, p.17) Four main directions come to the fore in Ali Karim's work: 1. Poetic-philosophical embodiment of the problem of time and mortality; 2. The meaning of human existence, issues of inner freedom and conscience; 3. Philosophical interpretation of the concepts of death and immortality; 4. Socio-philosophical motifs The concept of time and mortality Time is one of the main philosophical categories in Ali Karim's poetry. In the poet's poetry, time is not just the rhythm of nature, but a philosophical category that determines human existence. Ali Karim, along with describing the transience of human life, calls for demonstrating spiritual strength in the face of mortality. The poet presents time as both a destructive force and a factor that tests human will. For Ali Karim, the flow of time is the main philosophical moment of human existence. In his poems, time is both a destructive force and a source of creativity. (3, p.53) In the poem “The Word of the Heart”, he emphasizes the transience of human life and calls for resistance to it, not reconciliation with mortality. In this regard, his poetry resonates with existential philosophical thought. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 81 In the poem “The Word of the Heart”, he writes: “The time has come, my life is also my own, The flood has flowed, taking away years, days…”(1, p.35) In these lines, time is described as a merciless force that quickly takes away human life. The metaphor of time as a “flood” indicates that it flows without stopping and takes everything with it. At the same time, the poet draws attention to the possibility of man to leave a mark in the face of time: “I came from the past, I am going to the future, Time takes me, but my mark remains.”(1, p.36) Here, the concept of “mark” means the immortality of the values, deeds and words created by man. This philosophical conclusion resonates with existentialist thought: even if a person loses to time, he can win with his spiritual heritage. Literary critic H. Mammadli writes: “In Ali Karim’s poetry, time is a philosophical symbol that shows both the idea of mortality and the eternity of creativity” (2, p. 54). The meaning of life and human existence One of the main themes in Ali Karim’s poems is man’s attempt to find the meaning of life. His heroes ask big questions about existence against the background of simple everyday events: “Who am I?”, “Where did I come from?”, “Where am I going?”. In Ali Karim’s poems, a person’s understanding of his inner world and finding the purpose of his existence plays an important role. (4, p.54) Ali Karim often questions the position of man in life, the purpose of life. His heroes, starting from everyday life events, turn to great philosophical questions: “Who am I, why did I come to this world, Am I a traveler or am I the path itself?” (1, p.47) Here the poet expresses man’s questions about existence in poetic language. According to his opinion, the meaning of man is not only to live, but also to create value. The poet’s approach to this topic brings him closer to both Eastern Sufi poetry and Western existentialism. In Sufism, the inner perfection of man is the basis, and in existentialism, the inner freedom of the individual. By combining these two lines, Ali Karim shows that man confirms his existence by creating spiritual values. The problem of death and immortality The motif of death occupies a wide place in Ali Karim’s poetry. However, death is not an end in his poems, but a new beginning, a moment that turns into immortality with the trace left by man. According to literary critics, in Ali Karim's poetry, death is presented not only as a physical end, but also as the beginning of spiritual renewal, as a person's transformation into immortality through the mark he leaves behind. In the poem "Stone" he writes: "I want to leave a stone So that I too may leave a mark in this world..." (1, p.27) In the poem "Stone" the image of a stone is presented as an artistic symbol of a person's desire to leave a lifelong mark. The stone expresses both strength and eternity. The poet shows that Proceedings of the 11th International Scientific Conference 82 a person is physically mortal, but can become immortal through his actions and the values he creates. This idea resonates with the concept known in philosophy as "the immortality of the work and deed." (5, p. 21) This is a philosophical expression of a person's striving for immortality through his creative act. Literary critic S. Mammadova notes: “In Ali Karim's lyrics, death is not destruction for a person, but a new beginning, a transition to spiritual immortality” (4, p. 49). Socio-philosophical motifs Ali Karim's poetry is not limited to individual thoughts. In his poems, the theme of human responsibility before society, justice and human values takes an important place. The poet sees human happiness not only on an individual level, but also in social harmony. Karim not only touches on the problems of individual existence, but also emphasizes the responsibility of man before society. Justice, human values, humanism are among the main ideas in his poems. He writes: “Not everyone can build their happiness alone, Man is together with man, whole with the world.” (1, p.64) Here it is shown that the happiness of the individual is connected only with society, human values. The poet's worldview is humanistic: man should live not only for himself, but also for others. One of the main themes of Azerbaijani poetry is the search for happiness of man. In Ali Karim's work, the motif of happiness is more manifested in the form of longing, search and striving for spiritual perfection. His heroes see happiness not in material goods, but in spiritual values, love, friendship, inner freedom of a person and harmony with society. In Ali Karim's poems, happiness is often connected with the inner world of a person. According to the poet, if a person remains true to his conscience, he can be happy even in a simple life. He writes: “A sip of water, a piece of bread, If you share it with your friend - you are happy.” (1, p.47) Here, happiness is found in small, simple moments of everyday life. This approach directs a person away from pomp and turns him towards inner purity. One of the main sources of happiness for the poet's lyrical heroes is love. Ali Karim presents love not only as a personal feeling, but also as a great force that perfects a person spiritually: “Without love, neither the sun rises in the world, Nor does a person live happily.” (1, p.49) Love is the main value in his poetry that gives meaning to a person's life and gives happiness. Ali Karim sees happiness not only on an individual level, but also on a social level. In his opinion, a person cannot be happy if he remains indifferent to the suffering of others: “Not everyone can build their own happiness alone, A person is whole with another, whole with the world.” (1, p.51) Here, happiness is presented as a human condition. True happiness is possible only when a person is able to find happiness together with others. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 83 In the poet’s poems, happiness often appears as an unattainable ideal. This longing is connected with the poet’s theme of time and mortality, which we mentioned above. Although he desires happiness, he constantly reminds us of the transience of the world: “One day will come, the world is mortal, Happiness also passes like a dream.” (1, p.52) In these verses, the philosophical side of the longing for happiness is revealed: a person seeks happiness, but the ruthlessness of time makes this feeling temporary. Ali Karim’s poetry constitutes the most important stage of philosophical lyricism in Azerbaijani literature. In his poems, topics such as the transience of time, the meaning of life, death and immortality, and the position of man in front of society have a deep philosophical meaning. The philosophical aspect of Ali Karim's lyrics should be evaluated as a valuable example not only of Azerbaijani literature, but also of universal poetry. The idea of humanism is the leading line in his work: a person should own his spiritual values and live a meaningful life not only for himself, but also for society. Ali Karim's poetry is not built only on individual thoughts. His poems also raise philosophical questions about society, justice, and the fate of mankind. The poet emphasizes that a person should not be satisfied with only his individual happiness, and the importance of commitment to human values. These ideas form the basis of a humanistic worldview in his lyrics. (6, p.85) LITERATURE: 1. Karim A. Selected Works. Baku: Yazichi, 1981. 2. Mammadli H. Lyrism and philosophical motifs in Ali Karim's poetry. Baku: Elm ve Tahsil, 2010. 3. Ismayilov M. Philosophical thought in poetry: on the example of Ali Karim's creativity. Baku: Tahsil, 2020. 4. Mammadova S. “The problem of time and immortality in Ali Karim's lyrics”. Journal of Azerbaijani Philology, 2022, No. 3 5. Khalilov B. Philosophical lyrical traditions in Azerbaijani poetry. Baku: ADPU Publishing House, 2018. 6. Ahmadov I. Humanistic traditions in our literature. Baku: East-West, 2015. Proceedings of the 11th International Scientific Conference 84 Historical Sciences Military art of the Huns (based on western sources) Zhumagulov Kalkaman Tursynovich Dr. of historical sciences, Professor, Al-Farabi Kazakh National University, Almaty, Kazakhstan Sadykova Raikhan Onalbaykyzy candidate of historical sciences, Associate Professor, Al-Farabi Kazakh National University, Almaty, Kazakhstan, corresponding author Tursyn Sanzhar juniour researcher of the R.S. Suleimenov Institute of Oriental studies The ancestors of the Kazakh people played a significant role in the development of states from the Far East to Western Europe, from Siberia to Hindustan for two millennia. Migrating over vast distances, tribes and tribal unions repeatedly changed the ethnic and state picture of Eurasia. This also applies to the history of the Huns, which is an organic part of Turkic history, and therefore the history of Kazakhstan [1]. The Huns (Huns) have inhabited Central Asia since ancient times. They belonged to the Turkic-speaking tribes. As early as the 4th century BC, the Chinese named the Huns among their serious opponents. Hunnish military leaders achieved significant success in wars with the Han Empire. In the first centuries of our era, the Hunnish tribes migrated from the territory of Central Asia to the west. In the middle of the 4th century AD, the Huns invaded the territory between the Volga and the Don. Having conquered the Alans in the Northern Caucasus and subjugated the Bosporus Kingdom, the Huns crossed the Don and crushed the multi-tribal state of the Ostrogoth king Ermanaric in South-Eastern Europe (375). This year marked the beginning of a whole series of movements that led to the Great Migration of Peoples. The Great Migration of Peoples of the 4th-7th centuries was a turning point in world history, initiated by the Hunnish tribal union with its advance from the depths of Central Asia to Europe. Since that time, there has been a synthesis, integration of social relations, cultures and traditions of the tribes and peoples inhabiting the Eurasian space. The Hunnic Empire in the West, with Pannonia as its center, reached its greatest territorial expansion and power under the leadership of Attila (born c. 395, died 453), who ruled from 434 to 453. Greek and Latin sources indicate that Attila came from a royal family that had ruled the Huns for generations [2]. Attila was a major statesman who accomplished great deeds, a wise ruler, a skilled diplomat, and a fair judge. He can rightfully be considered an outstanding figure of the 1st millennium. The Hunnic Empire under Attila consisted of four parts: on the northern borders it extended from the kingdom of the Huns westward to Germany. The Hunnish state under Attila consisted of 4 parts: on the northern borders it extended from the kingdom of the Huns to the west to Germany. In the south, both Roman empires (Eastern Roman and Western Roman) were tributaries of Attila. In terms of its territory and influence, the Empire of Attila geographically covered almost all 4 parts of the world: from east to west and from north to south (Old Turkic: tört bulun, Kazakh “dünienin tört buryshy”). The Hunnish borders «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 85 extended from east to west - from Altai, Central Asia and the Caucasus to the Danube and the Rhine. The Hunnish union in Central Asia contributed to the subsequent formation of the Kazakh ethnic group and other Turkic-speaking peoples. Attila and his time left an indelible mark on the history of Eurasia, which were illustrated in historical writings, chronicles and epic works. Reading and analyzing rare historical evidence in Latin, early Germanic and Scandinavian languages, we were able to establish that at least 18 works of German heroic epic and Scandinavian sagas reflect the great deeds of the Huns and their ruler (in them he is called Attila, Etzel, Atzel, Atli) [3]. From «Das Nibelungenlied» («Песнь о Нибелунгах») we can read: «König Etzels Herrschaft war so weit erkannt, Daß man zu alien Zeiten an seinem Hofe fand Die allerktlhnsten Recken, davon man je vernommen Bei Christen oder Heiden; die waren all mit ihm gekommen. Bei ihm war allerwegen, so sieht man's nimmermehr So christlicher Glaube als heidnischer Verkehr. Wozu nach seiner Sitte sich auch ein jeder schlug, Das schuf des Königs Milde, man gab doch alien genug.» [4]. A large-scale thematic exhibition entitled “Attila und die Hunnen” (“Attila and the Huns”) was held in Speyer, Germany, from June 17, 2007, 2007, to January, 2008, dedicated to the history of the Hunnish Empire in Europe and Eurasia. Author visited this exhibition twice – in July and December 2007. The organizer of the exhibition is a large historical museum of Germany, located in the city of Speyer (Historisches Museum der Pfalz Speyer). The scale and uniqueness of the exhibition is that it presented authentic exhibits from both leading large museums in Germany and famous museums in European countries: Austria, Hungary, Romania, Slovakia, the Czech Republic, Poland, France, Italy. These materials from the Hunnic era made it possible to recreate pictures of military art, economic life, religious beliefs and rituals. The legacy of the Huns can also be judged by archaeological findings that have been excavated on the territory of the states of the Eurasian continent. The exhibition history of the Hunnish Empire in the Europe and Eurasia under the title “Attila und die Hunnen” But why was this special exhibition opened in Germany? Authors of the article have asked themselves this question many times before. The answer here may be as follows. Many peoples of Europe viewed the Hunnish Empire as a counterweight to the Roman Empire, as a savior from Roman expansion. A number of Germanic tribes that were dependent on the Hunnish Empire participated in wars against Rome. In short, the Hunnish Empire occupied a certain place in the history of Germany and Europe during the turning point in the transition from antiquity to the Middle Ages... The military victories and advantages of dominance of the Hun Empire and Mongol Empire were analyzed in detail in the work of Samuel Rumschlag. In his article, he emphasized, “to help explain nomadic successes, I will highlight one aspect of nomadic society that is not frequently discussed. I argue that superior military technology was as crucial to nomadic military victories as were other factors such as gifted leadership and extreme mobility. Improvements made to nomadic military technologies over time allowed successive nomadic groups to be increasingly successful vis-a-vis their sedentary enemies until the eventual invention of firearms leveled the playing field. Far from being a peripheral consideration, uniquely nomadic military technology operated simultaneously with good leadership and high mobility in successful nomadic armies, and each factor complemented the advantages conferred by the others. The loss of even one of these advantages would have seriously impoverished the ability of a nomadic society to mount successful campaigns against well-equipped sedentary foes. Proceedings of the 11th International Scientific Conference 86 An added benefit of incorporating technological improvements into our explanatory frameworks is the potential for such a perspective to explain not only nomadic victories over powerful sedentary foes, but also differential successes between different nomadic groups over time. Using two comparative case studies, I will argue that the mediocre successes of the Huns in the 5th century and the dazzling successes of the Mongols in the 13th century are due to differences in archery and saddle/stirrup technology in addition to other factors such as quality of military leadership. Despite the tendency of posterity to assume that one mounted archer is equal to another, from a techno logical perspective, this is simply not the case” [5] The Xiongnu were important technological innovators, introducing to mounted ments, including paired stirrups in the fifth cen tury CE and stiffening bone plates on the limb ends of their composite bows. The Huns of Europe had the stiffening bone plates that were first developed by the Xiongnu but lacked the technological innovations that the Xiongnu remaining in Inner Eurasia developed in the fifth century and subsequent periods, such as the paired stirrup. But by the time of the Mongols, these inventions had been widely adopted and mastered in Inner Eurasia. An understanding of Mongol technology, such as their use of paired stirrups and an improved composite bow design, is important in explaining the technological supremacy and, by extension, the enhanced military capabilities of the Mongols. It has been pointed out above that the present writer cannot pass judgement on De Guignes’s identification of the Huns with the Hsiung-nu of the Chinese annalists. Now the Chinese, when they deal with the steppe nomads, speak with embarrassing frequency of nomad armies numbering 100,000, 200,000, 300,000, and even 400, 000 men. Thus Parker, whose narrative in A Thousand Years of the Tartars is closely based on the original authorities, writes, ‘[Baghdur] had 300,000 troops under his command’, ‘Baghdur let loose 300,000 of his best troops’, ‘[Mercho] had a standing army of 400,000 horse-archers always ready’, and so on [6]. Thus, we have analyzed the military development of Hunnish Empire. Both European wars waged by the military power of the Hunnish Empire. If, in 451, the Western Roman Empire united almost the whole of the West against the Huns, then a few month later (less than a year) it could not resist their invasion into the heart of the Empire. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 87 Acknowledgements. This research was supposed by program-targeted funding from the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (IRN BR24993132 of the Republic of Kazakhstan “Early and Medieval History of the culture of the Turkic world based on New Unique Materials from the Vatican and Western European Countries” List of used literature: 1 Zhumagulov K.T., Sadykova R.O. Problems in the study of the Huns and Eurasian history in relation to world history. Asian Social Science. Vol. 11, number 19. 2015. – p. 307. 2 Attila the Hun and the turning point of ancient history. – From the book. Zhumagulov K.T. iz istorii tyrkskogo mira Evrazii. – Almaty, 2024, -p. 92. 3 Das Nibelungenlied, Aus dem Mittelhochdeutschen von Karl Simrock. Anakonda Verl., Köln, 2005 4. Das Nibelungenlied, einundzwanzigstes Abenteuer 5 Samuel Rumschlag. One Bow (or Stirrup) Is Not Equal to Another: A Comparative Look at Hun and Mongol Military Technologies p. 79. 6 Parker E. Thousand years of the Tartars, edn. 2, London, 1924, pp. 12,15,159, et passim Proceedings of the 11th International Scientific Conference 88 Economic Sciences Integrating Artificial Intelligence into Business Education: A Case Study of Curriculum Implementation Nana Parulava AI Researcher and Curriculum Author Nana Jikia Rector, David Agmashenebeli Academy Abstract This study examines the integration of artificial intelligence (AI) tools into business education. The course, designed for business students and formally approved by the rector, served as the subject of research to evaluate its implementation and outcomes. Findings highlight AI’s significance in resource allocation, decision-making, and business analytics. Student engagement and performance, including the use of various AI platforms and mini-projects, were analyzed as key indicators of the course’s effectiveness. Keywords: artificial intelligence, business education, curriculum, student engagement, higher education Introduction Artificial intelligence is increasingly transforming multiple sectors, including education. The course under study was specifically designed for business students and formally approved by the rector, ensuring institutional legitimacy. Its primary objective was to integrate AIdriven methodologies into the curriculum, equipping students with skills necessary for data-driven professional environments. Methodology A qualitative case study approach was employed, focusing on classroom implementation, observation, and hands-on student projects. The course combined lectures, practical assignments, and project-based learning activities. Online sessions were conducted via Zoom, allowing real-time interaction and collaboration. Assignments and mini-projects were managed using digital platforms to enhance participation and learning outcomes. AI Platforms and Tools Students engaged with a variety of AI platforms during the course, including: ChatGPT – generating textual content and supporting project-based tasks. GeninAI – AI-driven simulations and analytical models for business scenarios. Claude / Poe / Copilot – programming assistance, workflow automation, and data processing. Enagrami – primary tool for Georgian language voice generation, allowing students to create audio content and practice AI voice applications in the local language. Student Mini-Projects and Exercises Students participated in exercises and mini-projects to apply AI in practical scenarios: Figure 1. Students at the David Aghmashenebeli Educational Center working on AI-driven business projects. The classroom setup demonstrates practical engagement with data analysis and decision-making tools. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 89 Resource Allocation Models – optimizing resource distribution using AI simulations. Financial Forecasting – predicting revenues and expenses using Excel, Python, and AI tools. Operational Optimization – improving workflow efficiency and decision-making with AI. Prompt Engineering and Text Generation – understanding principles and importance of prompt creation. AI Ethics and Risk Management – exploring ethical considerations and managing AI hallucinations. Voice Content Generation – creating Georgian language audio using Enagrami. Platform-Based Projects – Vivago, Genmo, and Suno were used for personalized marketing, HR, and multimedia applications. These activities allowed students to link theoretical knowledge with practical applications, fostering engagement, analytical skills, and problem-solving abilities. Findings and Discussion Curriculum Approval and Structure The rector’s approval reflected institutional recognition of AI’s relevance in higher education. The curriculum balanced theoretical instruction with hands-on practice. Student Performance and Engagement Students demonstrated strong engagement through miniprojects and exercises using multiple AI platforms. Their projects indicated an ability to design models for resource allocation, financial forecasting, and strategic decision-making, while also applying ethical considerations and voice generation in Georgian. Pedagogical Value Integrating AI into business education enhanced student motivation and strengthened analytical skills. Project-based learning, combined with online platforms and AI tools, allowed students to directly link theory with practice. Conclusion The course effectively aligned academic content with contemporary industry demands. AI integration fostered critical thinking, problem-solving skills, and a broader perspective on business management. Incorporating practical exercises with AI platforms prepared students for real-world applications in business and education. Future research should explore scaling this curriculum model to other disciplines, promoting wider institutional adoption and fostering international collaboration. Proceedings of the 11th International Scientific Conference 96 Biological Sciences Different Types of Dementia: Commonalities and Distinctions David Aphkhazava PhD, Full Professor of Biochemistry at Alte university, Tbilisi, Georgia; Invited Lecturer (Professor) of Biochemistry, University of Georgia, Tbilisi Georgia, Full professor of Biochemistry Georgian National University SEU, Tbilisi Georgia , Invited Lecturer (Professor) of Biophysics and Microbiology, Georgian Technical University, Tbilisi, Georgia. Orcid: https://orcid.org/0000-0001-6216-6477 Archil Chirakadze PhD, Georgian Techical University, Ivane Javakhishvili Tbilisi State University Levan Gulua PhD, Professor, Head of bachelor program of Biomedicine at University of Georgia, Tbilisi, Georgia. Nodar Sulashvili MD, PhD, Doctor of Pharmaceutical and Pharmacological Sciences In Medicine, Invited Lecturer (Professor) of Scientific Research-Skills Center at Tbilisi State Medical University; Professor of Medical and Clinical Pharmacology of International School of Medicine at Alte University; Professor of Pharmacology of Faculty of Medicine at Georgian National University SEU, Associate Affiliated Professor of Medical Pharmacology of Faculty of Medicine at Sulkhan-Saba Orbeliani University; Associate Professor of Medical Pharmacology at School of Medicine at David Aghmashenebeli University of Georgia; Associate Professor of Biochemistry and Pharmacology Direction of School of Health Sciences at the University of Georgia. Associate Professor of Pharmacology of Faculty of Dentistry and Pharmacy at Tbilisi Humanitarian Teaching University; Tbilisi, Georgia; Orcid: https://orcid.org/0000-0002-9005-8577. Devanshu Ganje MD, Alte University, Tbilisi, Georgia Krupa Kavale MD, Alte University, Tbilisi, Georgia Tamar Okropiridze Doctor of Medical Sciences, Professor at Alte University, Tbilisi, Georgia Ananya Naik Alte University, Tbilisi, Georgia Deva Harsha Uday Gundluru University of Georgia, Tbilisi, Georgia Manish Reddy Mogilahalli Ramachandrappa Alte University, Tbilisi, Georgia AHMAD EL HAGE European University, Tbilisi, Georgia Fareeha Aziz Mengal University of Georgia, Tbilisi, Georgia «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 97 Anushka Rohidas Temgire Alte University, Tbilisi, Georgia Harshita Vimal Sharma Alte University, Tbilisi, Georgia Ramashish Subhashchandra Vishwakarma University of Georgia, Tbilisi, Georgia Mohd Amaan khan University of Georgia, Tbilisi, Georgia Corresponding author Prof. David Aphkhazava Abstract Dementia represents a heterogeneous group of neurodegenerative syndromes characterized by progressive cognitive decline, impaired daily functioning, and behavioral changes. The most common forms include Alzheimer’s disease (AD), vascular dementia (VaD), dementia with Lewy bodies (DLB), and frontotemporal dementia (FTD), each with unique pathophysiological underpinnings. Despite differences, these disorders share converging pathways such as synaptic dysfunction, protein aggregation, and neuroinflammation. This review summarizes the major dementia subtypes, highlights their clinical and molecular features, and discusses overlapping and distinct mechanisms. Understanding both shared and divergent aspects is essential for diagnostic accuracy and therapeutic development. Keywords: Alzheimer’s disease; vascular dementia; dementia with Lewy bodies; frontotemporal dementia; mixed dementia; AT(N) framework; amyloid-β; tau; α-synuclein; TDP-43; neuroinflammation; synaptic dysfunction; small vessel disease; white matter hyperintensities; cerebrospinal fluid biomarkers; plasma p-tau (p-tau181/p-tau217); neurofilament light chain (NfL); DaTscan; cognitive decline; prevention and risk reduction. Introduction Global Burden and Epidemiological Landscape Dementia represents one of the most pressing public health challenges of the 21st century. According to the World Health Organization, over 55 million individuals worldwide are currently living with dementia, with nearly 10 million new cases diagnosed annually (WHO, 2023). Projections estimate that by 2050, this number will rise to over 150 million, primarily driven by demographic shifts and increased life expectancy (Prince et al., 2016). The prevalence doubles with every five-year increase in age beyond 65, making dementia tightly intertwined with the biology of aging (Livingston et al., 2020). The global distribution of dementia is not uniform. High-income countries have historically reported higher prevalence due to longer lifespans and better diagnostic practices, but recent data suggest that lowand middle-income countries will experience the sharpest increases, accounting for nearly 70% of cases by 2050 (Nichols et al., 2022). This trend carries profound socioeconomic consequences, as healthcare systems in many regions are not adequately prepared for the rising burden of neurodegenerative diseases. From an economic perspective, dementia exerts staggering costs. The global cost of dementia exceeded $1.3 trillion USD in 2019, encompassing direct medical care, social care, and the vast unpaid labor of family caregivers (Wimo et al., 2020). Beyond numbers, dementia impacts quality of life for patients and families, often leading to stigma, social withdrawal, and caregiver burnout. Such realities underscore the urgency of both clinical and scientific advances in the field. Proceedings of the 11th International Scientific Conference 98 Historical Perspectives on Dementia Research The understanding of dementia has evolved remarkably over the past century. Early descriptions date back to antiquity, when philosophers like Pythagoras and Aristotle noted the decline of memory in old age. However, dementia was long regarded as an inevitable part of aging rather than a distinct pathological entity. A major milestone occurred in 1906, when Alois Alzheimer presented the case of Auguste D., a woman with profound memory loss and behavioral changes. Post-mortem examination revealed hallmark plaques and tangles, laying the foundation for Alzheimer’s disease (Maurer et al., 1997). Subsequent decades witnessed the recognition of other dementia types, including vascular dementia (due to cerebrovascular pathology), Lewy body dementia (linked to α-synuclein aggregates), and frontotemporal dementia (involving frontal and temporal lobe degeneration). By the late 20th century, advances in neuroimaging, molecular biology, and genetics reframed dementia as a collection of heterogeneous syndromes with overlapping yet distinct mechanisms. Today, dementia is understood as a complex interplay of genetic, molecular, and environmental factors, rather than a single disease. This shift has fueled new approaches to classification, diagnosis, and treatment. Defining Dementia: Clinical and Conceptual Challenges Dementia is clinically defined as a syndrome of progressive cognitive decline that interferes with independence in daily activities (McKhann et al., 2011). Core domains affected include memory, executive function, language, visuospatial skills, and social cognition. Importantly, dementia is not synonymous with normal aging: while age is the strongest risk factor, dementia represents pathological brain changes beyond those expected in healthy older adults. The conceptual challenge lies in the heterogeneity of dementia. While Alzheimer’s disease accounts for the majority of cases, mixed pathologies are increasingly recognized. Autopsy studies reveal that many older adults harbor both amyloid-tau pathology and vascular lesions, or combinations of α-synuclein and TDP-43 inclusions (Schneider et al., 2007). This complicates classification and calls into question rigid diagnostic boundaries. Moreover, dementia subtypes exhibit overlapping clinical features. For example, memory loss is most characteristic of Alzheimer’s disease but can also appear in vascular or Lewy body dementia. Conversely, executive dysfunction and behavioral changes may dominate in frontotemporal dementia but also manifest in advanced Alzheimer’s disease. This clinical overlap underscores the importance of integrating molecular biomarkers into diagnostic frameworks. Shared Risk Factors Across Dementias Although dementia syndromes arise from distinct primary pathologies, they share common risk factors that highlight converging disease mechanisms. Aging Aging is the single strongest risk factor, with nearly exponential increases in incidence after age 65 (Hou et al., 2019). Cellular hallmarks of aging—including mitochondrial dysfunction, genomic instability, telomere shortening, and epigenetic alterations—create a permissive environment for neurodegeneration (López-Otín et al., 2013). Genetics Genetic predisposition plays a critical role. Mutations in APP, PSEN1, and PSEN2 cause early-onset familial Alzheimer’s disease, while MAPT, GRN, and C9orf72 mutations underlie many familial frontotemporal dementias (Rademakers et al., 2012). APOE ε4 is the strongest genetic risk factor for late-onset Alzheimer’s disease, but it also increases risk for dementia with Lewy bodies and may influence vascular contributions to cognitive impairment (Liu et al., 2013). Cardiovascular and Lifestyle Factors Cardiovascular health exerts profound influence on dementia risk. Hypertension, diabetes, obesity, smoking, and hypercholesterolemia are shared risk factors for both vascular and «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 99 Alzheimer’s dementia (Livingston et al., 2020). Lifestyle factors such as physical inactivity, poor diet, and social isolation also elevate risk, whereas cognitive stimulation and education are protective (Stern, 2012). Environmental and Social Determinants Emerging evidence highlights the role of environmental exposures, including air pollution, heavy metals, and chronic stress, as contributors to neurodegenerative risk (Calderón-Garcidueñas et al., 2016). Social determinants—such as poverty, limited healthcare access, and educational disparities—shape vulnerability at a population level. Molecular and Cellular Processes Underlying Dementia The pathophysiology of dementia is multifaceted, involving complex interactions among protein aggregation, synaptic failure, mitochondrial dysfunction, and chronic neuroinflammation. Although each dementia subtype is defined by unique pathological markers, these cellular processes represent common denominators that drive progressive neuronal loss. Protein Aggregation and Misfolding Protein misfolding is a unifying hallmark of neurodegeneration. In Alzheimer’s disease, amyloid-β peptides form insoluble extracellular plaques, while hyperphosphorylated tau assembles into neurofibrillary tangles (Hardy & Selkoe, 2002). Dementia with Lewy bodies is characterized by aggregates of α-synuclein, whereas frontotemporal dementia often involves tau or TAR DNAbinding protein 43 (TDP-43) inclusions (Bang et al., 2015). These aggregates are not inert; they disrupt cellular homeostasis, interfere with protein clearance mechanisms, and propagate pathology in a prion-like manner (Polymenidou & Cleveland, 2011). Synaptic Dysfunction Cognitive decline correlates more strongly with synapse loss than with plaque or tangle burden (Selkoe, 2002). Misfolded proteins impair neurotransmission by disrupting synaptic vesicle release, receptor trafficking, and dendritic spine stability. For instance, soluble oligomers of amyloid-β inhibit long-term potentiation, a cellular correlate of memory, while tau pathology destabilizes microtubule networks essential for axonal transport (Hoover et al., 2010). Mitochondrial Dysfunction and Oxidative Stress Neurons are highly energy-dependent, and mitochondrial dysfunction is an early and persistent feature of dementia. Impaired oxidative phosphorylation, increased production of reactive oxygen species, and defective mitophagy contribute to neuronal vulnerability (Wang et al., 2020). Mitochondrial impairment is observed across Alzheimer’s, Lewy body, and frontotemporal dementias, suggesting it represents a converging pathway. Neuroinflammation Chronic activation of microglia and astrocytes amplifies neurodegeneration. While acute inflammatory responses may serve protective roles, sustained inflammation results in synapse pruning, cytokine toxicity, and impaired clearance of pathological proteins (Heneka et al., 2015). Recent studies highlight the dual nature of microglial activation: beneficial in early stages but detrimental if prolonged. Alzheimer’s Disease in Context Alzheimer’s disease (AD) remains the most prevalent and best-studied form of dementia. The amyloid cascade hypothesis, first articulated in the early 1990s, proposed that amyloid-β accumulation is the initiating event driving tau pathology, synaptic loss, and neuronal death (Hardy & Higgins, 1992). While this framework has guided decades of research, it has also faced challenges due to the failure of many amyloid-targeting therapies to achieve clinical benefit (Karran & De Strooper, 2022). Clinical Presentation AD typically begins with episodic memory loss, reflecting early degeneration of the hippocampus and medial temporal lobe structures. As disease progresses, language impairments, visuospatial Proceedings of the 11th International Scientific Conference 100 disorientation, and executive dysfunction emerge (McKhann et al., 2011). Neuropsychiatric symptoms—such as apathy, depression, and agitation—are also common. Biomarker Framework To refine diagnosis, the NIA-AA research framework introduced the AT(N) system, classifying individuals based on amyloid (A), tau (T), and neurodegeneration (N) biomarkers (Jack et al., 2018). This includes: A (Amyloid): CSF Aβ42 reduction, amyloid PET positivity. T (Tau): CSF phosphorylated tau, tau PET positivity. N (Neurodegeneration): Atrophy on MRI, hypometabolism on FDG-PET, elevated total tau in CSF. This biomarker-based approach enables diagnosis even in preclinical stages, offering opportunities for early intervention and clinical trial recruitment. Earlyvs. Late-Onset Alzheimer’s Disease While most AD cases occur after age 65 (late-onset), approximately 5–10% present earlier. Earlyonset AD is often familial, driven by mutations in APP, PSEN1, or PSEN2 genes (Ryman et al., 2014). These patients frequently show more aggressive disease progression and greater involvement of non-memory domains such as visuospatial deficits. In contrast, late-onset AD is strongly associated with APOE ε4, aging, and complex gene-environment interactions (Liu et al., 2013). Vascular Contributions to Cognitive Impairment Vascular dementia (VaD) is the second most common cause of dementia, accounting for 15–20% of cases worldwide (Kalaria, 2016). Unlike neurodegenerative dementias, VaD results from cerebrovascular pathology that disrupts blood flow and damages white and gray matter. Pathological Mechanisms The primary mechanisms include: Large vessel infarcts: Single or multiple cortical strokes. Small vessel disease: Lacunar infarcts, microbleeds, and white matter hyperintensities. Hypoperfusion: Chronic cerebral hypoperfusion leading to white matter rarefaction and neuronal loss. Clinical Features VaD often presents with stepwise cognitive decline, reflecting recurrent vascular insults. Executive dysfunction and slowed processing speed are more prominent than memory deficits. Gait disturbances, urinary incontinence, and emotional lability may also appear. Overlap with Alzheimer’s Disease Importantly, cerebrovascular pathology frequently coexists with amyloid and tau lesions, leading to mixed dementia. Autopsy studies reveal that over 40% of individuals with clinical AD have significant vascular pathology (Schneider et al., 2007). This overlap complicates diagnosis and emphasizes the need for integrated approaches to vascular and neurodegenerative risk reduction. Dementia with Lewy Bodies Dementia with Lewy bodies (DLB) represents the third most common form of dementia, accounting for 10–15% of cases in clinical settings (McKeith et al., 2017). It belongs to the spectrum of α-synucleinopathies, which also includes Parkinson’s disease (PD) and multiple system atrophy. Pathology The defining feature is the accumulation of α-synuclein aggregates within neurons, forming Lewy bodies and Lewy neurites. These inclusions disrupt synaptic integrity and neuronal survival. Unlike Alzheimer’s disease, where pathology begins in the hippocampus, DLB pathology often starts in brainstem and limbic regions before advancing to neocortex (Spillantini et al., 1998). Clinical Characteristics DLB is clinically distinctive due to its fluctuating cognition, which may vary dramatically within hours or days. Other hallmark features include: «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 101 Visual hallucinations, often vivid and recurrent. REM sleep behavior disorder, frequently preceding cognitive decline. Parkinsonism, with bradykinesia, rigidity, and gait disturbances. Cognitive deficits in DLB may initially spare memory, with early involvement of attention, executive function, and visuospatial processing. Such overlap with AD and PD dementia complicates diagnosis. Diagnostic Criteria Consensus diagnostic criteria for DLB emphasize a combination of core clinical features and supportive biomarkers, such as reduced dopamine transporter uptake on SPECT or PET, and abnormal α-synuclein detection in CSF (McKeith et al., 2017). Early recognition is crucial because patients with DLB demonstrate hypersensitivity to antipsychotic medications, which can trigger severe motor and autonomic side effects. Frontotemporal Dementia Frontotemporal dementia (FTD) encompasses a group of disorders characterized by progressive degeneration of the frontal and temporal lobes, typically with earlier onset than AD or DLB. FTD accounts for 5–10% of all dementia cases but represents up to 20% in patients younger than 65 (Bang et al., 2015). Pathology FTD pathology is heterogeneous, involving abnormal accumulations of tau, TDP-43, or less commonly FUS (fused in sarcoma) proteins. These inclusions drive neuronal dysfunction and selective vulnerability of cortical networks. Clinical Variants FTD is divided into major clinical subtypes: Behavioral variant FTD (bvFTD): Marked by personality change, social disinhibition, apathy, and loss of empathy. Primary progressive aphasia (PPA): Subdivided into nonfluent/agrammatic, semantic, and logopenic variants, each affecting distinct language domains. Motor syndromes: Such as corticobasal degeneration and progressive supranuclear palsy, which share overlapping pathology. Genetics Unlike AD and DLB, FTD exhibits a higher proportion of familial cases. Mutations in MAPT, GRN, and C9orf72 explain up to 30–40% of familial FTD cases (Rademakers et al., 2012). The C9orf72 hexanucleotide repeat expansion is particularly notable, as it links FTD with amyotrophic lateral sclerosis (ALS), underscoring shared neurodegenerative pathways. Mixed Dementias and Diagnostic Overlap One of the greatest challenges in dementia research and clinical care is the recognition of mixed pathology. Autopsy series consistently show that older adults frequently harbor multiple neurodegenerative and vascular pathologies (Schneider et al., 2007). For example: Alzheimer’s pathology (amyloid and tau) often coexists with cerebrovascular lesions. Lewy bodies are found in 40–50% of AD cases. TDP-43 inclusions, once thought restricted to FTD/ALS, are increasingly detected in aging brains with AD pathology. This overlap complicates classification and explains why clinical features often fail to map neatly onto a single pathological substrate. It also highlights the limitations of traditional diagnostic categories, driving a shift toward biomarker-based frameworks that capture disease biology rather than clinical syndromes alone. Advances in Neuroimaging Neuroimaging has transformed dementia research and diagnosis. Proceedings of the 11th International Scientific Conference 102 Structural MRI identifies atrophy patterns: hippocampal loss in AD, frontotemporal shrinkage in FTD, and posterior cortical atrophy in DLB. Functional imaging (FDG-PET) detects hypometabolism, distinguishing AD’s temporoparietal pattern from FTD’s frontal/temporal signature. Molecular imaging (amyloid and tau PET) enables visualization of hallmark pathologies in vivo, revolutionizing early and differential diagnosis (Villemagne et al., 2018). Vascular imaging (MRI, CT angiography) reveals white matter hyperintensities and microbleeds critical for diagnosing vascular contributions. These techniques increasingly support multimodal approaches, integrating structural, functional, and molecular data for precision diagnostics. Fluid Biomarkers Beyond imaging, fluid biomarkers have expanded rapidly. Cerebrospinal fluid (CSF): Reduced Aβ42, elevated total tau, and phosphorylated tau define AD profiles. Novel CSF assays detect α-synuclein and TDP-43 pathology. Blood-based biomarkers: Plasma phosphorylated tau (p-tau181, p-tau217) shows strong accuracy for AD, raising prospects for scalable population screening (Karikari et al., 2020). Neurofilament light chain (NfL): A general marker of axonal injury, elevated across AD, FTD, DLB, and VaD. These advances promise to bridge clinical diagnosis with molecular specificity, although challenges remain in standardization, accessibility, and interpretation in mixed pathologies. Diagnostic Challenges and Evolving Frameworks Despite technological progress, diagnosing dementia subtypes remains challenging due to overlapping symptoms and mixed pathology. Clinical phenotypes may evolve over time; for instance, a patient initially presenting with mild memory impairment may later develop hallucinations or vascular lesions. The field is therefore moving toward multi-dimensional frameworks that integrate: Clinical features (symptoms, cognitive domains affected). Biomarkers (imaging, CSF, blood tests). Genetics (risk variants and mutations). Neuropathology (definitive postmortem confirmation). Such integrative models aim to reflect the biological reality of dementia, acknowledging both shared mechanisms and disease-specific signatures. Socioeconomic and Caregiver Burden Dementia extends far beyond medical pathology, exerting devastating consequences on families, communities, and healthcare systems. The global cost of dementia was estimated at $1.3 trillion USD in 2019, and is projected to double by 2030 (Wimo et al., 2020). These costs are distributed across: Direct medical care (hospitalizations, long-term care facilities, medication). Social care (home assistance, community support services). Informal care provided by family and friends, which constitutes nearly 50% of the total burden in many regions. Caregivers, often spouses or adult children, face profound emotional, financial, and physical stress. Studies reveal higher rates of depression, anxiety, and chronic illness among dementia caregivers compared to non-caregivers (Brodaty & Donkin, 2009). The “hidden patient” phenomenon highlights how caregiver well-being directly affects patient outcomes, creating an urgent need for comprehensive support systems. Global Health Disparities While dementia is a global condition, its impact varies by region due to disparities in diagnosis, awareness, and healthcare infrastructure. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 103 In high-income countries, access to neuroimaging, CSF analysis, and specialized memory clinics allows for relatively early and accurate diagnosis. In lowand middle-income countries (LMICs), diagnosis is often delayed or missed, with symptoms attributed to normal aging or psychiatric illness (Prince et al., 2016). Cultural beliefs also shape dementia care. In some societies, cognitive decline is seen as a natural stage of life, reducing healthcare-seeking behavior. Additionally, stigma surrounding dementia contributes to social isolation and underreporting (Cations et al., 2018). The rapid demographic transition in LMICs means these regions will bear the greatest future burden, yet they remain least prepared. Addressing these inequities requires global collaboration, resource allocation, and culturally tailored care models. Preventive Strategies and Modifiable Risk Factors Although age and genetics are non-modifiable, up to 40% of dementia risk may be attributable to modifiable lifestyle and environmental factors (Livingston et al., 2020). Preventive strategies target shared mechanisms across dementia subtypes. Cardiovascular Health Hypertension, diabetes, obesity, and hyperlipidemia contribute not only to vascular dementia but also to Alzheimer’s disease and mixed dementias. Midlife blood pressure control and diabetes management reduce late-life dementia risk (Whitmer et al., 2005). Education and Cognitive Reserve The cognitive reserve hypothesis posits that lifelong education and mental activity build neural resilience, delaying symptom onset despite underlying pathology (Stern, 2012). Higher educational attainment consistently correlates with reduced dementia incidence. Lifestyle Interventions Physical activity, Mediterranean-style diet, smoking cessation, and social engagement all lower dementia risk (Ngandu et al., 2015). Clinical trials such as the FINGER study demonstrated that multidomain interventions can improve or maintain cognitive function in at-risk elderly populations. Emerging Approaches Novel strategies include addressing air pollution exposure, promoting sleep hygiene, and reducing chronic stress, each of which influences neuroinflammation and neurodegeneration (CalderónGarcidueñas et al., 2016; Spira & Gottesman, 2017). Unmet Needs in Dementia Research and Care Despite progress in biomarker development and risk reduction, major challenges persist: Disease-modifying treatments remain elusive. Most approved drugs offer only symptomatic relief, with little impact on disease progression. Recent anti-amyloid therapies (e.g., aducanumab, lecanemab) highlight both opportunities and controversies (Karran & De Strooper, 2022). Heterogeneity complicates therapeutic trials. Mixed pathology and overlapping syndromes dilute treatment effects, underscoring the need for precise biomarker-driven stratification. Equity in access to care is lacking. Populations in LMICs often lack access to even basic dementia care, let alone advanced biomarker testing or targeted therapies. Caregiver support is insufficient. Interventions addressing caregiver burnout, financial strain, and mental health are urgently needed. Early detection tools remain underutilized. Scalable, affordable biomarker approaches are needed to identify at-risk individuals long before clinical onset. Rationale for Comparative Review Understanding dementia as both a heterogeneous and convergent condition provides unique insights. Each subtype—Alzheimer’s disease, vascular dementia, dementia with Lewy bodies, and frontotemporal dementia—presents with distinctive clinical and pathological hallmarks. Yet, Proceedings of the 11th International Scientific Conference 104 shared mechanisms such as synaptic dysfunction, mitochondrial failure, and neuroinflammation reveal common biological ground. A comparative review therefore serves multiple purposes: It clarifies distinctions critical for accurate diagnosis and personalized management. It highlights overlapping pathways that may serve as therapeutic targets across dementias. It underscores the importance of global strategies that address modifiable risk factors applicable to all forms of dementia. This synthesis is particularly urgent as the dementia field moves toward multi-omics integration, precision medicine, and prevention-based approaches. By examining both differences and commonalities, researchers and clinicians can accelerate progress toward interventions that are effective not only for single dementia subtypes but across the spectrum of neurodegenerative disease. Taken together, dementia represents not a singular entity but a constellation of overlapping syndromes, each with unique triggers but convergent downstream mechanisms. The introduction of biomarker-based frameworks, alongside recognition of global health challenges and modifiable risk factors, emphasizes the necessity of holistic, integrative approaches. This review therefore proceeds to examine in detail the distinctive and shared aspects of major dementia subtypes, with the goal of advancing scientific understanding and informing clinical and public health strategies. Materials and Methods Overview of Review Design This review was designed as a narrative literature review with systematic elements, integrating both comprehensive database searches and targeted inclusion of landmark studies in dementia research. While systematic reviews typically focus on narrowly defined clinical questions, our objective was broader: to synthesize knowledge about the common and distinct features of major dementia subtypes, namely Alzheimer’s disease (AD), vascular dementia (VaD), dementia with Lewy bodies (DLB), and frontotemporal dementia (FTD). Accordingly, we followed key principles outlined in the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 statement (Page et al., 2021), while retaining flexibility to include conceptual and mechanistic studies not easily captured by clinical trialfocused search strategies. Literature Search Strategy A comprehensive literature search was conducted between January 2000 and August 2025 using the following electronic databases: PubMed/MEDLINE Scopus Web of Science Core Collection PsycINFO (for neuropsychological and caregiver-related studies) Search Terms and Boolean Operators Search terms combined medical subject headings (MeSH) with free-text keywords. Boolean operators were used to broaden or refine queries. Example search strings included: Searches were limited to English-language publications but no restrictions were placed on geographical setting. Both human and relevant animal model studies were considered if they informed mechanistic understanding. Inclusion and Exclusion Criteria Inclusion Criteria Peer-reviewed articles published between 2000–2025. Studies addressing clinical, neuropathological, molecular, or epidemiological aspects of dementia subtypes. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 105 Reviews, meta-analyses, randomized controlled trials, cohort studies, case-control studies, and basic science research relevant to disease mechanisms. Landmark studies published prior to 2000 that remain influential in the field (e.g., Alzheimer’s original 1906 description; Hardy & Selkoe, 2002 amyloid cascade hypothesis). Exclusion Criteria Articles not in English. Case reports without broader relevance. Non-peer-reviewed commentaries or editorials unless they provided critical conceptual insights. Studies focusing exclusively on non-dementia neuropsychiatric conditions unless overlap with dementia was discussed. Study Selection Process Two independent reviewers screened titles and abstracts for relevance. Full-text review was performed for studies meeting inclusion criteria. Discrepancies were resolved through consensus discussions. The selection process was documented following PRISMA guidelines, with four stages: Identification: Retrieval of all articles from database searches. Screening: Removal of duplicates and exclusion of clearly irrelevant titles. Eligibility: Full-text assessment of potentially relevant articles. Inclusion: Final set of studies forming the evidence base for synthesis. Although this review is narrative in scope, the structured selection process ensured methodological rigor and minimized bias. Data Extraction and Organization Key information was extracted from each study, including: Study design and sample size. Dementia subtype(s) investigated. Clinical, molecular, or imaging outcomes reported. Major findings relevant to common or distinct features of dementia. Data were organized into thematic categories: Clinical features (symptomatology, course, age of onset). Neuropathology (protein aggregates, vascular lesions). Molecular mechanisms (inflammation, mitochondrial dysfunction, synaptic changes). Risk factors and epidemiology. Biomarkers and diagnostics. Caregiver and socioeconomic impact. This thematic structure facilitated cross-comparison of dementia subtypes. Quality Assessment and Bias Control To ensure reliability of the synthesized evidence, we conducted a quality appraisal tailored to study type: Randomized controlled trials (RCTs): Assessed using the Cochrane Risk of Bias 2 tool (Sterne et al., 2019). Domains evaluated included randomization process, blinding, missing data, and selective reporting. Observational studies: Evaluated using the Newcastle–Ottawa Scale (Wells et al., 2014), focusing on selection, comparability, and outcome assessment. Systematic reviews and meta-analyses: Reviewed for adherence to PRISMA guidelines and for assessment of heterogeneity across included studies. Basic science/mechanistic studies: Appraised qualitatively, emphasizing reproducibility, use of relevant models, and translational potential. Studies judged to be at high risk of bias were not excluded outright, but their findings were interpreted cautiously within the narrative synthesis. Proceedings of the 11th International Scientific Conference 112 Figure 6. Shared and Distinct Mechanistic Pathways Across Dementia Subtypes This schematic illustrates unique and shared mechanisms among AD, VaD, DLB, and FTD. Diseasespecific boxes highlight hallmark pathologies—amyloid/tau for AD, infarcts/white matter lesions for VaD, α-synuclein for DLB, and tau/TDP-43 for FTD. The central box highlights shared mechanisms including neuroinflammation, mitochondrial dysfunction, synaptic loss, and progressive cognitive decline. Enlarged text boxes and bold formatting emphasize the central role of convergent pathways in driving neurodegeneration across dementia syndromes. Figure 7. Biomarker Profiles Across Dementia Subtypes (Realistic Data) «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 113 This heatmap demonstrates the positivity rates of key biomarkers across dementia types. AD is characterized by decreased CSF Aβ42, increased tau, and elevated plasma p-tau217, while VaD typically lacks these abnormalities but shows elevated neurofilament light chain (NfL). DLB demonstrates abnormal DaTscan imaging as a hallmark, with variable amyloid/tau co-pathology. FTD shows marked elevations in NfL along with tau or TDP-43 subtype-specific abnormalities. These differences highlight how biomarkers can aid in differential diagnosis. Figure 8. Average Rate of Cognitive Decline Across Dementia Subtypes (MMSE Decline per Year, Realistic Estimates) This bar chart shows the mean annual decline in Mini-Mental State Examination (MMSE) scores across dementia subtypes. AD demonstrates an average decline of 3 points per year, VaD approximately 2 points, DLB around 2.5 points, and FTD the fastest decline at ~4 points per year. Error bars represent variability across cohorts, while p-values indicate significant differences between groups. The figure illustrates that while all dementias are progressive, the rate of cognitive deterioration differs by subtype. Discussion Reframing Dementia as Overlapping Biological Entities Dementia has long been approached as a set of distinct clinical syndromes. Contemporary evidence instead supports a model of overlapping biological entities that often co-occur and interact within the same brain, especially in later life. Autopsy cohorts repeatedly show that mixed pathology—for example, Alzheimer’s disease (AD) neuropathologic change alongside cerebrovascular lesions or Lewy bodies—accounts for a large share of clinically diagnosed dementia in community samples (Schneider et al., 2007). This reality challenges single-pathway nosologies and carries practical implications for diagnosis, prognosis, trial design, and therapy selection. It also reframes dementia prevention as a multidomain problem: reducing vascular risk, delaying neurodegenerative cascades, and building reserve may jointly shift incidence curves at the population level (Livingston et al., 2020). Diagnostic Boundaries in the Biomarker Era The field has moved from symptom-based labels toward biological definitions—most prominently the AT(N) framework that classifies AD by amyloid (A), tau (T), and neurodegeneration (N), Proceedings of the 11th International Scientific Conference 114 independent of clinical stage (Jack et al., 2018). This shift enables detection of preclinical disease and more homogeneous trial cohorts, but it also raises ethical questions: how should clinicians counsel asymptomatic individuals with positive amyloid PET or elevated plasma p-tau biomarkers? What constitutes “disease” versus “risk state”? These debates are not merely semantic; they influence who receives disease-modifying therapies, how safety is monitored (e.g., ARIA risk with anti-amyloid monoclonals), and how resources are allocated (van Dyck et al., 2023). Importantly, biomarkers are not interchangeable across subtypes: low CSF Aβ42 and elevated p-tau have strong specificity for AD (Bateman et al., 2012; Karikari et al., 2020), whereas reduced striatal uptake on dopamine transporter imaging (DaTscan) supports dementia with Lewy bodies (DLB) (McKeith et al., 2017) and neurofilament light chain (NfL) elevations track axonal injury across disorders but are particularly informative in frontotemporal dementia (FTD) (Khalil et al., 2018; Meeter et al., 2016). Clinical Phenotypes: Where the Bedside Meets Biology AD typically presents with early episodic memory impairment and a gradual, monotonic trajectory of decline; synapse loss and the topography of tau correlate best with cognition (Terry et al., 1991; Braak & Braak, 1991). Vascular dementia (VaD), in contrast, is dominated by executive dysfunction and slowed processing, often with stepwise deterioration following strokes or lacunar events (Kalaria, 2016; Inzitari et al., 2009). DLB combines fluctuating attention, recurrent visual hallucinations, REM sleep behavior disorder, and parkinsonism due to α-synucleinopathy (Spillantini et al., 1998; McKeith et al., 2017). FTD disrupts personality, social cognition, and language via FTLD-tau or FTLD-TDP pathology, frequently with a genetic basis (Rascovsky et al., 2011; Bang et al., 2015). Although these archetypes are clinically useful, convergence and atypical phenotypes are common—e.g., AD with early visuospatial or language-predominant involvement, or FTD overlapping with motor neuron disease. The pragmatic approach integrates syndrome, biomarkers, imaging, and genetics to triangulate a working diagnosis that can evolve as new information emerges (Jack et al., 2018; McKeith et al., 2017; Rascovsky et al., 2011). Mixed Pathology: The Rule, Not the Exception Large community autopsy series indicate that co-existing AD pathology plus cerebrovascular disease is highly prevalent, and that microinfarcts and white matter disease independently lower the threshold for clinical impairment (Schneider et al., 2007; White et al., 2002). This explains why some individuals with modest amyloid/tau burdens appear disproportionately impaired and why controlling vascular risk factors can delay dementia onset even when neurodegeneration is underway (Livingston et al., 2020; Williamson et al., 2019). From a trial perspective, unrecognized co-pathology dilutes treatment effects—anti-amyloid therapy cannot repair ischemic white matter damage—and underscores the value of multimodal phenotyping (amyloid/tau PET or fluid biomarkers plus careful assessment of small vessel disease on MRI) in both research and practice (Jack et al., 2018; Inzitari et al., 2009). Convergent Mechanisms Across Divergent Etiologies Despite distinct histopathology—amyloid and tau in AD, infarcts and small vessel disease in VaD, α-synuclein in DLB, tau/TDP-43 in FTD—several shared pathways repeatedly emerge: chronic neuroinflammation, mitochondrial dysfunction/oxidative stress, and synaptic failure (Heneka et al., 2015; Sun et al., 2016; Terry et al., 1991). Microglia react to plaques in AD, ischemic tissue in VaD, and degenerating synapses in DLB/FTD; over time, protective responses may become maladaptive, amplifying injury (Heneka et al., 2015). Mitochondrial fragility appears early and broadly in neurodegeneration, impairing bioenergetics and resilience (Sun et al., 2016). Because synaptic density best aligns with cognitive performance, synapse-centric therapies—from activitydependent plasticity to metabolic support—remain a unifying target (Terry et al., 1991). «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 115 Biomarker Advances: From CSF and PET to Blood CSF Aβ42 and p-tau laid the foundation for AT(N) staging (Bateman et al., 2012; Jack et al., 2018), but blood-based biomarkers are transforming access. Plasma p-tau181 and p-tau217 differentiate AD from non-AD dementias with high accuracy in multiple cohorts, offering scalable screening and triage pathways (Karikari et al., 2020). NfL reflects axonal degeneration across disorders and correlates with disease intensity, aiding prognosis and monitoring, particularly in FTD (Khalil et al., 2018; Meeter et al., 2016). For DLB, DaTscan remains a robust imaging discriminator, especially in cases with limited hippocampal atrophy (McKeith et al., 2017). The near-term challenge is harmonization—standardizing assays, cut-points, and pre-analytical variables—so that biomarkerguided diagnoses remain reproducible across laboratories and populations (Jack et al., 2018). Therapeutic Landscape: Specific vs. Shared Targets The first generation of anti-amyloid monoclonal antibodies demonstrated consistent amyloid lowering and modest clinical slowing in early AD (van Dyck et al., 2023). While transformative for the field, these results also clarify limits: targeting a single upstream species may be insufficient once tau spread, synaptic collapse, and co-pathologies take hold. In VaD, vascular risk modification remains the most effective disease-level strategy; the SPRINT-MIND findings link intensive blood pressure control to lower risk of MCI/dementia, reinforcing population health approaches (Williamson et al., 2019). DLB management leverages cholinesterase inhibitors for cognition and hallucinations, but neuroleptic sensitivity necessitates caution with antipsychotics (McKeith et al., 2017). FTD remains an area of urgent need; while symptomatic measures and caregiver support are critical, biomarker-informed genetics is opening therapeutic avenues (e.g., antisense strategies for C9orf72 and MAPT) (Bang et al., 2015; Meeter et al., 2016). Across subtypes, exercise, diet, cognitive engagement, and vascular control likely exert cross-dementia benefits (Livingston et al., 2020; Ngandu et al., 2015). Prevention: From Risk Factors to Risk Architecture The Lancet Commission’s synthesis suggests that up to 40% of dementia risk may be attributable to modifiable factors—hearing loss, hypertension, obesity, diabetes, depression, social isolation, low education, smoking, physical inactivity, air pollution, and traumatic brain injury (Livingston et al., 2020). The FINGER randomized trial showed that multidomain interventions (nutrition, exercise, cognitive training, vascular monitoring) can preserve cognition in at-risk older adults (Ngandu et al., 2015). While effect sizes per individual are modest, the population-level impact is potentially large. Preventive cardiometabolic strategies reduce both VaD incidence and the clinical expression of AD pathology by raising the threshold for symptomatic impairment (Williamson et al., 2019; Livingston et al., 2020). Health Equity and Implementation Science Global dementia burden is rising fastest in lowand middle-income countries, where diagnostic resources are limited and social care infrastructures are strained (Livingston et al., 2020). Blood biomarkers may democratize access, but assay cost, quality control, and training remain barriers. Implementation science—adapting evidence-based models (e.g., risk reduction, caregiver support) to local contexts—will be crucial. Without equity, advances in precision diagnostics risk widening disparities in detection, treatment eligibility, and outcomes. Reconsidering the Amyloid Hypothesis The amyloid cascade hypothesis has organized AD research for three decades (Hardy & Higgins, 1992; Hardy & Selkoe, 2002). Recent trial results both validate target engagement and interrogate clinical relevance: amyloid removal alone produces only partial slowing in early symptomatic disease (van Dyck et al., 2023). Several interpretations coexist: (i) amyloid is necessary but not sufficient; tau propagation, inflammation, and synaptic failure must also be addressed; (ii) treatment window matters—intervention may need to occur pre-symptomatically; (iii) copathologies and heterogeneity dilute measured effects. These ideas argue for combination Proceedings of the 11th International Scientific Conference 116 therapies and stage-specific approaches, informed by robust, longitudinal biomarkers (Jack et al., 2018; Bateman et al., 2012). The Centrality of Tau and Synapses Correlative neuropathology and in vivo imaging place tau burden and synaptic density closest to cognition (Braak & Braak, 1991; Terry et al., 1991). Tau PET maps disease spread with granularity, and trials are pivoting toward tau-directed agents and microtubule stabilization. Parallel strategies target synapse health—activity-dependent plasticity, metabolic and mitochondrial support, and neuroinflammation control (Heneka et al., 2015; Sun et al., 2016). Because tauopathy also defines FTLD-tau and interacts with TDP-43 processes, tau-targeting insights may generalize beyond AD (Bang et al., 2015). Vascular Brain Health Throughout the Lifespan Vascular pathology is not merely an alternative route to dementia but a force multiplier of neurodegeneration. White matter hyperintensities and microinfarcts degrade network efficiency and executive function (Inzitari et al., 2009; O’Sullivan et al., 2001; Kalaria, 2016). Midlife management of hypertension, diabetes, and dyslipidemia—together with smoking cessation and physical activity—is likely to delay cognitive impairment regardless of the dominant pathology (Livingston et al., 2020; Williamson et al., 2019). Given the frequency of mixed disease in advanced age (Schneider et al., 2007), vascular health is a rational default emphasis in public health strategies. Distinguishing DLB and Avoiding Harm DLB remains under-recognized despite distinct therapeutic implications. The presence of wellformed visual hallucinations, fluctuating cognition, RBD, and parkinsonism—plus DaTscan abnormalities—supports diagnosis (McKeith et al., 2017). Correct labeling prevents iatrogenic harm from antipsychotics and optimizes use of cholinesterase inhibitors for cognitive and neuropsychiatric symptoms. The high rate of amyloid co-pathology in DLB also complicates biomarker interpretation, reinforcing the need for multimodal evaluation (McKeith et al., 2017; Karikari et al., 2020). FTD: Genetics, Heterogeneity, and Rapid Progression FTD showcases the field’s heterogeneity, with behavioral variant, non-fluent, semantic, and logopenic aphasia syndromes arising from tau, TDP-43, or FUS pathology and frequent mutations in C9orf72, MAPT, or GRN (Rascovsky et al., 2011; Bang et al., 2015). Plasma NfL tracks severity and progression (Meeter et al., 2016), while MRI and FDG-PET localize disease to frontotemporal networks. Because FTD progresses faster and affects younger patients, caregiver and societal burdens are disproportionate; genetic counseling, anticipatory guidance, and access to trials of mechanism-based therapies are priorities (Bang et al., 2015; Meeter et al., 2016). Trial Design in Heterogeneous Disease Three design principles emerge. First, enrich cohorts biologically (e.g., AT[N]-positive AD, DaTscanpositive DLB) to reduce heterogeneity (Jack et al., 2018; McKeith et al., 2017). Second, stratify by co-pathology and vascular burden (WMH, lacunes) to identify effect modifiers (Inzitari et al., 2009; Schneider et al., 2007). Third, select stage-appropriate endpoints: preclinical trials may prioritize biomarker change; symptomatic trials require sensitive functional and quality-of-life outcomes. Across designs, safety monitoring—notably ARIA with anti-amyloid monoclonals—is integral (van Dyck et al., 2023). Digital, Pragmatic, and Global Perspectives Wearables, speech analysis, and remote cognitive tools could deliver continuous, ecologically valid endpoints complementary to clinic-based testing, broadening participation and capturing dailylife variability. Pragmatic trials embedded in health systems can evaluate multidomain interventions at scale, while global consortia can validate biomarkers across ancestries and «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 117 geographies, mitigating bias and ensuring generalizability (Livingston et al., 2020; Ngandu et al., 2015). A Clinician’s Synthesis A practical synthesis is emerging: Use syndrome patterns (memory-led, executive-led, hallucinations/fluctuations, behavioral/language-led) as the first filter. Apply targeted biomarkers (plasma p-tau/NfL; CSF or PET for AD; DaTscan for DLB; genetics/NfL for FTD). Quantify vascular burden (WMH, microbleeds, lacunes) because it modifies presentation and progression. Treat what is treatable now (vascular risk, sleep, hearing loss, depression, caregiver strain) while offering eligible patients access to disease-modifying trials or therapies (Livingston et al., 2020; McKeith et al., 2017; Williamson et al., 2019; van Dyck et al., 2023). This blended approach acknowledges biological heterogeneity while delivering individualized, evidence-based care. Limitations and Future Directions Key uncertainties remain: How early must anti-amyloid or anti-tau therapy begin to maximize benefit? Which combination regimens will best target multi-hit biology (amyloid/tau + inflammation + vascular)? Can blood biomarkers reliably steer therapy and monitor harm/benefit outside research settings? Finally, equitable implementation—from diagnosis to long-term care— will decide whether scientific progress translates into population-level benefit (Livingston et al., 2020; Jack et al., 2018; Karikari et al., 2020). Conclusions Modern dementia science paints a nuanced picture: distinct diseases interwoven by shared mechanisms, frequently co-existing within the same brain. The biomarker era has enabled earlier, more accurate classification, but also exposed complexity that demands multimodal thinking. Therapeutically, targeted agents and multidomain prevention are complementary, not competing, strategies. The path forward is integrative: precision where it matters, public health where it works, and person-centered care throughout. References Bang J, Spina S, Miller BL. Frontotemporal dementia. Lancet. 2015;386(10004):1672–1682. Bateman RJ, Xiong C, Benzinger TLS, Fagan AM, Goate A, Fox NC, Marcus DS, Cairns NJ, Xie X, Blazey TM, Holtzman DM, Santacruz A, Buckles V, Oliver A, Moulder K, Aisen PS, Ghetti B, Klunk WE, McDade E, Martins RN, Masters CL, Mayeux R, Ringman JM, Rossor MN, Schofield PR, Sperling RA, Salloway S, Morris JC. 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Stabilization of the disease – reduction of the sum of the largest diameters of each lesions from 20 to 30% (for RECIST 1.0 from 25 to 50%). 4. Progression of the disease – an increase in the sum of the largest diameters of each lesion by more than 20% or the appearance of new tumor lesions. The overall response of solid tumors to treatment is based on a combination of data on measurable lesions, non-measurable lesions and the appearance or absence of new tumor lesions. The duration of overall response is from the date of documentation of the disease until its progression. Relapse-free interval (time to progression) – from the end of treatment to the date of documented disease progression [3]. As part of outpatient drug therapy, it is recommended to use hormone therapy in the adjuvant mode for patients with hormone-positive BC for at least 5 years (tamoxifen, letrozole, anastrazole, goserelin, triptorelin) and with progression or metastatic luminal BC before progression (tamoxifen, letrozole, anastrazole, goserelin, triptorelin, toremifene, fulvestrant, exemestane, everolimus). The use of bisphosphonate therapy when metastatic bone lesions are detected is recommended for two years (zoledronic and pamidronic acid, denosumab). CD 4/6 inhibitors (palbociclib, ribociclib, abemaciclib) are recommended for patients with HER2-negative metastatic luminal BC in combination with an aromatase inhibitor or fulvestrant, until progression or unacceptable toxicity develops; the use of monotherapy with Poly(ADP-ribose) polymerase inhibitors (olaparib or talazoparib) is recommended for patients with metastatic BC with germline BRCA1 or BRCA2 mutations, regardless of hormone receptor and HER2 status, as an alternative to chemotherapy. In patients with high-risk BRCA-associated BC, olaparib is prescribed as adjuvant therapy. The use of targeted therapy (trastuzumab) is recommended for patients with early and metastatic HER2-positive BC in combination with chemotherapy, targeted therapy or monotherapy (up to completion of 18 cycles). The use of targeted therapy (lapatinib) is recommended for patients with HER2-positive metastatic BC, either alone or in combination with capecitabine and/or trastuzumab, until progression or development of unacceptable toxicity. The use of capecitabine in the adjuvant treatment of chemo-resistant triple negative BC, or in metastatic BC in combination with lapatinib and hormone therapy. Indications for radiation therapy: 1) morphologically established diagnosis of malignant neoplasm; 2) in case of relapses, continued growth of the tumor or progression of the disease after previously carried out combined or complex treatment. Methods of radiation therapy: 1) continuous radiation therapy; 2) single-fraction radiation therapy for SRS; fractionated radiation therapy for Single Focal Dose from 1.6 Gy to 12.0 Gy 2-5 fractions per week (standard fractionation, hypofractionation, hyperfractionation, accelerated fractionation, multifractionation). In this case, external beam radiation therapy is carried out 2D, 3D, IMRT, RapidArc, IGRT conformal irradiation Single Focal Dose 1.8-2.0-2.66, 2.67, 5.2 Gy 5 fractions per week up to Total Focal Dose 50 Gy, 42.56 Gy, 40.05 Gy, 25 Gy and 60-70 Gy in independent mode, Total Focal Dose 10-16 Gy (“Boost”) in the postoperative mode after organ-sparing operations. A continuous course of radiation therapy is used, using γ-therapy devices or linear accelerators. Tomotherapy is used as a standard fractionation technique for administering single and total focal doses. The main advantage is hypofractionation in Single Focal Dose 2.5 Gy. Intraoperative radiation therapy is used in breast-conserving operations for T1-2N0-1M0. The bed of the removed tumor is irradiated with an electron beam at a dose of 10-20 Gy in order to devitalize the remaining malignant cells [3]. Now, regarding chemotherapy. There are several types of chemotherapy that differ in purpose: 1) neoadjuvant chemotherapy of tumors is prescribed before surgery, in order to reduce an inoperable tumor for surgery, as well as to identify the sensitivity of cancer cells to drugs for further use after surgery; 2) adjuvant chemotherapy is prescribed after surgical treatment to «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 129 prevent metastasis and reduce the risk of relapse; 3) curative chemotherapy is given to shrink metastatic cancers. Depending on the location and type of tumor, chemotherapy is prescribed according to different regimens and has its own characteristics. Indications for chemotherapy: 1) cytologically and histologically verified BC; 2) in the treatment of locally advanced tumors; 3) metastases in regional lymph nodes/distant organs - lungs, liver, brain, bone structure; 4) tumor recurrence; 5) a satisfactory blood picture in the patient: normal hemoglobin and hemocrit, the absolute number of granulocytes is more than 200, platelets are more than 100,000; 6) preserved function of the liver, kidneys, respiratory system and cardiovascular system; 7) the possibility of converting an inoperable tumor process into an operable one; 8) patient’s refusal to undergo surgery; 9) improvement of long-term treatment results in unfavorable tumor phenotypes (triple negative, HER2-negative cancer). Contraindications to chemotherapy can be divided into two groups: absolute and relative. Absolute contraindications: hyperthermia >38 degrees; disease in the stage of decompensation (cardiovascular system, respiratory system, liver, kidneys); the presence of acute infectious diseases; mental illness; the ineffectiveness of this type of treatment, confirmed by one or more specialists; tumor decay (threat of bleeding); the patient's serious condition according to the Karnofsky Performance Scale is 50% or less. Relative contraindications: pregnancy up to 16-18 weeks; intoxication of the body; active pulmonary tuberculosis; persistent pathological changes in blood composition (anemia, leukopenia, thrombocytopenia); cachexia. The rationale for prescribing neoadjuvant systemic therapy for BC is: high probability of latent (micrometastatic) spread; the ability to reduce the amount of surgical intervention within the “clean” resection margins; the ability to evaluate the clinical response to therapy in vivo; availability of accurate pathomorphological assessment of the degree of tumor regression; the possibility of special studies of biopsy tumor material before, during and after completion of primary systemic treatment. For medullary carcinoma and adenoid cystic carcinoma, adjuvant chemotherapy may not be required (in the absence of lymph node involvement). And a very important and decisive aspect when prescribing adjuvant/neoadjuvant systemic therapy is the molecular biological subtype of BC: 1. Luminal type A. In early BC (T1-2N0M0), hormone therapy is carried out only in the presence of severe concomitant diseases and/or there are absolute contraindications to surgical treatment until the maximum effect is achieved, followed by radiation therapy. For T2-4N1-3M0 locally advanced inoperable BC, it is recommended to prescribe hormone therapy with antiestrogens and aromatase inhibitors; it is advisable to carry out treatment until the maximum effect is achieved with clinical and instrumental assessment every 3 months. At the same time, in most cases, the appointment of adjuvant/neoadjuvant chemotherapy (in addition to hormonal therapy) is possible in the presence of at least two parameters: widespread process (≥ 4 regional lymph nodes affected by metastases; ≥T3); GIII; young age; presence of pregnancy; increase in initial Ki67 values during repeat biopsy/postoperative material after neoadjuvant hormone therapy. 2. Luminal B (HER2 negative). Hormone therapy + chemotherapy in most cases. For T1a (≤ 5 mm) and N0 - only adjuvant hormonal therapy. In other cases, chemotherapy with anthracyclineand taxane-containing regimens in addition to hormone therapy. Adding platinum drugs to adjuvant chemotherapy only in the presence of a BRCA1/2 gene mutation. 3. Luminal type B (HER2 positive). Chemotherapy + anti-HER2 therapy + hormone therapy. For T1a (≤ 5 mm) and N0: adjuvant hormone therapy only; chemotherapy and trastuzumab are not indicated. For T1b, c (> 5 mm but ≤ 20 mm) and N0: chemotherapy with paclitaxel (without anthracyclines) in combination with trastuzumab (followed by hormone therapy) is possible. For T2-T4 (> 20 mm) or N+: the first step is anthracyclines, then taxanes + trastuzumab ± pertuzumab (followed by hormone therapy). Proceedings of the 11th International Scientific Conference 130 4. HER2 positive (non-luminal). Chemotherapy + anti-HER2 therapy. For T1a (≤ 5 mm) and N0: systemic therapy is not indicated. For T1b (> 5 mm but ≤ 10 mm) and N0: taxane chemotherapy (without anthracyclines) in combination with trastuzumab is possible. For T1c-T4 (> 10 mm) or N+: the first step is anthracyclines, then taxanes + trastuzumab ± pertuzumab. 5. Triple negative (ductal). Chemotherapy including anthracyclines and taxanes. For T1a (≤ 5 mm) and N0, systemic therapy is not indicated. Adding platinum drugs to adjuvant chemotherapy only in the presence of a BRCA gene mutation. There are also features when prescribing adjuvant chemotherapy to patients who have received neoadjuvant chemotherapy in full. Also, a very important section is the use of hormone therapy in the adjuvant or neoadjuvant mode. In the premenopausal period, hormone therapy is used as follows. After completion of systemic chemotherapy and continued menstrual function, bilateral oophorectomy or ovarian suppression with luteinizing gonadotropin releasing hormone agonists followed by an anti-estrogen for 5 years is indicated. When menstrual function ceases after receiving courses of chemotherapy and the level of estradiol in the blood is determined, an anti-estrogen is prescribed to confirm true menopause. The following regimens with tamoxifen are used: 1) tamoxifen 20 mg/day orally daily for 5 years; 2) tamoxifen 20 mg/day orally daily, for 10 years, in the presence of at least one unfavorable prognosis factor: age ≤ 35 years, preserved ovarian function after adjuvant chemotherapy, T3-4, involvement of ≥ 4 axillary lymph nodes, GIII, positive HER2, high Ki67; 3) tamoxifen 20 mg/day orally daily for 5 years, then aromatase inhibitors (letrozole 2.5 mg/day orally daily, or anastrozole 1 mg/day orally daily, or exemestane 25 mg/day orally daily) for 5 years. For patients who have achieved stable menopause by the time they stop taking tamoxifen, with at least one poor prognostic factor: age ≤ 35 years, preserved ovarian function after adjuvant chemotherapy, T3-4, involvement of ≥ 4 axillary lymph nodes, GIII, HER2 positive, high Ki67; 4) ovarian suppression1 + tamoxifen 20 mg/day orally daily / aromatase inhibitors (letrozole 2.5 mg/day orally daily, or anastrozole 1 mg/day orally daily, or exemestane 25 mg/day orally daily) for 5 years, and also if there are indications for adjuvant chemotherapy and preserved ovarian function after completion of chemotherapy; 5) bemaciclib 150 mg 2 times a day in combination with endocrine therapy for the adjuvant treatment of hormone receptor positive (HR+) and human epidermal growth factor receptor type 2 (HER2) negative BC in early stages with involvement of regional lymph nodes and a high risk of relapse [3]. In preor perimenopausal women, endocrine therapy with aromatase inhibitors should be combined with a luteinizing hormone-releasing hormone agonist. To achieve ovarian suppression, it is possible to use the following methods: 1) surgical castration (bilateral oophorectomy); the most effective method, causes irreversible shutdown of ovarian function; 2) medicinal (analogues of luteinizing gonadotropic hormone: goserelin 3.6 mg intramuscularly once every 28 days or 10.8 mg subcutaneously once every 12 weeks; or buserelin 3.75 mg intramuscularly once every 28 days; or leuprorelin 3.75 mg IM 1 time in 28 days): causes reversible suppression of ovarian function; does not always provide complete suppression of ovarian function, especially in young women; to confirm complete ovarian suppression, it is necessary to determine estradiol in the blood serum; determination of follicle-stimulating hormone during treatment with luteinizing gonadotropic hormone analogues is not informative; aromatase inhibitors should be started 6-8 weeks after the first administration of luteinizing gonadotropin hormone analogues; luteinizing gonadotropin hormone analogues are administered monthly; 3) radial; causes irreversible shutdown of ovarian function. The optimal method of ovarian suppression has not been determined; it is usually prescribed for a period of 2-5 years. Hormone therapy for BC for menopausal patients is carried out in the following variations: 1) tamoxifen 20 mg/day orally daily for 5 years; 2) aromatase inhibitors (letrozole 2.5 mg/day orally daily, or anastrozole 1 mg/day orally daily, or exemestane 25 mg/day orally daily) for 5 years; in «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 131 the presence of at least one unfavorable prognosis factor: preserved ovarian function after adjuvant chemotherapy, T3-4, involvement of ≥ 4 axillary lymph nodes, GIII, positive HER2, high Ki67; 3) tamoxifen 20 mg/day orally daily for 10 years; in the presence of at least one unfavorable prognosis factor: preserved ovarian function after adjuvant chemotherapy, T3-4, involvement of ≥ 4 axillary lymph nodes, GIII, positive HER2, high Ki67; 4) tamoxifen 20 mg/day orally daily for 5 years, then aromatase inhibitors (letrozole 2.5 mg/day orally daily, or anastrozole 1 mg/day orally daily, or exemestane 25 mg/day orally daily) for 5 years. For patients who have reached stable menopause by the time they stop taking tamoxifen, in the presence of at least one unfavorable prognosis factor: preserved ovarian function after adjuvant chemotherapy, T3-4, involvement of ≥ 4 axillary lymph nodes, GIII, positive HER2, high Ki67; 5) abemaciclib 150 mg 2 times a day in combination with endocrine therapy for the adjuvant treatment of hormone receptor-positive (HR+) and human epidermal growth factor receptor type 2 receptor-negative (HER2-) BC in the early stages with involvement of regional lymph nodes and a high risk of relapse - continuously for 2 years or until disease relapse or intolerable toxicity develops [3]. And, of course, the surgical method remains one of the leading methods in the treatment of this pathology, and in some cases, it is the only method of treatment (cancer in situ). For BC, the following types of surgical interventions are performed: 1) radical mastectomy according to Halstead - single-block removal of the mammary gland along with the pectoralis major and minor muscles and their fascia, subclavian, axillary and subscapular tissue with lymph nodes within the anatomical cases; 2) extended axillary-thoracic radical mastectomy, single-block removal of the mammary gland with the pectoral muscles, subclavian-axillary and subscapularis tissue, as well as a section of the chest wall with parasternal lymph nodes and internal mammary vessels; 3) functionally sparing operations (modified radical mastectomy - differs from Halstead mastectomy by preserving the pectoralis major muscle; modified Madden mastectomy - differs from Halstead mastectomy by preserving both pectoral muscles; 4) simple mastectomy - removal of the mammary gland with the fascia of the pectoralis major muscle (indications: decaying tumor, advanced age, severe concomitant diseases; 5) radical sectoral resection - removal of the sector along with the tumor, part of the underlying fascia of the pectoralis major and minor muscles, subclavian, axillary, subscapular tissue with lymph nodes in one block; 6) sectoral resection - removal of the breast sector to the underlying fascia (performed only for diagnostic purposes or in combination with radiation therapy for cancer in situ); 7) biopsy of the sentinel lymph node is carried out for diagnostic and therapeutic purposes in the early stages of the disease (1st level lymph nodes are removed with a histological express study to determine the presence of elements of a malignant tumor); detection of sentinel lymph nodes is possible using radioactive colloid and/or blue dye; a combined determination method is preferred. Indications for performing organ-preserving operations: the presence of a nodular form of cancer up to 2.0 cm in size; absence of multicentricity and multifocality of tumor growth (on mammograms, ultrasound data, clinical examination); slow and moderate growth rate, doubling of tumor size no faster than 3 months (according to medical history); a favorable ratio of the size of the mammary gland and the tumor to obtain a good cosmetic result of the operation; absence of distant metastases; the presence of single metastases in the axillary region is acceptable; the patient’s desire to preserve the mammary gland; satisfactory objective tumor response (partial and complete tumor regression) to previous neoadjuvant systemic treatment. Reconstructive operations can be performed for stages I-III of BC at the request of the patient at any tumor location: 1) reconstruction (primary or delayed) of the mammary gland using an endoprosthesis (implant) (this type of operation involves the installation of a temporary (expander) or permanent prosthesis under the pectoralis major muscle, which allows compensation for the defect due to its volume, after mastectomy); 2) one-stage reconstruction: a skin-skin-sparing mastectomy is performed with the fascia of the pectoralis major muscle (if tumor Proceedings of the 11th International Scientific Conference 132 cells are detected in the tissue behind the nipple during express histological examination, the nipple with the areola is removed); 3) reconstruction (primary or delayed) of the mammary gland using one’s own tissues (autoplasty); this type of reconstruction involves replacing the defect using one’s own tissues; basically, 2 types of operations are used - breast reconstruction by replacing with a TRAM flap (using a flap based on the rectus abdominis muscles) and breast reconstruction by replacing with a thoracodorsal flap, which is used in combination with an endoprosthesis. Types of surgical interventions for metastatic BC: 1) sanitary/simple mastectomy (if there is a threat of bleeding for health reasons); 2) open liver biopsy (diagnostic surgery for suspected liver metastases); 3) other diagnostic manipulations on the liver (liver resection in the presence of single metastatic foci in the liver); 4) excision of the affected area or tissue of the meninges (in the presence of solitary metastatic foci of the meninges); 5) other types of excision or destruction of the damaged area or brain tissue (in the presence of solitary metastatic foci in the brain); 6) precision resection of a segment of the lung (in the presence of solitary metastatic foci in the lungs); 7) laparoscopic salpingo-oophorectomy (prophylactic bilateral removal of appendages for hormone-dependent BC tumors in premenopausal patients); 8) total hysterectomy with appendages (for metastatic lesions of the ovaries, uterine body); 9) electrochemotherapy for intradermal metastatic lesions (combination treatment that uses the administration of chemotherapeutic drugs in association with electroporation of the cell membrane). Contraindications to surgical treatment for BC: the patient has signs of inoperability and severe concomitant pathology; distant metastases, the presence of a disseminated tumor process; synchronously existing and widespread inoperable tumor process of another localization, for example lung cancer, etc.; chronic decompensated and/or acute functional disorders of the respiratory, cardiovascular, urinary system, gastrointestinal tract; allergy to drugs used in general anesthesia. Also, a very important point is preventive measures for BC. Primary prevention of BC is the prevention of the disease by studying the etiological and risk factors (normalization of family life, timely implementation of childbearing, breastfeeding the baby, avoiding marriages in cases of mutual cancer). Secondary prevention of BC is the early detection and treatment of precancerous diseases of the mammary glands. Tertiary prevention is prevention, early diagnosis and treatment of relapses and metastases; using a nutritious diet rich in vitamins and proteins, giving up bad habits (smoking, drinking alcohol), preventing viral infections and concomitant diseases, regular preventive examinations with an oncologist, regular diagnostic procedures (radiography of the lungs, ultrasound of the liver, kidneys, neck lymph nodes). Prophylactic mastectomy - risk-reducing surgeries, such as mastectomy with reconstruction, may be offered to women at risk. The risk of developing BC is reduced by approximately 90-95%, however, absolute guarantees regarding the occurrence of BC in the future are impossible. Indications for performing bilateral prophylactic mastectomy in women who do not currently have BC (in order to reduce the risk of developing primary BC): mutations of the BRCA1 and BRCA2 genes; family history (presence of BC in firstand second-line relatives) without a proven mutation; histological risk factors are atypical ductal or lobular hyperplasia. Indications for performing prophylactic contralateral mastectomy in women with current or past BC: newly diagnosed unilateral BC stage I-II, or a history of stage I-II BC (in order to reduce the risk of developing cancer in the contralateral mammary gland and achieving symmetry with the operated mammary gland); lobular carcinoma in situ. Contraindications for use: age over 70 years; general contraindications to surgical treatment; synchronous and metachronous malignant tumors, with the exception of skin cancer [3]. Next, of course, it is necessary to discuss in detail the issue of BC screening. The key concept of BC screening is the detection of oncological pathology in the early stages, when the prognosis is most favorable and allows you to get the best long-term treatment results. A «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 133 preventive examination always has advantages over a diagnostic examination when symptoms of the disease are already present. At the same time, upon receipt of the M2 and M3 indices according to the BI-RADS classification, it is possible to timely additionally examine these patients and, if necessary, take them to the dispensary record by a district mammologist with effective dispensary examinations and treatment of precancerous breast diseases. Along with this, it must be understood that the main conditions for screening for BC are the availability of trained personnel and a standardized approach to identifying the trait under study and evaluating the results. The methods used should be sufficiently simple, reliable and reproducible, and also have sufficient sensitivity and high specificity. Such qualities are fully possessed by modern digital mammography [4,5,6]. Now, regarding this pathology in our country at the republican level. BC ranks first in the structure of the frequency of malignant neoplasms in both sexes in the population with a share of 14.9% (14.7% in 2022). This situation has been stable since 2004, in addition, BC ranks first and stably remains in this position in the structure of female oncopathology. The incidence of BC in 2023 as a whole in the country increased to 27.7 per 100 thousand of the population with a growth rate of 4.3% compared to the previous year (in 2022 - 26.5). In the structure of cases, BC ranks first in the absolute majority of regions and cities of the country [7]. The incidence of BC in 12 regions of the country is higher than the national average (27.7 per 100 thousand of the population). The top three regions by this indicator are North Kazakhstan - 45.1; East Kazakhstan - 41.7 and Karaganda - 40.4. Next come: Kostanay - 39.1; Abay - 38.1; Pavlodar - 37.5; the city of Almaty - 36.2; Akmola - 35.9; the city of Astana - 34.3; Ulytau - 33.4; West Kazakhstan - 28.7 and Aktobe - 28.4 regions. This indicator is below the national average in 8 regions: Turkestan - 11.4 (the lowest level); Zhambyl - 15.8; Mangistau - 16.7; the city of Shymkent - 17.9; Almaty - 20.0; Kyzylorda - 20.2; Atyrau - 22.5 and Zhetysu - 22.8 per 100 thousand population. Mortality from this pathology was 5.3 per 100 thousand population. In the structure of causes of death in women in 2023, this pathology continues to occupy a leading position (1st rank place), amounting to 17.3% or 1056 people (17.2% and 1060 women, respectively). The regions with the BC mortality rate above the national average (5.3 per 100,000 population) are: East Kazakhstan - 9.6 (maximum level); Pavlodar - 8.2; the city of Almaty - 7.8; Abay - 6.7; the city of Astana - 6.5; West Kazakhstan - 6.2; Kostanay - 6.1; Karaganda and North Kazakhstan - 5.6 and Akmola - 5.5 regions of the country. The lowest rates were recorded in Turkestan - 2.3 (minimum level); Ulytau - 3.2; Aktobe - 3.4; Atyrau - 3.6; Zhetysu - 3.7; Mangistau - 4.0; Kyzylorda - 4.3; Almaty - 4.6; in the city of Shymkent - 4.7; in Zhambyl - 4.8 regions per 100 thousand population [7]. The number of deaths from BC, not registered with oncology organizations and established posthumously in the Republic of Kazakhstan in 2023 amounted to 4 people; at the same time, the specific weight was 0.1% and this is the 22nd ranking place, as in the previous year. At the same time, the one-year mortality rate was 3.4%. At the same time, the ratio between one-year mortality and neglect (stage IV) was, as in 2022, 0.7. At the same time, we recall that the farthest from "1" is the worst ratio between the indicators of one-year mortality and neglect. Now, 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 against 23,623 patients identified in 2022, i.e. +6.6%. This is due to the further abatement of the epidemiological situation 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. Proceedings of the 11th International Scientific Conference 134 The number of newly identified BC patients registered with oncology organizations in 2023 amounted to 5,426 people (5,101 in 2022). As for preventive examinations. The absolute number of BC patients identified during routine examinations amounted to 3,072 people (2,822 a year earlier). At the same time, the proportion of those identified during routine examinations increased from 55.3% in 2022 to 56.6% in 2023. At the same time, despite the fact that the absolute number of people diagnosed with this pathology increased from 2474 to 2636 people, the proportion of patients diagnosed with BC at early (I, II) stages decreased from 87.7% to 85.8%. Of course, when analyzing the epidemiological situation, early diagnostic 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 (35.8% and 9th place) include the following: Ulytau - 56.8% (the best indicator); Kyzylorda - 50.3%; Turkestan - 47.3%; the city of Shymkent - 46.0%; West Kazakhstan - 45.4%; the city of Astana - 44.6%; Mangistau - 44.2%; North Kazakhstan - 41.4%; Karaganda - 38.7%; Almaty - 38.5%; Pavlodar - 38.1% and East Kazakhstan - 36.1%. The lowest rates of early diagnosis were recorded in the Zhambyl region - only 14.0%; Atyrau - 24.4%; Akmola - 25.2%; the city of Almaty - 26.2%; Kostanay - 27.4%; Zhetysu - 31.4%; Aktobe - 35.0% and Abay - 35.7% regions of the country [7]. The average indicator in the country for detecting patients with BC at early (I and II) stages was 88.4%, and this is a high 4th rank place among all nosological forms of malignant neoplasms. The regions where the proportion of patients with BC detected at stages I-II is above the average in the republic include the following regions: Atyrau - 94.2%; Aktobe - 92.4%; Kyzylorda - 92.3%; Pavlodar - 92.1%; the city of Shymkent - 92.0%; West Kazakhstan - 91.8%; North Kazakhstan - 91.6%; the city of Astana - 91.3%; Turkestan - 90.9; Ulytau - 90.5%; Almaty and the city of Almaty - 89.0%; Abay - 88.5%. Mangistau region is on par with the national average. Below the national average are: Karaganda - 79.8%; Kostanay - 81.1%; Akmola - 82.4%; Zhetysu - 86.2%; East Kazakhstan - 86.6%; and Zhambyl - 87.6% of the regions [7]. As can be clearly seen from the above data, there is a very wide range in early diagnosis rates (at stage I of the disease) across the country, from very good to dismal. Of course, it is necessary to take into account migration processes and other factors affecting the early diagnostic rates, but nevertheless, the obtained results give a reason not to stop there, both for oncologists and mammologists, obstetricians-gynecologists, radiologists, and, naturally, for general practitioners, since improving the early diagnostic 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. Among the visual localizations of malignant tumors in the reporting year, the proportion of seven main forms determines the picture of late diagnostics (stages III-IV) and amounts to 13.3% in total, with a decrease compared to the level of the previous year (2022 - 14.2%). At the same time, with BC, the neglect rate was 11.6% (13.8% - in 2022). The proportion of stage IV BC among all nosological forms of malignant neoplasms was 4.3%. The following indicators were noted by regions of our country: in East Kazakhstan - 8.4% (the worst result); Karaganda - 7.4%; Mangistau - 6.2%; Kyzylorda - 5.9%; Almaty - 5.3%; Atyrau - 5.1%; Akmola and Kostanay - 5.0%. At the same time, the lowest neglect of this cancer localization was established in the West Kazakhstan region - 2.1% [7]. The morphological verification rate of the disease in the country was 99.4%. At the same time, the leaders in this aspect with a 100% indicator are Almaty, Zhambyl, Mangistau, North Kazakhstan, Ulytau regions and the city of Shymkent. Next come: the city of Astana and the Karaganda region (99.8%); East Kazakhstan (99.7%); the city of Almaty, Turkestan and Abay regions (99.6%); West Kazakhstan (99.5%). At parity with the national average are Kostanay and Atyrau regions. Then come: Aktobe (98.9%); Pavlodar (98.2%); Zhetysu (98.1%); Akmola (97.8%); Kyzylorda (97.0% - the worst indicator in the republic) regions. «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 135 The total number of patients with malignant neoplasms registered with specialized oncology organizations of the republic continued to grow and by the end of 2023 amounted to 218,186 people, with an increase of 6.0% compared to the level of 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 rate 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 observation by 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 diagnosis of BC 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 oncology care, and the development of palliative and rehabilitation services. At the end of 2023, the absolute number of BC patients who completed specialized treatment amounted to 3,419 people, continuing treatment - 1,729 patients. The following results were obtained in percentage terms by methods and types of treatment: 40.9% of patients received complex treatment, 21.8% received only surgical treatment, 20.0% received only drug treatment, 12.6% received combined treatment, 1.1% received only radiation treatment, 0.7% received chemoradiation treatment. Next, regarding the five-year survival rate of patients. As for BC, at the end of 2023, 48,496 people were registered with the dispensary, or 243.7 per 100 thousand of the population. At the end of 2022, there were 45,728 patients, or 234.5 per 100 thousand of the population, respectively. At the same time, the lethality of the observed contingents decreased slightly from 2.3% in 2022 to 2.2 in 2023. The five-year survival rate of patients with BC was 57.7% in 2023 and 57.1% in 2022 [7]. Mass screening to identify BC patients should mainly involve healthy women without any signs of the disease or symptoms. Screening not only helps to detect hidden forms of cancer that can be treated, but also has psychological value for women. As a result of screening, women are convinced that they do not have BC, and this is the most important potential success of such programs. While the ultimate goal of screening is to reduce BC mortality, its immediate goal is to detect cancer before clinical manifestation. However, BC is a heterogeneous disease, which can significantly affect the effectiveness of screening. Screening models for BC are usually based on the fact that the majority of detected tumors are invasive cancers in the early stage of progression. In addition, it must be taken into account that the detection of cancer (or its precursors) before clinical manifestation increases the risk of false positive diagnosis [8,9]. Mammography has a sensitivity of 95% and a specificity of 97%. These indicators decrease when examining women with denser mammary glands (young age, use of hormone therapy), with low quality mammography, and also with insufficient qualifications of the radiologist. Detection of high-grade invasive cancer by screening, when the tumor is not yet detected by clinical examination (palpation), means the possibility of reducing mortality from BC [10]. Preventive screening for early detection of BC in the Republic of Kazakhstan includes [11]: 1) mammography of both mammary glands in two projections - direct and oblique in the mammography room of the city, district polyclinic (mobile medical complex). All digital Proceedings of the 11th International Scientific Conference 136 mammograms in the presence of a system for archiving and transferring medical images are copied to CDs and other electronic media and transferred to the server of the mammography room of the Cancer Center using specialized licensed software integrated between medical organizations; in case of impossibility of digital transmission - they are printed on X-ray film at a scale of 1:1 - 100% (1 patient - 1 set - 2 or 4 mammograms) with subsequent transfer to the mammography room of the Cancer Center; 2) interpretation of mammograms according to the BI-RADS classification (M0t, M0d, M1, M2, M3, M4, M5) by two or more independent radiologists of the same medical organization - double reading or different medical organizations: a radiologist of the mammography room city, district polyclinic (mobile medical complex) - the first reading, and the radiologist of the mammography room of the Cancer Center - the second reading; 3) in-depth diagnostics - targeted mammography, ultrasound examination (hereinafter - ultrasound) of the mammary glands, trepanobiopsy, including under ultrasound or stereotaxic control for histological examination, which is carried out in case of detection of pathological changes on mammograms (M0d) in the mammography room of the Cancer Center. √ An average medical worker or a responsible person of the organization of outpatient care sends the patient for mammography to the district, city polyclinic. √ The X-ray laboratory assistant of the mammography room of the city, district polyclinic (mobile medical complex) performs mammography, fills out a referral for double reading of mammograms and transmits the referral through information interaction. √ Radiologist of the mammography office of the city, district polyclinic (mobile medical complex): fulfills the requirements for the safety and quality of mammographic examinations; evaluates the quality of the images provided and the correctness of the installation; performs repeated mammography in the M0t category (technical errors of mammography); determines the radiological density of the mammary glands on the ACR scale (A, B, C, D) indicating this parameter in the study protocol; conducts the first reading of mammograms with interpretation of the BIRADS classification results. In the M0d category (undetermined or suspicious radiological changes requiring additional examination), the study protocol indicates the predominant pathology: education, asymmetry, violation of architectonics, microcalcifications; sends mammograms, electronic copies of mammograms through the archiving system and transfer of medical images to the workplace of the mammography office of the Cancer Center together with directions for double reading of mammograms; directs low-dose CT images through the system of archiving and transferring medical images to the workplace of the CT office of the Cancer Center together with copies of images recorded on CD-ROMs or other electronic media and directions for double reading. √ The radiologist of the mammography room of the Cancer Center: evaluates the quality of the provided images and the correctness of the styling. Viewing digital X-ray images transferred to the server or on digital media (CD, DVD) is carried out on a monitor for interpreting digital Xray images with a resolution of at least 5 megapixels, which has a certified grayscale transmission in accordance with the DICOM standard; conducts a double (second) reading of mammograms with the interpretation of the results according to the BI-RADS classification, using, if necessary, archival images. Organizes the third reading according to indications. With double reading, an independent interpretation of the images is carried out (blinding method - the second radiologist does not know the results of the first reading); in the M0m category (technical errors in mammography), recommends repeat mammography; in the M0d category (uncertain or suspicious radiographic changes requiring additional examination), the study protocol indicates the predominant pathology: education; asymmetry, violation of architectonics, microcalcifications; recommends that the outpatient care organization, according to indications, invite the patient for in-depth diagnostics (targeted mammography, ultrasound of the mammary «Scientific Research and Experimental Development» (October 2-3, 2025). London, England 137 glands, trephine biopsy, including under ultrasound or stereotaxic control, followed by histological examination of the material); collects and archives all mammograms (films and electronic media) made as part of the examination. The shelf life of mammograms is at least 3 years after leaving the age subject to a screening study; the results of the double (second) reading are transferred to the outpatient care organizations through information exchange. √ Indications for in-depth diagnostics are the conclusions of double reading mammograms M0d (uncertain or suspicious X-ray changes requiring additional examination). √ In-depth diagnostics is carried out in two stages. At the first stage, ultrasound is performed, according to indications, targeted mammography, possibly with an increase (with asymmetry, violation of architectonics and the presence of microcalcifications). When visualizing a suspicious pathology (M4 and M5), the second stage is performed - trepanbiopsy, including under ultrasound control and stereotaxic control for histological examination. √ Histological examination is carried out in the laboratory of pathomorphology or pathological bureau. Morphological interpretation of the biopsy is carried out in accordance with the recommendations of the World Health Organization. √ Physician or responsible person of the outpatient care organization: 1) upon receipt of a mammography result according to the BI-RADS classification: - in case of M0t (technical errors in mammography) - sends the patient for a second X-ray examination to the mammography room of the city, district polyclinic (mobile medical complex); - with M0d (undefined or suspicious X-ray changes requiring additional examination) - sends the patient for in-depth diagnostics to the mammography room of the Cancer Center; - with M1 (no changes detected) - recommends that the patient undergo a follow-up mammography examination after 2 years. With radiological density of the mammary glands, C and D are sent for ultrasound of the mammary glands to exclude a false-negative result of mammography; - with M2 (benign changes), refer the patient for a consultation with an oncologist (mammologist) of the clinical diagnostic department, followed by a screening mammography examination after 2 years; - with M3 (probable benign changes) - sends the patient for short-term dynamic radiation observation to the local doctor with the recommendation of control mammography or ultrasound in 6 months; - with M4 (signs that cause suspicion of malignancy), M5 (practically reliable signs of malignancy) and if it is technically impossible to perform a trepanbiopsy or a biopsy is refused, a referral to an oncologist (mammologist) of the clinical diagnostic department for dynamic observation and decision on the verification of the identified pathology; 2) upon receipt of the result of a histological examination: - benign education - refers the patient to an oncologist (mammologist) of the clinical diagnostic department for dynamic monitoring, followed by a screening mammography examination after 2 years; - formation with an indeterminate malignant potential or carcinoma in situ - refers the patient to the Cancer Center for consultation and treatment, followed by dynamic observation by an oncologist (mammologist) of the clinical diagnostic department at the place of her attachment; - malignant neoplasm - refers the patient to the Cancer Center for treatment and followup; 3) communicates the results of the screening examination to the patient in any available way (by telephone, in writing, through electronic means of communication); 4) enters the results of double reading, in-depth diagnostics, histological examination, recommendations of the radiologist of the Cancer Center mammography room into the information system.