Introduction. The article examines the specificity of the flagship university – a new component in the regional development of structures related to higher education, economics and management.

Purpose setting. The objective of the study is to analyze the list of scientific and pedagogical competencies, which (due to its novelty) it has not yet been fully formed by scientists in the form of a clear system of knowledge. The identification of this so-called unstructured list of scientific and pedagogical competencies is necessary to improve the system style in the implementation of educational and pedagogical activities of the specialists of the flagship university.

Methodology of the study. The methodology of the analysis of the material included in the article is based on the principle of interaction of intersectoral and interdisciplinary types of scientific and technological activities.

Results. The article reveals the content of the innovation policy of state, at the regional level of which the solution of complex socio-economic problems is inextricably linked with the activities of the flagship university. The flagship university is new educational component in the system of interaction between government, science and entrepreneurship. The comparative analysis of research approaches has revealed an unstructured list of competencies of a scientific and pedagogical employee of the university necessary for the implementation of educational activities. Since educational activities are aimed at the formation of certain professional competencies and values among students, the priority personal qualities and socio-professional competencies of university teachers are highly specialized skills and general erudition, methodological thinking, continuous professional development, motivation for pedagogical work, communicative abilities. Pedagogical activity at universities is associated with the participation of a teacher in research work. The novelty of our research consists in structuring the list of personal qualities and socio-professional competencies of a modern teacher and student that are in demand in relevant fields of activity/

Conclusion. Based on the results achieved in the process of analyzing publication materials, the paper summarizes the innovative ability of the flagship university to implement specifi management projects, improve personal competencies, make informed decisions when selecting specialists and personnel changes. The results of the study can be used by university teachers in the framework of building subjective perspectives of professional and personal development.

Introduction. The article examines the factors that allow Russia to maintain its subjectivity in the modern world.

Purpose setting. The author notes that information technologies have contributed to the formation of global communication systems.

Methodology of the study. Attention is focused on the role of traditional values in the educational sphere.

Results. Not only the positive consequences of the introduction of Russian education in the global educational space are noted. The decline in the level of knowledge and ideological problems force us to pay special attention to the axiological component of the domestic educational system. However, in the concepts of the development of education in Russia, the study of national experience causes heterogenous interest. The article also shows the negative effect of thoughtless borrowing of foreign educational technologies that ignore the best traditions of Russian education. Particular attention is paid to the ambiguous influence of alien values on the younger generation. The factors that play a fundamental role in the preservation and enhancing by Russia its own subjectness in the conditions of universalization of educational standards are analyzed. The author proves that preservation of own subjectness by Russia fundamentally affects the formation of an educated and conscious generation.

Introduction. Educational institutions (EI) ratings presented in a list or in the form of rating tables do not give an idea of the adequacy and objectivity of the system of criteria and rating indicators chosen by managers. Therefore, the published EI ratings, including in 2021, are criticized, require confirmation of the adequacy of their criteria and indicators by other methods. This is the method of graphical rank analysis in combination with the coenological approach. This method also makes it possible to identify any set of objects with a coenosis.

Purpose setting. The appearance in Russia of a new type of EI – online schools determined the first task of the study, which is to answer the question: "Is the totality of Russian online schools a random set of objects or is it a new kind of sociocoenosis?" The second task of the study is to test and apply the method of graphical rank analysis based on coenological approach to assessing the ratings of educational institutions in 2021 by analogy with the methodology for assessing the validity of test tasks developed earlier.

Methodology of the study. Graphical rank analysis with a coenological approach is based on the construction of graphical rank distributions using computer technology and their approximation to a hyperbolic function – the dependence of the parameter under study (in our case, the rating quality indicator) in descending order from the increasing rank number r = 1, 2, 3,…. The coincidence of the empirical and theoretical graphs of rank distributions indicates that this set of objects belongs to the coenosis (or to its population – part of the coenosis).

Results. The results of applying graphical rank analysis to a new phenomenon in the Russian education system – online schools are presented and it is proved that this new community of online schools is a new type of sociocoenosis in the systematics of educational institutions in Russia. The possibility of applying the method of graphical rank analysis with a coenological approach to the evaluation of the ratings of EI is shown. This method made it possible to determine the quality levels of rating systems for evaluating the activities of educational institutions. The evaluation of the ratings of educational institutions in 2021, conducted using this method, showed average and high levels of quality of the ratings considered.

Conclusion. The method of graphical rank analysis with a coenological approach allows us to quickly and effectively assess the adequacy of the rating of educational institutions in a formal mathematical way without delving into the content of each rating indicator, which is its scientific value, theoretical and practical significance.

Introduction. Based on the analysis of changes in the educational environment described in the pedagogical, sociological, and philosophical literature, the authors of the article seek to identify the determinants and possibilities of a competency-based approach to vocational training.

Purpose setting. The tasks of modernizing vocational education in the context of digital globalization come into view. The breadth of the research fi in which digital globalization is determined, its tendencies, essential features have led the authors to the need for methodological research. The inconsistency, thematic scattering of studies that have the object of digitalization in all its manifestations predetermined the interest in professionalism, where the synthesizing origins of modern universalism are found. Under the influence of informatization and digitalization, a special sphere is emerging, which becomes the foundation of professional activity.

Methodology of the study. The article proves that the competency-based approach, which has repeatedly demonstrated its heuristic significance, is clearly not used enough when implementing the tasks of digitalization, minimizing its negative consequences, and enhancing the potential of information culture. It is shown that basic competencies, professional competencies and basic qualifications have a complex, including hierarchical structure. The comprehension of the competency-based approach is proposed in connection with the post-non-classical model of vocational education and the paradigms of pedagogical influence and personal social activity.

Results. Increasing the openness and flexibility of the educational process makes new demands on its organizers. The transition from empirical research to theoretical rethinking of specific tasks should be based on methodologically verified guidelines. Scientific research is based on philosophical, general scientific ideas and reflexive-methodological analysis. Reflexive practice at the same time affects all levels of professional training and its origins at the general educational level.

Conclusion. The competency-based approach opens up new opportunities for practice-oriented education, and the open nature of the paradigms applied in this case will allow us to see the prospects for digitalization.

Introduction. Today, the problems of inclusive education are particularly acute. This applies not only to Russia, but also to the world as a whole. In the historical context, the realization of its necessity has become a long process. This is primarily due to the fact that the introduction of inclusive education entails the formation of a new culture of society and the transformation of established principles.

Purpose setting. The article presents the process of formation of the inclusive education system in Russia and its current state. The features of this process are considered on the basis of the analysis of the problem of inclusion of autistic children in the educational process, the features of their behavior affecting the process of social adaptation. The problem of combining ordinary children and children with problematic social behavior is highlighted. The prospects and the role of additional education in this process and the development of the abilities of children with disabilities in general, as well as social factors affecting its effectiveness are considered.

Methodology of the study. As a result of the analysis of factors influencing the process of education and socialization of autistic children, complex research methods are proposed, including the use of various pedagogical and educational means.

Results. As a solution to the problem, the creation of additional education centers combining various fields of activity is proposed. The basis of such centers should be competent managers capable of thorough scientific understanding of the management process and making non-standard bold decisions.

Conclusion. The decisive factor in the success of the educational and educatve process when working with autistic people is the training of managers who are able to make non-standard decisions taking into account the individual situation, the psychological readiness of the team for social transformations.

Introduction. In modern conditions of becoming of a civil society and the constitutional state the public attention is concentrated on modern youth whose civic activity affects how the tasks set for society and the state will be implemented.

Purpose setting. The future of Russia is largely determined by the values that are emerging today in the communities of schoolchildren and students. In this regard, the objective of forming conceptual representations about the processes of formation of civic engagement of young people becomes to be relevant. The purpose of this study is to analyze the social capital of the individual as a factor influencing the civic activity of young people studying both at school and at university, including those who are representatives of the Russian movement of schoolchildren. Methodology and methods of the study. The paper provides a theoretical systematic and meaningful analysis of such variables that form social capital as the value attitudes of young people, the level of trust in various agents of influence and the strength of communication with them.

Results. The conducted correlation analysis confirmed the hypothesis that exists a relationship between these variables and the object of study. It is shown that modern youth is largely focused on solving their own problems, focused on the "inner circle", is not inclined to trust people in general, lacks solidarity values, concentrating on individualistic interests, and this significantly hinders their inclusion in the manifestation of civic activity. The exception is the representatives of the Russian movement of schoolchildren, who have a high level of trust in the state, patriotic ideals and willingness to interact with public organizations, they are prone to civic responsibility and social activity.

Conclusion. It is necessary to create mechanisms for the inclusion of young people in various communities to solve socially significant issues, to strengthen the values of solidarity, as well as to form a unified value system in the youth environment, in which not only universal values, but also patriotism would occupy a significant place.

Introduction. The study of the actual problem of ensuring sustainable development is often one-sided, only the economic and social aspects is considered.

Purpose setting. The purpose of the article is a socio-philosophical analysis of the essential features of Russian education and science that contribute to the implementation of the concept of sustainable development.

Methodology of the study. The analysis uses the principles of structuralism, socio-historical determinism, and dialectics. The socio-philosophical concepts of the spheral structure of society, the typology of societies, the possibilities of resisting entropic processes through the development of stability, etc.

Results. The development of science and education is seen as a catalyst for changes in other areas of life, including the economic one. A generalization of the fundamental features of the scientific understanding of the world and the form of transferring knowledge to the younger generations in Russian society is carried out. The main threats to the sustainable development of science and education are analyzed.

Conclusion. Determination of the fundamental characteristics of science and education of Russian society, which ensured the progressive development of these components of the spiritual sphere, and also contributed to the preservation of society in a state of dynamic balance both between its own structural elements, keeping it from disintegration, and with nature, allows us to proceed to a description of the main threats to their development.

Introduction. The work contains a theoretical understanding of the problem of personal trajectories of education of teachers in additional inclusive education.

Purpose setting. Work on the creation, implementation and improvement of the individual educational trajectory of schoolchildren and students with disabilities within the framework of an inclusive education model is the key condition for its success.

Methodology of the study. This study is an attempt to implement a systematic approach to the study of problems in the practice of training modern teachers in the context of an inclusive education model.

Results. The concept of an individual educational trajectory from the point of view of the task of high-quality training of a modern teacher in general and additional inclusive or inclusive education can be defined as an individualized (individual-specific) way for a person to search for and implement his personal, interpersonal and professional potential, his creative and reproductive, pedagogical and other abilities, implemented with the support and participation of a tutor, supervisor or other mentor, or completely independently (in the context of self-education). The created and implemented inclusive trajectory, being presented in the didactic and mentoring interaction of the teacher (subject teacher, class teacher/curator, or other tutor) and the student, requires work on its reconciliation, reflection, correction, etc. The activation of educational and professional activity of students with disabilities is associated with the formation and implementation of an inclusive individual educational trajectory as such a trajectory of personal, interpersonal and professional formation and development of a person, which is designed to solve the problems of his inclusion. It can take different forms.

Conclusion. An educational trajectory that activates and creates conditions for the comprehensive development and inclusion of a person with disabilities in the community is formed and implemented under the condition of synchronization of the lines of personal, interpersonal and educational and professional improvement in general and additional inclusive education, harmonization of the space-time of education and the space-time of being of each person with disabilities as a student and future specialist. Such synchronicity and harmony is the result of 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.

Introduction. The first state educational institution for teacher’s training was the teachers’ seminary established in 1783. However, the teaching profession appeared in Russia long before that and was supported by social request. This fact builds questions about transformations of public expectations in relation to teachers, i.e. about the history of the social order to teachers. That order had not been realized and reflected in some documents for a long time, but its influence on education in Russia can be clearly observed already in the 17th century.

Purpose setting. The article attempts to determine features of its becoming.

Methodology of the study. The research is based on a large layer of literature, on the principles of dialectics and historicism, and uses comparative historical analysis, deduction, culturomics, content analysis, statistics and other theoretical methods.

Results. Features of forming of a social order to teachers in the 17th and 18th centuries are identified and specified. The factors and conditions of its forming in the specified historical period are characterized; its structural components were determined, also patterns of changes in the social order for teachers and its actualization time were detected.

Conclusion. In the 17th century, there was an order for teachers in the Russian Tsardom, the subject of which was the church, but partly also the state and townspeople. The state imposed requirements on teacher’s work, regulating some aspects of school organizing. The emerging in those times trend of transition from religious characteristics of the teacher to professional ones finally took shape at the beginning of the 18th century, when the state order for teachers had been formed. By the middle of the century, the image of the teacher had radically changed, and there were requirements of professionalism in the being taught science and of positive personal characteristics, which found its place in organizing of the first teachers’ seminary: the order for teacher’s methodological training began thanks to it. Patterns of formation of a social order to teachers (society always has high expectations from either professional or personal characteristics of the teacher; during periods of social conflicts and changes the requirements for his personal characteristics are actualized; that transfer depends on social stability) confirm that clearly it depends on historical periods and socio-political conditions.

Introduction. The article examines the problems associated with the digitalization of the education system of secondary vocational education and the impact of this process on students of secondary specialized educational organizations. The paper points out that along with the obvious benefits associated with the need to train personnel for the digital economy by means of using Information and Communications technologies, the digitalization of the education system of the vocational education system has certain risks and costs.

Purpose setting. The solution to the problem of digital addiction is based on the development and implementation of a set of measures aimed at its prevention.

Methodology of the study. Theoretical methods, comparative analysis and generalization of scientific literature on the problem of studying digital addiction and prevention methods were used; diagnostic methods, methods of result processing.

Results. The negative impact of total digitalization on students of secondary vocational education is considered, the emphasis is placed on the fact that along with the advantages, digital educational technologies have a negative impact on personality formation under the condition of uncontrolled use. First of all, this is due to the unpreparedness of the education system to neutralize the level the negative impact of this phenomenon on the personality of students in colleges, schools and other secondary specialized educational institutions. The article points to the need to form a new digital culture in the digital educational environment, the so-called «cyberculture» based on the prevention of digital addiction and compliance with the rules of digital hygiene. The analysis of the impact of the digital educational environment of educational institutions on students determined the need to study the phenomenon of digital hygiene as a factor in preventing the digital dependence of the subjects of the educational process. The literature devoted to the negative impact of the digitalization of the educational process on the mental, physical and intellectual development of students is analyzed.

Conclusion. The article reveals the problem of safe behavior in the digital educational space, the issues of leveling the negative processes caused by the digitalization of education through the implementation of a set of measures to prevent digital addiction. The authors have developed and proposed a set of pedagogical conditions for the prevention of digital addiction of students of secondary vocational education.

Introduction. New requirements are put forward for the organization of educational process, and improving the quality of training of graduates.

Purpose setting. Therefore, teachers are faced with the need to apply modular-rating training technology which instantly reacts to changes in the situation in the labor market and can adjust the specialist model. It is democratic in its principles, content, and organization of the educational process. Modular-rating technology provides individualization of educational programs and the ways of their assimilation depending on the abilities and interests of students.

Methodology of the study. The authors carried out modular structuring of the “Mathematics” course; methodological support (tests, individual tasks, etc.) of the modular-rating program was developed. A special role in the technology of modular-rating education is assigned to control over the knowledge of students, the authors used current, midterm and fi control. The quality of knowledge and skills of students in mastering the module was determined by various control methods: oral and written survey, control work, individual task, calculate and graphic work, etc. In addition, a testing method was used. To assess the effectiveness of student educational activities, a rating is used which is determined by points set in a selected unifi scale with a clear gradation of the level of theoretical knowledge, practical skills and abilities. The rating is formed during the entire period of the student training.

Results. In modern conditions, higher education is faced with the tasks of forming a specialist with stable incentives for further professional self-improvement, activation and development of student cognitive abilities, differentiation of training content and individualization of pedagogical infl in accordance with the level of student training.

Conclusion. The authors conclude that one of the effective ways to solve these problems is to train students according to the modular-rating system.

Introduction. The relevance of the article is due to the realities of the digital transformation of educational process and the increasing requirements for the quality of digital education in the context of distance learning. The article discusses the problems associated with the specifics of distance education. At the same time, it is noted that this type of education has a high practical orientation, but is characterized by the predominance of self-study in the development of educational material.

Purpose setting. The purpose of this article is to consider various aspects of designing an electronic educational environment, taking into account the possibility of personalizing the educational trajectory in the context of distance learning.

Methodology of the study. This study includes a review of bibliographic sources on the personalization of the educational trajectory by means of an digital learning environment in the context of distance learning. It also includes building a model of the structure of an e-course taking into account the student’s model and a description of an example of implementing an e-course in the LMS Moodle of the Bashkir State Agrarian University.

Results. The results of the work include a description and analysis of the problems associated with the organization of distance learning, as well as the results of modeling and testing an electronic course focused on a flexible educational trajectory within the framework of personalization of training.

Conclusion. The final part of the work also discusses possible ways to improve the organization of training for part-time students. At the same time, it is concluded that distance learning students are more interested in using flexible individual educational trajectories that take into account their time resources and capabilities. Further direction of studying the problem of personalization of distance learning programs is associated with the study of new technologies for the design of digital educational resources and their practical testing.

Introduction. The problems that arise for students and teachers in the transition from full-time education to distance learning are considered. The results of the current control and intermediate certification of students received in full-time and distance learning are presented, their comparative analysis is carried out.

Purpose setting. The purpose of the study was determined: to generalize the existing experience in organizing distance learning and to create tools for developing skills in working with the software necessary to complete tasks in synchronous and asynchronous learning. The tasks that need to be solved to achieve this goal are listed.

Methodology of the study. The research methodology was general scientific methods of theoretical knowledge, methods of analysis and generalization of scientific works devoted to the study of the competency-based approach to the formation of a specialist.

Results. The option of supplementing the general competence "Use information technologies in professional activities" with relevant, in the opinion of the author,

knowledge and skills is considered. The article presents the algorithm for the development and implementation of the discipline "Business Informatics" in the educational program of the specialty 18.02.12 "Technology of analytical control of chemical compounds", the thematic plan and structure of the work program of the discipline are given.

Conclusion. The possibilities of web2.0 services for developing tasks are considered, their functionality is briefly outlined, and an assessment of the listed ones according to the criteria chosen by the author is given.

Introduction. The issue of the relevance of distance education has been studied by various researchers for several decades, since the general digitalization of society. Since 2019, after the start of the COVID epidemic, this issue has become particularly relevant in all areas of education, including the study of foreign languages. In the period 2019–2020, teachers of Chinese and Russian universities actively developed new distance programs that take into account both the peculiarities of learning with the help of modern equipment and technologies, and the difficulties of learning Chinese by students of Russian universities.

Purpose setting. For several years, the system of distance learning Chinese language for students of Russian universities has changed significantly. At this time new programs are being developed, modern platforms and applications are being used, and interactive learning methods are being introduced. It is necessary to identify all the features of distance education.

Methodology of the study. To conduct this study, we used such methods as: the study of theoretical literature and the analysis of practical experience.

Results. As a result of the study, a number of both advantages and disadvantages were identified in relation to the distance education system. In general, the new system differs from standard full-time education, but, despite all its technological difficulties, it can become one of the most effective education systems.

Conclusion. The Chinese distance education model, despite all the difficulties, is actively developing, trying to meet the world’s needs. And the main advantage is that students from different regions can easily communicate, discussing exciting issues of linguistic features and culture of the ancient country of the East. But it will take a long time for this education system to become «ideal».

Introduction. Today, many values have lost their inherent polarity of good and evil, moral consciousness has turned out to be the leading determinant, the effectiveness of which is manifested precisely in psychology, consciousness and behavior of the individual.

Purpose setting. The starting point of our study is the information theory of emotions by P. V. Simonov. But if P. V. Simonov studied in detail the emotional effect of the information situation, then for us it is more important and interesting to solve the inverse problem – the emotional stimulation of the functions of the intellect, directly forming consciousness, which became the subject and result of our study, the specificity of which was the convergence of cognition and experience, cognitive, emotional and behavioral.

Methodology of the study. To analyze the research behavior of adolescent students and undergraduates general scientific research methods were used (i.e. experiment, modeling method, a program for finding patterns for legal, moral, social, terminal and instrumental values – PolyAnalyst, etc.), as well as diagnostic methods and specially organized directed training, correlation and factor analyzes of the entire volume of obtained data in dynamics.

Results. A new experimental direction in the development of the psychology of exploratory behavior, the study of patterns and mechanisms of emotional reactions of a person, the influence of actualized emotions on the effectiveness of the moral development of a person is presented. A longitudinal study of the values of the personality structure was carried out in terms of its dynamics, stability, connection with meaningful life orientations and interrelations with the general personal and specific emotional properties of the respondents.

Conclusion. Personality is considered not only as a product of formation and learning by adults, but also as an autonomous sociocultural reality, which allows us to get out of the old model of "becoming" and outline a new range of problems and issues in the theory and practice of the moral development of the students. In this article we have taken a systematic study of the specificity and relationship of the emotional-sensory, intellectual and cognitive, behavioral spheres, their relationship with individual and personal qualities, which is its value and scientific novelty. The unity of the position of all social factors in the process of emotional and moral development of the individual and the humane focus of the entire spectrum of influence, in the center of which is the individuality as an active creative principle, are necessary.

Introduction. In the article the most widely used models of academic psychological support as basic ones for many universities in the world are supposed to be a systemic nature. All these models postulate the importance of systematic, targeted and operational assistance to the subjects of education. All these models proceed from the fact that almost all students and teachers of modern universities in one way or another face many psychological problems that can adversely affect the academic performance of the former and the success of the latter.

Purpose setting. The purpose of the study is to analyze the models of psychological support of the educational process as a sphere of numerous types of helping a person to a person in solving the tasks facing him of coping with crises of personal, interpersonal and educational and professional development.

Methodology of the study. The research method is a theoretical analysis of common models of academic support for the psychological well-being of subjects of the educational process. Modern models are analyzed that allow purposefully and systematically (multilevel and multidimensional), promptly and effectively provide corrective and developmental psychological assistance to the subjects of the educational process.

Results. Universities, as institutions of culture, its transmission and production, are important centers of life for students and teachers. They are communities with interdisciplinary systems of collaboration and support and serve to ensure that all entities are provided with the affordable, quality, ongoing care they sometimes desperately need. Comprehensive, culturally sensitive university services can help eliminate and prevent inequalities in access to education and its academic support, help to reduce the restrictions associated with receiving psychological and other services, making them part of the educational system. Ensuring the continuity of mental health services is critical to effectively meeting the wide range of needs of learners. Comprehensive mental health services are most effective when they are delivered through systemic practices: a layered and multidimensional system of the other two structures, as presented in the Positive Behavior Interventions and Supports (PBIS) programs, Intervention Response Model (RTI) and other domestic and foreign models.

Conclusion. High-quality, timely and targeted aid and support for educational subjects in various types of educational and life situations can significantly improve the quality of education and, among other things, make a significant contribution to the improvement of the society as a whole. Domestic support experience needs to be enriched with elements and principles of developments and models common in the modern foreign world, including those that increase the timeliness and relevance (accessibility) and quality (intensity and effectiveness) of assistance.

Introduction. The world of professions of the future in the field of medicine is in transformation constantly, acquiring features of dynamism, unpredictability and uncertainty, that’s why pre-adaptation of medical college students to the uncertainty of the professional future plays an important role in vocational training. Uncertainty of the professional future of today’s youth and radical transformations of the socio-professional environment require qualitative changes in secondary vocational education, revision of its methodology, content and technologies for training medical personnel for the post-industrial economy.

Purpose setting. The purpose of the study is to develop and theoretically and methodologically justify the structural and functional model of the process of pre-adaptation of medical college students to the uncertainty of their professional future, the introduction of which into the educational process of institutions of secondary vocational education will achieve the desired result ‒ the readiness of medical students for the uncertainty of their professional future.

Methodology of the study. The methodological basis of the study was systemic, competency-based, personalized, design and technological, contextual, and process approaches and the principles of mobility, variability, integrativity, reflexivity, focus on professional self-determination. The leading research method was the modeling method.

Results. The simulation result is a structural-functional model of the process of pre-adaptation of medical college students to the uncertainty of their professional future, which includes four interrelated blocks: target, methodological, procedural-substantial and result-evaluative. The model allows forming the anticipatory readiness of medical students for professional activities in conditions of high uncertainty, instability and variability. It has the property of dynamism and openness for constant renewal.

Conclusion. Scientific novelty is as follows: the essence and structure of the basic concepts are determined; justified the principles and methods of the process of pre-adaptation; a structural-functional model has been developed; substantiated and described organizational-pedagogical conditions. The results of the scientific work also allow us to outline the prospects for further research, which consist in the practical implementation of this model, the inclusion of the process of pre-adaptation in educational activities and the development of mechanisms for its evaluation from the standpoint of achieving the expected effects. The results can be applied by teachers in the process of professional education.

Introduction. The humane structure of society involves the equality of all people, notwithstanding the characteristics of their individual development, and the tolerant attitude to them.

Purpose setting. The purpose of the research is to identify the level of knowledge about people with special health opportunities among senior students of different nationalities who study in higher educational institutions in the city of Kirov and to work out on this basis recommendations for educating young people to be tolerant towards people with disabilities.

Methodology of the study. To achieve the research goal at the fi stage, the authors have studied psychological, pedagogical and sociological literature on this problem. At the second stage, the authors have conducted the study through anonymous questionnaire survey of senior students of Vyatka State Agrotechological University and Kirov State Medical University in order to study their views about people with disabilities.

Results. Based on the analysis and statistical processing of data, the knowledge and ideas about people of this category, their problems, individual features, the role of the media and the state in the coverage of these problems, the legislative protection of the rights of disabled people have been revealed.

Conclusion. As a result of the study, the authors have noted the differences and similarities in the knowledge of students of different universities in Kirov about people with disabilities, and have highlighted the importance of creating new conditions in universities for forming the tolerant attitude towards people with different physical and mental abilities; specifi pedagogical and educational measures have been proposed.

Introduction. The existing education system in the modern world is built on the principles of ensuring equal accessibility to all citizens of the right to receive education, regardless of their functional capabilities. In China, over the past 30 years, the concept of integrated education has made some progress. At the same time, the Chinese educational system is constantly looking for adequate solutions to eliminate barriers in the education of people with disabilities.

Purpose setting. The purpose of the article is to analyze the effectiveness of the stages of development and improvement of special and inclusive forms of education aimed at eliminating existing problems of discrimination against persons with disabilities, respect for the rights and learning opportunities for persons with disabilities.

Methodology of the study. A theoretical review based on the materials of Chinese and foreign authors is presented, which explains the long-term aspects of the formation and development in the PRC of accessible forms of education for schoolchildren and students with special educational needs.

Results. The gradual development of the pedagogical method – «education in one class», only in the recent past, has been formed into a relatively complete integrated system of school education, which is inseparable from the guiding ideology and institutional guarantees of Chinese inclusive education. The symbiosis of general and higher vocational education adapted to the needs of people with disabilities ultimately allows Chinese citizens to better integrate into society, creating an atmosphere of equality and tolerance.

Conclusion. It is shown that the innovative process in the field of formation of inclusive education depends entirely on the strategy of Chinese state policy, which considers the priority of the progressive stable economic and social development of the country.