Linguocognitive models for the implementation of the main goals of the media addresser in the educational media discourse

The purpose of the study is to systematize linguocognitive models for the implementation of the goals of the media addresser in the educational media discourse. The article provides a description of the main functional blocks of linguocognitive models, which help to systematize vectors of cognitive modeling of the media addresser’s goals in the educational media communication. The work is novel in that it is the first one to describe the possibilities of linguocognitive modeling in the educational media discourse using the Russian-language material. As a result of the study, it was established that linguocognitive modeling in the educational media discourse is implemented in various linguocognitive models that are grouped into thematic functional blocks. All identified linguocognitive models in the educational media discourse emphasize the importance of the diversity of cognitive processes and operations in the implementation of the main functions of educational and para-educational media communication. They help create dynamic, adaptive and integrated educational programs that promote a deeper understanding and application of knowledge, as well as adequately translate educational and para-educational information in modern multimodal mass media.