UHMWPE is resistant to acids, alkalis and radiation. Its combination of unique properties makes this material attractive for obtaining multifunctional coatings. However, in practice, obtaining coatings based on UHMWPE is associated with difficulties associated with low thermal conductivity and high viscosity of the material. The possibility of overcoming the technological problems of obtaining gas-thermal coatings based on UHMWPE was studied in the present work. A physical model of a flame with UHMWPE particles moving along the central axis was developed by the finite element method. The temperature along the central axis of the plume was determined. The interaction between a gas-thermal torch and a UHMWPE particle was established. It was determined that the residence time of UHMWPE particles in a gas-thermal flame is not enough for its complete penetration, which is the reason for the appearance of various defects. The interrelation of the particle heating rate in the torch depending on its diameter was determined. A new variant of coating deposition with preliminary heating of the powder in a fluidized bed was proposed. The thermal characteristics of UHMWPE powder were determined by differential scanning calorimetry and thermogravimetric analysis. The allowable temperature interval for UHMWPE deposition was established. Coatings were obtained under various deposition modes. It was established using the methods of X-ray diffraction analysis and infrared spectroscopy that the structure of the crystal lattice of UHMWPE did not change after deposition. Significant oxidation processes do not occur during spraying. It was found using scanning electron microscopy that the coatings obtained with preliminary heating of the powder in a fluidized bed do not have air inclusions. The obtained results make it possible to obtain higher quality coatings.

In today’s modern education system, it is not only professional knowledge and technical skills that are of importance, but also the development of universal competencies known as soft skills—such as communication, collaboration, critical thinking, creativity, and emotional intelligence. The STEM (Science, Technology, Engineering, and Mathematics) education model not only enhances learners’ research capabilities but also provides ample opportunities to foster their soft skills. Accordingly, there is a growing need to systematically analyze effective strategies for developing these skills within STEM learning environments. The aim of this study is to assess the characteristics of soft skills development in STEM education settings through a meta-analysis approach. Based on research conducted across various educational levels, the study seeks to identify key factors influencing the development of these skills and scientifically justify the relationship between soft skills and STEM components. This study includes a systematic review of international and domestic scientific articles, empirical studies, and intervention projects published between 2015 and 2025. The meta-analysis was conducted in accordance with the PRISMA methodology. Review criteria included the types of soft skills and their connection to STEM methodologies. For statistical processing, the software Comprehensive Meta-Analysis 4.0 was utilized. The effectiveness of developing soft skills in STEM education was demonstrated through meta-analysis and empirical research. The meta-analysis revealed that STEM-based interventions have a positive impact on the development of soft skills (Hedges’ g = 0.813, p = 0.007). The findings showed that STEM methods are highly effective in fostering soft skills such as communication, teamwork, problem-solving, and critical thinking. The results of this research confirm that the systematic integration of soft skills development into STEM education is a powerful strategy for ensuring the professional and social adaptation of future specialists.

This article presents the results of a study of a composite coating made of ultrahigh molecular weight polyethylene (UHMWPE) with a diabase filler obtained by flame spraying. Diabase of 10 wt.%, 20 wt.%, 30 wt.% and 40 wt.% was chosen as a filler. The polymer coating was applied to the St3 metal substrate using temperature control in a conventional flame spraying process. The coating was studied using scanning electron microscopy, X-ray phase analysis, infrared spectroscopy, abrasive wear resistance, microhardness testing and determination of the friction coefficient. It has been shown that diabases do not have a negative effect on the initial chemical structure of UHMWPE and it is not subjected to destruction during flame spraying. The introduction of diabase into the composition of UHMWPE with a content of 10–40% of the total mass does not adversely affect the crystalline structure of the coating. It has been established that with an increase in the volume of the diabase filler, the wear resistance of the composite coating based on UHMWPE increases. It has been determined that with the addition of diabase, the microhardness of the coatings increases.

The integration of virtual reality (VR) technology into education represents a promising innovation, particularly in enhancing the effectiveness of physics teaching. Traditional physics instruction often lacks interactive and immersive elements, which can limit students’ understanding of complex physical phenomena. This study addresses the challenge of improving comprehension of body acceleration by incorporating VR-based laboratory simulations. A quasi-experimental design was implemented, involving 222 university students randomly assigned to control and experimental groups. The experimental group conducted virtual experiments using VR simulations developed with Blender and Unity software, while the control group engaged in traditional lab activities. Data were collected through pre- and post-tests and analyzed using independent t-tests and G*Power software to assess statistical significance. The results revealed a notable improvement in learning outcomes for students exposed to VR-enhanced instruction, demonstrating increased engagement, deeper conceptual understanding, and improved ability to connect theoretical knowledge with practical application. This study confirms that VR technology is a powerful tool for modernizing science, technology, engineering, and mathematics (STEM) education and holds significant potential for improving cognitive outcomes and student motivation in scientific learning environments.

From a preliminary analysis of the scientific literature, it can be seen that knowledge of science, technology, engineering and mathematics (STEM) has a positive impact on the development of necessary skills in students’ professional activities. However, there are very few studies on the effectiveness of using STEM elements in developing the creativity of future physics teachers in specialized fields. The aim of this study was to develop digital resources as a basis for STEM knowledge and to assess their impact on the development of students’ creativity. Based on special principles of education, constructive method in teaching, modeling methods, digital educational resources were developed and an evaluation experiment was conducted. The experiment involved 86 students (40 in the control group and 46 in the experimental group), and compared the results of traditional learning and STEM learning by using digital resources. The results of the questionnaire assessment showed that STEM education can be very effective in developing students’ creativity. The pedagogical experiment was implemented during the teaching of the author’s course entitled “The physical foundations of tribology.” The results of the study contribute to finding solutions to scientific problems in the field of teaching tribology.

This study investigates the effectiveness of implementing a communicative-activity-based methodology for developing students' soft skills through essay writing in school language courses. The focus is on assessing improvements in communication, critical thinking, creativity, and self-expression within the framework of essay composition. The research was conducted in secondary schools in Turkistan, Kazakhstan, with 204 students from grades 10–11. The methodology included an experimental design comparing control and experimental groups, supported by surveys, interviews, practical writing tasks, and qualitative/quantitative analysis. The experimental group was exposed to a specially designed essay-writing model rooted in communicative-activity theory. The Kramer-Welch test was applied for statistical validation of the hypothesis. The results demonstrate a significant increase in the experimental group’s soft skills development. 81% of students in the experimental group could define the essay genre after training (compared to 19% before), and 70% reported increased confidence in written self-expression. Additionally, students' ability to reason, structure ideas, and apply creative strategies showed measurable improvement. The final essays exhibited stronger organization, originality, and linguistic expressiveness. This study offers a validated model for integrating soft skills training into language education via structured essay writing. It contributes to both pedagogical theory and classroom practice by linking genre-based writing tasks with the holistic development of learners' communicative competencies.