The article argues that in the context of Russia’s transition to a post-productive society (post-industrial, knowledge society) it needs a strategy to develop education, which will allow: a) forming the subject of this society; b) improving the level and quality of education, and more broadly - human potential; c) providing the country with the status of a global center of power. To clarify the content of such a strategy, the author has resorted to a transdisciplinary methodology consisting of: a) concepts describing and interpreting the development trends of the planetary community, and its spatial structure; b) project designs of the subject of advancing socio-cultural reality; c) a systemic and holistic approach to education. The author believes that refusal of Russian society from the previous model of socio-economic development raises questions on the trajectory of advancement into the Future, the nature of the new sociocultural structure. The answer to these questions lies, in fact, in choosing a development strategy: catching up (following the leading West by copying its cultural samples), or outstripping (built on cultural leadership, structured by the idea of human self-realization, and not by the idea of maximizing profit). For Russia, which is at the point of bifurcation, the choice made will be of a fateful nature, determining whether it will remain a global actor, or will slip into the number of peripheral states of the world system. Within the framework of the country’s saving strategy of advanced development, education should be focused on forming a "homo creator" - a personality type guided by post-materialistic motivation, who wants to "be, not have", ready to combine his efforts with other people in the name of both personal, and public interest.

The accelerated digitalization of education as a result of COVID-2019 pandemic has actualized a whole range of issues: availability of digital technologies for all participants in the educational process, accessibility and reliability of digital equipment, presence of digital competencies among participants in the educational process to integrate digital technologies in it, content and forms of digital educational material, digital trust of participants in the educational process, educational communications. The problems and practices of using digital technologies in education, their opportunities and risks, advantages and limitations become significant issues in such conditions. The study methodological bases are the provisions of digital sociology on changing social relations under the effect of digital technologies (V.F. Nitsevich). The increasing involvement of people in digital technologies mediates habitual social contacts, becoming a part of everyday communications, creating new opportunities, generating digital risks. The research objective is to identify the opportunities and risks, advantages and limitations of digital technologies in education based on identifying the opinions of participants directly involved in the educational process. The main hypothesis was that the mismatch between the existing competencies of participants in the online educational process and necessary competencies for effective organization and participation in the educational process, along with restrictions on the availability of digital technologies, determine the key risks of online education and points growth of participants in the educational process. The positions of teachers on the issues of opportunities and risks, advantages and limitations of the online educational process are identified based on a questionnaire survey of a sectoral university professors with experience of online teaching carried on by the authors. While interpreting the results they use the methods of description, comparison, classification and data interpretation. Results: the study identifies a range of problems caused by the mismatch between the available and required competencies, subjective assessments of the online learning experience. The practical significance of results lies in the fact that studying opportunities and risks, advantages and limitations allows identifying points of growth of participants in the educational process, determining directions and forms of influence on the readiness of participants in the educational process to master and use digital technologies.

 The article examines the educational reality that has been formed in our country as a result of joining the Bologna agreements. In particular, the paper analyzes the values, declared in relation to the Bologna process; it considers acceptability of these values in the Russian reality. To study values the author uses the analysis of inverse relations in hierarchical systems. The values operating in society form a hierarchy. In this hierarchy, there are two organizational principles that may work in concert, but may contradict each other. If one principle contradicts another, an inversion occurs in the value system. This inversion is a form of relationship that has a destructive effect on both the value system, and society where these values are relevant. As a result, egoistic values rather than pro-social ones come to the fore. This is what happens when the values declared by the Bologna agreements are introduced in Russia. For example, one of the main values of the Bologna agreements is the pan-European identity of students. The crises of recent years have shown the failure of such an identity; national identity is still in the foreground. Those Russians, for whom the citizens of the European Union become the reference group, find themselves torn out of their own society. Another declared value of the Bologna agreements is student-centered learning. However, this value is not aimed at maintaining relationships in society, but at the interests of an individual, which may not coincide with the social order for training. Independent building of the educational trajectory is limited by the lack of production experience of the student. Academic mobility, which is at the heart of the Bologna process, has only limited use for domestic students. It is of interest mainly as a kind of "educational tourism", but the real benefits of such mobility are limited due to the destruction of the educational vertical formed at each University in its own way. The idea of "autonomy and independence" of universities is also untenable in domestic conditions.

The Russian education system is the largest branch of society, which forms and develops the main productive force – a person himself, becomes both a training system for a certain professional activity, and a system of an individual education as a personality. In this regard, the role of its important component – humanitarian knowledge growths significantly, which allows forming a specialist with a wide worldview and a stable life position. Social institutions producing and transmitting this knowledge are faced the need to rethink radically the tasks of humanitarian education as such and the problems of humanization and humanitarization of the educational process as a whole. The society comes to understanding that "underinvestment" in the humanitarian sphere is turning into serious social problems nowadays. Libraries, along with institutions of science and education, enter the structure of the educational space and comprehend their role and place in its humanitarization process as well. The essence of this social institution is an intermediary between the author and the reader: collecting, describing, structuring, preserving and promoting texts of different types and formats, accumulating, storing and distributing knowledge for their subsequent practical application. The problems of using existing resources optimally and forming a new educational resource of libraries need to be solved taking into account new priorities of the educational environment. The authors aim to present some aspects of the academic library activities to form and promote humanitarian knowledge in the educational sphere. The paper describes in brief the activity of scientific libraries of Novosibirsk to solve this issue. The research novelty is the first attempt to determine its compliance with the needs of the modern educational process based on historical analysis of the stages of forming the humanitarian stocks of scientific libraries in a metropolis. It reveals that there is no uniform strategy and purposefulness of activity forms and methods of scientific libraries to promote humanitarian knowledge. The authors suppose that it’s relevant the revision of approaches to the collection formation on humanitarian subjects, as well as organization of a single platform for mutual use of humanitarian information resources of scientific libraries.

The fact that the agricultural industry has attracted the attention of organizations engaged in innova- tive developments shows that technology has advanced significantly recent years. Modern technologies help to plan many agricultural operations with a certain accuracy and, if necessary, calculate the possible economic results of the organization. Many specialists in the field of agronomy have access to specialized mobile applications that allow them to identify accurately problematic agricultural areas, and provide instructions for further care and application of the necessary fertilizers. Using digital technologies, as well as high demand of employers in high-tech industries for qualified workers with digital competencies in agricultural production, creates an urgent need to form and update existing competencies among the industry employees. The coming changes require to form completely new knowledge and skills necessary both for the further spread of digital technologies, and for use in everyday life. Therefore, the most important condition to implement measures for introducing and using technological innovations is the state support for the human capital formation, which has a set of both specific and general digital competencies.

The article considers the urgency of the higher education innovative development as an adequate response to trends of the society development in new realities. It analyzes the directions of higher education innovative development according with the historically established classification. The paper shows that most changes being made have the nature of pseudo-innovations, when practically any changes are issued for innovative changes in the higher education system without proof of both the positive effect they provide, and advisability of using them in the modern realities of the domestic higher education development from the point of view of assessing the degree of radicalism of innovations. The authors prove that the priorities of the domestic higher education innovative development as an adequate response to trends of the society evolution in new realities should be overcoming obstacles and barriers to genuine innovative development through the transition from pseudo innovations imposed from above to real product innovations induced from below, that is, due a transition that returns the best national traditions of a creative approach to teaching through the development of scientific schools and innovative activities.

The article presents the results of studying the phenomenon of social capital related to the sphere of Russian higher education. It gives the concept formulation of an educational organization based on social capital ideas by J. Coleman, J. Hanifan, R. Putnam, P. Bourdieu, F. Fukuyama and others. The papers justify the significance of taking this essence into account in managing educational and scientific activities of the higher educational insti- tution teaching staff. The article represents the authors’ methodology for the basic assessment of social capital at the individual level (individual teachers), and group level (the university structural units). It describes the questionnaires to determine the level of social capital in two directions: the level of trust, and the development degree of employees’ ties. The authors show the empirical study results and measuring the current level of individual and group social capital evidently for four departments of a institute of a large Russian university, and the analysis of revealed patterns. The article indicates that a department with a clan organizational culture and a general balanced profile of organizational culture has the greatest social capital and the greatest efficiency. The organizational culture assessment of the departments allowed concluding that the head policy plays an important role to develop employees’ personal social capital and a university unit total social capital, which should be aimed to build a collectivist organizational culture. The authors provide proofs of mutual influence of a number of indicators of the department effectiveness and the level of their social capital. They evidence that university departments with high social capital are the most successful, while there is an influence of social capital on the departments’ efficiency.

Innovative processes in the technological field, such as computerization, informatization, digitalization, involve lecturers and students in virtual interaction, that consequences are difficult to predict. Models of universities, means, forms and methods of teaching are evolving. The formation of a digital educational environment is the most important trend in the modernization of higher education, and digital technologies are becoming an integral part of the educational process. Distance learning enters the phase of active development, and the principles of learning continuity and individualization are implemented within its framework. The introduction of digital technologies in the educational process led to a change in the basic role of the teacher - from a source of knowledge to a mentor, a moderator of the educational process. At the same time, digital literacy is becoming one of the key factors of competitiveness in the information society. All these changes, which are characterized by a fast and ubiquitous spread, require a timely assessment in terms of their impact on the educational process and its subjects in the context of digitalization of higher education. The research carried out brings closer understanding and further work in this direction.

A new era of information warfare was opened in the mid-1990s in low developed Mexican state of Chiapas with the Zapatista uprising (Zapatista Army of National Liberation). The article examines this movement as a unique case of modern information civil warfare, when the insurgent movement managed to turn defeat in the "hot" phase of the conflict into a victory in the information field, thereby demonstrating the possibility to confront the state repressive apparatus superior in physical force with asymmetric means of information and media campaign. The study objective is to consider the phenomenon of the Zapatista information civil war in the context of methodological aspects of integrating research material on this issue into the educational process within the framework of social and humanitarian disciplines taught students of the Information Security direction. The author takes the course "Humanitarian aspects of information security" as an example, and analyzes the issue about methodological ways, which make it possible to integrate a plot about a specific information guerrilla movement into the course theoretical part to reveal the problematics of fundamental (socio-ontological and sociocultural) aspects of the information war phenomenon at its present stage development. The paper shows various methodological ways of interpreting research material on confrontation between the Zapatistas and the Mexican political establishment in the information sphere. In particular, it reveals the possibilities of various conceptual approaches: the socio-philosophical theory of postmodern society; concept of "fluid modernity" by Z. Bauman, concept of "global risk society" by U. Beck, and theory of "informational society" by M. Castells. As a separate unique aspect of the Zapatista movement, the author considers the tactics of the information civil war in the form of the practice of modeling a media-semiotic image (Subcomandante Marcos).

The article considers the relevance of the development issue of professional reliability as an investment in human capital in the modern world. The history of ongoing research in professional reliability is taken into account, which influenced the methods of its improvement and, as a consequence, the result quality, efficiency, thereby affecting profit and material benefits. The article defines the concept of the subject’s professional reliability itself with consideration of the changing requirements. Continuous development of information society dictates the need to analyze professional reliability from the perspective of various approaches to its study, understanding, formation, and maintenance at the required level. The article analyzes humanistic, axiological, spiritual and moral, systemic-situational, cognitive-behavioral, epistemological, resource approaches. Each of these approaches reflects different perspectives on the hierarchy of main indicators of professional reliability, which must be of prior attention to achieve the desired level of development of the given integrative quality. The paper reflects the classification of professional reliability based on the conditions of professional activity and types of professions. It attempts to consider the development of professional reliability at professionalization different stages. The author analyzes methods of achieving a high level of professional reliability previously used in science, emphases the need for continuous accounting of "databases" affected the model of professional reliability, composition of professionally important qualities of the professional activity subject [6]. The article shows the mutual influence of professionally important qualities and professional reliability due to the need to take into account the subject’s psychological readiness for sustainable performance of professional activities, considering the norms and requirements, regardless of external and internal conditions. A significant factor in this context is the influence of the goal towards achieving a high level of the professional reliability development.

Тhe article discusses psychological, pedagogical and organizational barriers to train personnel of various categories in the frameworks of implementing national projects at the territory of the Russian Federation subjects. It reflects the features of individual educational certificate design for different categories of the students (pre-retir- ees, category 50 plus, mothers with children); the peculiarities to form programs on a modular principle taking into account training on individual educational programs during a pandemic, and forming applications to fund and report forms in the new mode using the Electronic budget.

Modern education is focused on searching forms and methods of individualization of education and upbringing, which allow achieving the maximum result with respect to each student or group of students. Nowadays, many search paths converge in the concept of an individual educational trajectory. The teacher builds a harmonious correspondence to form various aspects of his life both as a person, a partner, and a professional with lifelong edu- cation. The study objective is to comprehend the problems of developing and implementing personal educational paths for teachers in continuing education. Methodology and research methodology. The work contains a theoret- ical understanding the problems of studying the development and implementation of personal educational paths of teachers in additional education. Our study is evolution of the idea on significance of systemic understanding of the methodological problems of studying personal training paths in educational psychology. The main study results. An individual educational trajectory can be defined as a personal way of comprehending and realizing the personal, interpersonal and professional potential of each student, his creative and other abilities, carried out in collaboration with a teacher-tutor or independently (in the mode of heutagogy, i.e. self-education). Conclusions. The educational space formation and implementation is the basis to create an individual educational path for the human development as a person, partner and professional. Success in life is a priority goal to form and implement educational paths can only be understood in the unity of success of external (self-realization) and internal (self-actualization). An individual educational trajectory is the basis of the subjective educational route of a student - a future specialist. Educational space - time - a system of all component interaction that affect the formation of a person as an individual, partner and professional in an educational institution. This is space and time, (trans)formation of which occurs at the inter- section of a set of trends that provide a particular measure of education and upbringing (development) of an object, the disclosure and implementation of its individual features as a person, partner, and professional, the formation and development of a value system that promotes self-realization and self-actualization. A qualitative trajectory is formed when progress in the individual educational route of a future teacher, both in the context of general, and additional education, is built along several lines at the same time: personal and partner development and the line of educational and professional formation.

The article considers the current problems of socialization of students in the process of training at the university. It reveals the essence, problems, directions, forms and methods of work on student youth socialization. The paper notes that at present higher educational institutions have an important and urgent task to train highly qualified specialists with necessary knowledge and skills of successful professional activity, it emphasizes the signif- icance to pay special attention to forming students’ active life position, responsibility for preserving and developing the experience of older generations. The author considers forms and methods of student socialization during their training at the university, first as a part of the educational process, using general scientific methods: analysis, syn- thesis, description, comparison, generalization, evaluation and systematization. The study shows that extracurricular activities are of great importance in the work on student socialization. In this regard, student self-government plays an important role, participation in which allows future specialists to acquire experience, skills of independent, prac- tical, management activities. The structure of student self-government bodies is shown on materials of a particular university. The paper notes that student self-government in universities nowadays passes the period of formation, is in search for effective forms of activity. The article pays great attention to the patriotic education of students, generalizing the experience of higher educational institutions in the area of activity under consideration. An impor- tant area of work on socialization of students, who are future civil servants, is the knowledge and mastery of the public service basic values during their study. The author underlines that it is necessary to pay special attention to the formation of interest among students in the language, history, culture, traditions of their country, achievements of older generations in the field of economics, politics, culture, education, sports. It is important to involve students in creative, transformative activities. The paper concludes that it is significant and obvious to study and summarize the existing experience in the student youth socialization.

The research focuses on the issues of applying organizational and management aspects at all stages of the training technology realization within the intra-organizational training. The study methodological base includes the basic scientific positions of various theories (theory of self-learning organization, theory of human capital, etc.). A number of scientific techniques have been used, including methods of scientific literature analysis, comparative analysis, generalization, etc. The paper represents graphically relationships of main types of trainings the compe- tences of employees and organization. The author presents a plan for the organization to realize training technologies, which includes five stages: administrative; the training start; countdown; activation; summing up the results; feedback. Each stage assumes a complex of activities, which planning is formed according to the Deming cycle ensuring the necessary quality of the process realization. The article illustrates the continuity of the training team development. The tables give the characteristic of the coach forming and developing roles in authors’ interpretation. The following roles are designated: “spring of knowledge and life experience (expert)”, “moderator (administrator)”, “motivator (provocateur)”, “facilitator (personal consultant)”, “analyst (researcher)”, “mentor (tutor)”, “psyсhogymnastics (leader of psychogymnastics)”, “methodist (elaborator)”. The authors consider main kinds of work organization at the train- ing (individual, group, working with a group). The degree of influencing the group can undergo significant changes depending on the coach's attitudes, vision, philosophy of training, professional and life experience, charm, temper- ament, emotional maturity, etc. It is manifested in the training styles, among them it is possible to distinguish: style based on using manipulation; style aimed at forming and working out effective behavior skills; active learning style, style promoting self-disclosure of participants and their own search for ways to solve their psychological problems.

The article is devoted to the interactive technologies of the Event format as an innovative method used in teaching a foreign language. The author analyzes the definition of the term "innovation" proposed by various scientists and its place in the education system; reveals the content of the "event" concept. The article objective is to systematize and analyze the application in practice of certain methods and techniques of interactive technologies of the Event format, which are innovative forms of organizing educational activities in teaching a foreign language, as well as determining the validity and effectiveness of their application in the educational process when learning foreign languages. The author considers, describes and analyzes specific methods and techniques of the Event for- mat, such as a question-and-answer session, a panel discussion, a quest, a blitz report (Lighting talks), Pecha Kucha and a fail conference. Research methodology and technique. The following methods are used while writing the article: analysis of scientific sources, system analysis, method of synthesis and analysis, comparison, pedagogical experiment. The analysis of scientific sources made it possible to formulate the basic concepts considered in the work and become the justification for the theoretical basis of the study. Applying the method of synthesis and analysis allows tracing and evaluating the relationship between the research subject and object, and analyzing the influence of individual methods and techniques of the Event format and innovations in general, on the research object - the student. Research results. The results obtained in the study indicate that the interactive technologies of the Event format meet the stated goals. They showed the effectiveness of application in practice, as an innovative method, which made it possible to formulate the tasks that this method solves. Conclusion. The event format meets the needs of modern students for new training forms that match their behavioral qualities. The practical application of interactive technologies solves the problems of foreign language communicative competence by increasing self-realization and self-esteem, enhancing attention, audience involvement and, as a result, increasing motivation to learn a foreign language.

This article addresses the issue of transition to distance learning, including those caused by introduction of a high-alert regime related to spreading a new coronavirus infection. As a result, modern society faced a new, equally important task aimed to develop a convenient educational system that provides high-quality education in the changing conditions of modern reality. Academic institutions nowadays study innovation most intensively and develop strategies to help educators becoming more efficient and technically save. Leaving the traditional form of teaching has opened up the possibility of a more flexible and dynamic learning process. The authors consider positive and negative aspects of this form of organizing educational activities by both students and teaching staff, list the difficulties faced by students and teachers in the training process. The system of distance education in our country is not perfect yet. The technology of organizing the assessment of the distance learning quality allows identifying shortcomings and their causes in the system. Therefore, the paper presents the results of the 1st year student questionnaires at the Dental Faculty of South-Ural State Medical University of the Ministry of Healthcare of the Russian Federation. Its purpose was to assess the satisfaction of students with the quality of organization, the distance learning content, as well as outline ways of further development and prospects for using remote educational technologies at a medical university. Remote educational technologies are a modern and popular way to implement educational programs, which on one hand allows students to choose a convenient time mode for learning material. However, the survey results show that the quality of distance learning is lower compared to traditional full-time education.

The article is devoted to the discussion of the place of additional professional education – programs of professional retraining of doctors in the field of education "Health and Medical Sciences" in frameworks of the discourse of the expediency of having a large number of specialties of higher education – training of highly qualified personnel in residency curricula. Some medical specialties having a related nature is supposed an educational model that provides for a more rational and attractive educational trajectory, which consists in mastering these medical specialties only within frames of professional retraining programs with training in the basic (basic) specialties in the residency. The given educational model is substantiated by the fact that in the presence of residency training in a related specialties, the doctor is not able to re-profile into another related specialty by undergoing professional retraining in the relevant medical specialty. In turn, the qualification requirements for medical and pharmaceutical workers with higher education in the direction of training "Health and Medical Sciences" have residency specialties, which can be characterized as universal or basic ones, whole their mastering everyone can get further new medical specialties through professional retraining in large enough amount. It’s evidently for the medical specialties of a psychiatric profile, which mastering is proposed in an educational trajectory form under professional retraining cur- ricula based on higher education – training of highly qualified personnel under the residency program in the specialty "Psychiatry". Besides, examples for other related medical specialties on implementing an alternative model of higher medical education are given. The article has a controversial nature and will be relevant in the light of the planned transition in certain specialties and (or) areas of training residency for step-by-step (discrete) training.

Modern society is updated with an inclusive space, various inclusive practices are developed, festivals are held, scientific and practical conferences, forums, training seminars are organized, additional educational programs are implemented on this topic at various levels. At the same time, attitudes to people with disabilities remain one of the most pressing socio-significant problems of the society. Nowadays, the world has established a social model for understanding disability and related inclusion of persons with disabilities in society, but unfortunately, in Russian reality, the desire for segregation still prevails. The inclusion policy declares the need to change society and its institutions in such a way that they favor the inclusion of any other: a person of another race, religion, culture, including people with disability. The process of interacting people with and without disability is important in the process of creating an inclusive space. Unfortunately, often seeing a person with a disability, people do not know and do not understand how to react, cannot penetrate into his world and begin to consider the person himself, and sometimes they try not to look at him at all. It is necessary to raise public awareness of these diseases, to reduce communicative barriers to communication and perception of such people. Thus, the issue of training qualified personnel (inclusive volunteers) to support inclusive activities at various levels is acutely raised. The article considers the creation of the Center for Education and Training of Volunteer Personnel in the inclusive space «School of Inclusive Volunteering» as an important step towards improving the overall quality of citizen life.

 Introducing digital technologies in education is a priority task of the current stage of the country’s development, which relevance and significance has been manifested during the pandemic. The education system found itself in a situation of a total forced transition to the online learning format. This transition revealed a whole range of problems related to online learning. Organizational, technical, methodological, psychological problems faced the participants of the educational process. Forced digitalization became a test for the education system, which is aimed with training personnel for the digital economy. The discussion on ways to digitalize education was expanding in the context of a lockdown by assessing the experience gained during this period. It becomes obvious that digitalization is possible provided both by technical readiness of the system, and the psychologically prepared key participants in the educational process. The authors turn to the research of students’ readiness for online learning, digital methods of acquiring knowledge using the experience of online learning in a pandemic. The study methodological basis is the digital sociology theses on the role and significance of digital technologies as intermediaries in social interaction (F. Nitsevich). Digital technologies change the patterns of social interaction, social relationships, and human self- image. The study objective is to identify the innovative potential of students, their readiness to master and use digital technologies in the educational process, and to online learning. The main hypothesis of the study is online education requires the formed digital competencies of students, equipment availability, students’ internal readiness to study online, however, the previous educational experience of students does not provide them with digital learning skills determining the difficulties of online education in the pandemic. Based on a questionnaire survey of the technical university students the with online learning experience carried out by the authors, the paper identifies the students’ attitudes to (1) readiness for the transition to distance educational technologies; (2) continuing such practices after lifting the quarantine restrictions, using information and communication technologies for distance learning tech- nologies; (3) assessing the organization of the university and personal digital educational environ (availability of devices and software, access to the Internet), evaluating student involvement in the educational process in the context of online learning; (4) estimating the digital skills and competencies (user and professional) of students. Results: The study reveals a range of problems faced students during the period of distant learning; gives a characteristic of students’ readiness to use digital educational technologies. The work practical significance is the results obtained can be used to improve online learning methods, procedures for involving students in the educational process, and assessing their educational results.

Various judgments arose about Zoroastrianism genesis with appearing the first information about Avesta. Parts of Avesta preserved in Pahlavi and Parsi became the basis to form a hypothesis about the Iranian ori- gin of Zoroastrianism. However, this hypothesis did not take into account two factors. First, the time and place of formation, development, functioning and distribution of zoroastrianism, which at first did not have its exact name, later called by Greek historians "Zoroastrianism". Second, Zoroastrianism multiplasticity as a religious belief, which absorbed the oldest early forms of deification of the nature phenomena, and simultenous was a monotheistic religious- philosophical teaching. It is known, that Zoroastrianism is the oldest religious doctrine in origin, which had a great influence on other world religions. This religious system historical significance and ideology had not fully defined yet. This religion was formed and crystallized both in form and content in direct relation to its socio-ethnic base and ideological orientation. The name of the religion ("Zoroastrianism"), given by the ancient Greeks, was used by neither the religion founder, nor its preachers. Emphasizing the dualistic nature of the original Zoroastrianism, it is necessary to note the haphazardness and contradiction of the late Avesta. This was the result of the haphazard recordings of the Prophet’s sermons, which were subsequently brought into a particular system.

The article discusses the theoretical and methodological bases of the prospects for interacting online and offline education. It analyzes the philosophical, psychological-pedagogical and socio-psychological foundations of the educational process effectiveness. The phenomena of involvement and responsibility are studied as the most important interdisciplinary categories. The paper mentions the role of these concepts in the methodological solu- tions proposed by the authors on the organization of the educational process in the context of the mandatory use of online technologies. EOSC (Educational online social contract) and META (Methodology for expert text analy- sis) are described as methodological solutions. The authors present the philosophical and socio-psychological basis of these methodological solutions; describe the reaction of experts to the practical application of META in the real educational process in details. They show that this methodology demonstrates the efficiency of analytical activities in various professional and academic areas, both online and offline. The article underlines the significance of using these principles within the foresight methodology frameworks in the context of turbulence in educational and other social processes caused by the pandemic conditions. The paper represents for the first time EOSC methodology in the public space, and demonstrates META capabilities in "online against desire" situation. The research is based on such methodological concepts as informal text analytics (NAT), discourse analysis, conceptual analysis.

The article is devoted to the problem of the activity directions of the academic psychological service related to schoolchildren and students with disabilities and their families, as well as other subjects and stakeholders of education. Psychological assistance is a necessary part of a successful (effective and productive) educational pro- cess for schoolchildren and students with disabilities and their families. Academic counseling as the main component of psychological assistance to students with disabilities and their families (as well as teachers and other subjects of education involved in the context of inclusive or integrative educational practices) is an important channel to prevent and overcome situational conflicts, personal and interpersonal problems, and development crises of students of secondary and high schools with disabilities and other subjects of the educational process at the individual, group and social levels. The paper objective is to study main areas of psychological and pedagogical support for students with disabilities and their families in the academic counseling context. The research methods are theoretical analysis of the problems of psychological and pedagogical support of students with disabilities and their families in the context of academic counseling. Study results. There are several difficult moments and factors impeded training and education as well as a student development as a person, partner and professional as a whole in the school and university educational environment. Problems of education, including in the context of assistance tasks to develop and form individuals, partners and professionals for people with disabilities and their families, their causes and consequences affect the subjects of education at many levels, and in many ways. Academic psychological counseling is an important component of psychological assistance to students with disabilities and their families, as well as teachers and other educational actors and stakeholders involved in the context of inclusive or integrative educational practices. It is an important channel to prevent and overcome both situational, local, and persistent, large-scale educational conflicts, personal and interpersonal problems, and development crises of students with disabilities and other subjects of the educational process at the individual, group and social levels. In academic counseling as psychological and pedagogical counseling of education subjects, the specialist should proceed from the understanding that education is not only a source and means of development of the individual and group, but it generates, actualizes (di)stresses and crises at the personal, interpersonal and organizational levels as well. The leading idea of counseling is the idea of development, but not compensation.

Systemic threats, growing role of information technologies have actualized the problem of informa- tion and psychological confrontation in China. The paper objective is a retrospective analysis of the confrontation system psychological aspects. The study aimed at the Chinese confrontation as an ethnocultural phenomenon and its psychological core. The methodology is a psychological and cultural approach to the analysis of the confronta- tion system to achieve information superiority by CPR. The theoretical basis is the specificity of the consciousness evolution, obtaining the mental experience determined the semantic nature of the Han ethnos, spiritual unity and culture in "Chinese centrism" form. The author uses methods of systemic, retrospective, phenomenological and dis- course analysis. It was found that the specificity of the confrontation system was made up of fragments of ancient Chinese stratagems, technologies of secret societies, the theory of "people’s war", elements of the theory of West- ern information-psychological wars. The Chinese "Concept of three wars" (psychological, media and legal war), established the right to preemptive actions in cyberspace and strike first. The analysis of the psychological nature of counteraction determined the author’s version of its concept as "an ethnocultural phenomenon, which core is a set of technologies of influence in the form of psychological means of achieving information superiority". Technologies of deception, plan concealment, manipulation, disintegration, defragmentation, etc., including centuries of experience, modern developments in AI, DB, etc. set a disinformation character. The authorities’ call to "strengthen the armed forces and be ready for war" brought a different meaning to the concept of "soft power": "soft outside, but hard inside". The discursive-cognitive paradigm revealed the psychological essence of discourse, where cognitions "fly" in the form of texts, providing "cognitive construction of the world" in the media space. The cyberspace destruction takes on different shapes, turning information-psychological methods (stratagems, created content, etc.) into the most acute means of confrontation. Network operations based on the synthesis of "technical" and "human" technologies in cyberspace are perceived as a mean of counteraction and achieving information superiority.

The article provides a characteristic of the modern global world through the prism of globalization and post-globalization, which determines the loneliness consideration in the context of social isolation. It gives a philosophical interpretation of the phenomenon of loneliness, the loneliness exegetics as isolation in the world of endless social transformations. The research methodology is a hermeneutic approach used for the global world analysis, understanding the world transformations in the context of the rationality dominance as a way to think and exist in this world (the classical stage - through the prism by E. Husserl, F.V. Hegel, post-classical one - in the con- text by N. Berdyaev, O. Spengler). A special emphasis is placed on understanding "I" in the context of the modern world, where human existence is accompanied by the concepts of multiple identity and identity crisis (F. Fukuyama considers the identity in the context of personality, S. Huntington’s – the concept of collective identity). To under- stand a person and loneliness, the emphasis is placed on the subjectivity of “I” in opposition to another world (in the interpretation by N. Berdyaev, K. Jaspers). The philosophical aspect of loneliness in a perspective gives rise to a new understanding of social isolation, thus the modern existential crisis is understood as a crisis of the dominant way of thinking and attitude to the reality world.