Introduction. The article explores the personality of the famous Russian-American scientist Pitirim Sorokin. His life was eventful and passed in Tsarist and Soviet Russia, Europe and the United States. He took an active part not only in the two historical eras of Russia, but also in changing events at the turn of the eras. His passionate personality manifested itself most clearly during the revolution of 1917. Thereafter he became a professor of the largest university in the world, Harvard University, president of many international conferences, author of dozens of scientific papers, including those about the factors of the revolution.

Purpose setting. On the structural model of P. Sorokin's personality there is investigated his interaction with the socio-political structure of society. Watching events, passing them through his feelings, thinking, and behavior, he turned them into history. Thanks to the work and communication with talented Russian researchers such as V. M. Bekhterev, I. P. Pavlov, N. D. Kondratiev, the scientist worked out a unique concept of personality. He proposed the model of personality that had four layers and differed from many models of other researchers described in the scientific literature.

Methodology and methods of the study. We can analyze this model in layers from the bottom to top. It can be described like that: Subconscious is biologically unconscious; Biological consciousness; Socio-cultural consciousness; Superconscious mind. Interpretation of historical events in line with this model of personality gives us the opportunity to retrospectively deeper understanding the behavior of the real person Pitirim Sorokin.

Results. The analysis was carried out in the coordinates which are not studied enough at the moment. This is the interaction of the scientist with the society in the busy life path. He always found himself at the right time and in the right place in the bifurcation points of development of the society. The peculiarities of his behavior can be traced in the exclusive state of the socio-political environment. That means that it is in a stable state of order and unstable state of chaos. In the history of mankind such opposite sides of society periodically replace each other.

Conclusion. The functioning of the structural model of personality is transferred to the interpretation of the real personality of Pitirim Sorokin. In particular, historical phenomena are interpreted through the prism of psychological approach in its system of revolutionary factors. This study was carried out in line with the reevaluation of the revolutionary events of 1917.

Introduction. The purpose of the study is to try to answer this question: what are the conditions and strategies for the implementation of AI technologies to solve the strategic task of the transition from mass educational technologies inherent in Industry 4.0 to individualized educational technologies of the upcoming Industry 5.0 using the example of scaffolding subtechnology (derived from the English word «scaffolding» meaning «staging»). The latter in educational discourse is understood as providing support to a student, solely as necessary, with a gradual decrease in the amount of such support as the student»s competencies increase.

Purpose setting. The paper solves the problem of determining the conditions and strategies for the implementation of AI technologies to solve the strategic task of the transition from mass educational technologies inherent in Industry 4.0 to individualized educational technologies of the upcoming Industry 5.0 using the example of the scaffolding subtechnology.

Methodology and methods of the study. The analysis of Russian and foreign sources is used as a research methodology.

Results. The analysis carried out showed that, on the one hand, the scaffolding subtechnology is able to effectively solve the problems of individualization of the educational process as a response to the challenge of modern education, on the other hand, the potential of using the above-mentioned subtechnology is functionally limited by the influence of external socio-economic factors.

Conclusion. Firstly, modern education is in the conditions of total digitalization. At the same time, the demands of society require individualization, humanization and an increase in the scale of the «human touch» from education. The subtechnology of scaffolding can become a link between artificial intelligence, as part of digital technologies, and education. The main reason for the insufficient use of the scaffolding subtechnology at the moment is its insufficient knowledge. Speaking about the possibilities of using subtechnology in Russia, it is worth mentioning that research on the impact of the latter on the learning process has practically not been conducted, which makes it impossible both to fully use and evaluate the possibilities of scaffolding in modern education.

Introduction. The protracted global crisis in the world and national economy makes it necessary to find effective ways to overcome it.

Purpose setting. In this regard, the paper formulated the goal of considering, from a theoretical and methodological standpoint, the postulates of a learning strategy in a professional organization formed as a result of overcoming the global crisis of the 1970s, in order to learn lessons for the formation and implementation of a strategy for effectively overcoming the current crisis of the 2020s.

Methodology and methods of the study. The methodological basis of the research was made up of well-known scientific works devoted to the problem of implementing the processes of applying the learning strategy in the development of a professional organization.

Results. The novelty of the results obtained lies in finding an explanation of the sources of opposition between the supporters of prescriptive and describing schools of management, including the school of education, in the formation of strategies, expressed in the fact that the postulates of prescriptive schools are more acceptable in a period of stable conditions for the activity of professional organizations, and those describing – in a period of crisis conditions. when it is necessary to act intensively, taking into account past experience, but in the interests of finding new solutions that are adequate to the changed external conditions.

Conclusions. The results obtained demonstrate the feasibility of using the postulates of a learning strategy in the development of a professional organization based on the implementation of a sequence of strategic processes «purposeful actions – analysis of the consequences and their explanation – going further» to overcome the current systemic crisis in the national economy.

Introduction. The situation on the labor market of IT specialists in Russia after 02.24.2022 was characterized by a sharp decrease in supply from employers and growth in the number of trainees in information and computer technology specialties. At the same time, salaries in the IT sector for most specialties decreased or slightly increased in comparison with inflation for the same period.

Purpose setting. In the article on the basis of analytics of vacancies and salaries in the field of IT sphere the possibilities of occupation of positions in the field of software product development, their maintenance and IT processes management by graduates in the specialties of information and computer technologies are studied.

Methodology and methods of the study. The median values of salaries in vacancies in various IT specialties are analyzed and compared with the current salaries of workers in the information sphere.

Results. The tendencies of changes in salaries in IT sphere in comparison with employers» vacancies are revealed. The comparison of salaries in vacancies for graduates of universities and vocational training institutions and in offers for specialists with work experience is made.

Conclusion. The most in-demand positions in the IT sphere for graduates of universities and vocational training institutions in the specialties of information and computer technologies have been identified.

Introduction. The concept of open science, actively promoted in recent decades, as well as technological innovations, make the culture of information retrieval a significant element in the development of the information society, which has a significant impact on scientific activity, education, management, social processes, etc. Indicators of the level of culture of information retrieval are knowledge of basic methods and means of obtaining information, including skills and abilities to work with information resources and search engines. The culture of information retrieval helps improve the quality of information extraction from increasingly large open information arrays. Open tools for searching scientific content are the most important, but require training during operation, they are components of the global market of information resources and services, allowing the selection of relevant information from large data sets in accordance with user requests.

Purpose setting. The study sets the task of studying the applicability of individual scientific search systems (Google Scholar, Semantic Scholar, Internet Archive Scholar and BASE) for information searching when conducting research and in educational processes, developing competencies to improve the level of information culture of specialists in the field of library and information sciences.

Methodology and methods of the study. The research was carried out using comparative and system analysis methods, mathematical methods for processing statistical data, and content analysis of documentary sources of information. The methodological basis was practice-oriented and competency-based approaches aimed at developing the professional skills of librarians and library scientists in searching for digital content and using open access resources.

Results. The analysis made it possible to draw conclusions about the capabilities of search systems, methods for retrieving information and the specifics of the reflection of publications in them, as well as the most acceptable conditions for information retrieval in the field of «library and information sciences», which makes it possible to more rationally use the potential of systems and quickly obtain complete and relevant scientific information on the topic.

Conclusions. The results of the study add a new dimension to our knowledge of scientific search engines. The study presents evidence that Google Scholar is a powerful tool for searching Russian literature in the field of library science in terms of articles from scientific journals, as well as detecting a limited volume of some other types of publications with the ability to evaluate with Google Scholar Metrics. It is concluded that Google Scholar, Semantic Scholar, Internet Archive Scholar and BASE, despite being positioned as effective tools for searching scientific information in various disciplines, require caution in use, because these systems cannot guarantee comprehensive results and are not complete sources of bibliographic data, but can be considered in conjunction with other resources, taking into account the availability of advanced search engines and additional services. Knowledge of scientific search engines contributes to improving the culture of information retrieval, the culture of users, their qualifications and professionalism.

Introduction. The increase of research interest in the analysis of student reading practices, observed in the last decade, is due to large-scale transformation processes in the field of book and reading. In connection with the emergence of new forms of texts existence, reading strategies are changing significantly, primarily among young people, since they are able to quickly and effectively master new skills of reading behavior, assimilate modern types of knowledge and apply new teaching methods. At the same time, a commonly recognized fact and one of the urgent modern problems is a decrease in the intellectual and cultural level of Russian students. The situation of youth «non-reading» aggravates every year. The library as the main organizer of reading in the society traditionally includes the reader and the dynamics of reading behavior in the sphere of its research interests. An important stimulus for the interest in the reading strategies of young students is the fact that they constitute the largest audience of most libraries today.

Purpose setting. The purpose of this article has been the analysis of current scientific publications that provide material for improving the processes of library and information services for students, stimulating their reading activity in the context of multimedia culture development.

Methodology and methods of study. Since the study of the actual social phenomenon of reading practices is an interdisciplinary character, the monitoring of scientific discourse on this theme for successful development of dialogue forms of interaction between library specialists and student readers was carried out.

Results. Such significant facts are noted, as antinomy of modern reflections on reading activity, presence of ambivalent attitude towards reading in the today»s society, formation of a new, search and reference type of work with information in the student environment, subjectness of reading behavior of young people as the ability to independently determine the trajectory of their own reading, transform traditional reading practices into new communicative formats.

Conclusion. The community of library specialists intensively looks for ways and modes of adaptation to new conditions of existence, actualizes tasks, reconsiders ideology of interaction with readers.

Introduction. Geopolitical, social and economic disasters of all over the world space cause the crisis of identity, which is fixed by the researchers of social and humanitarian sciences. The controversial nature of the process of internationalization of the vocational education system and its striving to keep in safety the traditional values of education are articulated. This process gives close attention not only on studying the problems of creating conditions to form of identity by means of the educational space of the country, but also understanding the phenomenon of identity of the national education system.

Purpose setting. The aim of the article is the defining of some essential features, which can explain the concept of the identity of national vocational education system.

Methodology and methods of the study. The methods of the research are the analysis of scientific literature, comparative analysis of proposed approaches, integration and synthesis for defining identity kinds and features of the identity of national vocational education system.

Results. Some essential features of identity related to contemporary information age are defined. Among them are authenticity and simulativeness, multiplicity, dynamism, givenness and choice, axiology, recombination. Identity can be described as a form of predication of existence and the way of social understanding. The factors of globalization and regionalization have an influence on the identity transformation process. The ideological and civilization identity are described for better understanding the essence of the identity of national vocational education system.

Conclusion. Determination of essential features of the identity of national vocational education system and studying of the processes of its formation and transformation indicate the domination of value components of the process. It can be used to explain the risks of transferring practices from foreign educational systems to national education system.

Introduction. The relevance of the article is due to the problem of increasing the requirements of modern society for the quality of professional training of graduates. The article talks about the need to form psychological readiness for the activities of young specialists as an integrated system of professional and personal qualities and properties, the result of which is expressed in the willingness of a specialist to solve current and promising work tasks.

Purpose setting. The purpose of the study is to identify the key block of psychological readiness of a specialist to work in the logic of pedagogical science.

Methodology and methods of the study. The analysis of scientific publications has shown that the problem of psychological readiness for professional activity is the subject of research by many scientists of general and military pedagogy. Based on the theoretical stage of the research, the authors came to the conclusion that the development of readiness for activity is facilitated by the special mental state of the individual and the presence of a model of actions and a focus on their implementation, which are determined by the availability of appropriate abilities and conditions necessary for the successful implementation of its activities, based on an understanding of the anticipatory reflection of reality, providing a preventive adaptation to the upcoming changes in external conditions or the formation of preparatory changes for future events. Therefore, psychological readiness for activity is a «preventive» adaptation to future labor events.

Results. The results of the study include the description and analysis of the problem of psychological readiness for activity in the logic of psychology and pedagogy. The idea of the model of psychological readiness for activity, built on the principles of its implementation, is revealed; the content of each of its components is disclosed and the level criteria characteristic of each of them in the logic of high, medium and low is given. A step-by-step program for the formation of psychological readiness for activity is presented, including a diagnostic complex, the content of work at each stage, and options for the probabilistic result of preparedness.

Conclusions. In the final part of the work, it is said that the research problem is practice-oriented and allows us to state that psychological readiness in activity contributes to ensuring high labor productivity, the development of professional qualities necessary for the work performed (initiative, active life position, organizational skills), high efficiency. Psychological readiness for activity is a «preventive» adaptation to future work events.

Introduction. In modern conditions, new requirements are being imposed on the organization of the educational process and the effectiveness of vocational education. At the same time, the quality of graduate training is of paramount importance.

Purpose setting. Therefore, the introduction of new technologies into the educational process is becoming increasingly relevant, which should equip students with a methodology of cognition and creative approaches to solving practical problems. One of the most effective and popular educational services on the market is the problem-modular educational technology.

Methodology and methods of the study. The basics of modular training are revealed by T. A. Kaplunovich and P. Y. Tsyavichene. The understanding of problem-modular learning is interpreted as a procedure for selecting and limiting the range of the most significant problematic issues in the discipline under study without violating the consistency of the presentation of the material. The entire course is divided into modules, the boundaries of which are determined in accordance with the educational and pedagogical tasks, the amount of theoretical knowledge and practical skills necessary for students to successfully solve professional tasks. The development of approaches to the construction and application of modular programs is considered in detail in the studies of V. M. Gareev, E. M. Durko, G. V. Lavrentiev, N. B. Lavrentieva.

Results. Currently, the vocational education system is faced with the tasks of activating and developing students» cognitive abilities, differentiating and individualizing the learning process in accordance with the required levels of training and formation of specialists with stable motivations for self-improvement and self-education throughout life.

Conclusions. The problem-modular learning technology allows implementing a personality-oriented approach to learning, makes it possible to activate the cognitive activity of students, form their self-education skills and bring learning closer to solving professional tasks.

Introduction. Modern socio-economic realities associated with a new technological transition necessitate serious structural and substantive changes in the system of vocational education and training. In the 21st century, most countries of the world have faced increasing problems of inconsistency of the structure of modern vocational education with the new technological order and changing personnel demands of the economy. The problems are particularly acute in the Russian system of secondary vocational education, which has been in the mode of reform since the mid-90s of the last century and is designed to play a major role in professional self-determination and the formation of youth.

Purpose setting. The objectives of the article are to analyze trends and factors that determine the need for status, structural and substantive changes in the Russian system of vocational education and training.

Methodology and methods of the study. The theoretical and methodological basis of the study was the theory of continuing professional education (A. M. Novikov), integrative theory of multilevel continuing professional education (A. P. Belyaeva), professionology (E. F. Zeer), skills of the 21st century (A. J. Rotherham, D. Willingham). Methods of comparative and retrospective analysis of statistical data of Russian and international studies, content analysis of websites of secondary vocational education institutions were used in the work.

Results. The results of the study are: the analysis of trends and factors determining changes and improving the efficiency of the functioning of vocational education and training systems; identification of factors of synchronization of the Russian system of secondary vocational education, the labor market and the personnel needs of enterprises; substantiation of the need for status and structural changes in the system of Russian secondary vocational education.

Conclusions. The practical significance of the research is to demonstrate the possibilities of retrospective, prognostic and comparative analyses in assessing the activities of secondary vocational education and training institutions, their transformation into other educational systems.

Introduction. In the article, the authors drew attention to the fact that the development of modern agriculture is aimed at finding new ways and methods to increase land productivity and raise farm animals. In the current situation, the interaction between real production and science comes to the fore. Science should provide domestic enterprises with high technologies. However, there is a large gap between universities and the real sector of the economy.

Purpose setting. Compliance of the competencies of graduates with the requirements of employers is becoming a modern trend in the development of agricultural education. In the conditions of innovative economic development, the labor market needs specialists who can work in various professional environments and have a high motivation for retraining.

Methodology and methods of the study. The secondary analysis of sociological research data on the compliance of the level of professional training of graduates of agricultural universities with the production requirements of today is compared with the results of a sociological study of students of Nizhny Novgorod Agrotechnological University.

Results. The researchers not only identified a set of problems inherent in modern agricultural education, but also described specific competencies (according to the federal state educational standard in the area of training «Agronomy» (FGOS 3++), which do not meet the needs of the leading stakeholders of agricultural production, revealed the inconsistency of the subjects of the educational process in understanding and broadcasting professional qualifications.

Conclusion. The authors believe that the results obtained determine the relevance of the rights of agricultural universities to make their own adjustments to the formation of the qualifications of graduates.

Introduction. Forming and improving the readiness and ability of students in non-core (non-IT) areas of training to effectively, productively (safely) use digital devices, programs, technologies, apply digital competencies (knowledge, abilities and skills) to solve educational problems in the context of educational and professional activities is one of the important goals of educational standards in modern universities.

Purpose setting. Purpose of the study is the analysis of the problems of the concept, structure and levels of digital literacy of university students in non-core areas of training.

Methodology and methods of the study. Research methods are theoretical analysis and synthesis of research results on the definition, structural understanding and level typology of digital literacy of modern university students in non-core areas of training. The methodological basis of the study was the conceptual provisions and principles of the competency-based and personal-activity approaches.

Results. Currently, there are theoretical tasks of developing an integrative model of digital literacy and practical tasks of increasing the digital literacy of students in non-core fields of study, including to the level where the student not only consumes digital competencies, but is able and ready to use them in the process independently or jointly with other students and teachers setting and solving educational and professional problems, including in the context of new professional specializations or even professions arising as a result of the digitalization of their work. The leading role in this process is played in the intrapersonal context by the cognitive components of literacy, and in the interpersonal context by communicative and moral-ethical ones.

Conclusions. The author summarizes the results of studies on the formation and development of digital literacy among university students in non-core areas of training. The importance and promise of systematic, holistic work in the context of the formation and development of digital literacy of university students in non-core areas of training is noted. The prospects for theoretical and empirical study of this problem are connected precisely with the study of this component and its integrative role in the formation and development of digital literacy of university students in non-core fields.

Introduction. The relevance of the article is due to the problems of the regulatory and legal substantiation of the use of virtual technologies in education, which consists in the lack of legal criteria for the introduction of immersive technologies in the educational space. Currently, despite the intensive development of digital technologies, including immersive, domestic education lacks actual regulations that would regulate the use of virtual reality (VR) / augmented reality (AR) technologies in the educational process.

Purpose setting. It is becoming relevant to conduct a comparative legal analysis of scientific publications in the legal and pedagogical areas on the regulatory and legal support of virtual VR and AR technologies, to study the regulatory framework of Russian legislation governing the use of VR and AR technologies in education, to identify common regulatory and legal problems for educational organizations of all levels.

Methodology and methods of the study. The study includes a review of bibliographic and regulatory sources on the problems of legal justification for the use of virtual technologies in education, a structural analysis of local legal acts, generalization and synthesis of research results. The article talks about the need to have a clear regulatory framework for their use in the educational process, the development of mechanisms and regulations for assessing the safety of the use of technologies, the compliance of the content with the educational goals, and the streamlining of the conceptual apparatus.

Results. The results include a generalization of the main legal problems that complicate the implementation of immersive/virtual technologies in the educational process.

Conclusion. It has been revealed that the problems of legal regulation of the use of virtual technologies are of a common nature for educational organizations of all levels; the issues of legal justification for the use of virtual technologies in local regulations, the creators of which are each educational organization, have not been sufficiently resolved; the very construction of the concept «virtual technologies» is not presented definitively in regulatory legal acts, which allows the use of broader terms «immersive technologies», «immersion technologies, etc.; the need to develop requirements for new competencies of teachers has been identified; regulatory and legal regulation of the process of introducing VR/AR technologies within the educational process as an educational method is required.

Introduction. Russia defends its humanitarian sovereignty when upbringing, education, culture, politics, films are built on our traditions and values, which are not outside, but inside a person, in his mind, since these are mental components, worldview components.

Purpose setting. The education system should work for the formation and development of the country's human capital. Without solving this problem, the country will not have a sovereign education, which means there will be no future. It is necessary to change the paradigm of higher education, we need a new Russian national model. A professional school should be not just a «forge of personnel», but a center for the spiritual transformation of a specialist's personality, a source of spirituality for his thoughts, words and deeds. It is necessary to educate a real citizen, a patriot who knows the history and culture of his country well.

Methodology and methods of the study. Based on the key points of the sovereignization of Russian education, which naturally abandoned the Bologna system of education. Methodology for understanding the current situation in education, analytical report «The Future of Higher Education in Russia: an Expert View. Foresight-study-2030».

Results. Russian education until recently, with the implemented Bologna system, developed exclusively as an extractive social institution. For more than twenty years, this most important sphere of social life, the importance of which in maintaining and developing the sovereignty of the country cannot be overestimated, was literally «broken over the knee» to please the West. The main changes in the system of higher education caused by this participation are outlined. Joining the Bologna process has received an ambiguous and even contradictory assessment in the professional community.

Conclusions. Now a situation has developed in society that makes the problem of finding a new semantic component of the fundamentalization of education, the essence of which is the realization that the future fate of human civilization will be determined not only by the intellectual and educational, but also by the spiritual and moral potential of society and people, i. e. by humanization and sovereignization. This is the value of Russia.

Introduction. Human life during the period of higher education is filled with numerous stresses, conflicts and crises. There are especially many of them where the quality of education is low, and the subjects of education are deprived or limited in their opportunities to receive special psychological and other support, where special and systematic work is not carried out to form and develop the stress resistance of the subjects of educational relations.

Purpose setting. The purpose of the study is to analyze the tasks and capabilities of modern academic psychological services in the formation and development of stress resistance of subjects of university education.

Methodology and methods of the study. The research method is a theoretical analysis of the tasks and capabilities of modern academic psychological services in the formation and development of stress resistance of subjects of university education.

Results. University stress is a chronic condition, with little difference between the beginning and end of the academic year, the beginning and end of education. At the same time, the stressful events of the university period of human life are numerous and varied. The stresses of education, including the stresses of innovations in education, significantly reduce academic performance and adversely affect the psychological well-being of students, teachers and other members of the university community. The types of stress and support for members of the university community may be different. Numerous complexities of university life include issues such as adaptation to a new environment and the general stress of student / teaching life, etc.: problems of acquiring and assigning academic competencies, problems of academic and related relationships, problems of fairness – inclusion and stigmatization – exclusion, problems education of children, problems of entering the profession, its practice, problems of physical, psychological, moral health, etc. All this speaks of the multiplicity of tasks and opportunities of modern academic psychological services in the formation and development of stress resistance of subjects of university education.

Conclusion. A psychologist can and should act as a model of «ideal» students, teachers, leaders, parents, that is, people who have developed competencies in the ability to learn, teach, educate and be educated. But his main task is to facilitate, assistance, support the development of these competencies, including stress tolerance competencies, other competencies in the field of prevention and coping with difficulties in crisis and stressful situations, in other subjects of education. This imposes very serious requirements on the level of professional, personal and interpersonal maturity of an academic service specialist, activities in the field of directed formation and development of stress resistance of subjects of educational relations.

Introduction. The article is devoted to the scantily explored problem of (re) organization of spatial-temporal (chronotopic) aspects of didactic communication in a modern university. The author notes the fact that researchers rarely address this problem.

Purpose setting. The purpose of the research is to introduce the concept of the chronotope of didactic communication and describe the leading modes structuring the chronotope of didactic communication in a modern university.

Methodology and methods of the study. The research method is a theoretical analysis of chronotopes of didactic communication in a modern university. The initial theoretical premise of the study is the idea of a complex, systemic nature of didactic communication, in which spatial and temporal characteristics are associated with the very organization of educational and pedagogical interactions in a modern university and influence the choice of educational forms and methods of impact.

Results. There is a high importance of factors of space and time of educational interaction in the ideas of teachers and students regarding didactic communication in a modern university. The fact of the influence of spatial and temporal features of educational interaction on the process of understanding the subject content by students and on the very organizational scheme of didactic interactions in a modern university is noted.

Conclusion. Chronotopes of didactic communication are systems of spatial and temporal organization of didactic communication, correlation of physical and psychological spaces and time of didactic communication, management of psychological mechanisms of orientation of participants of educational interaction in space and time of didactic communication. These systems are different for traditional and modern educational systems, the development of university professional education is in the direction of greater consideration of the psychological space and time of didactic interaction.

Introduction. The article presents the results of research on the transformation of the political system of modern Russia, updating regional governance and analyzing the personalities of regional leaders, the process of replacing governors of the «old» generation with those of the «new» generation, meeting the requirements of the federal government and the expectations of the population, the correspondence of the personal qualities of governors to the challenges of our time.

Purpose setting. The purpose of the study is to determine the types of leadership of heads of Russian regions and to define the current factors of their formation.

Methodology and methods of study. The research is based on studying the nature of leadership behavior of regional leaders in modern Russia. The data obtained are correlated with strategic objectives in the field of training management personnel responsible for regional development, the features of the managerial style and positioning of governors are considered, as well as the influence of these factors on economic development and the formation of the image of the region is evaluated.

Results. The authors of the study found that at the moment in Russia a corps of governors of the «new wave» is actively being formed, which are characterized by such features of image and behavior as active communication with the population (including through social networks), involvement in the implementation of the state agenda and the opportunity lobbying for the interests of the region, readiness to quickly respond to events and appeals, involvement in resolving issues related to the special military operation.

Conclusion. As an example of the effective manifestation of leadership of the head of the region, the leadership style of the governor of the Omsk Oblast V. P. Khotsenko is considered.

Introduction. An assessment is made of the role of military training in terms of the geopolitical stability of Russia as an important player on the world stage. The interrelation of war and military affairs from the factors of domestic and foreign policy is shown.

Purpose setting. The problem of military training in the conditions of military confrontation with the countries of the «collective West» is put forward as the fundamental task of the study. Analyzing the reforms of the country's military organization, starting from the 2000s of the XX century, the author focuses on the fact that the sovereignty of the state can be ensured only if there is a combat-ready Armed Forces, where an important role belongs to a full-fledged military mobilization reserve. Two components of the personnel of the Ministry of Defense – professional military personnel and those liable for military service who are in the reserve – act as a condition and guarantor of their readiness to repel aggression. Therefore, their military training should be organized taking into account changes in the field of military affairs, and the system of military training itself should cover the entire population.

Methodology and methods of the study. The methodology is based on the analysis and comparison of the experience of military reforms by the top leadership of the military department of the Russian Federation since the early 2000s and the solution of these issues at the present time and in the near future. The dialectical approach helps the author to show the causal relationship of military reforms in Russia and their impact on the state of military educational activities, and, accordingly, the quality of training of military personnel.

Results. The results of the study should be considered a demonstration of military training in Russia from the point of view of the changed conditions of geopolitics.

Conclusions. The outcomes that conclude this study sum up the full range of information presented that, in order to ensure long-term peace, a country must have a reliable military capability based on militarily trained human resources. It is not by chance that the article analyzes the nature of the special military operation in Ukraine. This experience, as well as the experience of Russia's participation in other wars and military conflicts, allows us to substantiate the conclusions about the organization of an effective system of professional military training in Russia.

Introduction. The article substantiates the relevance and feasibility of studying the characteristics of the educational, professional and personal identity of students with disabilities. The need to take into account the characteristics and find ways to effectively and efficiently manage the formation and development of educational, professional and personal identity of students with disabilities is emphasized.

Purpose setting. Purpose of the study is the analysis of the characteristics of the educational, professional and personal identity of students with disabilities.

Methodology and methods of the study. Research methods are the theoretical analysis and synthesis of issues related to the educational, professional and personal identity of students with disabilities. The methodological basis of the study was a systematic approach to understanding the characteristics of the educational, professional and personal identity of students with disabilities.

Results. Currently, there are theoretical tasks of identifying the characteristics of the educational, professional and personal identity of students with disabilities, overcoming the contradictions associated with attempts to comprehend the specifics of identity and other socio-psychological characteristics of groups of students who are extremely diverse in the nature of their existing health limitations. One of the leading problems is related to the divergence of researchers' ideas about the existence, sources and nature of such differences: some researchers believe that many differences between students with and without disabilities are exaggerated. Other researchers believe that these differences are downplayed, underestimated, or insufficiently and accurately described.

Conclusion. The author summarizes the results of research into the characteristics of the educational, professional and personal identity of students with disabilities. The importance and promise of systemic, holistic work in the context of the formation and development of educational, professional and personal identity of students with disabilities is emphasized: providing conditions for the formation and development of mature educational, professional and personal identity of students with disabilities.

Introduction. Value and motivational guidelines play an important role in shaping students» career self-determination. Currently, significant changes are taking place in the value orientations and motives of young people. That is why the study of the relationship between value-motivational characteristics and career orientations becomes especially relevant.

Purpose setting. The task is to identify the relationship between career orientations, life aspirations (motives) and values of students of secondary vocational education.

Methodology and methods of the study. To achieve this goal, the «Career Anchors» technique (developed by E. Schein), the «Aspiration Index» technique (developed by E. Deci and R. Ryan) and the value orientation technique (developed by S. Schwartz) were used. Students from Krasnoyarsk institutions of secondary vocational education took part in the study as respondents.

Results. The results showed that the most significant career orientations for respondents were «Autonomy», «Lifestyle Integration» and «Service». Among less pronounced career orientations, young people consider «Stability of place of residence and work». Young people are dominated by internal aspirations (motives) related to relationships, health and personal growth. The values of hedonism, independence and achievement are of great importance to respondents. Students ranked the following values as less important: conformity, power and tradition.

Conclusion. As a result of the study, the leading career orientations, main life aspirations (motives) and the most significant values for students of secondary vocational education were identified. Significant relationships between these characteristics were also identified.

The article analyzes the global changes that occurred in the second half of the 20th century, which led to the need to anticipate changes in the world through the prism of posing problems and putting forward certain priority philosophical categories, based on the property of philosophy to be the quintessence of the thought of the era. At a time when the concept of unshakable truth has given way to relative truths as ways of varying in the context of ongoing events, the importance and necessity of higher truth as an unattainable illusion has been lost. In accordance with this, the primacy of the cultural-historical context brought to the fore the concept of a multitude of truths. With the transition to postmodernism, the previously stable philosophical concepts that defined being and man as the subject of this being have undergone significant changes. Accordingly, the renewal of philosophical interpretations of the justification of the world and of man himself directly affects on the specifics of the development and functioning of all areas of human activity, including moral and legal norms, art and culture, science and technology. The most important context for the development of mankind was the disintegration of the ontological unity of the world, which once served as the unshakable foundation of existence. Another equally significant change seems to be a shift in emphasis from reason as such to the coexistence of political minds. This intensifies the phenomenon of alienation. The implosion of consciousness, which J. Baudrillard spoke about, led to the fact that human consciousness became torn, as a result of which fragmentation became the norm for perceiving the world and reproducing it in value orientations. The author believes that the first quarter of the 21st century reveals the essence of the reformatting of all existing lines of life connection – the relationship of man and nature, man and society, man and man, which is necessarily reflected in the interpretation of philosophical categories.