The digitalization of education is critical to transforming the education system in the face of the challenges of the post-pandemic technologized world. This research aims to determine the content of digital ethics and its role as a tool of effective communication in the cyberspace of each college, suitable for the practical solution of the assigned educational tasks. The data come from a questionnaire of 150 students and 60 faculty members in bachelor's and master's degree programs, conducted in April-May 2021 as part of a distance learning program. In addition, 30 administrators and 20 graduates were interviewed. The research results show that traditional moral values are undergoing significant change and must be modernized and codified. Relationships in the digital environment should be based on moral norms: duty, the self-discipline of the actors involved, mutual responsibility, and respect. The moral qualities displayed by individuals in the digital environment using digital technologies are the leading indicators of their professional suitability. The article mentions the main problems faced by the actors: digital literacy, personal image, place of implementation of pedagogical interaction, and rules of remote dialog. The study will contribute to further analysis and evaluation of the adequacy of specific measures taken by higher education institutions to develop and implement programs for ethical modernization of the educational process within the tasks of state educational reforms.

This article has crafted a detailed bibliometric review of gamified learning in higher education which provides the reader a broad scientific background and an overview of relevant publications and their up-to-date status in this growing domain. The study examines the spread of publications over the time, revealing a development of a dynamic curve from minor to peak in 2021, and then leveled-off of activity in the rest of the years. There is special focus on high-achieving authors and institutions that are praised by the work for their key contributions to the field of gamified learning research. The aspect of global geographical distribution of gamified learning studies in the literature is expounded. While the USA and Turkey rank first in this regard, they also head the discourse. The role of key journals and a citation analysis provide the evidence of the highly reputable and established place the gamified leaning has in higher education. This bibliometric review offers important information about the multifaceted aspects of gamified learning and subsequently may be used by future researchers to dig deeper and contribute to the literature.

The study aims to explore features of the realization of the neological potential of lexemes created or rethought by the new reality and included in the COVID-19 concept sphere. It identifies the specifics of derivation and lexical-semantic ways of forming these neologisms. The research material includes more than 1000 articles from the most influential Hispanic and French-language publications and correspondence of native speakers in social networks and telephone applications in a synchronous cut over eight months of the pandemic. A vital factor for choice of material refers to the fact that the mentioned channels have formed a global communication environment that intensively contributes to the creation and dissemination of neology products. The methodology rests on the discursive and communicative approaches. It includes analysis and synthesis of theoretical research and applies continuous sampling of research material from the mentioned sources. The study establishes that the multidirectional processes distinguish the media and social networks’ discourse during the pandemic. Changes in the lexical-semantic discourse are carried out by creating neologisms, which, along with borrowings assimilated into the grammatical system or functioning in parallel with the national concept definition, are productive means of replenishing the lexis. The semantic neology’s main mechanisms are metaphorization and metonymization and changes in the semantic volume of a lexeme. Modern new formations perform pragmatic functions, making it possible to strengthen the emotional and modal interaction. The author concludes that neological processes demonstrate each language’s national and cultural originality and establishes that the linguistic norm in Spanish and French discourse does not conflict with the “disruptive” nature of linguistic innovations. The society positively evaluates the formation of individual speech meanings and linguistic meanings and the expansion of their functioning boundaries.

The article is devoted to alterity as a communication category in terms of linguocognitive and discursive approaches. The article gives an in-depth insight into alterity as a communication category in the cognitive and discursive aspects. Being an indispensable part of communication and cognition, the category has its own meaning presenting the communicative interaction within the frame "I – the Other". The category of alterity has its own set of category properties, which are specified uniquely in different languages. The article includes a description of the linguistic means and communicative strategies and tactics, with the help of which the category of alterity is realized in fiction. The category content is variable in the discourse, and it serves ground for the ecological and non-ecological modes of communication. The results of the research are verified with the help of the following methods employed in the research: the analysis of key concepts, comparative analysis, contextual analysis, discursive analysis. The study of special linguoallological (from allology – a science about the Other) competence forms the perspective of the research.

This research examines the impact of the age of second language acquisition (AoA) on grammatical accuracy in Russian-English bilinguals, specifically addressing the distinction between Past Simple and Present Perfect tenses. These tenses present unique challenges for Russian speakers, as Russian employs a single past tense form, leading to frequent L1 transfer errors in English. Through a mixed-methods approach including a comprehensive literature review, participant background questionnaires, and grammaticality judgment tests the study identifies gaps in existing research on AoA effects in Russian-English bilingualism and proposes new experimental directions. Administered via the Edvibe platform, the experiment involved 13 participants (6 early bilinguals: AoA 10 years) completing a tailored course, Blogs Unlocked: Past and Perfect Tenses, with pre-, mid-, and post-tests. Results revealed that while early and late bilinguals did not significantly differ in final grammatical accuracy (p = 0.102), late bilinguals demonstrated statistically greater improvement between pre- and post-tests (p < 0.001 vs. p = 0.042 for early bilinguals), suggesting AoA correlates with the rate of grammatical precision enhancement. This underscores the complexity of bilingual language processing, with implications for pedagogical strategies targeting specific grammatical challenges in L2 learners. The study contributes to psycholinguistic, sociolinguistic, and neurolinguistic discourse on bilingualism, advocating for further investigation into factors like language exposure and cognitive abilities. This research will be of particular interest to educators and curriculum designers developing grammar instruction for Russian-speaking learners of English.