Pragmatic functionality of discursive formulas in the educational media discourse

The article is devoted to topical problems of discursive linguistics, in particular educational media discourse. The relevance of the study is due to the fact that it offers a new view of discursive formulas in the educational media discourse to identify their main pragmatic functions in a new digital educational and near-educational media environment. The aim of the paper is to identify the pragmatic functionality of discursive formulas in the educational media discourse. To achieve the aim of the article, a set of methods is used, such as descriptive and comparative method, interpretive analysis, content analysis and discourse analysis elements, lexical, semantic, grammatical, and stylistic analysis, quantitative analysis. A corpus of media texts in Russian and English has been compiled, selected by taking a continuous sample from electronic educational and near-educational media resources for the period since 2000 to 2025. The units of analysis define words, phrases and sentences that act as discursive formulas in the educational media discourse for the implementation of basic pragmatic functions. The units of analysis define words, phrases and sentences that act as discursive formulas in the educational media discourse. It has been established that the main features of discursive formulas in the educational media discourse are stability, explicit purpose, interactivity, and sociocultural conditioning. As a result of a comprehensive analysis, the main pragmatic functions of discursive formulas in the educational media discourse were identified, which are represented by the following functions: 1) broadcasting function as a transfer of knowledge, educational and near-educational information, 2) motivational function as an inducement to certain actions in educational and near-educational media communication, 3) interactive and involving function as the use of interrogative constructions that activate educational and near-educational media activities, 4) organizational and regulatory function as an organization and regulation of educational and near-educational media processes, 5) control and analytical function as a test of assimilation and analysis of the educational and near-educational media information. The dynamics of structural and content changes in discursive formulas, the emergence of new discursive formulas in the modern educational media discourse because of technological development and the transition to digital educational media resources, digital educational media platforms were recorded. There is a sociocultural transformation of discursive formulas in different linguistic cultures in the direction of universality, considering the borrowing with new technologies of new educational media resources, educational media content, educational methods in the new digital educational media reality.