The structure and content of the lexical-semantic field "School Subjects" in English and Russian languages.

In the modern world, transformational geopolitical processes are taking place, influencing the state, functioning, and prospects of educational policies in various countries. This leads to shifts in the development vectors of educational terminological systems. This article compares the structural and semantic features of the lexical and semantic field «School Subjects» in English and Russian. Current theoretical and scholarly approaches to the topic are examined, and the main trends in the development of educational terminologies in the USA, the United Kingdom, and the Russian Federation are identified. The subject of the study is a comparative analysis of the set of units comprising the analyzed field in both languages. The aim of the article is to compare the designations of school subjects in English and Russian from a linguacultural perspective. Special attention is paid to the institutional characteristics and educational traditions of the studied countries, as well as their linguistic representation. Based on the identified parameters, universal and unique units are analyzed, with a focus on their semantic diffusion and synonymic potential. The study employs methods of thematic classification and systematization of linguistic data, contextual and lexical-semantic analysis, linguacultural interpretation, as well as quantitative analysis to generalize the collected data. The scientific novelty of the research lies in the fact that, for the first time, the structure, volume, and composition of the subfields forming the lexical and semantic field «School Subjects» in the two languages are identified on the basis of extensive linguistic material. Additionally, the reasons for the asymmetric semantic stratification of the field are revealed. The practical significance of the research lies in its applicability to the development of bilingual glossaries, the translation of educational documents, and the professional training of translators working in international educational programs. The comparative analysis reveals that the current stage of development of English- and Russian-language educational terminological systems is characterized by centrifugal tendencies, pointing to a stable trend toward deglobalization and the preservation of terminological identity. The linguistic representation of school subject terms in English and Russian is influenced not only by structural differences between the languages, but also by significant extralinguistic factors. Thus, this research not only enriches the theoretical foundation of the topic but also underscores the relevance of studying educational terminologies and outlines the general trajectory of development for modern educational systems.