Introduction. After leaving the Bologna system, the Russian education system faced many new challenges. Most of them are associated with the carelessness of developing new, relatively autonomous algorithms for the transformation of the Russian educational system.
Purpose setting. The article considers a set of factors determining the creation of such algorithms.
Methodology and methods of the study. The methodology of the analysis of such algorithms is based on a predictive analysis of the prospects for the development of the Russian educational space, presented by Russian and foreign trendwatchers. The models of the future world economy focused on the processes of transformation of the education system. The object of research is limited to the sphere of higher professional education. The object of research is limited to the sphere of higher professional education.
Results. Usually global education is explicated as «filling» national education systems with global knowledge, meanings and values. By and large, the latter were the methodological foundations of liberal models, similar to the models of R. Henvey and M. Botkin. The world as a whole, humanity as a global community, humanism, holism made up the qualitative features of liberal education in its global discourse. But the withdrawal from the Bologna system, the change in the economic and socio-political situation raised the question of forming a new view on the problems of globalization of education for Russian regulators. The output itself can be viewed in two ways. On the one hand, as an unsuccessful finale of the integration of the Russian educational space into the European (and in parallel into the world) educational space. On the other hand, as the beginning of the creation of an updated (new) nationally oriented education system. Education is a platform for the development of the country»s human and social capital. It has a polymorphic structure and its development is determined by a multiple set of external and internal factors. The main external factors are associated with the beginning of the formation of a new world economic order, and internal ones with the willingness of the country, the state and the people to «accept» it as reality and function in this reality.
Conclusions. Analysis of such conditions shows that by leaving the Bologna system, Russia emphasizes two vectors of development of its education system: «distrust» of the Anglo-Saxon and Humboldtian models of the organization of educational space and the need to develop a new architecture of its own, national (different from global variants) type of such space. As main goal of such space is proclaimed the creation of nationally oriented technological, cognitive and educational sovereignties.

Introduction. The article considers vocational education in the aspect of the relationship between the educational organization, the real sectors of the economy and the state. Purpose setting. The objectives of the study are to identify the reasons for employers» dissatisfaction with the quality of training of graduates of educational organizations and to search for options for modernizing the system of vocational education by establishing a correspondence between the needs of business and industry.
Methodology and methods of the study. The research methodology is based on a philosophical understanding of the main components of vocational education that are responsible for the quality of graduate training.
Results. As a result of the analysis of the content and organizational components of education, it was revealed that the state policy of the Russian Federation dictates the need to modernize the system of vocational education in terms of establishing close ties (professional communications) between universities, business, industries and the state.
Conclusion. It is noted that such communications should be considered as business communications, since this makes it possible to consider professional education in the context of an interdisciplinary approach, in which not only professional and applied, but also supra-professional competencies necessary for employers are formed. A list of academic disciplines is given that reveals certain aspects of communications from the economic, informational, technological and organizational side. It has been established that the most important task is to train managers who will develop certain technological projects and then implement them in the form of specific products, systems, services. The main problems, tasks, principles and mechanisms of training and retraining of personnel are identified, and possible results are presented. It is noted that educational programs should be built not only on in-depth fundamental training, but also on the interdisciplinarity of projects, the development of programs in agreement with enterprises, and the organization of training specialists using project- oriented technologies. It has been proved that focus on the real sectors of the economy, interaction with industry enterprises will make Russian education an important tool for the scientific and technological development of the country.

Introduction. The capacity to solve research problems is one of the key universal competencies of future highly qualified specialists. Meanwhile, the process of understanding occupies the central position in research activity. However, the problem is that, unlike most epistemological procedures, the experience of understanding, deeply personal and often unique, is difficult to explore and transmit.
Purpose setting. In this connection, the purpose of the research carried out at the Department of Philosophy, Sociology and Religious Studies of the KSPU named after V. P. Astafiev during 2017–2021 was to trace the dynamics in postgraduate students» ideas about the phenomenon of understanding. More precisely, to identify their reflected experience of understanding and, accordingly, the features of formation of research competencies.
Methodology and methods of the study. The target group included about 50 respondents annually. A typical and non-standardized interview, a survey, a participant observation, elements of the comparative method and longitudinal study, content analysis, logical analysis, and the phenomenological method were used. Surveys, conversations, unstructured interviews conducted among students not only allowed to reveal their ideas about the phenomenon of understanding, but also become a tool for forming these ideas, a means of learning and development. At the same time, the educational process itself acquires the features of a scientific search.
Results. The answers showed that students clearly distinguish epistemological concepts, choose the right definitions, evaluate statements. 75 % of respondents did not make any obvious mistakes. Data were obtained concerning the perception of the difference between the natural sciences and the humanities, between explanation and understanding, as well as data concerning attitudes to a number of other problems.
Conclusion. It has been established that by the end of the first year of study, postgraduate students demonstrated a number of stable achievements: they were aware of the key position of understanding in the system of epistemological procedures and categories; they were able to see the multidimensionality of understanding, its non-reducibility to other epistemological procedures and categories; they master post-nonclassical cognitive strategies and are open to new paradigms in science, education, and social practice. As the comparative analysis shows, the dynamics of students' epistemological preferences is reflecting the trends observed in science and education (a turn from a normative approach to an interpretative-humanistic one, and some other trends).

Introduction. The article examines the problem of the ambiguous influence of modern information technologies on education. Purpose setting. The authors analyze not only the positive effects of computerization. They also show the problems faced by the subjects of the educational process under the influence of digitalization.
Methodology and methods of the study. As the article highlights, uncontrolled information flows prevent the formation of a holistic worldview among students. The dominance of information technologies in education also leads to the transformation of subject-object relations in the process of cognition. The authors investigate the factors that create the basis for structural changes in society. Digital technologies contribute to the activation of the communicative capabilities of representatives of various social groups, but they can also have negative consequences. In the modern world, there is a violation of traditional public relations, which creates conditions for potential conflicts in a certain society. According to the authors, in the information society, similar trends are observed in the relationship between representatives of different generations. Social inequality is also largely exacerbated by the active introduction of the latest information technologies, in particular, in schools. The article proves how the latest information technologies provoke social tension due to the impossibility of providing equal access to all information resources to citizens for all.
Results. The role of the teacher is changing significantly, because he often acts as a coordinator. The use of gadgets in the educational process provides an opportunity to get an education at a distance. However, the widespread use of distance technologies leads to a drop in the quality of educational services. This is due to the need to develop new techniques. In addition, the constant updating of information technologies does not allow the teacher to develop a sustainable methodology for teaching his subject.
Conclusion. The authors prove that the active use of digital technologies in the information society implies a harmonious combination of traditional and modern information technologies. This fully applies to the modern domestic education system.

Introduction. In the structure of the total social potential, the basic role is assigned to the personnel potential, in the formation of which the social institutions of science and education take part. External restrictions caused by the spread of the novel coronavirus infection COVID-19 have led to the need for major changes in the existing system of training young research personnel.
Purpose setting. To overcome the external constraints that have arisen, a number of recommendations have been promptly developed and a set of measures has been introduced to improve the quality of education and the attractiveness of the scientific and educational sector for young professionals, but at the same time, the technology for evaluating the effectiveness of the measures taken has not been fully developed. The purpose of the work is to identify the result of the measures taken and to identify the main contradictions that hinder the increase in the attractiveness of scientific and educational activities for graduates of higher educational institutions in the face of external restrictions.
Methodology and methods of the study. The work uses sociocultural and structural-functional approaches, which made it possible to determine the potential vector and form of national universities development in the context of globalization under the influence of external constraints. The empirical base of the study was data obtained by using sociological methods in the course of the annual study of the employment trajectories of graduates of the Novosibirsk National Research State University.
Results. It is shown that the measures and recommendations taken involve a number of actions not only at the federal level, but also at the level of universities, including tactics and strategy. An analysis of empirical data obtained in the framework of sociological studies of the labor preferences of graduates showed an increase in the interest of young professionals in the public sector of science and education during the lockdown period. With the removal of restrictions, the percentage of young researchers involved in science is reduced, while in the field of education the dynamics remain positive.
Conclusion. As part of the lockdown, the measures taken were sufficiently effective to allow the domestic higher school to successfully localize and continue its activities in the national educational space.

Introduction. In recent years, all forms of distance education have been actively developing, the university »s educational space has changed radically during the pandemic, a generation has grown up that constantly uses digital content, replacing real objects with digital simulacra. The entire educational space is shared between digital migrants and digital natives, thereby exacerbating the problems of alienation in modern education.
Purpose setting. The purpose of the article is to consider the problems of alienation of subjects of education in the interactive space of the university and the choice of ways to overcome this phenomenon. The complexity of the formation of systemic interactions in modern interactive education requires, when analyzing the process of alienation, the need to study information exchange and interaction between participants in the education system.
Methodology and methods of the study. The research methodology is based on a systemic and structural-functional analysis of theoretical concepts and sources on the problems of alienation of subjects of education. In the article the problems of alienation of subjects of education in the modern educational space are considered in the process of educational communications, which changed depending on cultural and social transformations. The problem of alienation in the university educational space is a complex social phenomenon that requires philosophical analysis. The alienation of the subjects of education is shown through the prism of educational paradigms and communication systems, an analysis is given of the prospects for the development of interactive forms of education at the university.
Results. The article analyzes alienation as a philosophical category, as well as a process and result of informatization of education, which leads to the processes of alienation of the subjects of education in their activities. When using interactive learning in the process of interaction between subjects, a new social reality is formed. An innovative educational environment is emerging, in which the learning process as the transfer of information, its methods allow in many respects to meet modern social challenges and reduce alienation in the educational process.
Conclusions. The article presents the main approaches in the philosophy of the category of alienation, identifies the classification of alienation in education, outlines the ways to overcome alienation in the modern interactive space of the university. The study of the processes of alienation in education leads to the conclusion that, as a result of the interaction of subjects, the quality of the information they perceived is revised. In the context of interactive education, teachers and students form a new virtual educational space, in which communicative interaction takes place in a playful form, is nonlinear, multifactorial, and as a result of such interaction, a complex communicative process of information perception is formed. Interactive education helps to overcome the phenomenon of alienation of subjects of education.

Introduction. The coronavirus pandemic, which has spread widely around the world in early 2020, has seriously affected the education sector. It led to the almost complete paralysis of schools, colleges and universities. The process, which, only at first glance, seems temporary, in fact, causes serious fears of the scientific community with deep socio-economic consequences and a new round of the global educational crisis. The study of transformational processes taking place in the field of educational values of young people is an urgent problem today.
Purpose setting. The article sets and solves such tasks as identifying positive and negative trends in the field of higher education caused by the COVID-19 pandemic, the main values of students, and ascertaining the degree of satisfaction with Kazakhstani higher education students. Important issues of discussion include such as the purpose and value of training.
Methodology and methods of the study. When revealing the problems of transforming educational values, dialectical, structural-functional, and activity-based approaches were used as a methodology, as well as a set of sociological methods: a survey, information analysis, peer review, etc. in identifying the impact of a pandemic on the education system. The authors also turn to such methods as social analytics and problem-thematic interpretation of educational processes, which will reveal the sociocultural features of the transformation of worldview values and directions of educational policy.
Results. The COVID-19 pandemic has shaken the very foundations of education: its ability to be. As studies around the world show, students are increasingly asking questions, is it worth studying? There is growing pessimism among young people about the future. In this regard, Kazakhstan conducted its own research that studies the mood of student youth, their well-being, value orientations and their assessment of the quality of education in a pandemic. In the course of the study, the result was obtained: the pandemic as a whole did not affect life prospects: the vast majority of the young people surveyed (86,6 %) have a clear life goal, more than 90 % have this life goal fully or partially coincides with their chosen profession.
Conclusion. The study will complement the understanding of the educational values of students under the influence of the pandemic, globalization, digitalization, and other factors. Its results will be useful to teachers of higher educational institutions, philosophers of education and everyone who is interested in the problems of higher education.

Introduction. The total use of digital technology leads in the long term to the opposition of educational and pedagogic processes. Their union is thought through the creation of institutional conditions to support learning in the form of hiking and travel.
Purpose setting. The goal of the research is to identify the importance of local lore and tourism in the educational space and their capacity in the (post) pandemic. It is assumed that this is facilitated by the assertion of the priority of health in the mass consciousness and the release of people from mass labor.
Methodology and methods of the study. On the basis of the content analysis of the literature the strengthening of the importance of tourism in the conditions of the pandemic and the dominance of information technology is deduced.
Results. Learning in the form of hiking and travel is not separated from life and makes with it a whole. Personal qualities, attitudes, and values are manifested in the hike. The task of the teacher in such conditions is to «teach how to live». Outdoor education takes different forms in different countries; it is the most common type of situational learning among Scandinavian youth. Outdoor education during the pandemic takes on a special importance. It sterilizes all infections and strengthens immunity. In a pandemic, it is a good time to realize the healing value of beautiful landscapes. Fostering a love for native country and its beauty is also the way to make people healthier and improve their quality of life. Learning through camping and travel allows to overcome the division of geographic education into physical and economic geography. Tourism geography as a science of axiological (value) and educational and recreational resources of the geographical environment is considered.
Conclusion. Tourism and local history serve as an effective means of filling students with exactly the knowledge that will be useful in life and should constitute the most important part of the educational process.

Introduction. The methodology of mentoring is an independent scientific field. Over the past few decades, the scientific foundations of mentoring have been used abroad not only in the business industry, but also in the structures of educational organizations. Mentoring is a special managerial capacity, with techniques and methods of interaction that contribute to the progress and positive changes in the organization. Head of a preschool educational organization in the context of globalization simply cannot adhere to the authoritarian management style that has been popular for a long time. Mentoring is an attractive way to manage an educational organization, its methodology allows many leaders to master the structure of effective management of an educational organization, using techniques such as shadowing, coaching, budding, advising. In the article, we reviewed the latest research in the field of mentoring: the most «advanced» approaches; methods, ways and techniques for translating the scientific foundations into the practice of a preschool educational organization.
Purpose setting. The goal is to form the concept of mentoring in a preschool educational organization. Based on the goal, we can single out the main task of the study, which will be to introduce the methodology of mentoring into the work of the head (mentor) of a preschool educational organization.
Methodology and methods of the study. The research method was a critical analysis of foreign literature on the topic of Western, including American mentoring since the 1990s. until the present. We used the approach of critical thinking and the method of expert opinion, with the help of which we studied the Volga region area (Chuvash and Mari republics) and the Cis-Urals region area (Republic of Bashkortostan).
Results. Ideas about mentoring are generalized with mentoring. Our task was to single out mentoring as a separate direction, which demonstrates the subjective position of the instructor (where the leader single-handedly «instructs» the ward) and the objective position of the mentor (where the mentee teacher is offered options and ways to make an independent decision).
Conclusion. The leaders of preschool educational organizations note that the use of mentoring allows us to consider interaction in the context of «do as you can, but you have many ways to solve it». The process of delegating responsibilities between mentee teachers is more confident, which certainly transforms managerial potential. The scientific foundations of mentoring are being adapted to the globalization of the educational space, introducing new components into the structure of relationships between managers and subordinates. The coefficients of intelligence and emotionality make it possible to take into account the individual characteristics of mentors and mentees in an educational organization.

Introduction. The article deals with the psychophysiological aspects of the personality-oriented approach in art pedagogy. A person-centered approach is a broader concept than an individual approach to learning, but the former is unthinkable without the latter.
Purpose setting. The individual approach is based on differences in the motor profiles of students. Individual motor profile is a system of relations of individual motor levels in the student»s motor skills, according to the concept of N. A. Bernstein. This concept has been further elaborated in the works of modern researchers. According to this approach, human activity is a hierarchical system, at the head of which is the symbolic level, and at the base – the lower motor levels. In different individuals, the development of certain motor levels can vary significantly. Taking into account these differences should form the basis for the formation of an individual approach in art education.
Methodology and methods of the study. The study uses a systematic approach. One circumstance that was not taken into account by N. A. Bernstein at the time is being investigated. According to his classical concept, the highest motor level in the hierarchy acts consciously, and the subordinate levels work outside the actual consciousness. But the motor hierarchy has the same properties as other complex hierarchies. It is capable to generate systemic inversions, as a result of which the lower motor level takes precedence in this system. This is evident in many areas of fine art.
Results. System inversions are especially evident in those areas of art that can be called marginal; for example, abstract expressionism or hyperrealism. In such art movements, the highest symbolic coordination level acts as a service level; it only supplies material to the lower motor levels, through which the artistic intent is carried out. But marginal artistic trends are only an example that demonstrates the potential diversity of motor skills in visual art activity.
Conclusion. The described diversity of motor inclinations allows students with a variety of motor skills profiles to achieve self-realization in the visual arts.

Introduction. The development of the model of inclusive educational environment (IEE) became relevant due to the implementation of inclusive education in professional educational organizations of secondary vocational education. It is a necessity to monitor and evaluate the inclusive educational environment in the organization. This, in turn, leads to the development of effective managerial decisions in planning and design.
Purpose setting. The article aims to discuss the results of research conducted by the Institution of Inclusive Education»s Problems of Moscow State University of Psychology and Education. The research is dedicated to the specificity of creating an inclusive educational environment in educational institutions of secondary vocational education. It is based on the IEE model created by Institution»s academics.
Methodology and methods of the study. Used methods and methodology are based on the system and activity approach in education. IEE model is a matrix organizational structure in which the basic components of educational environment correlate with basic criteria of inclusiveness. The link between inclusive environmental conditions and support of the proactive position of all entities with diverse educational needs is crucial here. The IEE model provided a survey for key participants of the educational process (students, teachers, managers) to evaluate an inclusive educational environment on-site. Eight professional educational organizations from two regions of the Russian Federation (Krasnoyarsk region and Pskov region) participated in the survey. The respondents in the study are 8 managers, 232 teachers, and 1811 students. 17,3 % of these students are people with health limitations.
Results. The results show major discrepancies between opportunities created by organizations (given the specificity of secondary vocational education) and students» abilities to use such opportunities.
Conclusions. Thus, we can assume that any favorable conditions are inadequate unless they are inquired for by students and supported by their subjective position and proactive participation according to the core principles of inclusive education.

Introduction. The field of Internet services is one of the most dynamically developing in our country. A key indicator of the effectiveness of vocational training institutions where young people study in IT specialties is the profile employment of graduates, to what extent their competencies contribute to getting a job or require additional training.
Purpose setting. The article examines those niches of the labor market in the field of Internet services, where the competencies of graduates of the vocational school would be most in demand.
Methodology and methods of the study. The list of promising niches of the labor market in the field of Internet services is formed on the basis of commercial education proposals published on the Internet and supplemented with generalized salary proposals from employers. The salary level, which acts as a means of assessing the demand for a specialty, is indicated in the following values: minimum, maximum, average and median.
Results. Two groups of IT specialties have been identified that meet the above requirements: those with a low entry threshold, where the basic competencies obtained in vocational training institutions are sufficient for primary employment, and those requiring specific knowledge and skills that can be obtained with additional education.
Conclusion. Despite the capacity and dynamism of the Internet services sector in our country, graduates of the vocational school are limited in terms of employment in profile IT specializations, since their basic knowledge and skills only to a small extent meet the requirements of the market. They can compete for jobs with a low entry threshold and, accordingly, low wages. But they can also improve their position in the labor market through additional education.

Introduction. The article is devoted to the development and design of an interactive digital educational esource for teachers.
Purpose setting. The author of the article aims to identify the current state of educational content, and the ability of teachers to design digital educational resources in the academic process.
Methodology and methods of the study. The methodological basis of the research was the formation of digital competence of teachers, which is carried out in the process of professional development programs aimed at improving knowledge, skills and abilities in the development of digital educational resources.
Results. The analysis of information is carried out, which shows that the level of digital competence of teachers, the degree of readiness and desire of teachers to use digital tools and services in the educational process suggest the need to develop issues of organizing effective online communication of participants in the educational process, productive feedback from students through digital technologies; forming a critical assessment of students» behavior and correcting their actions when working in a digital educational environment, monitoring students » independence in performing educational tasks; applying the results of analyzing the digital footprint of students to eliminate and correct educational shortcomings of individual students; using the potential of digital tools and services in organizing group work and project activities of students, communication and student involvement. Based on the analysis of the list of relevant digital competencies in the field of education, the author suggests the introduction into the educational process by teachers of the development and design of digital educational resources for the discipline they teach on the platform Moodle.
Conclusions. The practical significance of the work is that the proposed methods can be used in the development of digital educational resources by teachers for their professional activities.

Introduction. In the modern socio-cultural and valeological situation, the problem of increasing the professional competence of a teacher in the system of additional professional education by means of distance learning becomes urgent. The purpose of the study is to develop a theory of distance learning and to substantiate the potential of the contextual situation in the system of additional professional education of a teacher.
Purpose setting. Research objectives: to substantiate the methodological basis of the theory of distance learning by means of a contextual situation; to clarify the concept of «distance learning by means of a contextual situation»; to organize experimental work on the implementation of a distance learning model by means of a contextual situation in the additional professional education of a teacher.
Methodology and methods of the study: a) theoretical: analysis and systematization of specialized research on the subject; b) empirical: quantitative and qualitative analysis of the data of rapid testing and interviews conducted among students of the Institute of Continuing Education of the Kursk State University, Institutes of Educational Development of Kursk and Orel regions; c) diagnostic: experiment, expert evaluation method, methods of statistical data processing.
Results. The development of the theory of distance learning by means of the contextual situation in the system of additional professional education of a teacher is focused on maintaining a balance between the development of individual educational routes of students, which will positively affect the personification of the teacher»s education in post-university improvement, and further successful professional self-realization and the growth of professional and pedagogical competence with the synergetic effect of competence and contextual methodological approaches.
Conclusion. Based on the results obtained, we generalize the potential of distance learning by means of using the contextual situation in the system of additional professional education of a teacher. The results of the study can be used by university teachers, graduate students, undergraduates to identify promising and effective pedagogical technologies at different levels of professional education of teachers.

Introduction. Ensuring economic security at the macro and micro levels determines the need to train qualified personnel in this area. The article discusses the issues of changing the Federal State Educational Standard of Higher Education in the specialty «Economic Security» and training specialists in this specialty at Irkutsk State Agrarian University.
Purpose setting. The existing conditions for the functioning of Russian entrepreneurship imply mandatory professional activity of specialists in the field of economic security and its main aspects. The purpose of the study is to clarify the aspects of changing the Federal State Educational Standard of Higher Education in the specialty 38.05.01 Economic Security and their impact on the implementation of the educational program at Irkutsk State Agrarian University. The objectives of the study are to determine the features of the implementation of the educational standard in the specialty 38.05.01 Economic Security at Irkutsk State Agrarian University under the influence of changes in the Federal State Educational Standard of Higher Education.
Methodology and methods of the study. The research uses historical and problematic chronological methods, methods of comparative analysis. Results. As a result of the study, the main problems associated with changes in the regulatory framework and many elements of the current Federal State Educational Standard of Higher Education, the lack of a professional standard in the specialty, clear regulations on the forming and formulation of indicators of achievement, and others are detected.
Conclusion. In the process of developing an educational program in the specialty 38.05.01 Economic Security (specialty level), difficulties appeared, however, the interaction of interested participants in the educational process will help to establish the necessary requirements and create conditions for the training of a qualified and sought-after specialist in the field of economic security.

Introduction. Many modern researchers and teachers are concerned about finding ways to overcome the number of difficulties of modern education. However, the numerous and diverse problems facing education are far from being solved.
Purpose setting. The purpose of the study is to analyze the psychological and pedagogical aspects of improving modern education, those directions and difficulties of its development, which it has encountered in the modern world.
Methodology and methods of the study. The research method is a theoretical analysis of psychological and pedagogical directions and the difficulties of improving modern education.
Results. The discourse of modern «education» has changed significantly, it is rather difficult to compare the «educational practices of the past and the present, since they differ in their goals and values. The education of the past was the institution of cultural transmission, education and upbringing of a person. On the wave of the ideas of «humanization and individualization» of education, completely opposite ideas were actively introduced into it, the ideas of pragmatization of education, the goals of «education» eventually transformed the training and upbringing of a person into the training of a competent consumer and service personnel, that is, in a way that does not allow considering these two institutions as a whole.
Conclusion. Prevention, correction and use of the stress of education, including the stress of innovation, are significant: it is important to build educational relationships in the spirit of focusing on understanding as awareness and mutual understanding as dialogue. It is important that the school and university develop a person's understanding of himself and the world, and, thus, increase the psychological well-being and life-affirming potential of a person. For this purpose educational relations should be enriched with models that allow subjects to be active and cooperate in solving problems that are urgent for them, realizing the model of intersubjective management both in the organization of education and in its process.

Introduction. Pedagogy of social education is a new branch of pedagogy, therefore its categorical and terminological apparatus is characterized by unformedness and undevelopedness. The presence of a categorical and terminological apparatus ensures the fundamentality and solidity of science, which requires its development. A correct and scientifically substantiated categorical and terminological apparatus of social education will contribute to the further concretized and objectified search for scientific knowledge about social education.
Purpose setting. The theoretical analysis of publications indicates that systematic studies on the terminological content of pedagogy are isolated, and are more related to the historical aspects of the development of pedagogy in the analysis of individual categories/concepts, and not with its current state. It is revealed that the research of pedagogical categories and concepts is actively conducted in new branches of pedagogical science. Systematic studies of the categorical and terminological apparatus of social education are not carried out either in Russia or abroad. The purpose of the article is to search and analyze the classification of categories of social education.
Methodology and methods of the study. The study used theoretical research methods: analysis, synthesis, systematization, comparison, and classification method.
Results. A two-level classification of the scientific categories of social education has been developed, which includes categories of the first and second order.
Conclusion. Categories of the first order created by means of mechanisms for the formation of categories of classification and include a key category, synthesized, integrated and additional categories. Categories of the second order are formed according to the criterion of the basic assignment of categories. Classification of categories of the second order includes the base category, system and process categories.

Introduction. Assistance to learners and other educational actors in gaining access to mental health support is important at its various levels, from the pre-university stage to doctoral, professional development and retraining programs. Timely (preventive or possibly earlier) and appropriate (targeted) intervention, designed as maintenance / facilitation, distributed in the space and time of the client»s life, or emergency, clearly directed and technologically verified intervention («impact») are usually associated with better results of the service, individual and organizational health of participants in the educational process.
Purpose setting. The aim of the study is to analyze the current problems of psychological support of the educational process at different stages of higher education in the context of systemic, targeted and timely provision of psychological support to a person in solving the tasks facing him of coping with the crises of personal, interpersonal, and educational and professional development.
Methodology and methods of the study. The research method is a theoretical analysis of topical problems of psychological support of the educational process in higher education. The methodological basis of the study is an integrative approach to the analysis of the problems of psychological support of the educational process in higher education.
Results. The peculiarities of the activities of university academic psychological support services are associated with the helping young and adults, students and educators, as well as other employees of universities / institutes and their families. The main form of activity around which and about which a system of main and additional goals and trends in the activities of these services is built is educational, tutorial and training. However, at the university, it is not just educational, but both educational and professional activity: the central task of education is to (re) train a specialist, including in the field of developing his psychological culture, with which he will enter the real labor process, to future employees, subordinates and managers, clients and customers, etc., with which he will live, building family and friendships, neighborhood relationships and hobbies. The leading problems of academic services remain: a) spiritual-ideological and theoretical-methodological aspects of the psychological support of the educational process and the development of students and teachers as individuals, partners and members of society, as students and professionals; b) strategies for building and developing helping relationships with difficult clients, with clients in extremely difficult personal microsocial and macrosocial situations; c) (re) training and advanced training, along with expanding the methodological tools and powers of academic psychologists and other support service specialists, coordinating and improving the work of interdisciplinary support teams; d) psychological expertise and support of educational innovations, the use of the educational situation to solve the problems of personal, interpersonal, educational and professional development and improvement of the main participants in education and its stakeholders.
Conclusion. Psychological support of the educational process in higher education acts as an area of professional, interprofessional and quasi-professional activity, represented in numerous forms and directions of providing help from person to person. The wealth of tasks facing a person, difficulties and crises of personal, interpersonal and educational-professional formation and development that an individual faces in an educational environment can be covered and can be solved by the systemically organized work of the academic service for psychological support of education. This service includes assistance to different groups of clients who are in difficult, conflict and crisis situations of varying intensity and volume: assistance in finding resources to cope with the problems of personal, interpersonal, and educational and professional development.

Introduction. The paper examines the problem of the formation of clinical thinking of a medical specialist in a remote format, identifies ways and means of its solution.
Purpose setting. It is important to reveal a contradiction between the development of professional medical skills in practice and the lack of direct contact with the patient in remote interaction, where students of medical universities face the problem of the impossibility of contact with the patient, which, in turn, complicates the formation of their clinical thinking and, in the future, negatively affects the work of the doctor.
Methodology and methods of the study. Experimental work is being carried out to study the practical application of problem-based learning techniques in the distance format of residency students in the formation of their clinical thinking. The pedagogical conditions associated with the use of problem-based learning methods in the formation of clinical thinking of students in residency are substantiated and proposed. 54 first-year resident doctors in various clinical specialties participated in the study as respondents. The study was conducted in November 2021 during the period of study in the discipline «Pedagogy».
Results. As a result of the work carried out, conclusions are drawn that the practical application of problem-based learning techniques, as a method of forming clinical thinking in distance learning, has a certain educational effect. In a remote format, this technique transfers students in residency from listeners of subject material to active participants in educational work, allowing them to form clinical thinking in conditions of limited communication with patients.
Conclusion. In the course of experimental work, it was found out that the distance learning format during the pandemic gave many resident doctors the opportunity to become part of the practical level of healthcare, having the possibility to combine study and work.