The article presents the problem of a comprehensive analysis of the socio-cultural prerequisites that determine the successful or unsuccessful implementation of the program of digitalization of the regions of Russia. A detailed examination of the tools for assessing the level of digitalization on the example of the methods for calculating the Skolkovo “Digital Russia” index and the regional digitalization index by I. V. Groshev and A. A. Krasnoslobodtsev showed their low informative value for understanding the factors leading to the formation of digital inequality in regions. The actuality of the problem is due not only to the need for an adequate assessment of the tools offered as convenient for comparing regions, but also by the following facts. On the one hand, the tasks of digitalization of education are of paramount importance in the framework of the federal development program. On the other hand, their implementation depends both on the local state of educational institutions and on solving a wider range of issues: staff training, providing employment opportunities for graduates, forming the need for highly qualified personnel in the region, etc. The novelty of the work is that the author consider the problem of studying the digital inequality of the regions of Russia with an emphasis on the issue of digitalization of education in the context of the existing regional socio-cultural prerequisites that determine the successful implementation of programs or prevent it. The application of institutional and functional approaches is of particular research interest, these approaches allow us to study the existing socio-cultural prerequisites in the regions as factors of stratification of Russian society that strengthen or weaken social inequality in the context of the development of a digital society. The author concludes that the solution of the problem of a comprehensive assessment of the socio-cultural prerequisites of the regional level of digitalization requires a detailed multi-factor analysis on a specific problem and direction of digitalization. The comparison of such data requires separate consideration of the indicators of socio-economic, demographic, and institutional development of the regions.

The social transformations that took place under the influence of globalization and neoliberalization at the turn of the 20th – 21st centuries led to the need for deep structural and functional changes in the system of domestic higher professional education. Despite the fact that over the past twenty years in domestic practice a lot of directive documents have been developed and a number of serious management decisions have been adopted that have a direct impact on the development of the Russian education system at all levels, the domestic higher school in many respects cannot reach a level that makes it possible to make a serious competition to the participants of the world scientific and educational space. A retrospective analysis of the main conceptual documents that determine the development of the domestic education system, carried out in the work, showed that reforms of the domestic higher education system often do not reach their logical conclusion, since they are predominantly declarative in nature, far from always supported by a legislative framework, which leads to inconsistency in practical actions on their implementation. The article reveals that the incompleteness of the reforms is largely due to the existing gaps in cooperation between the institutions of education, science and industrial production, which all conceptually significant documents declare, but in practice, close mutually beneficial cooperation between these actors does not sufficiently manifest itself. The author indicates that such interaction can be carried out through the development of university systems, which, being integrated into the economy of the regions and acting as a driver of innovative development, can contribute to increasing the competitiveness of Russian universities in the international scientific and educational space.

The article presents a study of the goal setting by modern students. The authors analyze the role of goal setting in educational and future professional activities. The authors consider goal setting in the structure of valueoriented activity. They reveal the correlation of prosocial and egoistic values of students. The article provides a brief overview of modern approaches to goal setting. The authors consider various aspects of goal setting related to future professional activities, family life planning and the formation of material prosperity. The practical part of the study includes an analysis of goal setting based on a survey of 479 respondents (172 male, 307 female). The respondents were senior students of Novosibirsk universities. The researchers asked the respondents to formulate their life goals for one year, for five years, and for life. The results of this study are diverse. On the one hand, it reveals disturbing trends (a low level of prosocial motives expressed in the goal setting by students, as well as a small percentage of students who associate their future with research activities). Consumer motivation is expressed in student’s goal setting much more strongly than prosocial motivation. On the other hand, the results of the study allow us to speak about the preservation of the importance of family values in the views of modern students. There is a desire to acquire housing in the property, which indicates a tendency to settle down. This contradicts the ideas about the prospect of increasing the mobility of labor resources in Russia. It is also significant that only less than a third of young men and less than a third of girls expressed their intention to start their own business, which indirectly indicates the relatively modest prospects for the development of small and medium-sized businesses in Russia. Finally, the study showed a low level of emigrant sentiment among the surveyed students. The authors consider it expedient to organize such studies everywhere on an ongoing basis.

The transition of universities to distance learning during the CODID-19 pandemic caused discussions about the development of the educational system in the context of digitalization of society. The question arose about the readiness of universities, students, and teachers to use digital educational tools. Studies of students’ ideas about distance learning have revealed its difficulties, positive and negative effects. The analysis of the survey data made it possible to reveal the problems of forming the basic competencies of students taking into account the requirements of the digital economy. The authors conclude, based on the analysis of the results of a survey of humanities students, that the previously discovered difficulties of distance learning persist during the «second wave» of the pandemic. They reveal the relevance of survival values for students (according to R. Inglehart and K. Welzel). The authors suggest that the decline in significance of self-expression values and the decrease in the sense of existential security may be a consequence of the pandemic crisis. The possibilities of digitalization of education to strengthen the resources of the subject and increase its mobility have come into conflict with the return of students to settledness when introducing distance learning to implement epidemic restrictions.

The article analyzes the preconditions for the transformation of the higher education system to the trinity of social, emotional, and ethical learning. The author considers the formation of education system with the use of secular Buddhist ethics on the example of Emory University (Emory, USA). The article pays great attention to the speeches of Dalai Lama and the influence of Buddhist philosophy of education on the system of socio-emotional and ethical education. The theoretical analysis of the curriculum of social-emotional-ethical training presents the methodology and the methods of the study. The object of the research is the Buddhist philosophy of education. The subject of the study is SEE Learning program (social-emotional-ethical learning) as a way of reception of the Buddhist philosophy of education in the higher education system. The author considers the implementation of SEE Learning program – social-emotional-ethical learning at Emory University (Atlanta, Georgia). This program is the result of the university’s collaboration with Dalai Lama XVI and the Tibetan Exile Community. The author concludes that the change of value orientations and the decolonization of education are factors that influence the development of educational systems. Social-emotional-ethical learning can solve the problem of lack of ethical education at universities. The introduction of ethics education will enable higher education institutions to produce not only practically and theoretically competent professionals, but also individuals who are able to understand the consequences of their decisions.

This article focuses on the attitude to innovations and the stress of innovations in higher education. Numerous researchers identify different types of learning (teaching) focused on more or less innovativeness, including more or less procedural, methodological, etc. creation. Thus, the traditional, reproductive and “theoretically oriented” type of education is associated with the retransmission, reproduction of social experience, the second, “practically oriented” – with a creative search based on the existing experience and thus with its enrichment. However, in reality it is impossible to find such forms and formats of teaching and upbringing, in which the practice of teaching was reduced only to the organization of pure reproduction of knowledge and skills, it is even more unrealistic to imagine teaching on an exclusively creative, practical, research, meta-subject basis beyond the reproductive retransmission of the most important knowledge and skills left by the predecessors to the living generations. We are usually talking about the quality and focus of education, its moral, ideological, social, psychological and other conditions and results. The authors discuss the concept of the stress of innovations. The stress of innovations in educational institutions is the stress that occurs in the process and as a result of the introduction of innovations in education. The innovations cause a situation that gives rise to stress and post-stress disorders in students and teachers (didactogenies in the forms of pediogeny, mathetogeny, eductogeny). The main goal of the study is to comprehend the types of people’s attitudes towards innovations in education in the context of the concept of innovation stress. The main method of this research was a theoretical analysis of the problematics of people’s attitudes to innovation in education in the context of the concept of innovation stress. All productive and effective innovations in education are connected by one idea – the creation of conditions under which the development of a person as a person, partner and student/professional is inevitable, and not just stated or impossible. When developing an integrative model for the prevention and overcoming of the stresses of innovation for students and teachers (in case of mathetogeny, pediogeny and eductogeny) it is important to set and solve the tasks of prevention and correction of stress in the context of the development of subjects of education in different contexts: in the context of educational, professional, personal and interactive development. Prevention and correction of stress in innovative education (and in the stress from innovation) is associated with the prevention and correction of pediogenies (harm caused by the wrong, destructive and pathological attitude of teachers to students), mathetogenies (harm caused by the wrong, destructive and pathological attitude of students to teachers), and eductogenies (harm associated with the deformation of organizational conditions and forms of training and education). One of the components of the work is psychological (psychotherapeutic) assistance to the subjects of education (in the form of one-time consultations and trainings, coaching and systematic support). Such assistance, even in the form of one-time consultations, should nevertheless be aimed at systematic, integrative prevention and correction of stresses in education, including the stresses of innovation.

Subject of the article is actual as never given the speed and volatility of data transfer and it’s processing. Authors have attended the topic of “digital transformation” multiple times, researching both negative and positive outcomes of this process. To define some of the potentially negative - alienation from other elements of life due to division of labor, personal and professional diviations. Some of the standing out positives - RnD and creative potential provided by virtual space, ability to effectively model technical and social processes, gamification as an additional tool of education development. This article is focused around the methodology of the elective education course “Constructing virtual worlds: game, science fiction and futurology” that was held in 2020/2021. Authors provide detailed description of how this course has been formed and method of its delivery to the audience. Being done as the dialogue between speakers and students, through the means of constant discussion, the course allowed not just to constantly receive and apply feedback to real-time, but also to form a thought process, reasonable for subjects in discussion. The course has provoked a lot of interest both in academic and industrial circles and has been discussed at multiple professional media platforms. Major results are ability to develop disciplines for new masters programs and programs of additional specialization. Authors are also confident that the course can be the beginning of new research and practical transdisciplinary fields aimed to explore vision and ideas of virtual space, cyber space and metaverse.

Introduction. The possibilities of implementing additional education in the context of modern trends in the development of education in Russia and the world can be identified by the following prospects: 1) the formation and improvement of a multilevel/continuous education system; 2) improvement of educational distance technologies, including and especially information/online technologies, platforms, infrastructures that increase access to educational resources; 3) “peer education”, group or mutual education; 4) networking and the formation of a unified system of educational services institutions within the complex “school – college – university – enterprise”; 5) activation of cooperation with educational institutions and systems of Russia and abroad, harmonization of world and national education standards and their variations; 6) a combination of inclusive and special education; 7) a combination of specialized training and general cultural training of a person as a subject of culture; 8) development of the asynchronous education system, including global/additional and alternative education; 9) reorientation to teaching and upbringing as a process of formation and development of metacompetencies, that is, metaknowledge and metaskills that make it possible to successfully study and teach others; 10) the formation and development of additional education as a global one. Research methodology. The work contains a theoretical understanding of the problem of personal trajectories of education of teachers in additional education. Our study is an attempt to implement a systematic approach to the study of problems in the practice of training modern teachers. Results of the study. We can define the concept of an individual educational trajectory in the context of the problems of high-quality training of a modern teacher in general and additional education as an individualized (individually-specific) way of a person’s search and implementation of his personal, interpersonal and professional potential in educational and professional activities, his creative and reproductive, pedagogical and other abilities, realized with the support and participation of a tutor, supervisor or other mentor, or completely independently (in the context of self-education). Conclusion. Even the created and implemented trajectory, being presented in the didactic and mentoring interaction of the teacher (subject teacher, class teacher/curator, other mentor-tutor) and the student, requires work on its verification, reflection, correction, etc. The activation of educational and professional activity of students can take different forms, however, in general, it is associated with the formation and implementation of an individual educational trajectory of personal, interpersonal and professional formation and development of a person. An educational trajectory that activates and creates conditions for the all-round development of a person is formed and implemented under the condition of synchronizing the lines of personal, interpersonal and educational-professional improvement in general and additional education, harmonizing the space-time of education and the space-time of being of each person as a student. Such synchronicity and harmony is the result of the conscious, multilateral and constant efforts of all subjects of education at all stages of development and implementation of the educational trajectory of the future teacher, up to reflection and correction of the educational route and its different stages.

The purpose of the research is to study the features of the subject’s predicted choice of security practices in connection with extreme life situations that are significant for him. The main hypothesis was the assumption that the choice of security practices can be associated with the type of extreme situation that initiates it, in such a way that each group of these practices corresponds with a certain type of extreme situations. The research was exploratory in nature. The authors used the methods of incomplete sentence and subjective scaling. A total of 200 university students participated in the study on a voluntary basis. The sample included 118 (59 %) girls and 82 (41 %) boys aged 18–21 years. The respondents identified subjectively significant extreme situations, such as illness, pressure on the psyche, domestic extreme, financial fraud, transport accident, trauma at work, criminal aggression, natural disaster, terrorist attack, destructive social conflict. Factorization has established their semantic grouping into general social, public and private extreme situations. The authors based the study on the selection of the following security practices: normative (compliance with safety instructions, safety memos, following the developed safety rules), socio-­cultural (taking into account the signs of danger, the use of talismans, protective amulets, conducting a ritual of protection against threats) and individual (compliance with the recommendations of significant persons on safety, the use of their own safety rules, their own safety traditions). The authors established on an empirical basis, that the choice of security practices differs depending on the extreme situation that initiates it. The most preferable for students are individual security practices, the least preferable are socio-­cultural ones. The choice of official security practices is more often associated with public extreme situations; the choice of socio-­cultural and individual security practices is more often associated with private extreme situations. The problem has prospects for further research.

The global online transition has become a real challenge to the traditional form of education, which has prompted universities to reconsider the system of providing education services. The authors conducted a sociological study based on the investigation of the relationships of the academic teaching staff, their assessment of the effectiveness of the measures taken by the universities in organizing the transition to a distance learning (DL) format of education. Lecturers of regional universities of Russia, Kyrgyzstan and Mongolia took part in the study. The results of the study made it possible to identify the most organized and optimistic category of lecturers of Mongolian universities and focused attention on the main problems in the implementation of DL at all universities. The normalization of the epidemiological situation in the future, the restoration of the economic level of development of each country will enable the universities to define their approaches to the use of distance learning technologies (DLT) and their role in the traditional face-to-face education system in accordance with the needs of the students and the peculiarities of social life.

The relevance of the article lies in the need to present and introduce Western trends of the scientific foundations of mentoring into the vocational education system, namely preschool educational organizations (PEO) of the Russian Federation. On the world stage, there is a focus on the transformation of the entire educational system expressed in improving the efficiency of educational organizations in accordance with various educational standards: increasing/decreasing the duration of training, revising educational programs and transferring them to a distance format. The domestic experience of research in the field of mentoring (the research was carried out on the basis of the Institute of Psychology and Education of Kazan Federal University) demonstrates modern approaches that can be applied in practice by future and current heads of preschool educational organizations. Long-term research in the field of domestic and foreign mentoring as a factor in increasing the professional competence of novice teachers (Clarin, 2016; Golman, 2019; Whitmore, 2009), as well as teachers with sufficient experience in teaching activities in an educational organization; the study of the “inclusion” of Western methods and techniques of mentoring (budding, shadowing, coaching, advising) in the activities of the head and teaching staff of a preschool educational organization – these and other aspects have been the subject of previous research by the author. The purpose of the article is to apply Western trends in management activities at the level of educational organizations. The article reveals the main approaches of mentoring reflected in the stages: “briefing”, “explication” and “evolution”, in the process of accompanying novice teachers by managers in the practice of the educational organization. The article is for teachers and managers of the education system.

Introduction and purpose of the study. The article reveals the psychological and pedagogical content of the concept of tomorrow’s joy by A. S. Makarenko as a view at a growing person in the perspective of his personal development, as well as the achievement of success in his educational activities on his own. Methodology and methods of the research. The author step by step presents the technology of creating a situation of success as a real embodiment of the concept of tomorrow’s work. The attractive aspects of the method of A. S. Makarenko include: well-coordinated work (“feeling of the elbow”) in the team; motivated work (“feeling of joy”); flexible reward system; strict discipline and responsibility for the results (successes/failures) of their work, as well as a high level of trust in the person, which affects the results of production and contributes to success/failure in the business. Results. In general, a retrospective study of the ideas of A. S. Makarenko showed that the way to organize and modernize educational activities can be a situation of success, which is based on deep mechanisms: a motivating emotion (“tomorrow’s joy”), on the one hand; and the goal (“perspective”), which focuses on success, which requires strength and favorable pedagogical conditions, on the other hand. A situation of success by the type of tomorrow’s joy can serve as аn example of the retroinnovation of A. S. Makarenko. “Tomorrow’s joy” is the key idea of A. S. Makarenko’s pedagogy, based on the teacher’s belief that tomorrow the child will be better than he was yesterday. Conclusions. The article offers modernized pedagogical techniques that activate the joy and trust of the child, contributing to his success on his own, these techniques include: advance trust, emotional explosion, positive alignment, setting goals-prospects. The authors considers the situation of success as a situation in which a person will definitely cope with a training task, not today, but tomorrow. The author believes this is possible if the tasks are feasible and evoke the positive potential of students, and the teacher’s help is hidden (in the form of advice, consultation, and even hint).

The article deals with topical issues of improving the level of training of cadets of educational institutions of the State Fire Service of the EMERCOM of Russia for professional activities in the field of fire fighting. The application of the implemented disciplinary approach, which assumes a time-dispersed nature of studying various disciplines in the field of fire fighting, does not allow you to get concentrated knowledge, skills and sufficient experience in performing combat operations to extinguish fires, which affects the professional readiness of graduates for practical activities. The purpose of the study is to form a subject-professional approach that will allow, through the optional hours of the main educational program on the basis of previously formed skills and abilities, to implement through training courses concentrated training in the field of fire fighting to improve the professional readiness of graduates. To increase the level of professional readiness of graduates, the author studied the experience of practical training in the field of fire fighting, analyzed the activities of fire and rescue units in extinguishing, studied normative documents and scientific works in the subject area, has developed a subject-professional approach for concentrated training, as well as the subject-matter and content of training courses, has formed an evaluation tool for students. The author proposes to implement a subject-professional approach through the development and implementation of basic, special and additional training courses, for the formation of which modular, competence-based and contextual approaches were used, aimed at maximum professional orientation of training, courses that allow to increase the competence of graduates in the field of fire fighting. The author also proposes to implement the subjects of the training courses through practical classes based on the game forms of training that increase the educational and professional motivation of students. The author concludes that in order to increase the effectiveness and further development of the subject-professional approach, it is necessary to expand the subjects of training courses and improve them, taking into account the changing regulatory framework, the experience of fire and rescue units in fires, the development of fire extinguishing tactics and the introduction of new models of fire equipment and fire-technical equipment.

Organic farming is aimed at providing the population with high-quality safe agricultural products and preserving the ecological well-being of agrocenoses and adjacent territories. The implementation of this project is currently associated with a number of problems, for the solution of which educational institutions must train qualified personnel. The authors investigated the aspects of chemical training of specialists necessary for the development of organic farming. The article considers three groups of specialties: 1) farm specialists working with soil and plants (agronomists, soil scientists, ecologists); 2) specialists engaged in product processing (food production technologists, medicinal and essential oil raw materials technologists, biotechnologists, etc.); 3) specialists of laboratories for quality control of raw materials and finished products. Analysis of the labor functions of specialists, the goals and objectives of organic farming, as well as the experience of cooperation of the Department of Chemistry of the Russian State Agricultural University-Moscow Agricultural Academy named after K. A. Timiryazev with agricultural farms for the implementation of organic technology, showed that the most important components of chemical education are as follows: 1) basic chemical training that allows to understand and manage the dynamic processes occurring in the agrosphere; 2) modern instrumental methods of analysis necessary for quality and safety control of raw materials and products, agrochemical diagnostics of soils and water sources; environmental monitoring to assess the impact of agriculture on soil fertility; research activities; evaluation of processing, storage, packaging methods. Laboratory specialists should have the competence to perform physico-chemical determinations of test samples. Other groups of specialists should know the purpose of the methods, be able to interpret the results of determinations. The article presents educational programs of different levels (bachelor’s, master’s, qualification enhancement), which allow to form the necessary chemical competencies.

The purpose of the article is to highlight the process of creating opportunities for training fish farmers in the Kyrgyz Republic. Now fish farming is developing successfully in the country, the issue of training specialists in this economic sector is relevant, the Ministry of Foreign Affairs of Finland provides financial support, and the specialists from the University of Eastern Finland participate in resolving this issue. The article outlines the problems of opening a new direction of training “Fisheries and Aquaculture” at the K. I. Skryabin Kyrgyz National Agrarian University (KNAU). For this, curricula have been developed to train specialists on two directions: specialists with a bachelor’s degree in fisheries and aquaculture management, and fish breeder technicians, whose training will be carried out by the college. The curriculum includes cycles of subjects for the study of humanitarian and socio-economic disciplines, mathematical and natural science disciplines of the professional cycle; it defines goals, course content, a form of study and assessment for each subject; the complexity (number of credits) of the subject is determined. The article shows the process of formation of the direction and training of specialists in the field of fish farming. The authors of the article are members of a team of teachers who have been trained as future teachers of fish farming subjects. The article highlights the process of interaction of specialists of the University of Eastern Finland with the administration and teachers of KNAU in the FishEdu project. The result of this interaction was the opening of the direction “Fishing and Aquaculture” at KNAU and the specialty “Fish Breeder Technician” (in college).

The process of improving the quality of public services directly depends on the professionalism of the public service personnel. In this regard, it is necessary to constantly engage in their professional training and increase the level of development of their professional competencies, to strive for the formation of maximum productivity and efficiency of their activities. All these issues are components of direction that has become popular recently – talent management, designed to use effectively the qualities of employees, which will allow them to make a significant contribution to the development of the organization. The article considers examples of the application of the talent management system both from the point of view of the direction of the development of the organization’s human capital, and from the point of view of designing competencies, improving the efficiency of activities, as well as a method of forming a personnel reserve. The article presents the experience of applying the talent management system in Russian science, analyzes the state and options for using various models of talent management by scientists and practitioners of Kazakhstan. The authors describe their own experience of participation in various research projects aimed at finding, developing and supporting talents in the conditions of public service. The article gives an example of such a project for the selection of talented young people (graduate students), who want in the future to enter the public service in the Republic of Kazakhstan and Russia. Finally, the authors draw conclusions about the impact of trends in the modernization of the public service in Kazakhstan and Russia on the development of the model of talent selection and management in this system of professional activity.

The author analyzes the psychological essence and content of the information-psychological confrontation of the actors of the new “Great Game” within the framework of the six-week Artsakh conflict. The analysis of the latest practice of modified strategic and behavioral operations reveals the novelty and actualizes the obtained material. Methodology and methods of the research. The new “Great Game” as a psychoanalytic concept and category reveals the context of technologies of information-psychological confrontation in the Anglo-Saxon discourse. The game as a scientific tool leads the meaning of access to algorithms and technologies for destructive communications of the confrontation system on the “southern front” to hyperbolization. The methodology of system and discourse analysis, revealing fragments of information and psychological confrontation, operations and technologies of a new type, is becoming popular. Results of the research. The conceptualized discourse, which carries the narratives of “loyal” politics with the internal logic of management, sets “the dependent world”, the ways of understanding and representation. The synthesis of fragments of the actors’ confrontation on the basis of psychological research reveals the nature of the struggle for domination. The unification of the process, and then the “enforcement to consent and due order” reveal the mechanism of psychological influence used by them. Based on the results of the work, the author identifies the main forms, schemes, fragments of the British strategic operation as a modification of the operation “Azerbaijan” of the early 20th century, as well as the behaviorist operation as an attempt to resolve the conflict between Baku and Yerevan over Artsakh. The analysis of the views of researchers of the activities of Western intelligence services reveals a two-level model of the struggle of actors, where there are two internally closed and relatively independent control circuits. The author notes the effectiveness of the strategy of Baku with the introduction of new cyber-psychotechnologies, artificial intelligence (AI), unmanned aerial vehicles (UAVs), reconnaissance and disinformation mobile groups (RDMG), etc. The lack of a proper strategy, the headquarters of the confrontation and reliance on the potential, the shortage of pre-emptive strikes, their interception, etc. led Yerevan to defeat. Theoretical and practical significance. The research results contribute to the theory and practice of information-psychological confrontation.

One of the most difficult problems of our time is the problem of consciousness. There are many different theoretical concepts of consciousness, both in Russia and abroad. The fact, that sometimes the researchers use the so-called artificial intelligence as a research model of consciousness, aggravates the situation. Recently the criminologists use artificial intelligence, which has come to the aid of the human mind, in their practice. The authors summarize the best practices and conceptualize the use of artificial intelligence in some fields of criminology. The study offers some methodological and theoretical aspects of solving the problems based on trends in the use of artificial intelligence in practical criminology. The authors investigate the interaction of artificial intelligence with human consciousness. The basis of the comparative analysis is the quantum level of consciousness, that is, a quantum theoretical concept based on the concepts of mathematicians and modern physicists. This paradigm of the exact sciences is fundamentally different from the humanitarian paradigm based on philosophy and psychology. The proposed approach makes it possible to understand the physical meaning, the mechanisms of consciousness and artificial intelligence at the quantum level. The authors consider it important to emphasize that there are deep parallels between the functioning of consciousness and artificial intelligence. The well-known psychologist K. Jung and the Nobel laureate physicist W. Pauli discussed similar parallels between idea and matter. The article analyzes the positive and negative aspects of the joint interaction of consciousness and artificial intelligence. This reveals the role of the interdisciplinary science of synergetics. Since consciousness and artificial intelligence are quantum in nature, both general and distinctive laws of non-linear systems functioning apply to these phenomena. There is an uncertainty principle, the meaning of which is as follows: if one parameter is precisely defined in the system, then other parameters cannot be defined, they are uncertain. This facet is movable. The authors analyze some aspects of criminological uncertainty upon occurrence of socio-psychological distorting effects. The psychologists Ph. Zimbardo and S. Milgram investigated them in group experiments. The article substantiates the prospects for the artificial intelligence development and the limitations of its use in criminology. The authors are pessimistic about the development and application of artificial intelligence in criminology. Artificial intelligence does not have the “I” status of a personality, although it can be "subordinated" to legal laws of different levels. The use of artificial intelligence for judicial proceedings is problematic, although there are great opportunities for operational search activities in its functioning, for example, anti-crime programs: recognizing appearance from photos and videos, predicting individual criminal behavior. This frees the consciousness of the expert from routine work, and the employee can therefore choose a creative approach and pay more attention to ethical issues, which is not available for artificial intelligence.

The problem fields of research in the framework of the topic are the lack of classification of training methods in intra-organization training, the insufficient quality of the use of tools in the practice of intra-organization training, as well as the use of tools for evaluating and analyzing training activities. The highlighted aspects allowed us to determine the relevant vectors of the research: the competence of the coach, the systematization of training methods and techniques, the features of the use of the tools, the methodology of the tools for evaluation of training sessions. The most important characteristic of the competence of a corporate coach is the possession of the training technology tools at a high level. The article stands out the main competences of a corporate coach, such as focus on results, effective communication, effective self-presentation, persuasion and influence, confidence and stress resistance, creating a motivating educational environment. The authors pay particular attention to the phenomenon of pedagogical artistry, internal and external conditions of its development. The article introduces the basic training techniques (informational, stimulation, exercises for practical performance of work, group-dynamic exercises) and related training methods into the system. The authors consider the criteria and limitations that a trainer should to take into account when choosing training technology tools. The article introduces distinctions of tools when considering their arsenal (planning tools; direct implementation of the process; control (monitoring), evaluation and analysis of the results; post-training support). The authors indicate the following features of the use of training technology tools in intra-organization training: the formation of target guidelines for each stage of training implementation; determining tasks and the algorithm for training implementation; drawing up a training program; chronological planning of training units; planning of the necessary methodical support of training units; compliance with the principle of training planning based on an iterative model with one or more contours; the use of business and simulation games, exercises and tasks; using multiple studies scenarios for conducting classes; presenting information depending on the features of its perception; taking into account the target audience; taking into account the age characteristics of the audience, etc.

The legal foundation of a society is the basis of its existence and effective functioning. The legal consciousness occupies a special place in it. It acts as an integral part of people’s worldview, their life orientations, values and priorities. In Russia, the dynamics of the ongoing changes in the political and legal sphere is largely determined by the rethinking of the events of the recent past and the attempt by various forces of influence to comprehend the present adequately. Such close attention to the phenomenon of legal awareness is due to many changes taking place in the country and society. The consciousness of people in Russia is multipolar. Both internal and external factors influence on its formation, more often they are of a destructive nature. For example, the role of the hybrid war, which has been waged against Russia throughout its recent history and in which young people are actively involved, is great. Attempts to organize and conduct various actions with the participation of young people expose, among other things, the problems of our society, the state of legal awareness of young people involved in these events. This puts forward new tasks for working with young people, primarily students. The article reveals the concept of legal consciousness, considers its structure and types. The authors pay special attention to the сharacterization of the features of the modern legal consciousness in Russia. The article also characterizes legal socialization. Legal consciousness manifests itself in behavior. The authors rely on the results of the study on the legal behavior of young people. The presented factual material makes it possible to identify the cause-and-effect relationships between the legal consciousness and the factors affecting it. The article provides possibilities for the interested persons to use the presented theoretical and practical material in their work on the formation of the legal consciousness of modern Russian youth.